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. 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