Hello World,
My name is Quang Vinh- it means "Glorious" in English. I'm 25 years old and graduated from Hanoi University of Science and Technology, Biotechnological Engineer 2 years ago.
Today is Tuesday, 4/3/2014. It's cool and light rainy in Hanoi.
I'm learning English and I want to take an IELTS exam in this November at (my dream is) mark 8.5.
So, I'm going to improve 4 skills. This blog is built for improving my English writting and speaking.
So, if you guys see any mistake of mine, please correct it for me! Your ideas and opinions are always be welcome here :)
My plan at the present is using 2 method to improve English.
First one is Effortless English method. Here I have full 6 DVD and a lot of online intrustions, so I'll listen to this resouce everyday. For each lesson I'll do it until I can answer all questions is his Mini-story freciently then move to the next one.
The second method is "5 step to learn new language". So, everyday on morning I'll free-read about one topic that I prefer, such as: how to get rich, fashion, beatiful travel places, personal skills... My reading skill now is better than 3 others.
In the afternoon, I'll searching for some video/clip/mp3/youtube about the same topic as morning and listen to those. Then I'll writting my review of the day, my opinion about this topic. In the evening, I'll try webcam/youtube (as soon as I make my light for it ready) to talk to World about it.
Even my plan is like above, but in this method and by the real, motivation is the most important agent to sucessfully improve English, sometimes I may replace some parts of a day with watch English movie and write, speak about the movie or something else around me than the topic of day.
Once again, your ideas and opinions are always be welcome here! :)
Thank you for reading!
Thứ Ba, 4 tháng 3, 2014
Thứ Năm, 13 tháng 2, 2014
Counseling
In this section, examples of interventions will make it clear that there is the
potential for a wide range of helping procedures that could be used in the
practice of career development. As in the immediately preceding section, there
are differences in approaches to the career counseling process that influence
the content and use of interventions as well as the use of assessment results.
Nevertheless, there are also similarities in intervention strategies. Most career
counseling models that have evolved from career development theories support
the importance of identifying client problems and needs that give direction
to the development of the content of intervention strategies. Some career
development theories may place a greater emphasis on self-concept development
and the need to address life stages, for instance, whereas others may
emphasize cognitive functioning, learning that broadens one’s career perspectives
and career beliefs. Within these two approaches to career choice and
development are other numerous interventions that are most plausible and
worthy of consideration. What this means to helpers is that there is no shortage
of intervention strategies, but the process of choosing effective ones is of
utmost importance. At this point, we revisit the case for the individual; client
need identification should focus on the uniqueness of each person. It is from
the position of individual uniqueness that tailored interventions are developed.
Because of the variety and potentially large number of interventions that
can be used in career counseling, they are limited in this section to those that
have evolved from career development theories.
Interventions that enhance a client’s knowledge of the self through identified
traits are indeed an important focus of the trait-oriented theories. One
of the purposes of intervention strategies is to match client needs to groups
of occupations that offer the prospect of satisfaction and fulfillment. A logical
intervention resulting from this perspective would involve discussions
that identify measured traits and their significance. Ideally, the client is able
to summarize how the knowledge of certain traits is important in the career
choice process and how one matches needs with reinforcers found in the
work environment; thus, job satisfaction factors are considered important
not only in the initial choice process but also in career decisions that follow
over the life span.
In the very popular scheme of matching personality types with occupational
types in Holland’s RIASEC typology, the focus is on the strength of
the client’s personality type. In the Holland system, decisive individuals are
thought to have a strong and consistent personality pattern. Clients who
have inconsistent personality patterns may be undecided or indecisive and
not fully committed to pursuing a career choice. Thus, one major purpose of
counseling sessions is helping clients find occupations that are congruent
with their personality types. A lack of discovery of a congruent occupation
suggests several alternatives in the counseling process. Counselors may
choose to engage clients in values clarification, a more in-depth analysis of
potential for a wide range of helping procedures that could be used in the
practice of career development. As in the immediately preceding section, there
are differences in approaches to the career counseling process that influence
the content and use of interventions as well as the use of assessment results.
Nevertheless, there are also similarities in intervention strategies. Most career
counseling models that have evolved from career development theories support
the importance of identifying client problems and needs that give direction
to the development of the content of intervention strategies. Some career
development theories may place a greater emphasis on self-concept development
and the need to address life stages, for instance, whereas others may
emphasize cognitive functioning, learning that broadens one’s career perspectives
and career beliefs. Within these two approaches to career choice and
development are other numerous interventions that are most plausible and
worthy of consideration. What this means to helpers is that there is no shortage
of intervention strategies, but the process of choosing effective ones is of
utmost importance. At this point, we revisit the case for the individual; client
need identification should focus on the uniqueness of each person. It is from
the position of individual uniqueness that tailored interventions are developed.
Because of the variety and potentially large number of interventions that
can be used in career counseling, they are limited in this section to those that
have evolved from career development theories.
Interventions that enhance a client’s knowledge of the self through identified
traits are indeed an important focus of the trait-oriented theories. One
of the purposes of intervention strategies is to match client needs to groups
of occupations that offer the prospect of satisfaction and fulfillment. A logical
intervention resulting from this perspective would involve discussions
that identify measured traits and their significance. Ideally, the client is able
to summarize how the knowledge of certain traits is important in the career
choice process and how one matches needs with reinforcers found in the
work environment; thus, job satisfaction factors are considered important
not only in the initial choice process but also in career decisions that follow
over the life span.
In the very popular scheme of matching personality types with occupational
types in Holland’s RIASEC typology, the focus is on the strength of
the client’s personality type. In the Holland system, decisive individuals are
thought to have a strong and consistent personality pattern. Clients who
have inconsistent personality patterns may be undecided or indecisive and
not fully committed to pursuing a career choice. Thus, one major purpose of
counseling sessions is helping clients find occupations that are congruent
with their personality types. A lack of discovery of a congruent occupation
suggests several alternatives in the counseling process. Counselors may
choose to engage clients in values clarification, a more in-depth analysis of
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