Sunday, October 28, 2007

My Girl (by Temptations) - Oct. 27

MY GIRL (Temptations)

Movie Version

I've got sunshine on a cloudy day.
When it's cold outside I've got the month of May.
I guess you'd say
What can make me feel this way?
My girl (my girl, my girl)
Talkin' 'bout my girl (my girl).

I've got so much honey the bees envy me.
I've got a sweeter song than the birds in the trees.
I guess you'd say
What can make me feel this way?
My girl (my girl, my girl)
Talkin' 'bout my girl (my girl).

Hey hey hey
Hey hey hey
Ooooh.

I don't need no money, fortune, or fame.
I've got all the riches baby one man can claim.
I guess you'd say
What can make me feel this way?
My girl (my girl, my girl)
Talkin' 'bout my girl (my girl).

I've got sunshine on a cloudy day
with my girl.
I've even got the month of May
with my girl (fade)

Saturday, October 27, 2007

Let Me Be a Woman (By Elisabeth Elliot) - Oct. 27

Let Me Be a Woman: Notes on Womanhood for Valerie

Foreword

* Betty Scott Stam - "Lord, I give up all my own plans and purposes, all my own desires and hopes, and accept Thy will for my life. I give myself, my life, my all utterly to Thee to be Thine forever. Fill me and seal me with Thy Holy Spirit. Use me as Thou wilt, send me where Thou wilt, work out Thy whole will in my life at any cost, now and forever."

Chapter 1 The God Who Is in Charge

* We are not for one moment of our lives at the mercy of chance.

* He saw the pattern of duty that lay before you both and took it to be the will of God, so that the power of his own emotion to weaken his resolve was not a threat.

* "My flesh and my heart faileth, but God is the strength of my heart and my portion forever."

Chapter 2 Not Who Am I? but Whose Am I?

* Carlyle observed this tendency and wryly observed, "Vulpine knowingness sits ever at its hopeless task - from a world of knaves to deduce an honesty from their combined action."

* In order to learn what it means to be a woman we must start with the One who made her.

Chapter 3 Where to Hang Your Soul

* "I believe in one God, the Father, the Almighty, Maker of all things visible and invisible." There's a statement that has nothing whatever to do with my personal opinions or emotions. ... The only thing I am saying about myself is that I submit to these truths. This is where I stand, this is Reality.

* Worship is not feeling. Worship is not an experience. Worship is an act, and this takes discipline. We are to worship "in spirit and in truth." Never mind about the feelings. We are to worship in spite of them.

* I hang my soul on those strong pegs, those "I believe's." And I am strengthened.

Chapter 4 A Daughter, Not a Son

* We sometimes hear the expression "the accident of sex," as though one's being a man or a woman were a triviality. It is very far from being a triviality. It is our nature. It is the modality under which we lieve all our lives; it is what you and I are called to be - called by God, this God who is in charge. It is our destiny, planned, ordained, fulfilled by an all-wise, all-powerful, all-loving Lord.

* If you believe in a God who controls the big things, you have to believe in a God who controls the little things. It is we, of course, to whom things look "little" or "big." Amy Carmichael wrote: "There is no great with Thee, there is no small, For Thou art all, and fillest all in all."

Chapter 5 Creation - Woman for Man

* John of Damascus , said, "God is infinite and incomprehensible and all that is comprehesible about Him is His infinity and incomprehensibility."

* God is the Almighty, the Creator, a God of Order, Harmony, Design.

* Adam needed more than the companionship of the animals or the friendship of a man. He needed a helper, specially designed and prepared to fill that role. It was a woman God gave him, a woman, "meet," fit, suitable, entirely appropriate for him, made of his very bones and flesh.

* You can't make proper use of a thing unless you know what it was made for, whether it is a safety pin or a sailboat. To me it is a wonderul thing to be a woman under God - to know, first of all that we were made and then that we were made for something.

* "For man was not made from woman, but woman from man. Neither was man created for woman, but woman for man."

Chapter 6 Jellyfish and Pride

* By being a jelly fish the jelly fish glorifies its Creator, for by being a jelly fish it fulfills its Creator's command.

* It was, in fact, the woman, Eve, who saw the opportunity to be something other than she was meant to be - the Serpent convinced her that she could easily be "like God" - and she took the initiative.

* What sort of world might it have been if Even had refused the Serpent's offer and had said to him instead, "Let me not be like God. Let me be what I was made to be - Let me be a woman"?

* But the sin was fatal beyond their worst imagination. It was hubris, a lifting up of the soul in defiance of God, the pride that usurps another's place. It is a damnable kind of pride.

Chapter 7 The Right Kind of Pride

* Isak Dinesen, Out of African - "Pride is faith in the idea that God had when he made us. A proud man is conscious of the idea, and aspires to realize it. He does not strive towards a happiness, or comfort, which may be irrelevant to God's idea of him. His success is the idea of God, successfully carried through, and he is in love with his destiny." - "People who have no pride are not aware of any idea of God in the making of them, and sometimes they make you doubt that there has ever been much of an idea, or else it has been lost, and who shall find it again? They have got to accept as success what others warrant to be so, and to take their happiness, and even their own selves, at the quotation of the day."

* Jim Elliot - "Whatever you are, be all there. Live to the hilt every situation you believe to be the will of God."

Chapter 8 The Weight of Wings

* Perspective makes all the difference in the world. If you catch even a glimpse of the divine design, you will be humbled and awed at least. I believe a true understanding of it will also make you grateful.

* As the bird easily comes to terms with the necessity of bearing wings when it finds that it is, in fact, the wings that bear the bird - up, away from the world, into the sky, into freedom - so the woman who accepts the limitations of womanhood finds in those very limitations her gifts, her special calling - wings, in fact, which bear her up into perfect freedom, into the will of God.

Chapter 9 Single Life - a Gift

* What we are is a gift, and like other gifts, chosen by the Giver alone. We are not presented with an array of options: What would you like to be? How tall? What color? What temperature would you prefer? Which parents will you choose as forebears?

* But having now spent more than forty-one years single, I have learned that it is indeed a gift. Not once I would choose. Not one many women would choose. But we do not choose gifts, remember? We are given them by a divine Giver who knows the end from the beginning, and wants above all else to give us the gift of Himself. It is within the sphere of the circumstances He chooses for us - single, married, widowed - that we receive Him. It is there and nowhere else that He makes Himself known to us. It is there we are allowed to serve Him.

* "It is better to marry than to be aflame with passion."

* I waited on God, prayed, searched the Scriptures, corresponded, and, on very widely-spaced occasions, were able to talk about these matters.

* No wonder we were confused, and no wonder that a man of your father's determination should ponder long and earnestly the apparent contradictions in this hard chapter (1 Corinthians 7). He longed for the "better" and "happier" way. He was determined to prove God's strength and grace sufficient to over the ordinary weakness of a man's flesh. He knew his own great attraction for women. He was determined also to serve the Lord without entanglements. But the time came when marriage was from him a clear command, and he knew then that it was a gift, given by the same Giver who gives to soem the special gift of being single. "Let every one lead the life which the Lord has assigned to him," Paul wrote.

* Martin Luther - "Chastity is not in our power, as little as are God's other wonders and graces. But we are all made for marriage as our bodies show and as the Scriptures state in Genesis 2. 'It is not good that man should be alone; I will make him a help meet for him.'

"I fancy that human fear and timidity stand in your way. It is said that it takes a bold man to venture to take a wife. What you need above all else, then, is to be encouraged, admonished, urged, incited, and made bold. Why should you delay, my dear and reverend sir, and continue to weigh the matter in your mind? It must, it should, and will happen in any case. Stop thinking about it and go to it right merrily. Your body demands it, God wills it, and drives you to it. There is nothing that you can do about it ... It is best to comply with all our senses as soon as possible and give ourselves to God's Word and work in whatever He wishes us to do."

"Let us not try to fly higher and be better than Abraham, David, Isaiah, Peter, Paul, and all the patriarchs, prophets, and apostles, as well as many holy martyrs and bishops, all of whom knoew that they were created by God as men, were not ashamed to be and be thought men, conducted themselves accordingly, and did not remain alone. Whoever is ashamed of marriage is also ashamed of being a man or being thoughts a man, or else he things that he can make himself better than God made him."

Chapter 10 One Day at a Time

* It was better to have loved and lost than never to have loved at all.

* To the rude questions often asked single ladies one of my acquaintance answers that she is "single for a perfectly good reason that isn't public property."

* Many of His gifts may be given for only a part of a lifetime.

* The truth is that none of us knows the will of God for his life. I say for his life - for the promise is "as thou goest step by step I will open up the way before thee." He gives us enough light for today, enough strength for one day at a time, enough manna, our "daily" bread. And the life of faith is a journey from Point A to Point B, from Point B to Point C, ...

* We have perspective that those miserable wanderers (Israelites) didn't have. But it should help us to trust their God. The stages of their journey, dull and eventless as most of them were, were each a necessary part of the movement toward the fulfillment of the promise.

* Single life may be only a stage of a life's journey, but even a stage is a gift. God may replace it with another gift, but the receiver accepts His gifts with thanksgiving. This gift for this day. The life of faith is lived one day at a time, and it has to be lived - not always looked forward to as though the "real" living were around the next corner. It is today for which we are responsible. God still owns tomorrow.

Friday, October 26, 2007

D-thoughts - Oct. 26

* Specific Aims
- Identify career-related difficulty encountered by Chinese students studying in the US
- Identify their coping style & resources
- What is most helpful? What would have made it easier for you to overcome the challenge?

* The lasting effect of the identified challenge

* Initial adjustment vs. inherent challenges associated w/ study abroad

* Format of data collection
- Written
- Verbal interview
- Typing during the interview + Recording

* Sample: Chinese students instead of international students in general

* Language: English as primary, Chinese when necessary, i.e., permitting Chinese words for clarification and expression

* Interview: 5-15min

* Tell us an incident where you have encountered a career-related difficulty since your arrival in the US.
* How did you cope with it? What did you do to resolve the difficulty? What specific steps did you take to resolve it?
*Where/Who did you you for help?

* Broad (identify spectrum of difficulties) --> Narrow (choose one to focus)

* Significance?
- Help international student adjustment
- Stress, resources, & Needs

PSYC 611 Leadership Notes - Oct. 26

* GOOD: Inspiring, Resonant, Make others want to follow

* BAD: bored, dry, no follow-through, low credibility, visceral, unequal alliance, overengaged

* Feelings, goal achievement, productivity, role clarity, charisma, goal orientation, relationship

* From GOOD To GREAT

* Not about me

* Leadership vs. Management

* Acknowledge reality, inspire, bring together, vision, cohesion

* Transparency, empathy, service, organizational awareness, influence

* Self: bold, open, excited, humble, eager to help, connect, appreciative, bridge, communicate, responsive, flexible, serving, reliable

* Situational leadership

* Be flexible with leadership styles. Most natural style + Other tools. Have more than the hammer. :-)

APT - Oct. 26

* River City Real Estate - 278-6384. $595, 1919 Lakeview Ave. @ Meadow

* 888-276-5930 $599/2br

* 222-1294 &509/2br

PSYC 611 Notes (MM) - Oct. 26

* Relationship as work of grace

* Broadening by holding "both - and"

* Different facets, but selective focus

* Know your bias/natural tendencies

* Amy Reynolds - A new world, everyone is welcomed, appreciated, and celebrated for who they are.

* Tendency & Judgment of person is always there. Increase awareness. Hold it in check.

* What do you do with what was done?

* Asocial bravery

* Activity: creative multicultural psychology booklet, with chapters etc.

* Do NOT be afraid to not be liked

* Power & Empower. Take risk. Do things others won't do. Amoral.

* Can't sell my soul.

* P-E fit

* Relational, safety, connection

* Know your POWER. Power is internal. It is not finite or external. It can't be taken away from you. But you can give it away. DON"T. But share it and empower others.

* Robert Kennedy - Stop the terror

* Use image and story narratives to explain the unexplainable.

* 20-29 y.o. - Impressional years

* Your being is NOT for sale. Take your power and deal with the oppression.

* You ALWAYS have a choice. There are consequences with choices, no matter what you choose. (The package concept.)

* Get things done without jeopardizing yourself.

* Oppression vs. Freedom

* What do I need? How do I go about getting it?

* Advocacy & Roadblocks

* There is always truth in kidding.

Solution Focused Therapy (SFT) etc - Oct. 26

* Insoo Kim Berg - Solution focused therapy

* Lyman Wynne - Unlikable CLs
- Countertransference factors
- Look for CL's strength
- Separate CLs from their problems
- Think systemically or interactionally;
- Negative feelings as mistaking the intent behind the person's behavior
- Afraid ~ suspicion about the therapist's behavior
- Hurt by a missed empathic opportunity ~ hostile, horny, "resistant"
- What reaction CLs intend to provoke
- What they are really feeling
- In couple therapy, ask the partner what she/he likes about the CL who has evoked your dislike
- Cultivate curiosity

Leadership Potential Questions - Oct. 22

* Initiation, 1st leadership experience

* Role model in real life & Aspiring figure/quality

* Important characteristics for potential leaders - How to identify new leaders?

* Recommendation for the new generation

* Past - Present - Future/ A VISION, leadership style development

* Unique issue - minority status

* Counseling psychology specific issues

* Transformational leadership theory/model integration

* The BIGGEST issues

PSYC 494 Plan - Sept. 4

* Goal Setting & Expectations

* Tasks
1. Construct survey booklet (completed)
2. Data Collection
3. Data Entry
4. Hypotheses
5. Data Analysis & Hypothesis Testing

* Process of running a study

* Basic procedure

Stats Rule of Thumb (r) - Oct. 26

Social Science (Cohen, 1992)

r = .50 - Strong Correlation; eta squared .25

r = .30 - Moderate Correlation; eta squared .10 - .24

r = .10 - Weak Correlation; eta squared .09

Notes & Thoughts from Case Conference - Oct. 4 & 25

* CL not taking credit for the change and attributing to external circumstances; Try - contrast w/ similar circumstances in the past with different outcomes

* Try - Challenge by pointing out the discrepancy regarding more stress --> less stress?

* Make connections with difficult clients

* The balance and shifting between empathy/support and problem solving for various clients

* Learn to assess the CL's implicit needs and step back when appropriate

* Emphasize the CL's strength and expertise; support and probe

* Appropriate use of silence

* Reflect and know yourself, the personal characteristics, the stimulus value, emotional state of self

Wednesday, October 24, 2007

Books to Read - Oct. 24

Regression Diagnostics (by John Fox) QA 278.2 F63 1991

A Graduate Student Guide: Making the Most of Mentoring (by Carol A. Mullen) LB 2371.4 M 85 2006

Fundamentals of item response theory (by Ronald K. Hambleton, H. Swaminathan, & H. Jane Rogers) [000600301] BF176 .H34 1991

Tuesday, October 23, 2007

Make a Joyful Noise! - Oct. 23

It is my desire to praise the LORD, all the days of my life!

* God's faithfulness - the lost-then-found car remote after a whole day, intact lying on the empty parking space. A small miracle, as there is no co-incidence in God's dictionary, thus not in mine either. The left-behind-shortly-found cell phone.

* Praise - the acceptance of my ICPC poster!

* A great time of spiritual conversations with ISSG members. Fun grocery shopping :-) Plan for Sunday - Church & Shopping!

* My very-affordable Ann Taylor dress!

Sunday, October 21, 2007

Close Encounters (by Robert Winer, M.D.)

Close Encounters: A Relational View of the Therapeutic Process

Chapter 3 The Relational Dimension

* Melanie Klein: Projective identification - the way in which the infant, while in a state of mind in which splitting is the predominant way of organizing experience, disowns disturbing aspects of the self or "bad" internal objects and experiences those aspects as though they are in the mother. This serves both to rid temporarily the infant of an intolerable experience, and to locate that which is disowned in another where it can be controlled. For Klein, this was an intrapsychic event, the elaboration of a phantasy. Phantasy, for Klein, was the mental structure through which experience was organized.

* Bion (1959) - The analyst is affected by the projective operations of his patient: "The analyst feels he is being manipulated so as to be playing a part, no matter how difficult to recognize, in somebody else's phantasy," unless the analyst is so taken over by the situation that he loses insight into the fact that the patient is evoking what the analyst is feeling and experiences the projected bad object as actually a part of himself.

* Bion (1959) - Projective identification was a central aspect of communication between infant and mother, and that the mother's failure to be open to the infant's projections could be a basis for later illness.

* Kleinians firmly place the patient at the center of the field: she is the source of intentionality and the cause of her own distress distress, and the work of analysis will be to make manifest her phantasies as revealed in the transference.

* Putting the mechanism of projective at the center of the analytic interchange means recognizing that the analyst is continually being worked on by his patient, maneuvered and manipulated to feel, to think, and to act in particular ways that at least in the short run serve the patient's needs. The analyst's task is to permit invasion and resist capture.

* Segal (1973) - If the patient is to sort out what is external and what is internal, how far his view of the world is coloured by omnipotent phantasy, he can only do so if the analyst remains unaltered in his basic function by the patient's projections. ... The patient was setting a test, testing the analyst's capacity to hold the situation, trying both to subvert her and to evoke a containing response, and the analyst took in both sides of the projective identification and then responded in a therapeutically useful way by ending the hour on time. She felt the tension of conflicting pressures, worked it through within herself, and responded in a constructive way.

Donald Winnicott

* Within the "holding environment" provided by the mother, the pair exist in a state approaching seamless oneness. Over time, as the mother resonates with her baby's wants and needs, he becomes attuned to his functions and desires, begins to experience them as his own, and thus evolves a nascent sense of selfhood. At the same time, the mother's inevitable small failures and lapses in respnsiveness also promote her infant's development of a sense of separateness.

* In some measures, however, the mother's inevitable inability to responsively "go on being" with her baby will lead him to experience her as "impinging." Play now stops as he becomes preoccupied with the need to meet her needs. He manufactures a "false self" based on compliance with what he takes to be her needs and his "true self" goes into hiding (Winnicott, 1960). The false self will become the face presented to the outside world, the instrument through which relationships will be managed.

* Ogden (1986) - To the extent that the mother is able to allow the child freedom to play "in the presence of the absent mother [without her impingement]" (p. 182), he will come to internalize the mother-as-holding-environment and develop the capacity to be self-soothing. To the extent that she cannot grant her child this space because of her own needs, she interferes with this movement and promotes an addiction to herself as an omnipotent object, thereby disrupting the child's progress toward autonomy.

* The analyst does not impinge on the patient with his own needs; he does not stand in the way of his patient's need to regress; he works to counter the patient's making him into an omnipotent object ("I retain some outside quality by not being quite on the mark - or even by being wrong" [1965, p. 167]); he tries hard not to be bright or clever; he withstands the patient's attacks without retaliating; and he does not disrupt his patient's gradual transition toward separateness. During the later stage of treatment, "the now independent ego of the patient begins to show and to assert its own individual characteristics, and the patient begins to take for granted a feeling of existing in his or her own right" (Winnicott, 1965, p. 168). To this reader it sounds like treatment is about being born.

* "Good enough" analyst - to have a capacity for objectivity and freedom from need and ambition that indeed few of us could live up to much of the time (while at the same time disingenously asserting that in doing analysis he aims at simply keeping alive, keeping well, and keeping awake).

* We might, in a spirit of Winnicott excess, say that it is the treatment designed for what he considers to be the universal illness: false selfhood brought about by maternal impingement. The lost heroine is rescued by the mother capable of tolerance.

Harry Stack Sullivan

* Where Winnicott stressed the disruption of the holding environment by the impingement of the mother's needs, which the infant had to mold himself around, Sullivan emphasized the mother's communication of anxiety to her infant, which mobilized him to develop various security operations designed to preclude the repetition of anxious experience.

* How to get heard in a way that could have an effect without scaring the patient off or intensifying his defensiveness. Being heard can hardly be taken for granted, that in fact it is a relatively rare event, that patients are so busy managing us to keep us from (what they fear will be) our traumatizing them that they can hardly pay attention to what we are saying, and that they are in fact so vulnerable to being made more anxious that the vast majority of comments we might feel inclined to make are actually likely to fulfill their prophecy.

* Deflecting the moment from his embarrassment to my asserted incompetence.

* Participant observation - both the intimacy and distance in the position from which the therapist worked.

Heinz Kohut

* The caretakers are the most notably absent in the particular regard that he has brought to our attention - that is, in terms of providing the required responsiveness to the child's narcissistic needs, and thus facilitating the development of a cohesive self.

* For Kohut, what the analyst encounters in working with a patient with a disorder of self-organization is a particular form of transference in which the patient attempts to use the analyst as a "selfobject" to perform functions that she is unable to perform for herself. In particular, her need to have her capabilities recognized and admired, and her need to idealize a parental figure will not have been adequately met during early development, leaving the child, and later the adult, unable to organize self-regard around either healthy ambitiousness or the valuing of honorable ideals. The patient will try to use - or struggle against using - her analyst to fulfill these needs. She will do this in an effort to heal herself, to fashion a self that will be sufficient.

* Task for the analyst: (1) Empathic Stances, comprehend and value the patient, value her profound and desperate efforts to cope with her lack of self-cohesion; Sensetitive to her narcissistic vulnerabilities, and not to be put off by her need to use him for mirroring and idealizing purposes. (2) interprets to the patient by paying attention to the ways in which the patient responds to his inevitable moments of empathic failure or absence.

* Simply being treated empathically may in itself be what is crucial for self0bject internalization.

* If the analyst were perfectly empathic the treatment would never proceed, because there would be no stimulus for internalization. (Winnicott - the mother's incremental failures are needed if the child is to individuate.) It is through his attention to the impact of his inevitable insensitivities that the work goes forward.

* It seems fair to say that they see the analyst's function as parenting rather than as providing understanding.

* The great impact of the self psychology movement on all analysts has been to make them more sensitive to their patients, to challenge them to notice the subtle ways in which standard procedures - silence, interpretation of resistance, insistence on meaningfulness - can become traumatic and persecutory. While it is not true that the self psychologists invented tact, they have been of great service in reminding us that we are treating people.

* Kohut (1971) - Empathy, especially when it is surrounded by an attitude of wanting to cure directly through the giving of loving understanding, may indeed become basically overbearing and annoying; i.e., it may rest on the therapist's unresolved omnipotence fantasies. Provided, however, that the analyst has largely come to terms with his wish to cure directly through the magic of his loving understanding and is indeed not patronizing toward the patient (i.e., he recognizes empathy as a tool of observation and of appropriate communication), the mere fact that the patient dropped his defenses against the possibility of being empathically understood and responded to expose him to the archaic fear of earliest disappointments [which in turn are worked with]. (p. 307)

* Empathy is clearly in the service of a larger undertaking and not a technical approach in itself.


Chapter 4 The Thinker and the Kiss

* Paradox - To become an individual, I must be capable of relatedness, for otherwise my individuality is a shell and I live in schizoid refuge. To be related, I must be capable of standing alone, for otherwise relatedness melts into merger.

* If the schizoid is the paradigmatic unrelated individual, the borderlin could be taken as the opposite pole, the unindividuated relational.

* Reading and rereading Ohio Impromptu, I find in it a moving description of the struggle to mourn, to separate, to join, to become a person.

* It is the paradox of our work that we come together with our patients, that we enable them to love us and to accept our love for them, so that they can bear to be alone. The kiss created by the thinker; the thinker created by the kiss.

Saturday, October 20, 2007

生面筋菜谱 - Oct. 20

肉酿生麸(http://www.keko.com.cn/menu/29/menu_1060113130949014_13016.html)

1. 葱去根须,洗净,切末;
2. 将猪肉剁成未,放入碗中,加葱末、料酒50 克、酱油、白糖,拌成肉馅;
3. 将生面筋拉成长条,切成50 块,搓成圆形,放入清水浸约10 分钟;
4. 面筋取出拉成厚薄均匀的圆薄皮,包入肉馅17 克,收好口,成生麸肉圆;
5. 将锅置旺火上,舀入清水1500毫升烧沸,加入精盐,再放入生麸肉圆,烧至锅边的水起小泡;
6. 再用小火烧5 分钟,撇去浮沫,加料酒、味精、香油,起锅盛入大汤碗中即成。

制作提示

1. 生面筋搓成长条后,冷天放入温水中,热天放入冷水中浸泡。
2. 面筋制法:以2500 克面粉为例,将面粉放入盆中,加精盐2.5 克,用清水1500 克分数次倒入,将面粉揉匀和成软硬适中的面团,用湿布盖着饧半小时左右,然后将饧好的面团分为两块,逐块用手拿着在清水盆中不断揉搓,这时面团即有白色浆 汁渗出溶于水中,使清水变浑,再换清水继续揉搓,反复三四次后,至面团中渗出物减少,盆内水质逐渐变得清澈,面团变成色泽乳白,软滑柔韧,富有弹性时,即 成面筋。
3. 在往面筋里包馅时,不能漏馅,且要大小整齐均匀。

历史文化

1. 肉酿生麸又称生麸酿肉、生麸肉圆,是无锡名菜。无锡称水面筋为生麸。
2. 生面筋即才洗出来的水面筋,其特点洁白、质地细腻、柔韧滑润、可塑性强,是烹制素菜必备的原料之一。
3. 面筋的起源很早,大约唐宋年间为人们所喜食,宋代诗人王炎在《双溪集·山林清供杂味咏·鼓筋》中说:色泽似乳酪,味胜鸡豚佳。一经细品嚼,清芳甘齿颊。

虾子面筋 (http://www.fixdown.com/caipu/article/2/8/2007/200705031570.htm)

原 料:生面筋500克、虾仔25克、青蒜适量。

制 法:

1、生面筋下开水锅中汆一下捞出,装入砂锅中加高汤、料酒、盐、味精,大火烧开,小火煮至入味;

2、虾仔用熟鸡油稍煸,烹料酒、白糖,倒入砂锅用小火收干汤什撒青蒜末即成。

三鲜酿面筋 (http://www.foodqs.com/fashion/menu_view.asp?id=100500)

面筋150克。 猪肉、100克、海参25克、玉兰片25克。葱15克、姜10克、酱油10克、绍酒15克、精盐5克、味精1克、熟猪油100克、清汤100克、葱椒油5克。
【制作过程】
猪肉,海参洗净,均切成小丁,玉兰片切末,与葱姜末、酱油、绍酒、精盐、味精一起搅匀成三鲜馅。生面筋洗净,每条将片成长薄片,在每片面筋的一面,抹上 馅,卷成直径3厘米的圆柱形,放入九成开的清汤锅内,小火煮熟捞出。炒锅内加入熟猪油烧至六成热(约132)入放入葱段、姜片,炸出香味,加入酱油、清 汤烧开,捞出葱姜、倒入面筋,用慢火煨透,待汤汁剩下13时,将面筋捞在盘内。锅内原汤烧开,撇去浮沫,加入味精、绍酒,淋上花椒油,浇在面筋上即成。

Movie - Oct. 20th

Stardust (10/14/2007)

Becoming Jane

From Inner Sources - New Directions in Object Relations Psychotherapy

From Inner Sources - New Directions in Object Relations Psychotherapy

* Object relations theory --- How individuals develop in relation to the people around them

* Internalizing & Externalizing Relationships, Attachment & Separation, Introjection & Projection, Transmuting Internalization

* Freud (1905) - the infant as having drives that have an aim and are directed toward an object. According to this model, psychological growth takes place as impulses are frustrated and the organism seeks increasingly efficient avenues for discharge of energy. The needs of the object are accommodated only as a compromise. In this model, pathology arises when the drives are excessively frustrated or gratified, leading to symptomatic inhibitions, renewed attempts to gratify impulses through convoluted channels, or impulse control problems.

* Anna Freud (1936) - concentrated on the ego's attempts to protect its integrity through an increasingly elaborate series of defense mechanisms, which contribute both to growth, when managed well, and to pathology, when managed poorly.

* Freud (1917) - following a loss, people seek to continue receiving gratification from the lost person by internalizing the person's image and relating to this now internal object as if it were the actual person. People not only internalize lost objects but identify with them; they make the object-image a part of themselves and thereby develop their identity.

* Melanie Klein (1975) - infants are object related from birth. Since infants are in a relationship from the beginning, they attempt to protect their integrity as an organism and that of the primary object of attachment (which they experience as a part of themselves) by projecting their innate destructiveness onto the environment and introjecting its good aspects or, reciprocally, by projecting the good aspects of themselves onto the good object and experiencing themselves removed from discomfort or danger. Thus, they split their self-and-object world into all-good and all-bad camps.

* Pruyser (1975) - the lack of clarity in "splitting" terminology which suggests that what is divided - the ego - is also the agent which does the dividing. More recent work has attempted to address this issue by distinguishing the self from the ego (Hamilton, 1988).

* Klein (1975) - As splitting resolves, whole object relations become central to mature functioning in normal development. The maturing child learns that his loving wishes are directed toward the same object as his destructiveness. The mother whom he hates and wishes to destroy for depriving him is the same mother he loves for nurturing him. The child then develops romorse and guilt and wishes to restore or repair the object he had previously wanted to diminish. As he works through his guilt, he comes to recognize his loving and destructive impulses as his own and his mother's nurturing and depriving qualities as her own. The self is loving and also somewhat destructive. The object is loving and also a bit destructive. The self and object are separate, yet related. This is whole object relatedness (Mahler et al., 1975).

* The primary problem - how to maintain continuity of relationships in the presence of contradictory loving and hating feelings - love being associated with gratification-attachment and hate being associated with deprivation-abandonment.

* Klein (1946) - Projective identification, whereby a person attributes an aspect of the self to the object and reidentifies with the projected element in the other, attempting to control it.

* Fairbairn (1954) & Guntrip (1969) - the need to seek objects and attach meaningfully to other people as the central elements in personality development; a divided self or ego - libidinal ego, antilibidinal ego, and central ego.

* Bion (1962) - the metaphor of the container and the contained to show how infants overcome the isolation and fragmentation of their split internal world.Children have strong affects that threaten to overwhelm them. They externalize their distress and project it onto the parent, who takes in the projected feeling, contains it, modulates and alters it, and gives the transformed affect back to the child in the form of holding behavior or a meaningful comment. The child can now accept the metabolized affect and self-image as his own. He eventually identifies with the containing process itself and learns to contain his own affects.

* Winnicott - the holding environment (1960) and the transitional object (1953). The holding environment describes the good enough mother's function of providing the child with optimal closeness while allowing adequate room for development of autonomy. It emphasizes the need for closeness and separateness. Eventually, the child can internalize the holding functions so that he can self-soothe (Tolpin, 1971) and separate from the parent. An important step in this process is development of a transitional object, which is neither self nor object and yet may be treated as if it were the beloved parent and simultaneously the self.

* Kernberg (1976) - infants develop through phases of a split internal world and gradually shift toward whole object relatedness; infants as being born with an undifferentiated energy and responsiveness. This energy becomes organized into the traditional two drives of sex and aggression by polar effects experienced in the split all-good, all-bad world of the infant.

* Mahler (1975) - autism (birth), symbiosis (2 months), separation-individuation (6 months; 10-16 months - new mobility, 16-24 months - increased cognitive awareness of his vulnerability & separateness --> uneasy return to the mother, rapprochment subphase of separation- individuation), and whole object relations (24-36 months; infant and parent are separate yet related, the relationship being primarily good but also having some less than optimal qualities).

* Kohut (1971) - denies inherent human aggression; infants as being born with needs; They need self-cohesion and self-regulation, functions that the parent originally performs for the child. Through empathic attunement the parent integrates and modulates for the baby. Splitting as a fragmentation product resulting from inadequate empathic attunement. Since the parent performs a self-modulation function for the infant and is still an object, the parent serves as a "selfobject." Through what Kohut called transmuting internalization, that is, introjecting and identifying with the sustaining selfobject, the child learns to self-soothe and develop self-esteem and a cohesive sense of self, although even adults continue to need sustaining objects to some degree.

* Diagnosis - Object relations theorists classify mental disorders according to the degree of separation-indivduation and development of whole object relations achieved by the patient. The psychoses display a severe degree of self-object confusion and fragmentation; they are placed at the presymbiotic or symbiotic level of development described by Mahler. Borderline disorders, in which splitting all-good and all-bad experience is predominant, are placed at the rapprochement level. Narcissistic idealizing and devaluing are seen as associated with the late rapprochement subphase or the early phase in developing whole object relations. Neurotic disorders with greater tolerance of ambivalence are considered whole object relations issues. Kohut's schema (1971) is based on the degree of self-cohesion as manifested in merger, mirroring, and idealizing transferences.

* Object-relations-oriented developmental diagnosis is most useful in planning psychotherapies and less useful for choosing somatic interventions.

* Kohut (1971) - narcissistic disorders ~ inadequate parental empathic attunement, defective self-soothing and an ongoing desperate search for external sources of self-esteem.

* Masterson & Rinsley (1975) - borderline splitting ~ maternal behavior that alternately rewards clinging symbiosis and punishes appropriate individuation by emotional abandonment.

* Kernberg (1975) - borderline splitting ~ an attempt to keep overwhelming aggression from annihilating feeble good internal objects. While he emphasized a constitutional excess of aggression as central, he acknowledged that extreme environmental frustration in early life could lead to increased internal aggression.

* Because object relations theory is an intrapsychic and interpersonal construct focusing on emotional interactions, cognitive and perceptual-motor factors have been relatively ignored.

* Splitting, envy, negative transference, acting out, abandonment depression, +/- self- and other-images, self-other boundaries, mirroring (narcissistic DOs), idealizing transferences (narcissistic DOs), a holding environment, containment, empathic attunement, sustaining relatedness.

* Elucidation of how projective identification stimulates powerful and primitive countertransference reactions had made it possible for therapists to work with many patients previously considered untreatable.

Thursday, October 18, 2007

GRP SUP NOTES - Oct. 18

Family issues --> Past Sexual Assault

* Pace and timing at the CL's choice & the balance of challenging and giving the CL's control

* Why NOW?

* Summarize the transition. Make it explicit. Address the shift overtly. Family issues - control, strength; learn to set limits vs. past sexual trauma - a place of vunlerability;

* Past success; from overly distress --> more integrated;

* When the CL does shift out, use process comments to name the transition. Explore if it is a conscious coping effort or an automatic reaction.

* What was the message she took away from the past sexual trauma? About herself, man, relationships, and sexuality.

* No one helped.

* Self-defense course to empower and gain ability to defend herself.

* TWO ANCHOR POINTS: Identify the strength & Clarify decisions.

The Library - Oct. 16-17

* (10/16 Tuesday) Apparently I am learning a few things about our library. The compact storage is hiding in the basement. There are times when every of the four copiers on the first and the second floors broke. At least now I also know who is the person in charge of all these things. :-) It was such a crazy afternoon that I can't help but laugh about it.

* (10/17 Wednesday) I expected very few students to show up for the lab sections tonight and made 20 copies of the handout. However, I had 13 in the first section and thought I needed more copies to make sure that I would not run short. It was too late to get it made somewhere other than the library. Once again it was the "in-charge" person kindly allowed me to use the old employee copier capbable of double-sided copying. What a nice person :-)

Sunday, October 14, 2007

What a FULL day!

* First time in a long time, I was able to sleep in and relax. As a matter of fact, I did not leave my comfortable bed until 11am. It was nice to get the laundry done and to finally have some time getting tide up.

* The weather was perfect for the football game this afternoon. I enjoyed the sunshine, but still think it was not charitable to let the other team score nothing. It simply were not hospitable. Apparently there is a lack of sportsmanship in me.

* It was exciting to have the Bible study with S. & A. Dear LORD, will YOU please reveal yourself and your love to them? Will YOU Yourself draw them close? Dear LORD, I praise YOU for how YOU touch our hearts one by one in a unique way. Thank you for allowing to be an eyewitness and an instrument during YOUR transforming work.

* Contra dance was fun. I was late, but danced every single dance while I was there. M. is nice to waltz with me :-)

Wisdom from others - Oct. 13

* "Christian ethics recognizes that the broken, twisted will can do nothing without rehabilitation by God's grace." - Lauren Winner

* "True transformation requires God's enabling grace." - Chuck Colson

* "Decisions that are not reinforced and reformed by the community tend to be short-lived." - William Willimon

Saturday, October 13, 2007

Random Thoughts - Oct 13

A day of relaxing and fun

* I read on someone's page "smile when you are sad." I don't agree with it. Here is my version. Cry or pout (at your choice) when you are sad. Just do not forget to smile or laugh afterwards :-)

* Here is another one "ignore the pain." Well, pain is always unpleasant. However, God gave us the ability to feel pain for a reason. It is an alarm system for safety. Embrace the pain and let God do the molding and refining through it.

Friday, October 12, 2007

A Day with Highlights - Oct. 11

Thesis defense
The adventure with the short circuit

Encouragement and positive feedback

The honoring of my adviser and many who have helped.

Reaction to the CL's decision; confidence

Library encounters

Friendship & Stick Rice; the Wild Appetizer

* Pushing Daisies

Wednesday, October 10, 2007

PSYC Lab (6) - Oct. 10

* Reporting the result of t-test, t value, df, p value;

* How to do one sample t-test in SPSS?

* Type I error vs. Type II error (exam of pregnancy test)

* Overall logic for t-test; the formula for t
Effect of the IV divided by sampling error; large sampling error cancels out the effect of the IV; smaller sample size - less effective with detecting the effects of the IV

Book List (Professional) - Oct. 10

Consultation Skills for Mental Health Professionals

Doing Better

What Works for Whom?

Freeing the Angry Mind

God is looking for ...

God is not looking for those who are clever,
but for those in whom He can be wise;
He is not looking for those who are talented,
but for those to whom He can be all sufficient;
He is not looking for those who are powerful,
but for those through whom He can be almighty.

- Roy Lessin, Co-founder DaySpring Cards

For the eyes of the LORD search back and forth across the whole earth, looking for people whose hearts are perfect toward Him, so that He can show His great power in helping them ... - 2 Chronicles 16:9 TLB

PSYC 611 (4 & 5) - Sept. 26 & Oct. 3

Well, I did not reflect back on the PSYC 611 classes for the past two weeks either. Thesis, thesis, thesis ... However, today is the day we share our class journals. So at least I am retrospectively journaling my reflections.

PSYC 611 (4) - Leadership: Emotional Intelligence and Leadership

EQ: 1) self-awareness of emotions and impacts on others; 2) controlling/redirecting disruptive moods; 3) thinking before acting; 4) pursuing goals with energy and persistence; 5) understanding the emotional make-up of others; 6) managing relationships and building networks.
Self-awareness; self-management; Social awareness; Relationship management

Small group activity

Resonant Leader - Goleman

"Primal" dimensions of leadership
-- Great leaders work through the emotions.

Primal Leadership: 1) commanding style; 2) pacesetting style; 3) democratic style; 4) affiliative style; 5) coaching style; 6) visionary style.


PSYC 611 (5) - Qualitative Research

Qualitative research - researcher as instrument

Focus group

activity: not volunteering to be the facilitator. etc.

PSYC 627 (6) - Oct. 9

Apparently it has been quite a while since I took time to reflect on my classes and record those introspections. Thesis has been the priority for this past month.

Yesterday we had an in-class activity to come up with a research proposal and then to critique another. It felt strange and awkward. I guess I was tired and almost felt being looked down upon. Maybe the other was a little overconfident. Yet again maybe that is a good thing to come down strong and push things forward. It is interesting that I felt that my opinions were not valued. Yet quite a bit of what we presented were raised by my suggestions. Maybe I also need to adjust my expectations and refocus on the positive, collaborative aspects.

Another issue is that there are always pros and cons for all research designs. It is more important to justify your design and acknowledge the potential limitation rather than finding the "perfect" way, since such a thing does not exist.

Monday, October 1, 2007

A Prayer (from Dayspring) - Oct. 1

Jesus is your Good Shepherd;
May He refresh you in green pastures often.
Jesus is your Faithful Friend;
May He walk beside you daily.
Jesus is your Blessed Savior;
May He keep you secure in His hand.
Jesus is your Wonderful Counselor;
May He comfort you with encouragement.
Jesus is your Loving Father;
May He shower you with love and grace.
Jesus is your Dependable Teacher;
May He fill your heart with wisdom.
Jesus is your Victorious Commander;
May He reward your faithfulness.

IndSup Notes - From 09/14/2007

* Formal request for accommodation: ADHD (evaluation - interview) & Physical (VP for Student Development + Student Health)
* History of accomplishments & What next?
* What each of the meds is for?
* Previous experience with health care professionals.

* Mistrust can be smart. Need more evidence.
* Trust as ability to predict one's behavior; the probability - positive, reliable experiences
* Trust as a continuum
* Trust all people to be themselves and to do what they do.