French Vocabulary Lesson A Travelers Hotel Stay

Going to France? Then you will want to know how to speak French at your hotel. Though you may be able to use English in many cases, it is always helpful to have a few French words in your vocabulary in order to make your stay go a little smoother. At the end of this French vocabulary lesson, you will be able to make your hotel reservation, ask about services and amenities, pay your bill, and identify common places and items in a hotel. Note: Many of the words below are linked to .wav files. Simply click on the link to listen to the pronunciation. Booking a Hotel (Rà ©server un Hà ´tel) First of all, lets clear up a little confusion about the word hotel (lhà ´tel) itself. In French, the phrase un hà ´tel de  ville  is not a place to stay, but rather a town hall or a city hall and it probably does not have the best accommodations. When booking your hotel, you will need to check on the  accommodations (le  logement). Most importantly, if the hotel has no vacancy (complet)  during your scheduled trip. Once you determine that a room is available, you will need to ask for any specific requirements you might have. In order to do this, you may want to  review French numbers  as well. I would like a room... Je voudrais une chambre... ... for one night / two nights. ... pour une nuit / deux nuits. ... for one person / two persons. ... pour une personne / deux personnes. ... with two beds. ... à   deux lits. ... with a double bed. ... avec un grand lit. You do not want to overstay your welcome, so this question will be helpful: When is check-out time? —  Quelle est  lheure  limite  doccupation? How to Ask for Amenities Building on the request of  Je voudrais une chambre...,  use these phrases to ask for certain hotel amenities. I would like a room... Je voudrais une chambre... ... with a shower in the room. ... avec une douche dans la chambre. ... with a bathtub in the room. ... avec une baignoire dans la chambre. ... with a sink in the room. ... avec un lavabo dans la chambre. ... with a toilet in the room. ... avec un W.-C. dans la chambre. ... with a television in the room. ... avec une tà ©là ©vision dans la chambre. ... with a telephone in the room. ... avec un tà ©là ©phone dans la chambre. ... with an air conditioner in the room. ... avec un climatiseur dans la chambre. Paying for Your Room (Payer pour votre chambre) You do need to pay for the room and a few simple phrases will help you navigate the reception desk.   How much is it? C'est combien ? I would like to pay my bill. Je voudrais rà ©gler mon compte. I would like a receipt. Je voudrais un reà §u. The bill is incorrect. L'addition n'est pas correcte. Forms of Payment Learning how to speak about money in French will make your entire journey go a little smoother. These phrases can also be used at restaurants, shops, or anywhere else you make a purchase. I would like to pay in  cash. —  Je voudrais  payer  en espà ¨ces. If you would like to pay with another type of payment, begin the sentence with Je voudrais  payer... and conclude it with one of these phrases. I would like to pay in... Je voudrais payer... ... with traveler's checks. ... avec des chà ¨ques de voyage. ... with a credit card. ... avec une carte de crà ©dit. Requesting Services (Demande de services) Every employee (lemployà ©)  of the hotel is there to make your stay as comfortable as possible. From the front desk clerk (rà ©ceptionniste) to the maid (la  femme de chambre), you can use these phrases to request particular services during your stay. I would like a wake-up call at 8 a.m. —  Je voudrais  Ãƒ ªtre rà ©veillà © à   huit heures.I would like a taxi. —  Je voudrais un taxi. Do you have a... Avez-vous un... ... laundry service? ... service de lessive ? ... hairdresser / barber? ... coiffeur ? ... parking lot / garage? ... parking ? Navigating the Hotel (Navigation dans lHà ´tel) You will find it useful to be able to get around the hotel and a few simple words should make it a little bit easier. Ground floor —  le  rez-de-chaussà ©eFirst floor —  le  premier à ©tageHallway —  le  couloirRoom —  la  chambre It is likely that you will need to ask where something is and this is the phrase you want to memorize. Its also quite useful as you are traveling through town, simply finish the question with the place youre looking for. Where is the... Oà ¹ se trouve le... ... elevator? ... un ascenseur ? ... restaurant / bar? ... un restaurant / bar ? ... pool? ... une piscine ? In the Hotel Room (Dans lHà ´tel Chambre) Once you get to your room, give yourself a quick quiz and see if you can recall these words in French. Bed —  le  litPillow —  loreillerSofa —  le  canapà ©Dresser —  la  commodeLamp —  la  lampe You might also want to know that your room has a... Door —  la  porteWindow —  la  fenà ªtre In the Bathroom English has bathroom and restroom and French also has more than one word for this room. However, the difference tends to describe the amenities included within. Bathroom with a bathtub —  la  salle de bainA room with a toilet —  les  toilettes  or  les  W.-C. You might also want to know how to say some of these other bathroom-related words in French. Theyre easy and, who knows, they might come in handy someday. Bathtub —  la  baignoire  or  le  bainSink —  le  lavaboShower —  la  doucheToilet —  la  toiletteTowel —  la  serviette

Malcolm X And Maya Angelou And A Homemade Education

Blacks in the United States have had to persistently fight against torture, racism, and segregation and still do. For years, in the United States people of color were not given the same rights as white men. In â€Å"Letter from Birmingham Jail† by Martin Luther King Jr., â€Å"Graduation† by Maya Angelou and â€Å"A Homemade Education† by Malcolm X, the authors discuss their experiences and fight against inequality. Martin Luther King Jr., Malcolm X and Maya Angelou were just a few of the hundreds of thousands of blacks who restlessly fought for civil rights. Martin Luther King Jr., Malcolm X and Maya Angelou showed that in the face of adversity to persevere you must always remain strong and steadfast if you wish to succeed. Even with Malcolm X and Maya†¦show more content†¦But Henry Reed, a close friend of Maya Angelou and valedictorian, showed them all that no matter what obstacles they face they have and will always overcome them. Reed sang â€Å"We have come over a way that with tears has been watered, We have come, treading our path through the blood of the slaughtered.† describing how much struggle their fathers have encountered to get to where they are today and even though there is much more to fight for they must continue forward. Maya Angelou and the rest of the men and women gained their confidence again, saying â€Å"We were on top again, as always, again. We survived.†(Maya Angelou 86). Donleavy may have put Maya Angelou’s confidence in a bright future down for a moment, but in the end she stood strong and believed in her strength to overcome any obstacle. Malcolm X like Maya Angelou struggled in his reach for higher education. He received only up to an 8th grade education and because of the lack of direction for a young black man strayed away and ended up in prison. Malcolm X however, turned his prison experience into a lesson by spending his time homeschooling himself, he â€Å"became increasing ly frustrated at not being able to express what I wanted to convey in the letters I wrote...But now, trying to write simple English, I not only wasn’t articulate, I wasn’t even functional.† (Malcolm X). He learned that he must persist if he was to achieve his goals, he wanted to be able to command attention likeShow MoreRelatedAn Essential Factor For African American1636 Words   |  7 PagesMartin Luther King Jr., Maya Angelou, and Malcolm X, equality for blacks was made possible. It is invariably true that persistence is demonstrated in the works: â€Å"Letter from Birmingham Jail† by Martin Luther King Jr., â€Å"Graduation† by Maya Angelou and â€Å"A Homemade Education† by Malcolm X despite the oppositions these writers faced while trying to accomplish goals of racial equality to educational attainment. Persistency is relentlessly revealed by Martin Luther King Jr. and Malcolm X as they face obstaclesRead MoreA Homemade Education By Mal colm X And Letter From Birmingham Jail By Martin Luther King Jr.1796 Words   |  8 Pagesperseverance and persistence is exemplified through the works of Malcolm X, Martin Luther King Jr. and Maya Angelou who are defying social norms by revolting against racial injustice and educational inequality. Based on the texts, â€Å"Graduation† by Maya Angelou, â€Å"A Homemade Education† by Malcolm X and â€Å"Letter from Birmingham Jail† by Martin Luther King Jr., it is clear that the writers/ narrators show a great deal of persistence. Malcolm X learns how to read using a dictionary, Martin Luther King manages

A Format for Case Conceptualisation Free Essays

string(41) " might involve maladaptive behavior \(e\." Many professional and personal challenges confront practicum students as they work with clients. For example, students must establish a counseling relationship, listen attentively, express themselves clearly, probe for information, and implement technical skills in an ethical manner. Those counseling performance skills (Borders Leddick, 1987) center on what counselors do during sessions. We will write a custom essay sample on A Format for Case Conceptualisation or any similar topic only for you Order Now At a cognitive level, students must master factual knowledge, think integratively, generate and test clinical hypotheses, plan and apply interventions, and evaluate the effectiveness of treatment. Those conceptualizing skills, within the cognitive operations used to construct models that represent experience (Mahoney Lyddon, 1988), show how counselors think about clients and how they choose interventions. It is highly desirable for instructors of practica to have pedagogical methods to promote the development both of counseling performance skills and conceptualizing skills. Such methods should be diverse and flexible to accommodate students at different levels of professional development and with distinct styles of learning (Biggs, 1988; Borders Leddick, 1987; Ellis, 1988; Fuqua, Johnson, Anderson, Newman, 1984; Holloway, 1988; Ronnestad Skovholt, 1993; Stoltenberg Delworth, 1987). RATIONALE FOR THE FORMAT In this article, we present a format for case conceptualization that we developed to fill gaps in the literature on the preparation of counselors (Borders Leddick, 1987; Hoshmand, 1991). Although many existing methods promote counseling performance skills, there are few established methods for teaching students the conceptualizing skills needed to understand and treat clients (Biggs, 1988; Hulse Jennings, 1984; Kanfer Schefft, 1988; Loganbill Stoltenberg, 1983; Turk Salovey, 1988). We do not discount the importance of counseling performance skills, but we believe that they can be applied effectively only within a meaningful conceptual framework. That is, what counselors do depends on their evolving conceptualization of clients; training in that conceptualization matters. Given the large quantity of information that clients disclose, students have the task of selecting and processing relevant clinical data to arrive at a working model of their clients. Graduate programs need to assist students in understanding how to collect, organize, and integrate information; how to form and test clinical inferences; and how to plan, implement, and evaluate interventions (Dumont, 1993; Dumont Lecomte, 1987; Fuqua et al. , 1984; Hoshmand, 1991; Kanfer Schefft, 1988; Turk Salovey, 1988). Although systematic approaches to collecting and processing clinical information are not new, the case conceptualization format presented here, as follows, has several distinguishing features: 1. The format is comprehensive, serving both to organize clinical data (see Hulse Jennings, 1984; Loganbill Stoltenberg, 1983) and to make conceptual tasks operational (see Biggs, 1988). The components of the format integrate and expand on two useful approaches to presenting cases that are cited often and that are linked to related literature on supervision: (a) Loganbill and Stoltenberg’s (1983) six content areas of clients’ functioning (i. . , identifying data, presenting problem, relevant history, interpersonal style, environmental factors, and personality dynamics), and (b) Biggs’s (1988) three tasks of case conceptualization (i. e. , identifying observable and inferential clinical evidence; articulating dimensions of the counseling relationship; and describing assump tions about presenting concerns, personality, and treatment). In addition, the format makes explicit the crucial distinction between observation and inference, by separating facts from hypotheses. It advances the notion that observations provide the basis for constructing and testing inferences. Thus, the format fosters development of critical thinking that is more deliberate and less automatic than the ordinary formation of impressions. The approach is compatible with recommendations that counselors receive training in rational hypothesis testing to reduce inferential errors (Dumont 1993; Dumont Lecomte, 1987; Hoshmand, 1991; Kanfer Schefft, 1988; Turk Salovey, 1988). 2. The format can be adapted to the developmental stage of students by its focus on stage-appropriate components and implementing those components in stage-appropriate ways (Ellis, 1988; Glickauf-Hughes Campbell, 1991; Ronnestad Skovholt, 1993; Stoltenberg Delworth, 1987). As an example, beginning students use the format to organize information and to learn the distinction between observation and inference, whereas more experienced students focus on using the format to generate and test hypotheses. 3. The format is atheoretical, thereby permitting students to ncorporate constructs from any paradigm into their case conceptualizations. In this sense, the format resembles the cognitive scaffolding described in the constructivist perspective (Mahoney Lyddon, 1988). Rather than being an explicit template through which observations are filtered to conform to an imposed representational model, the format provides an abstract set of cognitive schemas. With the schemas, the student actively fashions a conceptual framework from which to order and assign meaning to observations. Simply put, the format is a generic structure that the student uses to construct his or her â€Å"reality† of the case. COMPONENTS OF THE FORMAT The format has 14 components, sequenced from observational to inferential as follows: background data, presenting concerns, verbal content, verbal style, nonverbal behavior, client’s emotional experience, counselor’s experience of the client, client-counselor interaction, test data and supporting materials, diagnosis, inferences and assumptions, goals of treatment, interventions, and evaluation of outcomes. Background data includes sex, age, race, ethnicity, physical appearance (e. . , attractiveness, dress, grooming, height, and weight), socioeconomic status, marital status, family constellation and background, educational and occupational status, medical and mental health history, use of prescribed or illicit substances, prior treatment, legal status, living arrangements, religious affiliation, sexual preference, socia l network, current functioning, and self-perceptions. Initially, students are overwhelmed by the data that they assume need to be collected. Guidance must be provided on how students are to differentiate meaningful from inconsequential information. In our program, for example, we ask students to evaluate the relevance of background data, for understanding clients’ presenting concerns and for developing treatment plans. We advise students to strive for relevance rather than comprehensiveness. Presenting concerns consist of a thorough account of each of the client’s problems as viewed by that client. This task might begin with information contained on an intake form. We assist students in developing concrete and detailed definitions of clients’ concerns by showing them how to help clients identify specific affective, behavioral, cognitive, and interpersonal features of their problems. For example, the poor academic performance of a client who is a college student might involve maladaptive behavior (e. You read "A Format for Case Conceptualisation" in category "Essay examples" g. , procrastination), cognitive deficits (e. g. , difficulty in concentrating), negative moods (e. g. , anxiety), and interpersonal problems (e. g. , conflict with instructors). Counseling students should also explore the parameters of presenting concerns, including prior occurrence, onset, duration, frequency, severity, and relative importance. We further suggest that students explore how clients have attempted to cope with their concerns and that they examine what clients expect from treatment, in terms of assistance as well as their commitment to change. In addition, students should assess immediate or impending dangers and crises that their clients may face. Finally, we instruct students in identifying environmental stressors and supports that are linked to presenting concerns. Verbal content can be organized in two ways. A concise summary of each session is appropriate for cases of limited duration. Alternatively, verbal content can include summaries of identified themes that have emerged across sessions. Occasionally, those themes are interdependent or hierarchically arranged. For example, a client may enter treatment to deal with anger toward a supervisor who is perceived as unfair and, in later sessions, disclose having been chronically demeaned by an older sibling. We teach students to discriminate central data from peripheral data through feedback, modeling, and probing questions. Students need to focus their sessions on areas that are keyed to treatment. For instance, we point out that clients’ focal concerns, along with the goals of treatment, can serve as anchors, preventing the content of sessions from drifting. Verbal style refers to qualitative elements of clients’ verbal presentation (i. e. , how something is said rather than what is said) that students deem significant because they reflect clients’ personality characteristics, emotional states, or both. Those elements can include tone of voice and volume, changes in modulation at critical junctures, fluency, quantity and rate of verbalization, vividness, syntactic complexity, and vocal characterizations (e. g. , sighing). Nonverbal behavior includes clients’ eye contact, facial expression, body movements, idiosyncratic mannerisms (e. g. , hand gestures), posture, seating arrangements, and change in any of these behaviors over time and circumstances. Instructors can assist students in distinguishing relevant from unimportant information by modeling and providing feedback on how these data bear on the case. As an example, neglected hygiene and a listless expression are important nonverbal behaviors when they coincide with other data, such as self-reports of despair and hopelessness. Clients’ emotional experience includes data that are more inferential. On the basis of their observations, students attempt to infer what their clients feel during sessions and to relate those feelings to verbal content (e. g. , sadness linked to memories of loss). The observations provide insights into clients’ emotional lives outside of treatment. We caution students that clients’ self-reports are an important but not entirely reliable source of information about their emotional experience. At times clients deny, ignore, mislabel, or misrepresent their emotional experience. Students should note the duration, intensity, and range of emotion expressed over the course of treatment. Blunted or excessive affect as well as affect that is discrepant with verbal content also merit attention. To illustrate, a client may report, without any apparent anger, a history of physical abuse. Initially, students can be assisted in labeling their clients’ affect by using a checklist of emotional states. We have found it helpful to suggest possible affect and support our perceptions with observation and logic. Empathic role taking can also help students to gain access to clients’ experience. Instructors may need to sensitize students to emotional states outside of their own experience or that they avoid. Counselor’s experience of the client involves his or her personal reactions to the client (e. g. , attraction, boredom, confusion, frustration, and sympathy). We strive to establish a supportive learning environment in which students can disclose their genuine experiences, negative as well as positive. Students often struggle to accept that they might not like every client. But students should be helped to recognize that their experience of clients is a rich source of hypotheses about feelings that those clients may engender in others and, thus, about the interpersonal world that the clients partially create for themselves. The â€Å"feel† of clients often provides valuable diagnostic clues (e. g. , wanting to take care of a client may suggest features of dependent personality disorder). Sometimes students need assistance in determining whether their reactions to clients reflect countertransferential issues or involve â€Å"normative† responses. We draw on parallel process and use-of-self as an instrument to help clarify students’ feelings and to form accurate attributions about the origins of those feelings (Glickauf-Hughes Campbell, 1991; Ronnestad Skovholt, 1993). Client-counselor interaction summarizes patterns in the exchanges between client and counselor as well as significant interpersonal events that occur within sessions. Such events are, for example, how trust is tested, how resistance is overcome, how sensitive matters are explored, how the counseling relationship is processed, and how termination is handled. Thus, this component of the format involves a characterization of the counseling process. Students should attempt to characterize the structure of the typical session–specifically, what counselors and clients do in relation to one another during the therapy hour. They may do any of the following: answer questions, ask questions; cathart, support; learn, teach; seek advice, give advice; tell stories, listen; collude to avoid sensitive topics. Taxonomies of counselor (Elliott et al. , 1987) and client (Hill, 1992) modes of response are resources with which to characterize the structure of sessions. At a more abstract level, students should try to describe the evolving roles they and their clients play vis-a-vis one another. It is essential to assess the quality of the counseling relationship and the contributions of the student and the client to the relationship. We ask students to speculate on what they mean to a given client and to generate a metaphor for their relationship with that client (e. g. , doctor, friend, mentor, or parent). Client-counselor interactions yield clues about clients’ interpersonal style, revealing both assets and liabilities. Furthermore, the counseling relationship provides revealing data about clients’ self-perceptions. We encourage students to present segments of audiotaped or videotaped interviews that illustrate patterns of client-counselor interaction. Test data and supporting materials include educational, legal, medical, and psychological records; mental status exam results; behavioral assessment data, including self-monitoring; questionnaire data, the results of psychological testing, artwork, excerpts from diaries or journals, personal correspondence, poetry, and recordings. When students assess clients, a rationale for testing is warranted that links the method of testing to the purpose of assessment. We assist students in identifying significant test data and supporting materials by examining how such information converges with or departs from other clinical data e. g. , reports of family turmoil and an elevated score on Scale 4, Psychopathic Deviate, of the Minnesota Multiphasic Personality Inventory-2 [MMPI-2; Hathaway McKinley, 1989]). Assessment, as well as diagnosis and treatment, must be conducted with sensitivity toward issues that affect women, minorities, disadvantaged clients, and disabled clients, because those pe rsons are not necessarily understood by students, perhaps due to limited experience of students or the â€Å"homogenized† focus of their professional preparation. Diagnosis includes students’ impression of clients’ diagnoses on all five axes of the Diagnostic and Statistical Manual of Mental Disorders, fourth edition (DSM-IV, American Psychiatric Association, 1994). We guide students’ efforts to support their diagnostic thinking with clinical evidence and to consider competing diagnoses. Students can apply taxonomies other than those in the DSM-IV when appropriate (e. g. , DeNelsky and Boat’s [1986] coping skills model). Instructors demonstrate the function of diagnosis in organizing scattered and diverse clinical data and in generating tentative hypotheses about clients’ functioning. Inferences and assumptions involve configuring clinical hypotheses, derived from observations, into meaningful and useful working models of clients (Mahoney Lyddon, 1988). A working model consists of a clear definition of the client’s problems and formulations of how hypothesized psychological mechanisms produce those problems. For instance, a client’s primary complaints might be frequent bouts of depression, pervasive feelings of isolation, and unfulfilled longing for intimacy. An account of those problems might establish the cause as an alienation schema, early childhood loss, interpersonal rejection, negative self-schemas, or social skills deficits. We help students to elaborate on and refine incompletely formed inferences by identifying related clinical data and relevant theoretical constructs (Dumont, 1993; Mahoney Lyddon, 1988). We also assist students in integrating inferences and assumptions with formal patterns of’ understanding drawn from theories of personality, psychopathology, and counseling (Hoshmand, 1991). As with their instructors, students are not immune from making faulty inferences that can be traced to logical errors, such as single-cause etiologies, the representative heuristic, the availability heuristic, confirmatory bias, the fundamental attribution error, and illusory correlations; (Dumont, 1993; Dumont Lecomte, 1987). As an example, counselors tend to seek data that support their preexisting notions about clients, thus restricting the development of a more complete understanding of their clients. We alert students to the likelihood of bias in data gathering, particularly when they seek to confirm existing hypotheses. Furthermore, we demonstrate how to generate and evaluate competing hypotheses to counteract biased information ]processing (Dumont Lecomte, 1987; Kanfer Schefft, 1988). Instructors, therefore, must teach students to think logically, sensitizing them to indicators of faulty inferences and providing them with strategies for validating clinical hypotheses as well as disconfirming them (Dumont Lecomte, 1987; Hoshmand, 1991). The proposed format can accomplish this task because it separates inferences from the clinical data used to test inferences and thus â€Å"deautomatizes† cognitive operations by which inferences are formed (Kanfer Schefft, 1988; Mahoney Lyddon, 1988). We have found it beneficial to have students compare their impressions of clients with impressions that are independently revealed by test data (e. g. , MMPI-2); this exercise permits the correction of perceptual distortions and logical errors that lead to faulty inferences. Although students’ intuition is an invaluable source of hypotheses, instructors need to caution them that intuition must be evaluated by empirical testing and against grounded patterns of understanding (Hoshmand, 1991). We also model caution and support for competing formulations and continued observation. This approach fosters appreciation of the inexactitude and richness of case conceptualization and helps students to manage such uncertainty without fear of negative evaluation. With the development of their conceptualizing skills, students can appreciate the viability of alternative and hybrid inferences. Moreover, they become more aware of the occasional coexistence and interdependence of clinical and inferential contradictions (e. g. , the simultaneous experience of sorrow and joy and holistic concepts such as life and death). The increasingly elaborate conceptual fabric created from the sustained application of conceptualizing skills also enables students to predict the effect of interventions more accurately. Goals of treatment must be linked to clients’ problems as they come to be understood after presenting concerns have been explored. Goals include short-term objectives along with long-term outcomes of treatment that have been negotiated by the client and trainee. Typically, goals involve changing how clients feel, think, and act. Putting goals in order is important because their priorities will influence treatment decisions. Goals need to be integrated with students’ inferences or established theories and techniques of counseling. In their zeal, students often overestimate the probable long-term aims of treatment. To help students avoid disappointment, we remind them that certain factors influence the formulation of goals, including constraints of time and resources, students’ own competencies, and clients’ capacity for motivation for change. Interventions comprise techniques that students implement to achieve agreed-on goals of treatment. Techniques are ideally compatible with inferences and assumptions derived earlier; targets of treatment consist of hypothesized psychological structures, processes, and conditions that produce clients’ problems (e. g. , self-esteem, information processing, family environment). Difficulties in technical implementation should be discussed candidly. We provide opportunities for students to observe and rehearse pragmatic applications of all strategies. Techniques derived from any theory of counseling can be reframed in concepts and processes that are more congruent with students’ cognitive style. To illustrate, some students are able to understand how a learned fear response can be counterconditioned by the counseling relationship when this phenomenon is defined as a consequence of providing unconditional positive regard. In addition, we teach students to apply techniques with sensitivity as well as to fashion a personal style of counseling. Finally, legal and ethical issues pertaining to the conduct of specific interventions must be made explicit. Evaluation of outcomes requires that students establish criteria and methods toward evaluating the outcomes of treatment. Methods can include objective criteria (e. g. , grades), reports of others, self-reports (e. g. , behavioral logs), test data, and students’ own judgments. Instructors must assist students in developing efficient ways to evaluate progress over the course of treatment given the presenting concerns, clients’ motivation, and available resources. USES OF THE FORMAT We developed the :format for use in a year-long practicum in a master’s degree program in counseling psychology. Instructors describe the format early in the first semester and demonstrate its use by presenting a erminated case; a discussion of the format and conceptualization follows. The first half of the format is particularly helpful when students struggle to organize clinical data into meaningful categories and to distinguish their observations from their inferences. The focus at that point should be on components of the format that incorporate descriptive data about the client. Later in their develop ment, when students are prepared to confront issues that influence the counseling relationship, components involving personal and interpersonal aspects of treatment can be explored. As students mature further, components that incorporate descriptive data are abbreviated so that students can concentrate on the conceptualizing skills of diagnosis, inferences and assumptions, treatment planning and intervention, and evaluation. When conceptualizing skills have been established, the format need not be applied comprehensively to each case. Rather, it can be condensed without losing its capacity to organize clinical data and to derive interventions. The format can be used to present cases in practicum seminar as well as in individual supervision sessions. It can also be used by students to manage their caseloads. Also, the format can be used in oral and written forms to organize and integrate clinical data and to suggest options for treatment (cf. Biggs, 1988; Hulse Jennings, 1984; Loganbill Stoltenberg, 1983). For example, practicum seminar can feature presentations of cases organized according to the format. As a student presents the data of the case, participants can construct alternative working models. Moreover, the format compels participants to test their models by referencing clinical data. Written details that accompany a presentation are also fashioned by a student presenter according to the format. The student presenter can distribute such material before the presentation so that members of the class have time to prepare. During the presentation, participants assume responsibility for sustaining the process of case conceptualization in a manner that suits the class (e. g. , discussion, interpersonal process recall, media aids, or role play). Supervision and case notes can also be structured more flexibly with the use of the case conceptualization format to give students opportunities to relate observation to inference, inference to treatment, and treatment to outcome (Presser Pfost, 1985). In fact, supervision is an ideal setting to tailor the format to the cognitive and personal attributes of the students. In supervision, there are also more opportunities to observe students’ sessions directly, which permits instruction of what clinical information to seek, how to seek it, how to extract inferences from it, and to evaluate the veracity of students’ inferences by direct observation (Holloway, 1988). FUTURE APPLICATIONS AND RESEARCH The format is a potentially valuable resource for counselors to make the collection and integration of data systematic when they intervene with populations other than individual clients. Application of the format to counseling with couples and families might seem to make an already conceptually demanding task more complex. Yet counselors can shift the focus from individuals to a couple or a family unit, and apply components of the format to that entity. By targeting relationships and systems in this way, the format can also be used to enhance understanding of and improve interventions in supervision and with distressed units or organizations. Although research has been conducted on how counselors collect data, few studies have investigated how counselors process information when testing hypotheses (e. g. , Strohmer, Shivy, Chiodo, 1990). Empirical evidence of the effectiveness of various approaches to the conceptual training of counselors is long overdue. Avenues of inquiry include determining whether the format contributes to the acquisition of conceptualizing skills and to facilitative conditions and techniques thai: may be mediated by such skills (e. . , empathy and clear communication). There are several written measures available with which to evaluate students’ conceptualizing skills. Examples of those measures are the Clinical Assessment Questionnaire (Holloway Wolleat, 1980); Intentions List (Hill O’Grady, 1985); and Written Treatment Planning Simulation (Butcher, Scofield, Baker, 1985). Interpersonal process recall of audiotaped and videotaped sessions, case notes (Presser Pfost, 1985), and dir ect observation can also be used. Other promising directions for research include comparing the effect of the format with other approaches to training, isolating components of the format that produce the greatest gains in conceptualizing skills, and determining the outcomes when the format is implemented with the use of different instructional strategies and with students at varying levels of development. Finally, investigation into how the format produces cognitive and performance gains would be valuable, particularly if integrated with literature on cognitive development and effective learning strategies. Nonetheless, the format has several limitations. Although students will eventually learn to apply the format more efficiently in their professional practice, it remains cumbersome and time consuming. Explicit and comprehensive application of the format in supervision and in the routine management of individual caseloads is particularly awkward. In those contexts, the format must be applied tacitly as a heuristic, with specific components used more deliberately when obstacles to progress are encountered. For example, focus on a client’s affective experience can promote accurate empathy in the student and lead to more helpful interventions. Moreover, given the differences in the cognitive development of students (Biggs, 1988; Borders Leddick, 1987; Ellis, 1988; Fuqua et al. , 1984; Ronnestad Skovholt, 1993; Stoltenberg Delworth, 1987), the format cannot be applied rigidly or uniformly as a pedagogical tool. Beginning students and those who think in simple, concrete terms seem to profit most from learning environments in which instructors provide direction, expertise, feedback, structure, and support. Conversely, more experienced students and those who think in complex, abstract terms learn more readily when instructors fashion autonomous, collegial, flexible, and interactive environments (Ellis, 1988; Glickauf-Hughes Campbell, 1991; Ronnestad Skovholt, 1993; Stoltenberg Delworth, 1987). Hence, the format must be applied creatively and tailored to students’ capabilities, to avoid needless discouragement, boredom, or threats to personal integrity (Fuqua et al. , 1984; Glickauf-Hughes Campbell, 1991; Ronnestad Skovholt, 1993; Stoltenberg Delworth, 1987) How to cite A Format for Case Conceptualisation, Essay examples

Labour Relations and Employment Law

Question: Discuss the industrial relationship in Singapore? Answer: Introduction: Background of the sinapore industrial relations: The Industrial relationship in Singapore developed on the collegial relationship between ruling political party, the labor movement and the Peoples Action Party. This inter-relationship between the three and their dispute among each other gave rise to the foundation of the Industrial Relationship in Singapore (Blanpain, R. (Ed.). 2013). One of the main key for the trade relationship in Singapore was the trade unions of the country. Their existence in the anti-colonial struggle and the advantage used by the Peoples Action Party and the communist arose an uneasy atmosphere between them. In the year 1961, the trade union of Singapore split in to two halves, one to be known as the Singapore Association of Trade Union (SATU) and the other came to be known as the National Trade Union of Congress, non-communist (NTUC). Among the two divisions, the National trade Union of Congress became the ruling trade union of Singapore mainly because of the governmental support and cooperation (Gan, B.,e t al, 2012). Another contributing reason for the emergence of NTUC as the ruling party of trade union in Singapore is the strike that was held by Singapore Association of Trade Union, in 1963, which resulted in banning of the procommunist trade organization and arrest of their leaders. The strong bonding between the Peoples Action Party and National Trade union of Congress, held the base of the industrial relations in Singapore. Purpose of the study: The main purpose for researching on the Industrial Relations of Singapore will help us to understand the causes for the present prevailing industrial relations in Singapore in relation to its aspects and the its features as well as the reasons for the prevailing dispute and struggle. It will at the same time enhance our scope of knowledge about the industrial relations of Singapore. The scope of a research on the industrial relationship of Singapore will be discussing the history of the industrial relations to the statistical reviews of the strikes and foreign investment made by Singapore in the past twenty years to the theory of John Dunlop explaining the role of four key players of an industry. Dunlops theory on industrial relation: John Thomas Dunlop, an economist of Harvard University led down his theory on industrial relations. His theory is mainly provides for a pattern which will help people to understand the model relationship between the industries and their workers and will also help in improving and thereby enhancing the relationship between labors and management. His theory recognizes the key actors of an industry, their inter-relationships and the outcomes of their relationships. Role of the four key players of indural relations and their contribution: According to his theory on industrial relations there are mainly four key players of an industrial belt. The four key players are Government, Employer, Union and the Employee. Each of them plays a vital role in assessing the relationships in industrial sector. Government: Its Role And Contribution Government of any country plays a vital role in regulating the activities of his territory. It is to be mentioned here that as government is the head of the country generally it is there duty to regulate the business world with discipline. For proper regulation of the business world within the country, it frames policies and rules and regulates them for the purpose. A government is the one who maintains uniformity within the country (Waring, P., Lewer, J. 2013). The main purpose of a government is provide for a well developed industrial relation within the country which will provide equal benefit to the employers as well as the employees and the trade unions. At the same time it is the government who has to look in to the economy of the country as well parallel to an effective relationship between employer, employee and trade union. It is expected that the government of Singapore is to frame new sets of rules and laws in order to regulate the business world and the pattern of work to be followed. It is the duty of the government to scrutinized as to whether the rules are being followed by industries in accordance to the rules framed (Heery, E. 2015). The Singapore government has framed a fiscal policy for its country which lays emphasis on the development and expansion of private sector business. The Ministry of Manpower Singapore mainly concentrates on investing in private sector industries, where there is less chance of investment by the industries themselves. It mainly lays down emphasis on providing well skilled technical knowledge to its manpower along with good education as per the need of the economy of the country (Baldry, C. 2012). Employer: Its Role And Contribution An employer is one who engages worker in his business and pays them a salary or wages in exchange of the service rendered by them. It is in the interest of the employer, that he shall assure a better atmosphere of work to his employees so as to run his business smoothly. A better work, equal opportunity and treatment towards each employee of his business will assure a smooth organization as well will reduce the chances of dispute among the management and the workers. An organization named the Singapore National Employers Federation has been established to enhance the business skills of the employees in relation to practice of employment. The main purpose for establishing the organization is to lay forward the structure of performance expected from employers (Emmenegger, P. (Ed.). 2012). The Singapore National Employers Federation is formed so as establish a balance in the industrial relations in Singapore. This organization has enabled the employers to enhance the competition among the workforce parallel to that also look after the maintenance of the working environment for the workers and to perform their duties in respect of their client, employees, shareholders and Singapore (Varma, A., Budhwar, P. S. 2013). Employees: Its Role And Contribution Employers can be defined to be the group of people who work for the benefit of a business and get paid for the services rendered by them by the employers. The employees generally work for the benefit of the company with the purpose of improving the terms and conditions of their employment (Rodan, G. (Ed.). 2013). There main objective shall be to deliver their service with due care and diligence. The efficiency of an employee is mostly depended on the interest taken by their employer in their activities. The interest of an employer in their activities encourages them to work more efficiently and maintain their loyalty towards the company (Heracleous, L., Wirtz, J. 2012). Trade Union: Its Role And Contribution Trade Union is an organization which is mostly run on the membership of the employees of different services and profession. The main interest or objective of a trade union is to ensure that their members are working smoothly without any interruption. They try to assure a better environment of work, proper adequate wages and safety of their workers. The National Trade Union of Congress is the only trade union in Singapore at present (Kaminska, M. E., Visser, J. 2011). At present there 60 trade unions affiliated under it and one taxi association affiliated under it. Membership to trade union is automatically done in Singapore and majority of the decisions of the industrial belt is taken by the trade unions as trade unions in Singapore runs on democratic base line. They play a vital role in assessing the decision making power of the industries in regards to the economy, employees and employers (Thomas, et al (Eds.). 2014). Contributional examples: Tripartism: Tripartism is generally a procedure and a pattern by which the social partners tries to create awareness and at the same time contributes the development, thereby over looking the social partners by an activity to formulate and boost the ability to contribute in tripartite process. The role of tripartism in Singapore is significant in nature. It plays a vital role in deciding the industrial relation in Singapore (Park, B. G., et al, (Eds.). 2012). It takes up the role to reinforce the economic competition in the country at international level along with process management of labor relations and assuring general development of the country from the reinforcement of their activities. The main motive and objective of tripartism can be divided in to four parts. The first point is the scope of creation of employment. It aims at obtaining scopes to create more employment for the people of the country (Baird, M., Williamson, S. 2011). Secondly it tries in reinforcing the retirement age and extend it so that peole can work till the age they are capable of working and thereby they dont suffer from economical issues due to early age retirement. Thirdly, they try to ensure proper training to the employees and thereby try to upgrade their employment skills. Lastly, they try to assure that there is a fair practice in regards to employment within the country (Chew, S. B. 2014). A fair practice will lead to improved situations between the employer, employees and the trade union. National wages council: At the time when in Singapore industries were growing rapidly, at a fast phase and wages expectation was increasing at a rapid speed, The national wages council was established to determine fair wages within the country system (Waring, P., Lewer, J. 2013). The committee was aware of the fact that increase in expectation of high wages would led to industrial disputes thereby effecting the investments and the growth of Singapore. The main objective of the National Wages Council was to regulate fair wages within the industry system so that it is effective in the long run in relation to economic and social growth of Singapore. Flexible wage system: The idea of Flexible wage system gained recognition in the period when Singapore was being affected by huge recession. The main objective of the flexible wage system was to regulate a fair wage system within the industrial belt so as to reduce the effects of demanding high wage rates and also to bring a flexibility of working within the industrial belt among the employer, employees and the government (Yew, L. K. 2012).. Statistical review: The total labor force in Singapore was 2341.9 in the year 2004. In a decade this rate of labor increased rapidly 3530.8 in the year 2014. The annual average turnover of labor force in Singapore in the year 2005 was 2.7 which decreased to 2.6 in the year 2014, as recorded by the ministry of manpower in Singapore. The average foreign investment rate was $220.4 in the year 1995 which rapidly increased to $353.50 in the year as 2005, as recorded by the Singapore Statistical department. A huge increase in the rate of foreign investment was noticed in the year 2014, with an average of $625.2, an increase by 12%. Conclusion: Industrial relations need to be smooth as a countrys economy is largely depended upon industries of a country.. So it is vital that the four keys to an industrial relation shall work accordingly as per the theory of John Dunlop. Tripartism is the base of industrial relations today in Singapore. Tripartism basically ensures proper communication of the activities of different social groups in the country. Working as per the rules will ensure a better environment to work both for the employees and employers and will benefit the government of Singapore. References: Blanpain, R. (Ed.). (2013).Comparative labour law and industrial relations. Springer. Gan, B., Morgan, D. E., Sheldon, P. (2012). Business-Government Relations and Institutional Leadership in Singapore: The Case of the Singapore National Employers Federation.Available at SSRN 2130972. Warner, M. (2014).Culture and management in Asia. Routledge. Yew, L. K. (2012).From third world to first: The Singapore story, 1965-2000(Vol. 2). Marshall Cavendish International Asia Pte Ltd. Waring, P., Lewer, J. (2013). The global financial crisis, employment relations and the labour market in Singapore and Australia.Asia Pacific Business Review,19(2), 217-229. Heery, E. (2015). British industrial relations pluralism in the era of neoliberalism.Journal of Industrial Relations, 0022185615598190. Baldry, C. (2012).Computers, jobs, and skills: the industrial relations of technological change. Springer Science Business Media. Emmenegger, P. (Ed.). (2012).The age of dualization: the changing face of inequality in deindustrializing societies. Oxford University Press. Varma, A., Budhwar, P. S. (2013).Managing human resources in Asia-Pacific(Vol. 20). Routledge. Rodan, G. (Ed.). (2013).Political oppositions in industrialising Asia. Routledge. Heracleous, L., Wirtz, J. (2012). Strategy and Organisation at Singapore Airlines: Achieving Sustainable Advantage Through Dual Strategy. InEnergy, Transport, the Environment(pp. 479-493). Springer London. Kaminska, M. E., Visser, J. (2011). The emergence of industrial relations in regional trade blocksa comparative analysis.British Journal of Industrial Relations,49(2), 256-281. Thomas, R. M., Kobayashi, V. N. (Eds.). (2014).Educational technology-Its creation, development and cross-cultural transfer. Elsevier. Baird, M., Williamson, S. (2011). Women, work and industrial relations in 2010.Journal of Industrial Relations,53(3), 337-352. Chew, S. B. (2014). Introduction And Editorial Overview.The Singapore Economic Review,59(04), 1401002. Park, B. G., Hill, R. C., Saito, A. (Eds.). (2012).Locating neoliberalism in East Asia: neoliberalizing spaces in developmental states(Vol. 70). John Wiley Sons.

Qingming Festival Essay Example

Qingming Festival Essay Qingming Festival, also known as Pure Brightness Festival, which falls on either April 4th or 5th of the solar calendar (one of the Chinese Twenty-four Solar Terms). From that day temperatures begin to rise and rainfall increases, indicating that it is crucial time for plowing and sowing in the spring. Qingming Festival therefore has a close relationship with agriculture. However, it is not only a seasonal symbol; it is also a festival of paying respect of the dead, a spring outing, and other activities. Because it reinforces the ethic of filial piety, Qingming is a major Chinese festival. Qingming Festival is a time of many different activities, among which the main ones are tomb sweeping, taking a spring outing, and flying kites. Some other lost customs like wearing willow branches on the head and riding on swings have added infinite joy in past days. The festival is a combination of sadness and happiness. Tomb sweeping is regarded as the most important custom in the Qingming Festival from which the name of Tomb-sweeping day is got. Cleaning the tomb and paying respect to the dead person with offerings are the two important parts of remembering the past relatives. Weeds around the tomb are cleared away and fresh soil is added to show care of the dead. The dead person’s favorite food and wine are taken to sacrifice to them, along with paper resembling money. This is all burned in the hoped that the deceased are not lacking food and money. Kowtow before the tablets set up for the dead are made. Today, with cremation taking over from burying, the custom has been extremely simplified in cities. We will write a custom essay sample on Qingming Festival specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Qingming Festival specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Qingming Festival specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Only flowers are presented to the dead relatives and revolutionary martyrs. No matter how respect is shown, good prayers for the deceased are expressed. Not only it is a day for commemorating the dead, it is also a festival for people to enjoy themselves. During March, everything in nature takes on a new look, as trees turn green, flowers blossom, and the sun shines brightly. Nature unfolds her beauty in shapes, colors sounds, dynamic pictures, stills, scents, obscure mists and clouds. It is a fine time to go out and to appreciate the beautiful scenes of nature during the festival. This custom can be traced back to the Tang Dynasty (618-907) and followed by each dynasty later till today. So visitors can be seen everywhere during the month of the festival. Spring outings not only add joy to life but also promote a healthy body and mind. Flying kites is an activity favored by many people during the Qingming Festival. Kites are not only flown during the day time but also in the evening. Little lanterns are tied to the kite or to the string that holds the kite. And when the kite is flying in the sky, the lanterns look like twinkling stars that add unique scenery to the sky during the night. What makes flying kites during this festival special is that people cut the string while the kite is in the sky to let it fly free. It is said this brings good luck and that diseases can be eliminated by doing this. All in all, the Qingming Festival is an occasion of unique characteristics, integrating sorrowful tears to the dead with the continuous laughter from the spring outing.

4 of the Most Common LinkedIn Mistakes

4 of the Most Common LinkedIn Mistakes For a rookie LinkedIn user, the site can feel like Facebook 2.0. Oh hey, I know that guy! He fell asleep in 20th Century Topics every week in college! Look, it’s the girl who used to sit by the elevator two jobs ago! Making these not-so-useful â€Å"connections† is often a mistake- as are the other 4 items on this list from Don Goodman over at Careerealism. 1. You don’t carefully evaluate who you allow as a connection.Do not add the aforementioned connections- be very selective about the add requests you make. Stick to promising contacts in your industry or people who can recommend you for specific skills. Think of LinkedIn as the opposite of Facebook! Be generous- but honest- in your recommendations, too.2. You didn’t pick your profile picture with care.Your profile definitely has a higher chance of being viewed with a photo. Choose one that is friendly, professional, and approachable. Give special scrutiny to the background- don’t have someone tak e a terrific pic with a sloppy couch behind you!3. Your sub-header doesn’t â€Å"talk.†The sub-header is an underused tool by many LinkedIn users. What a recruiter will see is your name and a headline, like â€Å"Associate Editor, ABC Magazine†. That’s fine if you have a job and you’re happy in it, but consider something more descriptive, like â€Å"Healthcare Marketing Pro and Medical Marketing Advisor†- it gives a sense of your experience, your specialties and your range.4. You haven’t adjusted your privacy settings.I try to keep my Facebook to people I know and trust. Anyone else gets sent to an â€Å"acquaintance† list, and I keep a close eye on the audience for each update and notification. Give the same attention to your LinkedIn; the privacy settings on your profile should be more publicly accessible, but any activities relating to job-hunting, like connecting with recruiters or getting recommendations from current colle agues, should be kept private from your current employer (for obvious reasons).When in doubt, have a friend look over your profile while they’re logged in to their own to make sure that only what you want displayed is visible!

Managed Care Essay Example | Topics and Well Written Essays - 1500 words

Managed Care - Essay Example Reference is made to the context and the forms of managed care, as described through the literature and the relevant empirical research. Furthermore, the critical examination of the current activities of managers in health care organizations has led to the assumption that these activities can be influenced by the policies related to managed care but the power of these policies to introduce radical changes in these activities is not standardized, being related to the conditions in the internal and external organizational environment and the personal perceptions/ background of the individuals (managers) involved. In order to identify the potential influence of managed care policies on the activities of managers in health care organizations, it would be necessary to refer primarily to the elements of the managed care framework, as it has been extensively developed across USA. Different approaches have been used in order to describe managed care, probably because of the extension of the particular framework. In accordance with Rickel and Wise (2000) managed care can be described as a framework ‘establishing networks of service providers who agree to the conditions of a contract and choose providers based on the cost, quality and range of services they provide’ (Rickel and Wise 53). ... work is described in the study of Edmunds (1997); in accordance with the above study, managed care ‘imposes limitation on utilization of health care services by specifying which practitioners and which services are covered – often, also the number of allowable visits’ (Edmunds 41). In other words, managed care involves in the critical examination of a case (referring to the patient visiting a health services organization) and the referral of the case to appropriate specialists who have the skills and the experience to handle it. Of course, there are chances that the health problem of a patient can be effectively addressed at the first level of the network – i.e. by the primary care provider. Through the above process, the costs related to the health care services are reduced, in the terms that unnecessary expenses on health are avoided, a fact that can significantly benefit the patients but also the state – in cases where medical expenses are covered by the state. From another point of view, the time and the resources spent on each case are appropriately filtered, increasing the effectiveness of health care organizations, which, through the managed care plans can handle more cases, i.e. they are able to respond to the needs of more patients, a fact that increases the effectiveness of the entire health care system. In order to understand the potential influence of the policies of managed care plans on the activities of managers in health care services organizations (HSO), it would be necessary to describe the environment in which these plans are developed; it would be also necessary to refer to the participants, at the level that their decisions and initiatives could affect the activities of managers in HSOs. In accordance with McKenzie and Pinger (2008) the

International Marketing Plan ( The Argos entering the China market) Coursework

International Marketing Plan ( The Argos entering the China market) - Coursework Example One of such notable is the introduction of one child policy by the government in 1979. Another, significant change noted in 1997, when Hong Kong returned to the control of China. This has lead to a significant impact in the economy as well as in the culture of the region. However, through all the changes from the history of the nation, presently the nation has commanded as the second largest economy in the world. With regard to geographical scenario, the location of China is highly favourable to most of the foreign as it is located near to most of the nations. The nation is located in the South East Asia and along the costal lines of the Pacific Ocean. Thus, shipping from China is highly convenient to the international traders. As China is the largest nation in the world and having a vast land area the climate greatly differs throughout the nation. This enables China to have a varied temperature and rainfall throughout the nation. However, majority of the land area of the nation possess continental monsoon. Additionally, the winter season of the nation is mostly observed to be cold and dry while the summer is hot and rainy. Moreover, it is also important to note that China do not possess extreme climatic condition that discourages the investors. Topographically, China has higher altitudes in the western part while it has lower altitudes in the eastern region. It is observed that two third of the nation possess plateaus and mountains. However, it is also important to note that topographically the nation is not unfavourable that would discourage the investors. The topographical image of China is shown underneath. With the change in the economical structure of China, the nation has also undergone a significant change in the family structure. It is observed that majority of the people of the nation possess a nuclear family structure. This comprises of

Writer's choice Essay Example | Topics and Well Written Essays - 1000 words

Writer's choice - Essay Example In today’s business environment culture of a country is perceives to be quite crucial for the successful operation of the business. Accordingly, different countries of the world have distinct cultural values and norms which differentiate them from other nations. In order to analyses the role of culture on the business practices, China is being selected as a country due to its diverse culture. Concerning with the cultural aspects of China, social structure is chosen to ascertain valuable understanding. Thus this paper will primarily intend emphasize on the social structure of the country as part of their culture in order to attain considerable understanding (Diller, 2011). China is considered as the country to be analyzed owing to the fact that it is among the biggest nations of the world with rich cultural heritage right from the olden days. This aspect attracts people from all part of the world to visit the place for various purposes. Politically, the country also has various aspects to be showcased. The government of the country is administered by a single party called the communist party of China. This depicts that power lies in the hands of the few selected people only. The political condition of the country is considered to be quite stable for business it encourage business to establish in the country. This aspect reduces the risk of business operation in the country owing to the support of the government. This also depicts the mindsets of the government regarding business. Economically, the GDP of the country relatively impressive as it is the second largest economy after the USA. Moreover, average income of the people of the country is increas ing on a regular basis which further depicts that each and every person of the country is ensuring more values towards the society which ultimately resulted in hike in purchasing power of the people. This affects the mindset of the people and they are more and

Cryptography and Steganography For Secure Communication

Cryptography and Steganography For Secure Communication Combination of Cryptography and Steganography for secure communication is a tool that combines both Cryptography methods and Steganography techniques for secure communication. The application is a cross-platform tool that can be effectively hide a message inside a digital video file. In the field of data communication, security has the top priority. Cryptography is one of the technique for secure plain text messages. Cryptography makes the necessary elements for secure communication namely privacy, confidentiality, key exchange and authentication but reveals the fact that communication is happening. Steganography takes cryptography a step farther by hiding the existence of the information. Steganography plays a vital role in the data communication field in the future primarily in computer security and privacy on open systems such as internet. The figure below[1], gives different applications of Steganography. Protection against detection (Data hiding) and protection against removal (Document Marking) are two major areas Steganographic methods are used. Steganographic Data hiding algorithms allows user to hide large amounts of information within digital files like Image, audio and video files. These forms of Steganography often used in conjunction with cryptography adding layers of security. The Other major area of Steganography is document marking where the message to be inserted is used to assert copyright over a document. This can be further divided into watermarking and fingerprinting. Copyright abuse is the motivating factor in developing new document marking technologies like digital watermarking and digital fingerprinting. Digital Watermarking is a way to hide a secret or personal message to protect a products copyright or to demonstrate data integrity. Digital Fingerprinting  is an emerging technology to protect multimedia from unauthorized redistribution. It embeds a unique ID into each users copy, which can be extracted to help identify culprits when an unauthorized leak is found [2]. Neither Cryptography nor Steganography is a turnkey solution to privacy of open systems. To add multiple layers of security it is always a good practice to use both Cryptography and Steganography together. While performing Cryptography we should know two formulas ( Cipher formula, Decipher formula). Rationale: To make the communication more secure in this application we are implementing three layers of security like Steganography, Cryptography and Compression. The application first compresses the word document with secret message, and then encrypts the compressed file and uses the resulted file as the secret message to hide in the digital video file generating a Stego-object. The intended receiver de-embeds decrypts and decompresses the Stego-object respectively to get the hidden message. This paper also attempts to identify the requirements of a good Steganographic algorithm and briefly reflects on different types of steganalysis techniques.The application uses Tiny encryption algorithm and Discrete Cosine Transformation-Least significant bit algorithm for implementing Cryptography and Steganography respectively. The outcome of this project is to create a cross-platform tool that can effectively hide a message (i.e. Word document) inside a digital video file. It is concerned with embeddin g information in a secure and robust manner. REVIEW OF RELEVANT LITERATURE Background to subject of study: The idea of building this tool is to make the communication is such a way that no one can detect the message inside the stego-object. Earlier we have tools for different tools for Steganography and Cryptography. In this tool we are implementing three layers of security (Steganography, Cryptography and Compression) so that the communication can be more secure and all can be done in a single tool instead of using three different tools. Steganography has came into usage in 1990s and it is still using in many ways by Governments, Private citizens, Business and Terrorist organizations for communication to share information and passwords. Cryptography came into consideration in 18th century. The goal of cryptography is to make it possible for two communication entities to exchange a message in such a way that no third party can understand the message. Cryptography has been implementing from many days, in the World war Germany and USA. They have used it in sharing messages and implemented machines to implement cryptography. Examples and critique of current research in the field: There are many tools that are implementing Steganography now a days. The SARC (Steganography Analysis and Research Center has implemented three tools in steganography like Steganography Analyzer Artifact Scanner, Steganography Analyzer Signature Scanner and Steganography Analyzer Real-Time Scanner. The Steganography Analyzer Artifact Scanner detect files and registry entries associated with steganography applications where as Steganography Analyzer Signature Scanner detect files containing steganography and extract the hidden information and the Steganography Analyzer Real-Time Scanner detect steganography artifacts and signatures in real-time over a network. S-Tool is also one of the steganography tool that is using now a days. Its free to download and hides the data in an image or sound file. It compresses the data before encrypting and hides it in a image file or audio file. PILOT RESEARCH STUDY Hypothesis: As sending the message will be easy for unauthorized persons to detect the information in the situations like passwords sharing and confidential information sharing. So for that we have methods that can make the information secure. By using Steganography and Cryptography techniques we can share the information more securely by hiding the information in other files. Even though we have some risks that are involved in these techniques we can be rectified to certain extend by using this tool. Research method: This application is implemented for secure transmission of data. In this application we have three layers of security like compression, Cryptography and Steganography. We are using different type of algorithms in Cryptography and Steganography so that the hackers cannot identify which algorithm is supposed to be used. In secret key Cryptography several algorithms are in operation like Data Encryption Standard (DES), Rivest Chipers (aka Rons Code), Advanced Encryption Standard (AES), Blowfish and CAST-128/256. In public key Cryptography we have Elliptic Curve Cryptography(ECC), ElGamal, Digital signature Algorithm (DSA), Diffie-Hellman and RSA algorithms mostly isong now a days. In hash function in Cryptography Hash of variable length(HAVAL), Tiger, RIPEMD, Secure Hash Algorithm (SHA) and Message Digest Algorith(MD) are in use. Tiny Encryption Algorithm is also one of the Feistel Cipher encryption algorithm that was designed in 1994 is used in Cryptography that uses mixed orthogonal algebraic groups like ADD, SHIFT and XOR. In steganography we are using different Steganographic methods for hiding information into a video file like LSB (Discrete Cosine Transformation-List Significant Bit Encoding). Each frame in a video file holds a piece of secret message. Cryptography use cipher algorithm for encryption and decryption of data. In the previous decades they were used ciphers like Scytale Transportation Cipher, Caesar Substitution Chiper, Zodiac Chiper and Vigenere Polyalphabetic Substitution. Both Steganography and Cryptography are data security techniques, but the cryptography is implemented to data unread and Steganography in for data unseen. Steganography can use Cryptography where as Cryptography cannot use Steganography. Steganography implemented to Cryptographic data will increase in security level. Initial Results: In this application i am implementing three layers of security to make the information more secure. There are no any tools that implementing all the three layers like compression, Cryptography and Steganograpy. We have tools for steganography like S-Tool and for Cryptography. By using one tool instead of using three tools will save time and money with more security. This is the basic advantage of this application. The help document will guide in Interface. OUT LINE OF PROPOSAL Aims of the Investigation: The aim of this paper is to describe a method for integrating together cryptography and Steganography for secure communication using a Video file. The proposed system first compresses the secret message (i.e. word document) and then implements cryptographic algorithms to the compressed message. The resulted file is used as the secret message to be hidden in the digital video file. Once the video file is embedded with the secret message, it is sent to the intended receiver. The video file should be de-embedded, decrypted and decompressed to get the original secret message hence, adding three layers of security to the communication. I am going to design a good Graphical User Interface (GUI) with help notes so that anyone can understand ahout the application easily. Research Objectives: The objective of this project is to hide secret messages (e.g. Text Phrase, word document) inside other harmless messages such as Image and Video file, in a way that does not allow any third party to even detect that there is a second secret message present in it. The application implements this by combining the Steganographic methods with Cryptographic techniques (i.e. Encryption, decryption) to make the transfer more secure. It is concerned with embedding information in a secure and robust manner. The Text file will be compressed and after that the compressed file will go on with a Cryptography and Steganography. Methodologies: Modules of the Application: The application has two modes of operation i.e. Sender and Receiver. The three major modules for Sender mode of application are Compression: The application first compresses the document to be transferred Encryption: An Encryption algorithm encrypts the compressed file and the resulted file is used as secret message. Embedding: The encrypted file is hidden in the Harmless Message (video file) using corresponding Steganographic algorithm, which generates a Stego Object, which is sent to the intended recipient. The three major modules for the Receiver mode of application are De-Embedding: The Stego Object is de-embedded generating an encrypted file. Decryption: The encrypted file is decrypted using an the Encryption algorithm, and the resulted file is given to the compression module De-Compression: The application then de-compresses the document and we have the Secret message. Steganography and cryptography are closely related. Cryptography scrambles messages so they cannot be understood Whereas, Steganography will hide the message so there is no knowledge of the existence of the message [7]. Sending an encrypted message will arouse suspicion while an invisible message will not do so. The application developed in this project combines both sciences to produce better protection of the message. Even if the Steganography fails since the message is in encrypted form it is of no use for the third party, hence the information is secure. In Cryptography we have used three types of methodologies and are implemented depending on the encryption Algorithm.They are Secret key Cryptography, Public key Cryptography and hash function. These 3 methods are briefly explained below. Secret Key Cryptography: Secret key Cryptography, also known as symmetric encryption uses same key for encryption and decryption. The sender uses key to encrypt the text and sends ciphertext to the receiver. The receiver applies the same key to decrypt the message and recover the Text. K K Text Ciphertext Text E( ) D( ) K-key, E-Encryption, D-Decryption Secret key Cryptography The above figure shows the process of secret key cryptography. The biggest difficulty with this approach is the distribution of the key. Block ciphers can operate in one of the several modes. Electronic Codebook (ECB), Cipher Block Chaining (CBC), Cipher Feedback (CFB), Output Feedback (OFB) are the most important modes. Data Encryption Standard (DES), Advanced Encryption Standard (AES), CAST-128/256, Rivest Ciphers (aka Rons Code), Blowfish are some of the Secret key cryptography algorithms [3]. Public-Key Cryptography: K1 K2 Text Ciphertext Text E( ) D( ) K-key, E-Encryption, D-Decryption Public key Cryptography Public key cryptography is a two-key cryptography system in which two keys are used in encryption and decryption for secure communication without having to share a secret key. One key is used to encrypt the text, designated the public key which can be advertised. The other key is used to decrypt the ciphertext to plaintext and is designated the private key which is never revealed to another party. This approach also called as asymmetric cryptography, because we use a pair of keys. The figure shows the process of the public cryptographic algorithms. Public key cryptography depends upon the one-way functions, which are easy to compute whereas their inverse function is relatively difficult to compute. RSA, Diffie-Hellman, Digital signature Algorithm (DSA), ElGamal, and Elliptic Curve Cryptography (ECC, are the examples of Public-key cryptography algorithms [3]. Hash Functions: Hash functions, are also called as message digests and one-way encryption. Hash function algorithms do not use a key to carry out the encryption and decryption process. Instead, the algorithm computes a fixed length hash value based upon the text that keeps both the contents and the length of the message secure. Tiny Encryption Algorithm is a Feistel cipher encryption algorithm that uses operations from mixed orthogonal algebraic groups like XOR, ADD and SHIFT. David Wheeler and Roger Needham of the Cambridge University Computer Laboratory designed TEA in the year 1994. A Feistel cipher is a block cipher with a structure known as a Feistel network. In a Feistel cipher, the data been encrypted is split into two halves. The function F( ) is applied to one half using a sub key and the output of F() is XORed with the other half and the two halves are swapped. Each round function follows the same pattern except for last round. A nice feature of a Feistel cipher is that encryption and decryption are identical i.e. the sub keys used during encryption at each round are taken in reverse order while decryption [4]. The main goal of TEA is to minimize memory footprint and maximize speed. TEA is simple to implement, has less execution time, and takes minimal storage space. TEA uses a large number of iterations rather than a complicated program. Notation: Any number subscripted with h represents a Hexadecimal number e.g: 10h represents 16 in decimal values. Notations for Bitwise Shifts and Rotations: x x >> y: denotes logical right shift of x by y bits. x x >>> y: denotes right rotation of x by y bits. XOR: In computer science, an XOR is a mathematical operation that combines two bits. It returns value is TRUE if either of the two bits is TRUE, but false if both are equal. For our cryptography algorithm, we do an XOR combining two strings of bits. Say x and y are two string patterns then XOR for x and y is denoted by xà ¢Ã…  Ã¢â‚¬ ¢y [4]. Integer Addition and Subtraction: The operation of integer addition modulo 2n is denoted by and subtraction modulo 2n is denoted by. Where x, y à ¢Ã‹â€ Ã‹â€  Z2n (The value of n should be clear from the context) The key is set at 128 bits and the key schedule algorithm splits the 128-bit key K into four 32-bit blocks K = ( K[0], K[1], K[2], K[3]). The 128-bit key is enough to prevent simple search techniques being effective [4]. Encryption Routine: The Encrypt Routine given in figure [4], is written in the C language and assumes a 32-bit word size. The 128 bit key is split into four parts and is stored in K[0] k[3] and the Data is stored in v[0] and v[1]. void code(long* v, long* k) { unsigned long y=v[0],z=v[1], sum=0, /* set up */ delta=0x9e3779b9, /* a key schedule constant */ n=32 ; while (n>0) { /* basic cycle start */ sum += delta ; y += ((z>5)+k[1]) ; z += ((y>5)+k[3]) ; } /* end cycle */ v[0]=y ; v[1]=z ; } Encryption Routine for TEA The constant delta is given as delta = (à ¢Ã‹â€ Ã… ¡5 -1) * 231 i.e. 9E3779B9h and is derived from the golden number ratio to ensure that the sub keys are distinct and its precise value has no cryptographic significance. TEA uses addition and subtraction as the reversible operators instead of XOR. The TEA encryption routine relies on the alternate use of XOR and ADD to provide nonlinearity. The algorithm has 32 cycles (64 rounds). TEA is short enough to write into almost any program on any computer. TEA on one implementation is three times as fast as a good software implementation of DES, which has 16 rounds. The figure shown below [4], gives an overview of two rounds i.e. one cycle of TEA. Key size: 128 bit key is split into four subkeys K = { K[0],K[1],K[2],K[3] } Block size: 64 bits Structure: Feistel Network Rounds: Variable (64 Feistel rounds (32 cycles) is recommended). . Represents Integer addition modulo Represents XOR Represents logical left shift by 4 bits Represents logical right shift by 5 bits Two Feistel Rounds (one cycle) of TEA Inputs for the Encryption routine: Plaintext P, Key K The plaintext is split into two halves as P= (Left[0],Right[0]) Output for the Encryption routine: The cipher text is C Where C=(Left[64], Right[64]). The plaintext block is split into two halves, Left[0] and Right[0] and each half is used to encrypt the other half over 64 rounds of processing then combined to produce the cipher text block. Each round i has inputs Left[i-1] and Right[i-1], derived from the previous round, as well as a sub key K[i] derived from the 128 bit overall K. The Output and the delta constant of the ith cycle of TEA are given as Left [i+1] = Left[i] F ( Right[i], K [0, 1], delta[i] ), Right [i +1] = Right[i] F ( Right[i +1], K [2, 3], delta[i] ), delta[i] = (i +1)/2 * delta, The sub keys K[i] are different from K and from each other. The Round function F contains the key addition, bitwise XOR and both left and right shift operations, and given as F(M, K[j,k], delta[i] ) = ((M > 5) K[k]) F Round function and K[i] key for the ith round Encryption Process for TEA The keys K[0] and K[1] are used in the odd rounds and the keys K[2] and K[3] are used in even rounds. The round function of TEA encryption algorithm differs slightly from a classical Feistel cipher structure where integer addition modulo-2 ³Ãƒâ€šÃ‚ ² is used instead of XOR as the combining operator. The above figure[4] gives an overview of the encryption process for TEA. Decryption Routine: void decode(long* v, long* k) { unsigned long n = 32, sum, y = v[0], z = v[1], delta = 0x9e3779b9 ; sum = delta /* start cycle */ while (n>0) { z = (y>5)+k[3] ; y -= (z>5)+k[1] ; sum -= delta ; } /* end cycle */ v[0] = y ; v[1] = z ; } Decryption Routine for TEA The decryption routine shown in the figure[4], is same as the encryption routine with the cipher text as input and the sub keys K[i] are used in the reverse order. Inputs for the Decryption routine: Cipher text C, Key K The cipher text is split into two halves as C= (DLeft[0],DRight[0]) Where Dleft[0]=ERight[64] and DRight[0]=Eleft[64] Output for the Decryption routine: The plain text is P, Where C=(DLeft[64], DRight[64]). F Round function and K[i] key for the ith round. Decryption Process for TEA The figure [4] gives the structure of the decryption algorithm for TEA. The intermediate value for the decryption process equals the corresponding value of the encryption process with the two halves of the value swapped. For example say the output of the nth round of the encryption process is ELeft[i] concatenated with ERight[i] then the input to the (64-i)th decryption round is DRight[i] concatenated with DLeft[i]. DCT-LSB (Discrete Cosine Transformation-List Significant Bit Encoding): DCT-LSB is a Steganographic method is a substitution algorithm used for hiding information behind Video files. Each frame in the video holds a part of the secret message. Discrete Cosine Transform (DCT) transforms successive 8 ÃÆ'- 8 pixel blocks of the frame into 64 DCT coefficients each. The DCT coefficients D(i, j) of an 8 ÃÆ'- 8 block of image pixels p(x, y) are given by the formula below Least Significant Bit (LSB) is a simple Steganographic method that takes the individual pixels of the frame and replaces the least significant bits with the secret message bits. It is by far the most popular of the coding techniques used. The process of LSB algorithm is shown in the figure below. Embed Extract LSB Process We can commandeer the least significant bit of 8-bit true color image to hold each bit of our secret message by simply overwriting the data that was already there. The impact of changing the least significant bit is almost imperceptible. Input: message, cover image Output: steganographic object containing message while data left to embed do get next DCT coefficient from cover file if DCT à ¢Ã¢â‚¬ °Ã‚   0 and DCT à ¢Ã¢â‚¬ °Ã‚   1 then get next bit from the Secret message replace DCT LSB with message bit end if insert DCT into steganographic object end while Embedding Process of DCT-LSB Input: steganographic object containing message Output: message, cover image while data left to extract do get next DCT coefficient from Stego object if DCT à ¢Ã¢â‚¬ °Ã‚   0 and DCT à ¢Ã¢â‚¬ °Ã‚   1 then Extract the DCT LSB bit from the object Copy to message file end if end while Extracting Process of DCT-LSB The above figures[5] gives algorithms for embedding and extracting secret information in video files using DCT-LSB algorithm respectively. DEFLATE COMPRESSION ALGORITHM DEFLATE is a no loss compressed data format that compresses data using a combination of the LZ77 algorithm and Huffman coding. Independent of CPU type, operating system, file system, and character set Compatible with widely used gzip utility Worst case 5bytes per 32Kbyte block[6]. Ethical Considerations: There are two possible ways of attacks on Steganography (Detection and Destruction) of embedded message. The properties of the file in which we are hiding information will differ when hiding message into it. The Steganalysis will find it and analyse the stego object. Steganalysis is the technique used to detect hidden messages in digital data like video or audio file steganographically[7]. Steganalysis is used to disrupt the steganographic elements to transfer by extracting, disabling or disrupting. Detection: Most Steganographic techniques involve in changing the properties of original harmless messages like Image and Video files and the detection algorithms concentrate on detecting these changes [8]. Detecting the existence of a hidden message will save time in the message elimination phase by processing only those digital files that contains hidden information. Detecting an embedded message defeats the primary goal of Steganography techniques that is concealing the very existence of a message [8]. The algorithms vary in their approaches for hiding information. Without knowing which algorithm is used and which Stego-key is used, detecting the hidden information is quite complex. Destruction or Defeating algorithms concentrate on removing the hidden messages from the Stego object [8]. Steganalysis techniques are similar to the cryptanalysis for the cryptography methods. As we have discussed previously. Harmless Message + secret message + stego-key = stega-object Some of the known attacks for the Steganography are stego-only, known cover, known message, chosen stego, and chosen message. In Cryptography there are many types of Cryptographic attacks. The attacks are done on the Cipher text. There are some of the ways to attack cipher text like Brute force attacks, Meet in the middle attack, Birthday attack and side channel attack[9]. Plan Time Table: Activity Nov 09 Dec09 Dec09 Dec09 Jan 09 Jan 09 Jan 09 Jan 09 Feb 09 Selection of topic XX analyzing XX Research XX Literature review XX introduction XX Rationale XX methodologies XX Initial results XX conclusion XX After the approval of the research proposal the project will be started. The dissertation will be preceded according to the steps that are given by the supervisor. Limitations and Scope: Steganography is an effective way to obscure data and hide sensitive information. The effectiveness of Steganography is amplified by combining it with cryptography. By using the properties of the DCT-LSB Steganography algorithm for video file and combining it with the TEA cryptography standards, we developed a method, which adds layers of security to the communication. Steganographic methods do not intended to replace cryptography but supplement it. The strength of our system resides in adding multiple layers of security. First the secret message i.e. word document to be transferred is compressed, encrypted and then embedded in a video file using Steganographic algorithm hence, adding three layers of security. The weakness of the system developed is the size of the secret file i.e. word document after compression should be less than the size of the Cover object i.e. Video file. Since we are using compression algorithm this happens only for huge documents. As future work, we intend to study more steganalytic techniques i.e. detecting whether a particular file contains any form of embedding or not. We also plan to extend our system so that it can hide digital files in other digital files, for example hiding Audio files in Videos files etc. Personal Development and Requirement: Regarding this research a brief knowledge on steganography and cryptography and the methods that are used in embedding and de-embedding file. We should also have a brief idea on encryption and decryption algorithms in cryptography. In this application we can also encrypt strings and document files. Resource reruirements: This Application will work on any Microsoft Operating systems and the hard disk should have atleast of 4 MB memory. The RAM should be 256 Mega Bytes or higher.

Buddhism :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  In the early parts of my life, I learned about all of the laws that restrict our actions, as practitioners of Buddhism. I was educated about the four basic truths that all Buddhists believe. The four basic truths are Dukkha, Samudaya, Nirodha, and Marga (Anderson 24). Dukkha, or its meaning in English, suffering, tells of all the frustration in life. In order to find the end of suffering, I found that one must review the purpose for the suffering to being in one’s life (Harvey 49). the second holy truth, Samudaya deals with the origin of suffering. In my studies and from what material I was instructed, I learnedin order to deal with suffering one must find out its cause in their life. After one has found the cause, then we can begin to do something about it ( â€Å"Four Noble Truths Part I† 3). Nirodha, the third truth, is the extinction of suffering. To be able to end the sufferingone must think that the suffering can end and have confidence in attaining the end of suffering ( â€Å"Four Noble Truths Part I† 5/6). Marga, or the fourth noble truth is also known as the eight-fold path. Avoiding indulgences in pleasure and temptation are the ways to walk down this path ( â€Å"Four Noble Truths Part II† 3). As I was instructed on the eight-fold path I learned that in order to attain the end of suffering I needed to have all of the â€Å"right† pieces of the puzzle. These are right understanding, thought, speech, action, livelihook, effort, mindfulness, and concentration (â€Å"Buddhist Teachings† 1).   Ã‚  Ã‚  Ã‚  Ã‚  In my religion we have a code of ethics that tells our followers to avoid stealing, lying, killing all living organisms, committing improper sexual activity, and destructive occupations (Anderson 26/27). the five governing precepts explain more in depth about the code of ethics. The first precpt says to refrain form taking life away from all that are breathing (Harvey 202). I and many other followers are vegetarians because of this precept. In the second precept stealing is prohibited. Improper sexual activity is covered in the third precept. In it, it tells us that sexual activity is only to be used in order to conceive children. Polygamy, adultery, and incest are also forbidden in this precept. Lying, or as the fourth precept calls it, false speech is also forbidden (Harvey 206). The fifth precept covers alcohol and improper drug use. It is said that if one breaks this precept that person is more likely to break any or all of the previous precepts (Harvey

Role of a Butler

Throughout history, the word â€Å"butler† has always been associated with service. The dictionary defines a butler as â€Å"The principal manservant of a household. † This definition remains true even when the butler is employed in a hotel. When a guest checks in and has occupied his suite, then this becomes his household. The butler caring for him becomes the â€Å"manager† of the suite (household) and in effect an employee of the guest. Services butlers offer differ from place to place, but their activities are basically centered around making the guest more comfortable and sparing them from having to do tedious and time consuming task. A hotel butler is an ambassador who sells the hotel just as much as anyone else and should be considered a key player in a team of professionals striving to deliver a level of personalized service that exceeds not only the expectation of the guest but will add a point of difference from the service provided anywhere else. Butlers are trained to provide a very personal, and detailed service to their guests. Their main function is to take care of their guest requests, bookings, reservations, problems, complaints, supervise and co-ordinate every service that the guest receives in suite and to ensure guest satisfaction by paying attention to the smallest detail from arrival to departure. Butlers are given the awesome responsibility of contacting guests before arrival to determine their wishes and ensure everything that they like and want to do is arranged before their arrival. They personally greet guests on arrival, take care of their needs and introduce them to the facilities if they are not familiar with them. They ensure suites are ready, they unpack their suitcases, iron, clean and mend anything that is broken. They provide whatever room service needs the guests may have, from making reservations, purchasing items, bringing and serving food. Butlers are often expected to provide morning wake up drinks, lay out clothes, and keep the guest moving smoothly from one engagement to another. When the time comes to leave, the butler packs the suitcases and ensures a smooth departure. Having developed a close relationship with the guests, he then stays in touch and ensures the guest returns. A good butler should be multi-skilled and possess certain natural character traits in order to excel at his or her job. They need to possess good organizational skills and communication skills so they can carry out their tasks and perform their job in an efficient manner. They should be flexible and accommodating to a guest’s needs; capable of dealing with people of all ages and from different cultures; friendly, loyal and very subtle and unobtrusive. They have a responsibility to take ownership of any problems while removing worries and chores from the guest experience; and in the same breath foster that one of a kind unique relationship with them. As an individual who has developed a passion for guest satisfaction and one who works tirelessly in delivering flawless services in a highly professional manner, I am convinced that the role of a butler is an excellent job opportunity for me and I most certainly do possess all the above mentioned character traits that exemplifies a superb butler.

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