The Introduction argues that Villa Pisani at Montagnana does not conform to the conventional definition of the Renaissance villa as a second home. Instead, it shares certain functions and architectural and decorative features of the urban palace, usually considered the principal seat of an elite family. This case study reveals how Palladio gave architectural expression to a way of living among Venetian patricians in which the villa had come to play a fundamental role.

Whereas diagnosis helps you understand what is going on, formulation allows you to understand why that problem is happening and how to address it. This chapter provides instruction on key CBTx skills relating to case formulation and treatment implementation, guided by a scientist-practitioner approach. It provides practical tools, rubrics, and metaphors that can assist in formulation, and discusses treatment readiness as a key construct to treatment implementation. Finally, the chapter outlines how to use the book to help readers develop personalised treatment plans for patients.

This chapter summarizes the main points established in prior chapters and reviews how research questions factor into doing discourse analysis. The aim of the chapter is to help readers synthesize the different aspects of conducting discourse analysis research into a coherent set of principles. This is done by introducing a practical model for doing discourse analysis. After reading this chapter, readers will be able to recall the mains points of doing discourse analysis; be capable of using a model for doing discourse analysis to conduct research; know a number of practical tips for doing discourse analysis; and be able to construct research questions that are relevant to discourse analysis research.

This book takes historical context and questions of temporality seriously in the analysis of professionalisation of politics. Doing so enables us to address not only how professionalisation of politics takes place, but also when and why it might arise at a particular historical juncture and not others. In this chapter, I outline a causal framework that elucidates the factors that have driven India towards the path of professionalisation—from incipient trends that emerged in the 1980s to full-fledged developments from the late 2000s onwards. This framework not only builds upon the arguments of several scholars who have explored the causal mechanisms behind professionalisation in other parts of the world, but also leverages the unique perspective that India can offer. As a developing country, India can provide a useful vantage point to re-examine insights in the existing academic literature that have almost exclusively been based on the experience of developed countries and, thus, fall into the trap of conflating professionalisation with modernisation (as noted in the previous chapter).

It is worth emphasising here that the problem with the existing academic analysis is not merely empirical narrowness. At a methodological level, hitherto scholars who have analysed the drivers of professionalisation have, on the whole, paid insufficient attention to delineating the scope conditions for their theories or have relied on weak logical reasoning that does not adequately clarify the necessary and sufficient conditions of causality. My analytical approach here is in alignment with Gary Goertz and James Mahoney (2012), who note that coherent causal explanations in qualitative research entail identifying a set of variables that, in some permutation or combination, are jointly sufficient for a causal outcome, but where each individual variable is neither necessary nor sufficient for the outcome. Since we are interested in a group of variables to explain a causal outcome, an important implication of this approach is the acknowledgement of equifinality—the idea that there can be more than one pathway that leads to the outcome of interest (here, professionalisation). These multiple pathways emerge from the fact that our variables can combine and interact with one another in contingent and creative ways. Put simply, such a causal framework rejects rigid determinism and accommodates subtle variations from country to country.

Chapter 7 follows a young adult college student who speaks Chinese as a heritage language and his girlfriend as they explore language, life, and race relations during the COVID-19 pandemic, trying to use the Chinese language to transform the very Chinese-American communities they grew up in and transcend the cultural identity that is assigned to them by society. It explores societal language ideologies regarding Americans of Chinese origin, cultural legitimacy and authenticity for second-generation Chinese immigrants both in the U.S. and in China, the relation between diaspora and domesticity, and the transformative role of Chinese as a heritage language in the context of the Black Lives Matter movement and anti-Asian hate during the COVID-19 pandemic. It highlights the nonlinear nature of language shift.

This chapter focuses on examples of Henry James’s post-1890 writings – including Notes of a Son and Brother (1914), the Prefaces to the New York Edition (1907–9), and ‘Maud-Evelyn’ (1900) – which engage with, or themselves embody, the challenge of commemorating lives cut short prematurely or traumatically. The first half addresses formal and stylistic features and explores how James’s commitment to conserving and commemorating the unspent experiential potential of the dead of the American Civil War manifests within his late aesthetics: informing syntax, notions of character, and the pressure placed on traditional narrative structures. The subsequent sections then trace a competing phenomenon, inspired in part by the author’s meditations on Civil War Monuments: the concern that several of James’s late works (both fictional and non-fictional) display about the wisdom of investing emotionally in the unlived lives of the untimely dead. Together, these sections argue that, during the last twenty-five years of his life, James produced writings at once enthralled by and wary of unfulfilled narrative potential, and attentive to how it might be used to bind epochs together.

Lessons have different objectives and take place in a wide variety of contexts and formats, involving a range of learner needs and abilities. This section addresses some of the most common of these variables, and outlines the options that teachers need to consider in order to ensure that learning opportunities are optimized.

• 32 Planning a focus on listening

• 33 Planning a focus on speaking

• 34 Planning a focus on reading

• 35 Planning a focus on writing

• 36 Planning an integrated skills lesson

• 37 Planning to teach grammar

• 38 Planning to teach vocabulary

• 39 Planning to teach pronunciation

• 40 Planning for content-based instruction

• 41 Planning for task- and project-based instruction

• 42 Planning for learning opportunities

• 43 Blended and flipped learning

• 44 Learner-centred lessons

• 45 Special needs and individualization

• 46 Teaching one-to-one

• 47 Teaching large, multi-level classes

Planning a focus on listening

• It's unlikely that a whole lesson will be devoted to listening activities, but it's not uncommon to plan a lesson which has the skill of listening as its primary focus.

The aim of most classroom activities involving listening is to develop learners’ ability to understand the stream of speech – which is not simply a case of knowing all the words and grammatical structures of the language. In fact, even after many years of study, second language learners are often surprised – even shocked – by how little they understand when they first encounter fluent speakers of the language. Hence, the aim of a listening activity is not so much to teach new items of language but to help learners recognize language they are already familiar with, to process the stream of speech in real time, and to make plausible inferences when they come up against gaps in their knowledge.

So, while the overall aim is understanding, the specific aims of a listening focus might include developing the ability to:

• ▪ perceive and discriminate individual sounds;

• ▪ segment the stream of speech into recognizable words;

• ▪ identify key indicators of changes in discourse direction and stance, such as discourse markers;

• ▪ use prosodic clues (such as stress and intonation) to infer attitude, to distinguish given information from new information, to recognize turn openings and closings;

• ▪ guess the meaning of unfamiliar words from context;

• ▪ use contextual clues and background information to infer meaning and make predictions.