Marriage and Family Therapy in Connecticut

Abstract The purpose of this paper was to discuss the laws that govern marriage and family therapy in Connecticut. An individual who intends to work as a marriage and family therapist (MFT) in Connecticut must have a postgraduate degree and work experience of at least one year in order to be licensed.Advertising We will write a custom coursework sample on Marriage and Family Therapy in Connecticut specifically for you for only $16.05 $11/page Learn More MFTs are allowed to disclose confidential information about their clients when ordered by a court. Similarly, privileged communication can be disclosed if the client is likely to harm himself or others. Although MFTs are allowed to provide confidential information to third parties as a warning, the duty to warn is not a requirement in Connecticut. Introduction This paper will focus on marriage and family counseling or therapy profession in Connecticut. In this regard, it will discuss the licensure process and the scope of practice in Connecticut. In addition, it will discuss the state’s limit to confidentiality, privileged communication, and the duty to warn or protect. Process of Obtaining Licensure The first step in obtaining a license to practice in Connecticut is to meet the following requirements. First, the applicant must have a postgraduate degree in marriage and family therapy. The degree program must be approved by the American Association of Marriage and Family Therapy (AAMFT). Second, the applicant is expected to provide evidence of having participated in supervised internship in the field of marriage and family therapy during his or her training (DPH, 2014). Third, the applicant is required to have work experience of at least 12 months after completing a postgraduate degree program. During the 12 months, the applicant is expected to gain practical skills by interacting with clients directly to offer counseling services. However, applicants who are already licensed in other states are not required to show evidence of prior work experience.  Third, the applicant must take and pass the National Examination in Marital and Family Therapy. The examination is normally provided by the Association of Marital and Family Therapy Regulatory Board. After meeting all the requirements, the applicant is expected to send his or her request and the application fee to the Professional Counselor Licensure Board (DPH, 2014). In addition, supporting documents such as transcripts must be sent to the board by the institution in which the applicant received the relevant training in marriage and family therapy. Once the application is verified and approved by the board, the applicant gets a license to practice.Advertising Looking for coursework on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Limitation to Confidentiality MFTs are required to maintain confidentiality by avoiding unauthorized sharing of the info rmation about their clients with third parties. However, the client’s right to confidentiality is limited under the following circumstance. To begin with, MFTs are allowed to disclose information or records pertaining to their clients for diagnosis and treatment purposes. In this case, a MFT can share the information about the client with professionals such as physicians and mental health practitioners to help them select the right medical intervention. A court order can also lead to the disclosure of the information or records of the client. In this case, a MFT may be required to provide confidential information as evidence that is admissible in a court. However, the information will only be used for the purpose of determining the case to which the client is a party. Privileged Communication Privileged communication refers to the â€Å"exchange of information in the context of a professional relationship in which the recipient is protected from compelled disclosure in a cou rt proceeding†. This means that MFTs cannot be forced by a court to disclose any privileged communication without the consent of their clients. In Connecticut, privileged communication is limited under the following circumstances. First, privileged communication can be disclosed in the event of a court-ordered examination. This applies when a court requires information about the client’s mental or physical condition during a court proceeding. Second, the client’s information can be shared if the client claims that his or her mental or physical condition has to be taken into account during a court proceeding. In this context, the opposing party has the right to disagree with the client about the claim. As a result, the court and the opposing party will have to access information about the client’s mental or physical condition.  Finally, privileged communication is not protected if the MFT believes that the client is a danger to himself and others. This me ans that a MFT can disclose privileged communication to the police or potential victims to protect them from being harmed by the client. However, further disclosures are prohibited after the MFT provides adequate information to protect others. This helps in protecting the clients’ privacy before they commit a crime by causing harm. Duty to Warn Duty to warn refers to the MFT’s obligation to caution or notify third parties or law enforcement officers about a client who is likely to harm himself and others. According to Conn. Gen. Stat.  § 52-146 p(c) (2), a MFT is expected to issue a warning if he believes in good faith that withholding confidential information about a client poses health and safety risks to the public.Advertising We will write a custom coursework sample on Marriage and Family Therapy in Connecticut specifically for you for only $16.05 $11/page Learn More In this respect, a MFT does not have to seek the client’s co nsent to disclose information that is considered confidential.  The main limitation in applying the duty to warn principle in Connecticut is that issuing a warning is not mandatory. Specifically, the law permits but does not compel MFTs to warn third parties about clients who might be violent or dangerous. Thus, MFTs can opt to withhold confidential information about their clients without breaking the law. In addition, the law does not define the recipient of the information. Thus, MFTs can choose to share the information only with the people who they perceive to be vulnerable to attacks by the client. Ethical Complaints Ethical complaints are usually handled by the Connecticut Association of Marriage and Family Therapy (CTAMFT). After receiving a complaint concerning the violation of AAMFT’s ethical standards, CTAMFT examines the grievance to determine its merit and compliance with jurisdiction and filing procedures. If the complaint is deemed to have merit, charges have t o be drafted and presented to the chairperson of AAMFT’s ethics committee (AAMFT, 2014). Once the chairperson approves the charges, the committee will launch investigations to collect facts about the complaint. In addition, the complainant is informed about the ongoing investigations by the committee. However, the committee can terminate or postpone the investigations if the case lacks merit. Generally, the complainant is required to give consent for the use of his or her personal information during the investigations.  Upon the completion of the investigation, the committee discusses the findings before making a decision on the case (AAMFT, 2014). If the accused is found guilty of violating the ethical standards, the committee must take disciplinary actions. The action taken usually depends on the severity of the violation. Severe violations can lead to termination of membership in CTAMF (AAMFT, 2014). Moreover, the accused can be prosecuted in court if the violation const itutes a criminal offense. However, the committee usually takes lenient actions such as rehabilitating the accused if the violation is not serious. Scope of Practice According to the Practice Act (1979), marriage and family therapy refers to the evaluation, counseling, and management of emotional problems that arise within families or marriages. Thus, the scope of MFT practice in Connecticut is mainly limited to identification of emotional disorders that might be cognitive or behavioral in nature.Advertising Looking for coursework on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Since the statute does not include treatment in the scope of practice, the interventions provided by MFTs mainly focus on managing clients’ conditions. The therapy or counseling services can be provided to individuals, couples, and families. This gives the clients the opportunity to get the best service quality without compromising their confidentiality. MFTs in Connecticut are also allowed to use psychotherapeutic techniques to deliver the required services. In particular, MFTs can provide nonmedical psychotherapy with the aid of appropriate psychiatric resources. This includes the use of psychiatric tests to examine their clients’ attributes such as intelligence and addictions. MFTs are also expected to refer their clients to professionals such as doctors to enable them to access specialized treatment. References AAMFT. 2014. The ethics complaint process. Web. Conn. Gen. Stat.  § 52-146 p(c) (2). DPH. 2014. Marital and family therapist licensure requirements. Web. Gurman, A., Kniskern, D. (2013). Handbook of family therapy. New York, NY: McGraw-Hill. Practice Act, Conn. Gen. Stat.  § 20-195(a)(3) (1979). Thorona, N., Winawer, H. (2013). Crtical topics in family therapy. New York, NY: McGraw-Hill. Tran, A. (2008). A comparative analysis: MFT scope of practice across the nation. Therapist, 1-7. This coursework on Marriage and Family Therapy in Connecticut was written and submitted by user Jaliyah Wolf to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Couple Interview Marital Challenges Essay Example

Couple Interview Marital Challenges Essay Example Couple Interview Marital Challenges Essay Couple Interview Marital Challenges Essay I interviewed John and Cindy about their marriage and the challenges they’ve faced together as a married couple. I am encouraged by their relationship and have decided to use their relationship as a model for my second interview. John and Cindy have been married for almost 5 years. In addition to this union, there is McKenna, Cindy’s son. They are a blended family, of course, and are part of the more modern structure of families in our society. When reflecting upon their ideas about marriage, prior to actually being married, I noticed that Cindy’s outlook was positive. She knew she would be married one day and looked forward to it. Even though she was in a long-term romantic relationship prior to meeting John, that relationship wasn’t what she considered a foundation for a good marriage. Her former boyfriend was good friends with the family and spent a great amount of time with them. Cindy also spent a great deal of time with his family as well. This allowed them to witness each other’s family of origin. However, the time that John spends with her family, she says, is different. It’s full of quality and genuine caring for her people. John also added that Cindy’s first meeting with his mother and sister exceeded his expectations. They took to her right away and have had a good relationship ever since. As a matter of fact, several of his family members have traveled from their home states to stay with them for weeks at a time. I decided to ask about the differences between men and women, and if either of them has heard of the book Men are from Mars, Women are from Venus by author John Gray, the feedback was instant. They both chimed in with the same answer. John has always believed that men will never understand what goes on in a woman’s mind. Cindy believes that men are a different species, and not necessarily human. They way men and women problem solve, in her opinion, are polar opposites. However, when she comes to John with a problem or a task she tries to remember that she asked him for help. He doesn’t need to have the solution dictated to him; she must trust him to help in his own way. She also believes that there is more than one way to solve a problem, and it doesn’t matter whose way is used, as long as the problem is solved. I take this piece of advice to heart, as I’ve been told that I am impatient and a bit of a control freak. John states that he tries his best to work out his own dilemmas because he knows that Cindy has a stressful full-time job, and she’s also a full-time mom to McKenna. Between her schedule and McKenna’s extra-curricular activities, John doesn’t like to add anything extra on her plate if he doesn’t need to. That, he says, is the reason he takes such a large role in McKenna’s activities. It brings a sense of peace to the home when he knows his wife and son’s needs are met. Our next subject was the topic of â€Å"deadly habits† that ruin a relationship. Another excellent example of their understanding is Cindy’s approach to getting help with household chores. Instead of nagging John to take out the garbage, which is initially what she used to do, she tried a different approach. Now she asks him once or twice, and if he doesn’t get to it, she kindly lets him know how uncomfortable she is with trash sitting and the extra work it makes for her in the long run with cleaning the mess or airing out the lingering odor. She admits that she doesn’t go overboard because she is a â€Å"junky† person and doesn’t want to look like a hypocrite. John, however, has fallen into her pattern of â€Å"junkiness,† stating that he used to be quite neat and before he knew it, he had clothes on the floor right next to Cindy’s. And he appreciates her new approach when asking him to complete tasks because he feels respected and needed instead of criticized or scolded like a child. I brought up the topic of the four stages of love and asked both John and Cindy if they were aware that four stages existed. They both replied no, and I proceeded to explain each stage and ask which one they were in. John feels as if they are still in the infatuation stage, based on his love for Cindy. He doesn’t feel as if the honeymoon has ended because he loves her more each day. Cindy feels the same, but recognizes realistically that they are in the connection stage. She said they have gone through the discovery stage and now focus on staying together and constantly working to better their relationship. While it does still feel new to her, she takes into consideration the challenges they’ve overcome and the challenges that await them in the future. One of the many challenges couples face is dealing with financial issues. Cindy makes a great living and had done so prior to meeting John. And the same goes for him. But Cindy realized, upon marriage, that John was better at managing finances than she was. After being independent for many years it was an adjustment for her to have someone else make suggestions to her on saving money or cutting back on her spending. However, trusting her husband and seeing the way he managed his own money, she took his advice and is glad she did. They consult on big purchases and realize that not every dollar spent has to be accounted for to the other person. They, especially Cindy, realize that being on one accord in money matters benefits the family. It’s not about one person’s money anymore. It’s their money regardless of who makes more or who spends it. Being that John and Cindy are both in their early 40’s, I asked both of them if they felt there was an ideal age to get married. Cindy believes there isn’t an ideal age to get married. If she had met John fifteen years ago and still feels as she does now, she would have married him then. However, she is thankful that she was able to do all the things she loved doing as a single woman such as traveling, going out with girlfriends as she pleased and shopping. She’s also thankful from a parental standpoint because her habits changed after having McKenna. She was able to satisfy her single self, and can now be happy and content being a wife and mother without feeling as if she missed out on anything. John says he was content not being married or even being on the path to marriage. He feels there is no ideal age to get married. When you’re ready, you’ll know it, no matter how old or young you are. He shares Cindy’s sentiments on satisfying his single self prior to meeting and marrying her. He is content with what he accomplished on his own and now loves that they accomplish things together. From the many topics we discussed, on and off the record, I am so inspired by John and Cindy’s approach to love and life. I enjoy being in their presence because they radiate a positive vibe. I don’t enjoy being around couples that argue or have tension between them. It’s uncomfortable for me and can change the mood of the environment. I have listened to both of them intently and have related their challenges to challenges I’ve had. The approach they take toward each other is remarkable. They have a mutual respect that goes beyond loving each other. They respect each other as individuals with their own respective levels of intelligence. I appreciate the example they provide to me and to other people they encounter. I know Cindy very well and it has really pleased me to watch her grow in love with someone who compliments her so well. I have seen the subtle changes she’s made such as cooking. I’ve also seen the more apparent changes, such as the reduction in her stress level. Talking to them and watching their words in action has redefined my beliefs in marriage. I don’t have many examples of a happily married couple. But knowing that Cindy and John are in my life makes it easier for me to have a blueprint of what marriage can be.

Cheating and Taking Steroids in Sports

Cheating and Taking Steroids in Sports INTRODUCTION â€Å"Sports will either be a school of virtue or a school of vice, and that’s why the epidemic of cheating in professional sports is, and ought to be, a huge cultural concern. Sports, at every level, is supposed to be a training ground for virtue, to mould the character of athletes, coaches and supporters so that they may learn lessons that may help them to achieve off-the-field as much as on. In few other venues are people able to learn as effectively the good habits of perseverance through difficulties, teamwork, striving to overcome obstacles, the importance of preparation and practice, and the courtesy and class we call good sportsmanship. But the field, court, track, diamond, rink, pool and roadway can also cultivate vice, when results become more important than virtue, when winning becomes more important than winning fairly. It has been hard to open a sports page recently without reading something to do with cheating and its consequences. Recently encount ered readings include Bill Belichick and the clear contravention of the NFL’s videotaping policy; Patriots’ Safety Rodney Harrison and his suspension for taking an illegal substances; NBA referee Tim Donaghy and his expulsion for betting on games he was officiating; Barry Bonds and his tainted home run record, along with former heroes turned synthetic pseudo-supermen Jason Giambi, Mark McGwire, Sammy Sosa, Rafael Palmeiro; Floyd Landis’ suspect yellow jersey and the expulsion of what seemed to be half this year’s Tour de France participants for blood doping and other violations; WWE icon Chris Benoit and his steroid-induced murderous-suicidal rage; various college recruiting violations, Olympic scandals and much more. Professional boxing almost looks clean and honest by comparison. WHY DO THEY CHEAT Sports are a microcosm and stylization of life: goal-setting, preparation, effort, character, the integration of mind and body, competition, success and failu re. It’s all there in sports, distilled and intensified into a few hours’ experience. The usual answer is that cheaters have so strong a desire to win that they will strive to do so at all costs. Cheaters do have a desire to win, but by the time we are adults we know that a cheated victory is hollow. An adult cheater knows that he has not won through skill and effort, and he knows he will not experience the pride that comes from a genuine win. The only thing the cheater is left with is that he knows that other people will believe that he won and he will reap the value of their enhanced esteem. So here’s a hypothesis about the psychology of cheaters: Cheating is not motivated by a desire to win, but by wanting to be thought of by others as having won. Cheating is a kind of social metaphysics-what others believe is true is more important than what is actually true. Another possibility is that the cheater knows the above-that a cheated win is hollow-but in the shor t run his intense desire to win crowds out his knowledge. So cheating is a failure to hold the context of why one is playing sports: strong desire overwhelms the cheater’s knowledge, or through weakness of will the cheater ignores his knowledge to indulge the desire.

The importance of the perception communication at work depending on Dissertation

The importance of the perception communication at work depending on the Generation X and Generation Y - Dissertation Example These diverse attitudes and principles translate differently in a workplace context, with both generations having unique values associated with what constitutes an effective and motivational business model. There are significant gaps in research literature describing what specific characteristics of a business model will motivate and inspire workers to achieve top quality performance in the job roles of Generation X and Generation Y. In most respects, knowledge on both generations tends to illustrate Generation X as an independent and headstrong generation with pre-established principles and values. In opposite accord, Generation Y is presented as more liberal, flexible, and success-minded in the organisational context. This sizeable gap in knowledge specifically includes knowledge of the importance of communications for both generations. ... 1.1 Research aims and objectives The aim of this research project is to determine the level of importance of communications in the workplace as it pertains to both generations. This is to determine if communications strategies can be an effective motivational model for both Generation X and Generation Y. This study maintains three specific objectives: Determine what actually motivates both Gen X and Gen Y in a workplace context Determine how both generations perceive communications as a motivational tool Identify proven models of motivation that have been effective in boosting performance for both Generation X and Generation Y. The study will consult with various secondary literature sources to paint a portrait of both generations, with special focus on attitudes, principles, experiences, and expectations for an organisational job role. Results of findings will be compared to a primary research project (which is described in this proposal’s methodology section) to determine wh ether communications can be considered a viable motivational model for both generations or for a single generation. The results of this study should assist in closing some of the gaps in literature that currently exists regarding motivational strategies for both generations and recommend a new model of motivation that could potentially improve business culture and strategic performance when applied to Gen X and Gen Y. The goal of the project is to create an innovation in knowledge about both generations that can provide new direction for managers in organisations that struggle with Gen X and Gen Y employees to gain top quality performance and dedication to meet strategic goals both short- and

Military men Essay Example | Topics and Well Written Essays - 500 words

Military men - Essay Example He was responsible for guiding the military personnel responsible for bombing missions. However, he grew tired of the work and decided to quit. He had to think of a way out since the military regulations required that a military person have to provide enough information to support why he needs to quit. Yossarian decided to act like an insane person so that he would be sent to the hospital. Since insane people could not be fit to work as military personnel, he thought that it would be a great exit plan. Catch 22 has some very challenging clauses that force the military personnel from doing what they would want to do. In this case, Catch 22 forced Yossarian to act like a mad person in order to avoid being military personnel. However, he is given different kind of work of reading and censoring letters from military patients. It is very challenging for Yossarian to prove to the military that he is actually insane. This is because the word insane can mean different things to different peo ple. For example, being insane in the military context is different from being insane in the real civilian world. It can even be said that insanity in military is acceptable especially because of the way the military laws and regulations define it. However, the military law called catch 22 could not allow him to quit the military job since by knowing that he is insane was a proof that he was actually sane. Therefore, Yossarian decided to spend the rest of his life in the hospital.

Harry S. Truman and Korea -to Unite Essay Example for Free

Harry S. Truman and Korea -to Unite Essay The Chinese joined the Koreans side and helped fight back against US troops. General MacArthur -To completely defeat the Korean and Chinese armies. -President Truman ordered for him to stop his assault on the Asian countries. -He persisted and was eventually fired because his arrogance cost them the battle. President Truman -To keep Korea from becoming a communist country. -China helped North Korea fight the war to spread communism. They joined with the allies in the UN to help stop the spread of communism. China -To spread and maintain communism -They were afraid of the US and UN invading them -They planned a surprise attack which was successful. United Nations -To stop the spread of communism. -MacArthur persisted on fighting. -They relieved general MacArthur of his duties. How did General Douglas MacArthur react to the events in Korea? What was his stance on the Korean War? He decided to keep pushing against the enemys border. He believed China did not have enough resources to fight back. He wanted to take out the Chinese army once and for all. How did President Truman respond to the events in Korea? What was his stance on the Korean War? President Truman wanted to stop the spread of communism in the East. He fought a war against North Korea and China to keep communism away from South Korea. He wanted to end the fighting once they had cleared Chinese troops from Korea. Which leaders actions were the most justifiableGeneral McArthurs or President Trumans? Support your claim with evidence from the lesson. President Trumans actions were more justifiable because He knew when the battle was over. He did not want to keep pushing against the enemy. The push that MacArthur made on China caused them to lose the battle and be attacked in a surprise. Would the outcome of the Korean War have been different had General MacArthur not been fired? Why or why not? Support your claim with evidence from the lesson. I think the outcome might have been different if MacArthur had not been fired. They might have kept fighting against China until they had completely wiped out their army. They could also have disbanded all communism in Korea and maybe in China as well.

The Lady of Shalott Essay -- essays research papers

1.  Ã‚  Ã‚  Ã‚  Ã‚  Introduction This paper will try to analyze the growth of consciousness of the Lady of Shalott. Ranging from her state of mind in total isolation, her 'childhood', to her changing 'adolescence' and eventually reaching 'adulthood' and death, all in a sort of quick-motion. It will further deal with the development of tension throughout the poem. By making a distinction between tension through formal aspects, such as rhyme scheme, and tension through content it will try to show the interconnection between both of them. Additionally, the paper will deal with the possible effect of tension on the reader and how the poem might be perceived by him/her. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Growth of Consciousness and Development of Tension 2.1.  Ã‚  Ã‚  Ã‚  Ã‚  Initial Isolation Lord Alfred Tennyson's poem starts out with the total seclusion of the beautiful, young Lady of Shalott surrounded by '…four grey walls, and four grey towers…';. (Tennyson, line 15). She is largely unaware of the world outside and of her own existence as a woman, only being able to see shadows of reality, which are reflected by her magic (?) crystal mirror and worked into her web. At this point of time it is unknown to the reader whether the Lady of Shalott is forced to be in this situation or chose to live this life of isolation. Reasons for a self inflicted seclusion might be homophobia, the fear of rejection by the exterior world, or simply a lack of interest for it. However, the Lady of Shalott is quite content with what she has and what she does. Her life of art in front of the loom and the crystal mirror is all she needs singing her ';…song that echoes cheerly…'; (30) throughout the land. She is as innocent as a careless child giving little thought about her future. The Lady of Shalott has no urge to leave her own interior world because she is not aware of any other options. Little is known about her outside '…many-towered Camelot.'; (5) and apparently she intends to keep it that way: But who hath seen her wave her hand ? Or at the casement seen her stand ? Or is she known in all the land, The Lady of Shalott ? (24-27) By now the reader might ask him-/herself why the Lady of Shalott is stuck in such a dreadful situation and why she does not attempt to do anything about it. There is a cons... ...martyrdom and so the story ends, leaving the reader in anger about the carelessly spoken words of Lancelot. 3  Ã‚  Ã‚  Ã‚  Ã‚  Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  'The Lady of Shalott'; was and is subject for countless interpretation by readers and artists, especially pictorial. Although, or maybe because the whole setting is quite vague and shadowy there have been many attempts to explain why the Lady of Shalott was cursed. Maybe she was not cursed al all. What was this whisper she heard ? Was she schizophrenic, hearing voices inside her head ? Another question is why she had to die in the end. Is it possible she eventually commit suicide, because she had realized that her love for Sir Lancelot was futile ? These are some questions that stay in the back of your head after reading Tennyson's poem. Even today you can feel the infinite struggle the Lady of Shalott had to undergo. Tennyson impressively shows the development of a young woman who is faced with one of the most difficult times in life- growing up in a world full of restrictions and rules and becoming a woman. His subtle description of a girls problems at his time is, slightly altered, even valid today.

An Analysis of Robert Bresson’s a Man Escaped

Robert Bresson’s 1956 film A Man Escaped, is a film that is based on the true story of Andre Devigny, a member of the French Resistance who managed to break out of prison just hours before he was to be executed. In the opening sequence of the film the viewer is able to establish that the main character Fontaine, (Played by Francois Leterrier) has been escorted to prison. Fontaine notices that the men beside him are cuffed, but he is not. He tries to get away when the car stops but is recaptured and beaten upon the head.From his actions, the viewer is able to recognize Fontaine’s intelligence and that he is insistent on making an escape. The title of the film is a forewarning to the viewer and that â€Å"A Man Escaped†, and that warning causes the viewer to question if the title alludes to Fontaine, or another prisoner. The drama is built upon that upfront information and it is heightened the further into the duration the viewer gets, up until the final escape seq uence. The scene for analysis takes place at approximately Twenty minutes into the duration of the film.The scene opens with a medium shot focused on Fontaine amidst his isolation. Fontaine looks up toward the ceiling with a facial expression that reads as saddened or lonesome, which slowly fades out, and fades back in, to a medium long shot of the character crouching in a vulnerable position next to the door. A close shot of Fontaine’s face really shows his emotion, very saddened and depleted of hope. It appears that Fontaine is analyzing the wooden door.From his remarks, the viewer can gather that the character has previous knowledge of wood and that dismantling the door is a possibility in his plan to escape the prison. Bresson is persistent on the close-up of the potential escapist’s hands, feeling the wood, working with tools, etc. The character receives an iron spoon, an item that will aid him in moving the panels in the door. Followed by another close-up of the main characters hands, sharpening his new tool, which dissolves into the next medium shot of him standing in his prison cell.Fontaine is able to pry the panels of wood apart. Fontaine hides his new tool and moves toward the window in his cell, The camera pans up, following him, and the scene fades out. This is one of the most important scenes in the film, and really is the turning point for Fontaine because he acknowledges the possibility in getting through his prison cell door and acquires a tool that is capable of helping him â€Å"dismantle† the panels in the door. I think this gives him a small amount of hope and a goal to work towards.Bresson’s minimalist approach to the cinematography intensifies his use of non- diegetic sound in the film. Bresson uses sound beyond the image, to inform the viewer of actions going on around Fontaine’s prison cell. like footsteps outside the cell or noises made by other prisoners. Sound is used to put emphasis on Fontaineâ⠂¬â„¢s actions, like the chiseling of the panels or the sharpening of the spoon. As with the images, dialogue is reduced to the essential. Fontaine does the narration in the film and he only indicates the most important details to the viewer.

Handling Complaints: How Did the Employee Respond?

In our case, a guest is having meal in The Hong Kong Jockey Club. She has order an a la carte with steak. She would like her steak with well done. Unfortunately, the waiter gives her a wrong meat temperature dish, i. e. medium. The guest is not satisfy with the dish and begin lose temper asking for explanation. The waiter has do the following step to provide the right and quality service to the guest. Firstly, the waiter tries to calm the guest down. Secondly, he is listening to the guest’s grievances, so as to provide the right service to the guest again.And he is allowing the guest to vent, to let the guest express her unsatisfactory. Thirdly, the employee tries to apologize for the wrong service, to give the image that our restaurant is willing to correct our mistake and not to happen again. Fourthly, the employee has done the corrective action. He asks the chef to cook the dish again as soon as possible. And with the correct meat temperature i. e. well done. This can show to the guest that we have a positive â€Å"can do† attitude. Finally, servicing the guest with politeness again. The skills and theories that we have apply in the case:For the procedural side: We have attempt timeliness. When the guest has problem regarding the steak she ordered. The employee has taken immediate action to approach to the guest. Listening what is her concerns and grievances. Then make a corrective action. Therefore, we can practice the moment of truth to the guest. Communication skill also applies on our case. When the employee notice that the food production section have cook the wrong dish to the guest. He immediately asks the chef to cook it again with the right meat temperature. And this dish is the first priority to be cooked.So the guest needs not to wait for longer time. This can show that we apologize for our fault. For the personal side: Firstly, positive attitude can be found in the case. When the guest is complaining with the wrong dish, we immediat ely apologize for our fault. And we do try clam the guest down to let her vent her dissatisfy feeling. Also the employee listens to her concerns and grievances as to give the right service to her again. Secondly, guidance also can be found in the case. The employee use positive wordings like â€Å"Please wait; let me order a new one for you. This shows that we are willing to be of assistance. And we are concern of every customer’s needs. No one we will miss out. Lastly, we have solved the problem immediately when guest has a problem. The employee immediately calls the chef to cook the right dish as soon as possible. Therefore, the guest no needs to wait for long time to have her meal. So the guest tempers being recovered very soon. And do not affect her feeling while dinning out. Recommendations for improvement To avoid the problem happen again, I suggest when taking order from the guest, repeat what items the guest had ordered.It is because double check of order can prevent mistake, sometimes the environment is noise, and service provider may not listen well to what the guest has ordered. Also, the chef can ask clarification from the front line staff when come across some rare food order. It is because in tradition in cooking steak, cooking steak with well done are not commonly found in western eating culture. When the chef comes across with this kind of rare cooking method, he can ask the front line staff to make clarify. Then mistake can be minimize.

How To Make Tree Cookies

How To Make Tree Cookies Ever heard of a tree cookie? Sadly, unless you are a termite, you cant eat them. But you can use them to unlock the past of a tree. From its age to the weather conditions and hazards it faced in its lifetime, tree cookies can be used to better understand trees and their role in the environment. So what is a tree cookie? Tree cookies are cross-sections of trees that are usually around 1/4 to 1/2 inch in thickness. Teachers and ecologists use them to teach students about the layers that make up a tree and to illustrate to students how trees grow and age. Heres how to make your own tree cookies and use them at home or with your students to learn more about trees. Making Tree Cookies Just as with edible cookies, tree cookies are made using a series of steps in a recipe. Start by selecting a tree with a trunk or thick branches that you can cut to reveal the tree rings. Take note of the type of tree it is and where it came from.Cut a log that is about three to six inches in diameter and three to four feet long. (You will cut this down later but it will give you a good section to work with.)Slice the log into Cookies that are 1/4 to 1/2 inch wide.Dry the cookies. Yes you will bake these cookies! Drying the cookies will help prevent mold and fungus from decomposing the wood and will preserve your cookie for many years to come. Set them in the driveway in the sun, or on a drying rack in the yard for several days. Air flow is more important than sunlight, but if you can get both, that would be perfect.Sand the cookies lightly.If these cookies will be used in the classroom, cover with a coating of varnish to help them withstand years of handling. What Can You Learn From A Tree Cookie? Now that you have your tree cookies, what can you do with them? Here are several ways you can use tree cookies at home or in your classroom to teach students about trees. Take a closer look. Start by having your students examine their tree cookies with a hand lens. They can also draw a simple diagram of their cookie, labeling the bark, cambium, phloem, and xylem, tree rings, center, and pith. This image from Britannica Kids provides a good example. Count the rings. First,  ask your students to take note of the differences between the rings - some are light colored while others are darker. Light rings indicate fast, spring growth, while dark rings show where the tree grew more slowly in the summertime. Each pair of light and dark rings - called an annual ring - equals one year of growth. Have your students count the pairs to determine the age of the tree.   Read your cookie. Now that your students know what they are looking at and what to look for, help them understand what else a tree cookie can reveal to foresters. Does the cookie show wider growth on one side than the other? This could indicate competition from nearby trees, a disturbance on one side of the tree, a windstorm that caused the tree to lean to one side, or simply the presence of sloped ground. Other anomalies that students can look for include scars (from insects, fires, or a machine such as a lawn mower,) or narrow and wide rings that may indicate years of drought or insect damage followed by years of recovery. Do some math.  Ask you students to measure the distance from the center of the tree cookie to the outermost edge of the last summer growth ring. Now ask them to measure the distance from the center to the outermost edge of the tenth summer growth ring. Using this information, ask them to calculate the percent of the trees growth that took place in its first ten years. (Hint: Divide the second measurement by the first measurement and multiply by 100.) Play a game. Utah State Universitys Forestry Department has a cool interactive online game that students can play to test their tree cookie reading skills. (And teachers, dont worry, the answers are there too if you need a little help!)

Applied Linguistics - Manglish Dissertation Example | Topics and Well Written Essays - 26500 words

Applied Linguistics - Manglish - Dissertation Example --------- 36 2.2.2.6 Copula ‘be’ ----------------------------------------------------- 38 2.2.2.7 Modals ----------------------------------------------------------- 39 2.2.2.8 Stative verbs in the progressive ------------------------------ 41 2.2.2.9 Clause structure ------------------------------------------------ 41 2.2.2.10 Other syntactic variational features ------------------------- 43 2.2.3 Syntax of the ME basilect ------------------------------------------------------- 46 2.3 Phonology ---------------------------------------------------------------------------------- 48 2.3.1 ... apter Three: The Use of English in Malaysia ------------------------------------------- 58 3.1 From English to Bahasa Malaysia in Post-Colonial Malaysia ---------------------- 59 3.2 The return of English to Modern Malaysia -------------------------------------------- 66 3.3 The importance of English in Malaysia today ----------------------------------------- 70 Chapter Four: Discussion and Conclusion --------------------------------------------------- 78 BIBLIOGRAPHY ---------------------------------------------------------------------------------- 85 APPENDIX: Malay Borrowings in ME --------------------------------------------------------- 99 LIST OF FIGURES Figure 1: Features of Sociolects of Malaysian English --------------------------------------- 14 Figure 2: Modal Verbs in SBE, ME and BM -------------------------------------------------- 33 Figure 3: A Comparative Presentation of the Responses of a SBE Speaker and a ME Basilect Speaker to Variopus Situations ------------------ ------------------- 40 ABSTRACT The emergence of ‘New Englishes’ in non-native English speaking countries, like Malaysia, has become an interesting area of research study in linguistics. A lot of the data for this dissertation comes from a survey of previous related studies, and from Malaysian newspapers, magazines, television and the like, which are illustrative of Malaysian English. To this pursuit, this descriptive non-experimental research on the development of Malaysian English seeks to answer the question: What has contributed to the development of Malaysian English as it is today? This study starts with the historical development of English in Malaysia. Then it continues by identifying the affected specific linguistic features. The differences between Malaysian English and

Examining a domain of experience, relationship, and application of the Essay

Examining a domain of experience, relationship, and application of the themes in the course in relation to human development and identity - Essay Example This essay will analyze identity formation, ego identity, in relation to Frozen film. Ego identity and identity formation is evident in the Frozen film by Disney. As the norm is, lots of women in the Disney movies have been indicated to rely on a male figure to emancipate them from societal and cultural issues, such as Cinderella and Snow White amongst others. However, the case of Disney’s Frozen film is different. In the film, it is evident that the women have opted to outdo the heterosexual dominance that overpowers them. The film focuses on two sisters, Anna and Elsa that have been confronted with life issues but opt not to use a male hero to fulfil their desires (Buck & Lee, 2013). From this perspective, one would argue that the two sisters developed a feminine identity in the course of her growth that motivated them her to work towards fighting with the constraints that prevent women from succeeding in a man’s world. Even with the societal conceptualizations of female identity, the Frozen sisters had already identified their ego identity and worked towards fulfilling their wishes despite the challenges in question. However, as the story begins, the two sisters lacked differentiation while living in the royal court. Elsa had the ability and powers to control ice and snow. Psychological distinction separates the two sisters when Elsa injures Anna by mistake (Buck & Lee, 2013). Their parents then force Elsa to suppress her powers to command ice and snow, and ensure that Anna does not know of the powers at all costs (Buck & Lee, 2013). This separated the sisters more, with Anna growing in solitude, and Elsa representing her superego. Elsa constantly covers her hands with gloves to conceal her powers. After the death of their parents, Elsa is to rise to the throne. On the other hand, the identity of Anna’s identity is being shaped and she represents id that seeks to fulfil one’s needs and desires (Kroger 206-209). Anna