Engineers Need to Know About Economics

Title of presentation Engineering students should learn economics. I chose this topic because it related directly to my audience whom are mostly engineering students. Audience Knowledge level of audience My audience and I will graduated in a few years and the topic that I will deliver closely linked to my audience. Every student should aware about their challenges that they will face in the future. I hope the speech that I will convey could give some basic preparation in the future especially in managing their wealth and for preparation to start a business.How I plan to gain the audience’s attention I would like to start the presentation by sharing the statistic of bankruptcy in Malaysia due to poor managing the wealth. Mostly, the fresh graduates encounter this problem because they want to have luxury car and home at young age. Presentation 1) Introduction Purpose and importance of this topic To persuade my audience especially engineering students that they should prepare the mselves with economic skills because they need both to become good engineer. Great ideas of engineering but do not have money to implement is a failure.How the topic relevant to the audience In the modern world of today filled with the latest technology one can ever dream of, competing with others to have a good qualification in education is not an unusual phenomena. Having just engineering based knowledge is not enough to become a good engineer. It is because money is one of important factor in completing a project. Furthermore, fresh graduates also need to manage their wealth well since a lot of graduates facing problem because lack of information about the loans that they have made. Thesis statement:Engineers students should prepared themselves with economic empowerment so that they could manage their wealth, help them in starting their own business or during managerial period. Main points: * Economics is important in helping fresh graduates to manage their money well. * To prepa re engineers before they get promotion as a manager. * Engineering graduates need good economics skills to start their own business. Establish credibility In this semester, I am taking Engineering Economics & Entrepreneurship course. This course were related to this topic.I also have read and researched that engineers need more than engineering based knowledge to a job in today’s world. Apart from that, many of my seniors, acquaintances have shared their experience that having a good managing money for ourselves or for company is important for working in comfort. 2) Body Organisational pattern I will use problem-cause- solution order as my organizational pattern for this presentation. Many graduates faced financial problems such as loans from bank and after that I will shared the solution to the audience.Supporting ideas for each main point. * Economics is important in helping fresh graduates manage their money well. * Of more than 1. 7 Million bankrupts in Malaysia,  there are more than 90,000 civil servants of the Malaysian government that are made bankrupt  just because they failed to pay on their car loans or being a guarantor to one. * Fresh graduates should be equipped with economics so that they know where to invest their money and helping them in making decision during making loans to buy a car or house. To prepare engineers before they get promotion as a manager. * Manage cash flow well is one of the important duty of a manager. * To become a good manager of company, engineering graduates need both engineering and business skills to avoid them from be tricked. * Engineering graduates need good economics and business skills to start their own company. * Engineering graduates need both engineering specialties and good managing the money to have a competent business. * The number of unemployed persons in this country rose to around 402,300 in July from 388,500 in June.If engineering graduates were thought how to make money from the engineering skills that they already learnt, they will have confident to start their own company and directly will decrease the number of unemployment. Transition from one point to next point I will ensure that there is coherent transition from one main point to the next main point by mentioning the order of the main points at the beginning of the presentation. In addition, to enhance the understanding about the topic, I will use linkers in my presentation such as â€Å"furthermore†, â€Å"in addition†, and â€Å"on top of that†.Summaries each point I will repeat the problem that fresh graduate will face in the future and the solutions that could help them. By doing that, audience could remember the main issue in each point. The audience should remember that managing wealth is important to live happily in future. 3) Conclusion Summaries of entire presentation I will summaries the entire presentation by recalled my audience with all the main points that I already presented. Every problem and solutions will be repeated so that my audience will remember what my speech is all about until the end of the speech.I will show great some entrepreneurs that have both specialties in engineering and business. Describe on reiterate the purpose and importance of the whole presentation to relate to your audience. I will reiterate this presentation to my audience by explaining to them that there is very important for us to start changing the myths that the knowledge that were thought in university right know are enough. It is because everyone including engineering student should well prepared themselves with basic economic skills. Q&A sessionQuestions that I anticipate from the audience * What type of knowledge that student should prepared? * What type of challenges that students will face in the future? Practice session How did I practice my speech? * I practice my speech mostly in my room roughly about 10 times. Sometimes I also practice in front my friends. Area o f my speech needed improvement * I need improvement in delivery especially in pronunciation. Time limit Without consider the environmental effect that I will have during the presentation, from the practices, I managed to stay within the time limit.

Alexander Hamilton’s Financial Plan Essay

After the Revolutionary War, the United States was left with a $52 million dollar national debt as well as a $25 million dollar debt from the individual states. Alexander Hamilton developed a financial plan to  re establish the credit of the US by providing for the payment of the nation’s debts. Hamilton established the credit of the United States by paying off the national debt. One way he did this was by exchanging old war bonds for new Federal Reserve bonds. In the eyes of other countries, this proved that the United States was responsibly paying off its debts. This allowed the US to borrow money, and establish good credit once again. Good credit was extremely important to the United States because it was the basis for foreign trade, and was necessary for growth of the economy. Without good credit, the US could not borrow money, would not be able to fund businesses, and would not be able to keep a stable economy. Answer A is the correct choice because the main point of Hamilton’s financial plan was to pay off the national debt in order to restore the nation’s credit. Another way Hamilton proposed to pay the nation’s debts was to raise money through taxing. His plan increased taxes on imported goods, as well as placed a tax on items such as whiskey. This raise in taxes not only affected the rich but the poor as well because the tax related to a variety of items. As a result of the tax on whiskey, a group of poor farmers in Western Pennsylvania rebelled, resulting in the Whiskey Rebellion. Answer B is incorrect because the taxes placed by Hamilton’s plan affected not only those most able to pay, but the average citizen as well. One part of Hamilton’s plan that was not approved by Congress was to provide funding to manufacturers, in order to boost production and the economy. This plan failed in the end because of opposition from the South. He also proposed to create a â€Å"protective tariff† in order to protect US manufacturers from foreign competition. Answer C is incorrect because Hamilton’s plan favored industry over agriculture, not the other way around. Around the Time that Hamilton was creating his financial plan, the US adopted a policy of neutrality. The US did not allot money to any type of military buildup, or need any their military for defense. Answer D is incorrect because during the 1970’s the United States was in a time of neutrality. Therefore Hamilton did not need to spend money on national defense. Today, Hamilton’s financial plan still remains in effect. Federal Bonds are still issued by the government. A bond is purchased, and over a certain amount of time the bond matures into a larger amount at a profit to the holder. This allows the government to use the money owned by the bond holder until the bond is cashed in. These federal bonds now used in the 20th century were developed by Hamilton in the 1790’s. Alexander Hamilton created a financial plan to help establish the United State’s credit after the Revolutionary War. The main goal of his plan was to provide for the payment of the nation’s debts. He did this by reissuing bonds, creating a protective tariff to protect manufacturers, combining the debts of the states with the nation’s debts, and creating a national bank to control the US’s money.

What Makes a Student Successful

What Makes a Student Successful? Marie Biays ENG102 – English Composition Colorado State University – Global Campus Professor Jennifer Naimark November 10, 2012 What Makes a Student Successful? Some would say success is based on the determination of the student or how well of an educator a teacher is. I believe that success is based on my determination. I do not quit anything I have started. Quitting to me is the easy way out. There are certain deeds that a person can take in order to become a good student. In order to do so, he must embody certain characteristics.These characteristics are innate for many, but those who do not currently have them can develop them. Just as someone can take actions to become a good student, he can also take actions to develop the characteristics of a successful student. Develop an attitude and passion for learning by remaining curious and inquisitive. Use your curiosity to help you become a professional researcher. Remember to have an ope n mind and to remain as objective as possible while conducting research. Stay open-minded in order to use the information collected during research, to develop analytical and critical thinking skills.Become the type of student that studies academics instead of one who simply attends classes. Take the initiative to study on a daily and regular basis without requiring instruction to do so. Make learning a priority; this is a hard one for me because reading is not one of my favorite things to do. Have confidence and believe in your academic abilities. Be tenacious and persevere. Never succumb to an attitude of mediocrity. Responsibility is another characteristic every college student must have in order to be successful.Students who are responsible know what their tasks are and are always a step ahead. For example, if there is a party the night before an exam a student who wants to do excellent will study instead of going to the party (2008, 09, Characteristics of Successful College Stu dents). Develop self-discipline by using time wisely. Do what needs to be done, when it needs to be done, regardless of what you may not feel like doing. Refrain from being a procrastinator; another hard one for me, but I am working on it. Be continually and consistently prepared.Managing your time well helps you to stay on top of your work and to succeed as a student. If you've been assigned a heavy load of homework, use lunch hours and breaks to complete your assignments. Limit distractions by working in a quiet area such as a library, coffee shop or home office. Call a study partner when you need help, and take regular breaks to help you focus and stay on track. Developing listening skills will assist you in becoming a good student. But it’s not as easy as simply listening to the lecture or the lesson plan being presented.Concentrate on the subject matter, not how it is delivered to the class. Limit distractions by turning off all your electronic devices and going to a qui et area in your home or a nearby library. If you find yourself not paying attention, stay on track by taking notes and developing questions to ask your instructor. Be humble and realize that you can always learn more regardless of what you may already know and understand. Listen to and learn from your instructor. Learn from your mistakes and the mistakes of others.I am confident that if I develop the habits outlined above that I will see a major improvement in my academic success. In fact, I have already developed some of the habits outlined above and I have seen an improvement in my academic success. I look forward to more improvement! References (2008, 09). Characteristics of Successful College Students. StudyMode. com. Retrieved, November 10, 2012, from http://www. studymode. com/essays/Characteristics-Successful-College-Students-164896. html [Web log message]. (2011, July 29). Retrieved from http://blog. chegg. com/2011/07/29/10-habits-of-successful-college-students/

Marketing Essay Example | Topics and Well Written Essays - 4000 words - 1

Marketing - Essay Example The relationship between leadership and national culture has often been held to impact closely the success and failure of an organisation in terms of leadership style, motivation and employee performance(Bass, 1990; Collins and Porras, 1996).In the context of National culture at least academics have pointed out that transformational leadership attributes which pertain to empowerment and perception contribute to employee job satisfaction and commitment in a very positive way (Iverson and Roy, 1994). The business academia has often focused upon the influence of gender on leadership and its various dimensions. When we are thus perusing the relationship between gender role and leadership style academics have pointed out towards a tendency of attaching â€Å"masculinity with task-oriented leadership styles and femininity with relationship-oriented ones†.(Oshagbemi and Gill, 2003).It is perceived by the researchers and the academia that if sexes are perceived so differently in organizations their leadership styles would also differ a lot and this would seem likely that leadership styles are also different. Leadership is morality magnified†(Ciulla, 2006:17).In this regard this section seeks to define the relationships between ethics and leadership in the organisational context.The modern leader has to weather and face a plethora of situations like financial and political scandals,international pressure,public image,regulation and the current business mood and in this context it is also worth noting that gender and national culture issues have also reflected upon the common problems versus cultural specificity.(Individual responsibility v Corporate conscience). This report concludes that the term â€Å"Leadership†is subjectively constructed and the whole concept has many dimensions.For Gardner (1995, p. 292), â€Å"The greatest challenge the leaders face is to bring about significant and

The American Civil Liberties Union (ACLU) on Equality in Women and Essay

The American Civil Liberties Union (ACLU) on Equality in Women and Race in Collegiate Sports - Essay Example ACLU remains in the forefront in promoting the Bill of rights and ensuring that citizens are protected by the government through the laws that are formed. It is watchful on lawmakers and frequently issues public statements on pending national, state and local legislation by campaigning in support or against certain laws. It strives to ensure that each individual enjoys their civil rights. This paper will be a discussion on ACLU on equality in women and race in collegiate sports. Women and people of color are some of the people that are widely subjugated in the society. Females have always been interested in athletics, besides it makes them physically fit and have better body structures. When females were excluded from Olympics in 776 B.C, they created their own version, the Games of Hera. This shows that women have desire in sports, opposing the viewpoint that the society has that women are not interested in any physical activity (ACLU 1). The ACLU in conjunction with Title IX, this is a law banning discrimination on the basis of sex in educational institutions, have been instrumental in ensuring that women and people of other races get an equal opportunity in sports just like their male counterparts. The ACLU has written literature on the issues of women and race in relation to sports. A project of the American Civil Liberties Union of Washington foundation wrote the following literature in 2007. In the early 1900s, physical education instructors strongly opposed competition among females, as late as 1972, only one in 27 females participated in high school athletics compared to one in two males. In the public arena, there were more females following various sports proceedings, this challenged the notion that females were incapable or uninterested in sports (ACLU 5). Law makers responded and in 1972, the U.S Congress enacted Title IX, banning discrimination on the basis of sex in educational institutions. Washington added the Equal Rights Amendment to its const itution in 1975, this together with the Sexual Equality Act advocated for gender equality in educational institutions. As a result of this, the number of females in collegiate athletics increased from 32,000 to 171,000 (ACLU 5). On the other hand, female athletes of color are still underrepresented in athletics. However, with continued sensitization, the 2004 College Sports Racial Gender Report Card found that 14.9 percent of females participating in sports were African-American (ACLU 6). This was an indication of a slight improvement. In the year 2005, the court made it clear that if a coach or any other school employee complained on behalf of students with regard to discrimination based on sex or race, title IX protected such an individual from any action from his or her employer (ACLU 8). The ACLU Function of Washington advocates for the fact that sports programs in schools should accommodate the interests and abilities of members of both sexes. Funding is another issue that is r aised. Female and male sport programs must receive equal funds. In the situation where there is a club supporting a team that was dominated by one gender and not the other, the school is supposed to compensate for this imbalance by ensuring the other team got an equal share of funding. On the same level with funding, provision of equipment and supplies, travel allowances, assignment and compensation of coaches and provision of locker rooms also have

Friedrich Nietzsche Morals Essay Example | Topics and Well Written Essays - 1250 words

Friedrich Nietzsche Morals - Essay Example His radical moral philosophy has been a probing topic of analysis in philosophy and there have been several articles dealing with his moral philosophy. There have also been several significant attempts to associate his moral philosophy with other distinctive areas of knowledge including science, epistemology, ethics, and literature. One such critical approach has observed Nietzsche as a bridge between nineteenth-century atomistic science and process philosophy in twentieth-century physics, literature and ethics. Friedrich Ulfers and Mark Daniel Cohen, in their important article, 'Friedrich Nietzsche as Bridge from Nineteenth-Century Atomistic Science to Process Philosophy in Twentieth-Century Physics, Literature and Ethics,' attempt to establish that philosophy has its root in science and Nietzsche's moral philosophy illustrate this point. The major thesis of their article is that "the late nineteenth-century philosopher Friedrich Nietzsche established a philosophy rooted in science and succeeded in laying the foundation for a system of values capable of generating alternate forms of cultural expression--many of which have come to fruition in our own time, many of which have yet to be achieved. In particular, his philosophy, beginning in science, is capable of setting standards for and structuring radical formations in epistemology, ethics, and literature." (Ulfers and Cohen, 21) This paper undertakes an analysis of the article by Ulfers and Cohen in order to comprehend the major arguments of the authors and to respond to them with careful reasoning. Introducing their major arguments, Ulfers and Cohen mention that distinctive emergence of philosophy, art, literature, and science or 'the signal moments of culture' in our social life resulted in the systems of values and they bring about the connection between values and such essential areas of knowledge. The authors also make it explicit that there is essential relationship between science and moral values. "Even presumably objective scientific theories are barometric readings of our assumptions and implicit values. They are litmus tests of the cultural agar in which they grow--indicators of the fertility and of the active bases and acids of the ideological loam" (Ulfers and Cohen, 21) This is a major attempt by the authors to connect value system and scientific roots and they maintain that science has a distinctive connection with everything that mount from the soil. Even the natures of human beings are closely linked with sciences. It is in this background that the authors of th e article present their chief proposition that Friedrich Nietzsche established a philosophy which was rooted in science and put down the groundwork for a system of values that could produce alternate forms of cultural expression. Ulfers and Cohen stipulate that Nietzsche's philosophy started in science and it can lay down standards for and structure fundamental formations in epistemology, ethics, and literature. Therefore, the central argument of the article attempts to illustrate the connection between science and moral value system with the example of Nietzsche's philosophy. "Nietzsche was primarily an ontologist -- a philosopher of the real, a delver

Ideologies as a Form of Oppression Essay Example | Topics and Well Written Essays - 1000 words

Ideologies as a Form of Oppression - Essay Example I am of the opinion that Berger’s statement is one of Marxist elements. Advancing the idea of classes, and in a subtle way, brushing on class struggle and conflict caused by class segregation in society. Berger is presenting the labour world as one that has borrowed heavily from the feudal system that existed in medieval Europe. However, the emphasis on labour has fallen short of its purpose because of its focal point of comparison. This is because research on the symbolic meaning of this painting, reveals that it has many religious concepts. Most scholars are of the view that the painting’s symbolism illustrates the conflict between secular and religious authorities. There is little mention of the conflict between the rich and the poor. Berger’s statement is, therefore, subject to personal testimonies. Though he is a scholar of the art world himself, symbolism will always remain a personal reflection of ideas unless there is a presentation of undisputed evidence . One instance of evidence giving would involve giving another painting as a comparison to The Ambassadors. There are paintings that represent states of poverty in Europe like Spain 'Street-Boy of Seville' by Bartolome Esteban Murillo (1618-1682) or France 'Charity' by Adolph William Bouguereau (1825-1905). From the ideas expressed in the first paragraph of this paper, there appears to be a clear and direct link between events in history and those in present times. One can conclusively state that there is no present without a past. The occurrences of the present times are largely dependent on what happened in the past.

Childs needs vs needs of the economy in formal education Essay

Childs needs vs needs of the economy in formal education - Essay Example The economic status of the nation and its needs serves as a marker as to what the society will or will not enjoy. It is very sound that education is one of the key in order for the economy to bloom. First, intelligent citizens that could react and work well to the accelarating global trend will do much contributions to the economic uplifting. The skills and values that children will learn in school is a valuable asset that they can use up to their proceeding years of life. In this context, the government or even parents encouraged their children to go have their formal education at their young age. The intention of early formal education is good, which is to make the child prepared for the needs of the economy. There is nothing wrong that children will learn how to read and write, or for them to learn how they are going to be responsible citizens. It is also good that they will will excel in their academic performance which might be the main reason for sending them to school at their early age. However, concentrating too much with the requirment of the economy in early formal education, mainly to the academic development of the child with to much expectation on academic performance at very young age is a serious issue. Academic expectation might be a thing that is in conflict with the child’s needs. This might outweighed children’s early development most especially the social and the cognitive progress. Early development in the child is very crucial, therefore it is necessary that every steps of that early development should not be disregarded. The concepts of Montessori about early child development is not necessarily to put pressure on the child by means of filling his mind with informations where he might not be ready of, but to cultivate the natural desire of the children to learn by means of designing situations wherein the children could react and eventually learn. It is the

Human Resource Leadership in Education Essay Example | Topics and Well Written Essays - 2000 words

Human Resource Leadership in Education - Essay Example Human resource development is the process of increasing the knowledge, skills and capacities of all the people in the society. In economic term it would be described as the account of the human capital and its effective investment in the development of an economy in political terms Human resource development prepares people to admit participation in political processes, from social and cultural points of vias it helps pple to lead fuller and riches lives that are less bound by tradition. In general the process of human resource development unlocks the door to modernization. Human resources are developed in many ways. Formal education is the most obvious, beginning with pry or 1st level education, continuing with various forms of secondary education, and then higher education including colleges, higher technical institutes and universities. Human resources are also developed through systematic or informal training programs in employing institutions, and adult education programs and through membership in various political, social, religious and cultural groups. Another process is self development as individuals seek to acquire greater knowledge skills or capacity through preparation on their own initiative by taking formal or correspondence courses, by reading or learning from others in formal contacts. Other process include; Improvement in the health of the workers through better medical and public health programs and improvement in nutrition, which increase the working capacity of people, on a man-hour basis as well as over a working life, which may cause economic growth. Human resource leadership has been a very important factor in the general development of Georgia state. There has been considerable growth and development in its education sector both in rural and urban area

Critically examine the measures in the detailed case study Essay

Critically examine the measures in the detailed case study - Essay Example Also, as a way of increasing cost savings while not sacrificing the morale, loyalty and motivation of employees, they are given various opportunities for a more flexible work schedules and arrangements to suit their career growth and development needs. Under the heading of â€Å"Workforce Planning†, important measures given emphasis on by the proposed measures involve the management of planned retirements in relation to the expected high retirement rates within the next 10 or more years. However, grants for allowing temporary retention of employees aged 64 are still allowable under certain circumstances in order for them to enter into a state of transition prior to fully retiring from the workforce. In relation to this measure, while there are no prohibitions to the retention or the rehiring of employees beyond their retirement ages, due to the need for a career succession in hopes of adding contributors of new ideas or innovations to the organisation as well as to allow the career growth of the remaining 65% of the workforce there will be a prioritisation of opening positions in the upper rung of the corporate ladder, with exceptions to certain positions related to advisory councils or organisational consultants. It is als o proposed that aside from vertical realignment of positions there will also be possible redeployment in line with the need to change how the whole organisation functions upon the retirement of 35% of the workforce. Thus instead of hiring new employees to fill in the jobs, there will be a greater focus on retraining employees to be more flexible in their jobs to meet the needs of the organisation, thereby decreasing the odds of redundancy within the next few years. To prevent any violation of contracts or other prior agreements it is proposed that negotiations and consultations are done between trade unions and the council, with assistance from human resources. In line with the proposal for an organisation change

Advantage of science Essay Example for Free

Advantage of science Essay Science gives us safe food, free from harmful bacteria, in clean containers or hygienic tins. It also teaches us to eat properly, indicating a diet balanced in protein and carbohydrate and containing vitamins. The results is freedom from disease and prolonged life. In pre-scientific days, food was monotonous and sometimes dangerous; today it is safe and varied. It is varied because through improved sea, land and air transport food can now be freely imported and exported. Science has also improved clothing and made it more appropriate for climatic and working conditions. Man-made fibers and versatile spinning machines, today enable us to dress in clothes both comfortable and smart without being expensive. Home, school and office all bear witness to the progress and application of science. Nowadays, most homes possess electric lighting and cooking, but many also have washing machines, vacuum cleaners and kitchen appliances, all designed to increase comfort and cleanliness and reduce drudgery. Science produces the fan which cools the air, the machinery which makes the furniture and fabrics, and hundred and one other features for good living. The books and papers are at school, and again everything from the piece of chalk to the closed-circuit television of instruction are the direct or indirect results of scientific progress. Learning is therefore easier. And clerical work is made far more speedy and efficient by the office typewriter, quite apart from the hundreds of different machines which relieve the manual worker of so much slow and monotonous toil in the factories. The first and the major advantage is that medical science is very progressive and vastly available. Without the needed technology a lot of people would struggle with their health. More complicated treatments are being carried out successfully, by means of science and technology. These include surgeries, heart and kidney transplant, artificial inseminations and many others. These treatments are saving many innocent lives. The point is to spread it, and reach with medicine help to the poor nations of the Third World. Again, advanced technology improves industry by making it more effective and, what is vital today, safer for environment. Modern technology has introduced various sophisticated machines into our industries which is increasing productivity at a very fast rate. Work that required technological advancements have made the world a smaller place to live in Dissemination : whether spreading  information, broadcasting news, or sharing knowledge, technology has made it faster, easier, and smarter. Education Disadvantage  with the new science and technology developments most people underestimate the damage it gives us. First of all, I would like to say, that with these new science and technical appliances people became to be lazy. They rarely go out to work on foot or by a bicycle. Now there are a lot of modern cars in the cities, which are said to be emitting less gas. But still their emitted gasses damage the environment, so to my mind, that is why pollution of our environment is increasing. Secondly, it seems to me, that technologies are throwing away our free time. For example, these new laptop computer or those touch-screen devices are full of entertaining programs, which are attracting people effectively. Then people forget how to communicate with others in real life, not through international communication systems like â€Å"Skype† or â€Å"Facebook†.

Visual Arts and Social Advocacy Essay Example for Free

Visual Arts and Social Advocacy Essay Art is basically a social construction. It is a mere representation of the experiences of the artist himself, thus it can never be real. Groups of people agree to a certain thing. The capacity of man to receive another mans expression of feeling and the experience those feelings himself is where the activity of art is based (Tolstoy, 1896). In arts, imagination and creativity is used to make things aesthetically significant; something that is perceptible to the senses, pleasurable and satisfying to the percipients. Thus, appreciation of art is not just because of the aesthetic satisfaction. An artist wants to communicate various things; an artist wants to communicate the experience that he or she had, the act of expressing the experience that he or she had and the gratifying experience of the artist for having accomplished something meaningful and or significant. There are three kinds of art forms according to the medium used; the visual or space art, the auditory or time arts and the combined arts. Visual or space art can be seen and occupies space. There are two major forms of art in visual arts; the two-dimensional art which portrays width and length, these can be found in art forms such as paintings, photography, prints and drawings, there is what we also call the three-dimensional art in which it portrays width, length and depth, this can be found in sculptures and landscape. The auditory or time arts is the kind of art that can be heard and expressed in time, various mediums such as musical instruments and poems can be used in this kind of art. Combined arts is the combination of visual arts and auditory arts, this can be seen in theatre arts, drama, plays, movies and the likes. Art in any period simultaneously reflects two things; the genius of the maker, artist or inventor and the sensibility, characteristic values and attitudes towards the important aspect of life that are held by the society in which the work was formed. What is a mural? Murals are art forms which are visible to the naked eye, these are usually paintings; it is categorized as a kind of visual arts. These are art forms which are usually painted on walls, ceilings and tiles. Public murals are usually in large scale and are shown to the public; these are usually painted on public walls and streets. Murals can give an extra elegance, beauty and character to a park, school walls, buildings and bridges. Murals usually tell us stories and ideas of its maker and of the society. Thus, murals can be a great cause of vandalism and future deterioration that is why there are organizations that have been managing and restoring murals to be able to make it a part of the cultural legacy of a certain nation. Due to the fact that murals are outdoor it is very much susceptible to damage and deterioration; urban grimes and pollution can fade the vibrant color of murals, the heat of the sun can crack the paint and moist will allow the paint to peel off ( City of Los Angeles Department of Cultural Affairs, 2007). Murals in Los Angeles The city of angels. Los Angeles seems to be a center-less place, malls are scattered all over the area that divides between the people of the locality, a city which is smog-full due to the fact that Los Angeles is a commercial and progressive place; well known for being one of the world’s center of technology, international trade, science, culture and higher education. However, Los Angeles makes sense as a whole because of the murals scattered everywhere; in the streets, bridges and in the walls of the buildings, if not because of the murals Los Angeles would seem to be a place full of walls, buildings and nothing more. Murals in Los Angeles actually represent the city and its historical background and accomplishments due to the fact that most of the themes of the murals around the vicinity of Los Angeles is about the city’s history. During the nineteen-sixties and seventies there were only few isolated and scattered murals found in Los Angeles but through time murals have been increasing. There were few muralists who have helped in inspiring the new generation of muralists, such muralists were Jose Orozco, David Siqueiros and Diego Rivera. The young muralists listed were Judith Baca, Frank Romero, Terry Schoonhoven, Kent Twitchell, Alonzo Davis, the East Los Streetscrapers and many other muralists; these are only few of the muralists that helped create the thousand of murals we now can see in Los Angeles. Los Angeles is often called as the Mural Capital of the World, but this is not official. This is due to the fact that there are various numbers of murals which are in large variety and of good quality. The southern California weather is also conducive for muralists to create number of murals the whole year round (Mural Conservancy of Los Angeles, 2000 ). How many murals are there in Los Angeles? According to a study made by Rich Puchalsky from 1998-2002 there are more than 1069 painted murals around Los Angeles. Puchalsky devoted four years in taking pictures of the murals in the locality. Pictures of murals were taken from East L. A. or in Monterey Park and he found a total of 204 murals. He had taken pictures of 84 murals in Downtown, 75 in San Fernando Valley, 73 murals in Long Beach Area, 67 in South L. A. , 108 in Mid-city, 42 in West L. A. , 95 murals in Hollywood or South Hollywood, 79 in Silver lake or in Echo park, 39 in Santa Monica or in Malibu, 37 from Vernon to Compton, 11 in Pasadena area, 57 in Venice area, 29 in Highland park in Northeast L. A. , 20 in Pomona area, 15 murals from Hermosa beach to San Pedro, 6 in Glendale area, 15 in L. A. Airport area, 5 in La Mirada area, 5 in Walnut area, 1 in Eastern San Gabriel valley, and 4 murals from Commerce to Paramount (Puchalsky, 2004) . The site for the mural If I were to make a mural in Los Angeles it would be in the Silver Lake area. We all know that Silver Lake is large; though it is exquisitely large it is better known for the peacefulness of the area. The area has many patches of communities; nevertheless it has been economically productive. It has a wide variation of subcultures and ethnicities because of its historical background. Silver Lake also has the uniqueness of having such a number of gays within the area. Theme and objective Homosexuals have been discriminated around the world and as an individual who has a respect for humankind it is my obligation to give our fellowmen a chance to be accepted by the society. The mural that I would like to make is for the commemoration of the homosexuals; the theme would be of the homosexuals and their kind. This theme would be appropriate for Silver Lake because of the fact that prominent number of homosexuals are living within the vicinity. The objective of the mural is to show to everyone that homosexuals should be given the same appreciation as anyone of us because they too are human and they have the right to be appreciated, nourished with love, and they too have the right to live in the way they are comfortable of, being homosexuals. We as humans are not suppose to deprive them of what all of us needs and we are not to let their lives be doomed because of our justification that homosexuals are immoral and that they do not have the right to live and be accepted. The mural should be able to express the thought that homosexuals should be accepted by the society. The percipients should be able to understand well the meaning of the mural so that they would digest well whatever it is that is within the context of the art. Medium and technique Technique is the knowledge of the artist of the medium he is using and his skill in making him or her achieve what he or she wants, it is a strategy. Medium is the materials used by the artist to objectify his experiences. In the mural I want I am going to use acrylic water emulsion paint which is actually synthetic. Acrylic do have a lot of advantage because acrylic does not crack, it does not turn into yellow and it does not turn into black even for ages. Acrylic also offers the advantage of having wide range of perfectly unique and permanent colors that persists through the years which is ideal in painting murals, it also has clear resin mixed with it and superb adhesion properties that makes the paint in-tacked with the wall to prevent bubbles that may cause the paint to peel off. It has proven that it is durable and can withstand the weather conditions and some environmental factors such as rain, sun, heat, cold, acid rain and air pollution. The mural is to be painted in an existing wall, although fake walls would be of great advantage over existing ones, I want the mural to persist through the years. And for the longetivity of the mural the surface should be prepared well. The surface should be free of moisture content, and water should not penetrate the wall on the other side. The surface should also be free from unwanted oil, wax or grease and the surface should be free from loose particles, and this should be dusted out using brush for smooth texture. Application of Gesso in the surface is also needed for the surface to be smooth. White surface would be preferred for the mural; this is to establish the relationship of the colors I am going to use (Rex Art Supplies, 1997-2007). The colors I would use would be bright colors, mostly of the primary or fundamental colors which are red, blue and yellow. These colors would represent the colorful and bright lives of our homosexual fellowmen despite of the fact that they are being discriminated and disgraced. The vibrant colors would also represent the feelings of the homosexuals. The Design The mural’s design would be harmonious; the elements of visual arts such as line, shape, texture, color and the space and movement should be united even though there is diversity. Line shows emotional qualities and it helps us express ourselves, shape represents the elements that we see, color is used to attract the percipient and it is used by the artist to express his or her feelings whether he or she feels hot or cold, texture is the feeling of the surface of an object whether it is smooth or rough, space and movement gives sense of volume and shows depth. It would also portray proportion; there should be a comparison of the portions of the surface or the mural. It would also show cadence, flow and or continuance and this can be achieved through repetition (Ippolito, 1998 ). The mural’s center piece would portray two men holding hands. This would mean homosexual relationships. Intricate details of the man’s physical appearance and wardrobe would also be given an emphasis in the mural. One of the men would be having a long hair but still having the physique of a common man, and the other man would be holding him. The two men in the mural would be in the act of swaying or dancing to show that they are happy being together and that they are carefree; this would show that they do not care if the society would accept their kind or not. Conclusion Art is a product of man and man is the basic unit of the society, it is a part of a whole. Culture is formed by the society and therefore arts, man and society are inter-connected and inter-related. An art would not exist if there is no artist and the society would not also exist because of man. References City of Los Angeles Department of Cultural Affairs [Electronic (2007). Version] from http://www. culturela. org/publicart/murals/murals. html. Ippolito, E. (1998 ). Graphic animation [Electronic Version]. Mural Conservancy of Los Angeles. ( 2000 ). from http://www. lamurals. org/MCLAIntro. html. Puchalsky, R. (2004). Version] from http://rpmurals. home. att. net/murals. html. Rex Art Supplies [Electronic (1997-2007). Version] from http://www. rexart. com/appmuralprep. html. Tolstoy, L. (1896).

Person Centred Approaches to Geriatric Care

Person Centred Approaches to Geriatric Care INTRODUCTION In planning a care approach to your patient or client, there are a lot of factors that you should put in to consideration. You should be aware of your client’s history to begin with. The history of your client is very important because from it you will gain a lot of information about your client which in turn will help you a lot on how your care plan will be. You can gather this information by personally talking or interacting with the client or by reviewing his documents if the client is not as oriented with himself. The clients history is only one of the many principles that you will put in to consideration, these principles will be discussed in this report. Other than the principles, the reporter will also be discussing some of the techniques on how to meet your clients’ needs. This report is to give a comparison between person-centered and non-person-centered approach in giving care to people with dementia and other common geriatric health condition, to assess the scope of techniques to meet the fluctuating abilities and needs of clients, to determine the impact of equality, and cultural and diversity issues on the provision of the person-centered approach to the clients, and to analyse the effects of legislation and policy on the person-centered practice approach for patients with dementia and other common geriatric health conditions. The report is descriptive in nature. The data were analysed and interpreted. Question 1 Discuss and review the principles used in Person-Centered approach in taking care of patients with Dementia and other geriatric health conditions. Individuality – In this principle, the caregiver should focus on the client’s history, interests, hobbies, and work. This can be gathered from the client or from the client’s family. Each client is unique from each other that is why this principle is very important. With the use of this principle, it will be easier for the caregiver to connect with the client and the caregiver will be aware of the things that he would avoid since they know what the client dislikes or has no interest with. Rights – In this principle, the caregiver should always put in mind that the client is a human being. He should never forget that the client has rights and should always be respected regardless of the degree of his illness or his cognitive impairment. Choice – The main point of this principle is to give the client a voice and an option to choose from. It is important for the client to have a â€Å"say† on his care plan. Even as simple as his meals, it would be a great help if the client is involved and could be given choices for him to choose. This principle is also very vital in matters or procedures that involves the life of the client. There should be a consent that the client has agreed on or if not capable there should be a court order or any procedures to be undertaken by the client. Privacy – This is the main principle behind the â€Å"Patient to Doctor Confidentiality† rule. This goes to all health worker that is involve in the care of the patient. Only with the patients consent can his case or data be disclosed to other party outside his care. Independence – This is very vital for patients with dementia. Independence gives them self-worth and somehow makes their brain do more critical thinking which in turn battles their illness. Being the caregiver, you will need to determine in what way the patient can be independent. This will help them surpass their daily challenges. Dignity – This principle is about the totality of the patient. To make the client feel dignified, he must be full-filled on all aspects of his being. To achieve this, holistic care should be provided to the client. Respect – Same as with the principle â€Å"Rights†, we need to keep in mind that we are caring for a human being, and these patients are elderly as well. Same as with how we treat other people, we should never forget to be respectful, this is not just a principle in care but should be practiced in life as well. Autonomy – If possible, each care plan for different patients should be unique. It should be tailored to the patient’s needs. The patient should be involve in making a care plan for them. In this way they can be autonomous. Question 2 Critically review the non-person-centered approach to dementia and other common geriatric health condition’s care, from the Institution perspective – This type of care is based on the establishment’s policy. The patient’s physical, social and spiritual needs are under this care, but to include all the other aspects of care like the diet, total well-being and personal care, legal actions may be required. This type of care varies between different institutions. Bio-medical perspective – This perspective of care is mainly focused on the illness itself. The treatment, medications and the diagnosis is based on the disease, there is not much about the patient that is involved in this perspective of care. Question 3 Discuss and evaluate Five techniques to meet the abilities and needs of persons with dementia and other common geriatric health conditions. Reality-orientation approach – In this approach of care, the staff and the client are doing activities that reinforces what is real around the client. The patient is being oriented with his surroundings at the same time he is familiarizing what is around him. This is very important for clients with dementia since memory is the one that is being affected by this disease mainly. The staff will be using a lot of memory aids and signs in their activity together with the client. Validation approach – In this technique, the staff is mainly a listener and the one that is doing the intervention. The staff will be focusing on what the client will be saying and is going to interpret its emotional content and literally understanding it. A lot of information can be gathered by this technique because some demented patient are answering questions in a sub-conscious manner. Assistive technologies – In this approach the staff will be using assistive technologies in the care of the patient. This devices helps the client in their activities of daily living, it will make their tasks easier and also the job of the caregivers. This devices lets the clients explore their surrounding more, it adds to their self-confidence, gives them hope and increases their self-esteem. Some examples of this devices are hoists, wheelchairs and walkers. Reminiscence techniques This technique uses the life events of the client. By letting the client reminisce on his past, he is developing his memory. It supports their identity and lessens their disorientation about their personality and history. Caregivers uses this technique because it helps their clients with dementia to keep what is retained in their memory. It is important for the caregiver to ask open ended questions in this technique so that the client can share more about their life story and let them reflect on their lives. Holistic approach – In this approach, the caregiver should focus on the totality of the client. This includes the client’s spiritual, intellectual, physical, and emotional dimension. This technique provides integrated therapies that combines all of the dimensions to develop wellness from the inside of the client in an uninterrupted healing environment. Question 4 Critically analyse and discuss the impact of equality, and cultural and diversity issues on the provision of the person-centered approach to individuals with dementia and the other common geriatric conditions within Public health and health promotion – These are organizations and programs by these organizations or the government that helps the elderly. These groups are working together with the government in their cause. Most of them are also being funded by the government. They do programs like education campaigns about geriatric health conditions, they do advocacy work, they help spread awareness and have services that are focused on the elderly and their diseases. In health promotion, there are 6 activities for the aged citizens with dementia (National Service Framework, Department of Health, 2001) Reducing the discrimination of aged people Care that is person centered should be developed more Minimizing the cases of strokes Minimizing falls from happening to the clients Enhancing mental health Promoting healthy and active lifestyle for the aged Attitudes to health and demand for the healthcare – As a healthcare provider we should be conscious on how we act towards our client. We should be cautious on our behavior and be mindful that we take in to factor our clients’ ethnic and diversity. We should focus our care plan on their illness at the same time taking in to consideration that most of our client are not of the same ethnicity as us. If possible, the caregiver should do a brief study about their clients’ culture so that as a health care provider, we can avoid what is offensive for our client. Having a healthy relationship with your client helps both party, as a caregiver, having a healthy relationship with your client is a priority because this will lead to a mutual understanding that gives your client peace of mind and helps eases their difficulties. New Zealand is a very diverse nation that is comprised of multiple cultures. At the same time, its population is aging at a high rate, that is why there is a great demand for health care workers like caregivers that will take care of their elderly. To be trained to provide care for people of any culture is a vital qualification to get in to their healthcare roster. Question 5 Critically analyse and discuss the impacts that health sector standards and codes of practice, and other published standards have on the person-centered practice approach for individuals with dementia and other common geriatric health conditions. The health sector standards and codes has a great impact on the healthcare sector mainly because it is the governing body that regulates on how the aged patient should be taken care of. All of the hospitals, care homes, and all those organizations and service provisions is under this standards and codes. All of the policies of these organizations is based on the standards and codes that is approved by the Ministry of Health. The care that will be administered to the patients with dementia maybe unique and tailored specifically to a specific individual, but we must not forget that this care plan should not go away with the standards and codes of the health sector. RECOMMENDATION In taking care of an elderly client, there are a lot of factors to consider. For the caregiver to generate an effective care plan, he must be informed about the principle involved in doing a person-centered approach. With this knowledge, the caregiver can generate an effective care plan. Also, to be aware of what his care plan’s approach is, the caregiver should know the different approaches there are that are being used for geriatric patients with dementia and other common geriatric health conditions. CONCLUSION As a member of the health care sector, upon making this report, I have reached to the conclusion that knowing the different principle involved in the person-centered approach in taking care of a patient with dementia and other geriatric health conditions plays a vital role in formulating a care plan. Knowing all this principles ca make your care plan complete on all aspects of care. This principles benefits the client most since this is in a person-centered approach. In a non-person-centered approach, it is important to know their perspective as well, since the health care professional and the client is under the policy of the institution that they are in. In this manner, the caregiver can put in to consideration the institutions’ policy so that there won’t be any conflict between them. The caregiver is aware that the institution where he is working is under the standards and codes of the health sector, therefore he should keep in mind that the policies of that institution is being regulated and controlled and is up to standards. BIBLIOGRAPHY Electronic Sources Holistic Care Approach. Our History. Retrieved on August 7, 2014 from http://www.holisticcareapproach.com/about.html 1

Comparison of 3 Stocks :: essays papers

Comparison of 3 Stocks All my stock market choices are technology based. nVIDIA is a producer of video card software, AMD a provider of motherboard processors and Electronic Arts a videogame publisher. nVIDIA is an example of a decreasing-cost industry. While a rather early new comer to the video card industry, nVIDIA was showing potential from the start. Major competition to nVIDIA’s foothold in the industry included 3dfx’s voodoo technology and ATI’s Rage. Although 3dfx’s foothold seemed unmovable, the next wave of technology to rise brought about their eventual downfall in the market. 3dfx’s lack of support for their next generation video cards (the voodoo4 & voodoo5) resulted in their being bought out by the nVIDIA Corporation. While nVIDIA released patches to over double the performance of the GeForce2’s technology, 3dfx’s patches for the Voodoo4 and Voodoo5 were riddled with flaws, resulting in performance issues for all of their customers. After the buyout, nVIDIA were now free to utilize the voodoo technology and excel in the market. Now ready to explode even bigger than before, will be the arrival of the GeForce3; boasting results over ten fold that of previous video cards, the GeForce3 will have unparallel performance in the market. This is observed by the slow increase in the percent gain, which will rise dramatically with the release of their new board. AMD, Advanced Micro Devices Inc., was a company entering a seemingly unbreakable market. Processor technology with a high initial cost categorizes it as a decreasing-cost industry. AMD, now the most popular provider of processor technology, came in against the multi-billion dollar corporation of Microsoft. Microsoft’s Pentium processor currently held a foothold in the market; however, AMD’s cheaper K-6 series (although not as powerful processor) provided an economical alternative to Microsoft’s more powerful Pentium II processor. With sales being lost to the more economical K6 series, Microsoft released the Celeron processor, which was widely accepted as a poor alternative to AMD’s K6. However, customer familiarity with the Microsoft brand name, allowed for Microsoft to recoup some of its losses in the field, but with AMD’s following rising, the K7 (Athlon) processor, took a firm hold in the field against the Pentium III. Furthermore, the Athlon Thunderbird (the successor to the K7) has now taken a majority control of the market, by outperforming the Pentium IV in most performance tests.

Alcohol :: Free Essays

Alcohol Alcohol is a drug which is used by any age and any ethnic background, it can have serious effects but not many of us realize this. Some people drink a lot and become addicted to it, the alcohol effects part of the brain which controls all the decision making, the outcome of this is loss of inhibitions. It affects the physical side which causes blurred vision and loss of balance. Drinking large amounts of alcohol at once is known as binge drinking, this has serious effects such as unconsciousness, coma and death. As you may realize by now alcohol can be a very dangerous drug but only if you take more than the recommended amount which is: Men - should drink no more than 21 units of alcohol per week and no more than four units in any one day. Women - should drink no more than 14 units of alcohol per week and no more than three units in any one day. If you take more than the recommended amount and drink every so often this will lead to physical damage, the effects of this are, increasing the possibility of catching diseases and making other diseases worse. Excessive drinking is related with loss of brain cells, liver failure, stomach ulcers, certain types of cancer, nerve damage, heart failure and epilepsy. Even though alcohol is used to make people feel relaxed, excessive drinking over a long period of time increases anxiety and causes depression. It also affects problems with sleeping, mood swings, violence and suicide. If you personally drink a lot and would like to stop, it may help if you keep a diary which records how much alcohol you drink every day, also if you could set yourself a target of how much you are allowed to

To Kill a Mockingbird by Harper Lee :: To Kill a Mockingbird Essays

To Kill A Mockingbird Essay ï » ¿ Injustice is a problem which everyone faces. Nobody likes to suffer from injustice, yet they make others suffer all the time. Yet some individuals like Atticus Finch rise above this injustice enough to stay proud of his ways and to know what he was doing was truely right. Other individuals like Boo Radly hide indoors practicing ways â€Å"Alien† to Maycomb believing what he was doing was morally right and he would be repaid in his afterlife. The last man who rises above injustice is Tom Robinson, who has been charged with a crime he didn’t commit but yet he stayed strong enough to be able to think beyond it and win his court case. In the novel, To Kill A Mockingbird, there are three characters who suffer the most injustice. These people are Atticus, Tom Robinson and Boo Radley. Atticus, a man with great wisdom, suffers from the fact that he had taken on a Negro case. He was constantly persecuted for his decision by all classes in Maycomb county, which made him have to work even harder and keep his head up if he was going to overcome the odds and win the trial. Even though his family was made fun of, he stuck with his choice and worked the hardest he could to ignore the threats and harassment. Some people almost tried to turn his own kids against him through persuading them against him and telling them about the different ways of Atticus; â€Å"‘Do you know he can play a Jew’s Harp?’(About Atticus) this modest accomplishement served to make me even more ashamed of him†(Lee 90). He did very well to ignore all the abuse and was greatly respected after the trial was over. Another person who suffered from injustice was Tom Robinson. He suffered a different type of Injustice than Atticus Finch though. He suffered a Racial Injustice, a raw, upfront injustice; â€Å"‘I seen that black nigger yonder ruttin on my Mayella’†(Lee 173). He was charged with a crime he did not commit. His side of the story was not believed because he was black, which really shows the amount of injustice during the time the novel was set in. Through the whole trial, he did not retaliate at the white people, he did not get mad because he was improperly accused, he just showed the level of respect which everyone deserves.

Millennium Development Goals Essay

The term â€Å"sanitation† is applied to a wide range of subjects such as: * Improved sanitation – refers to the management of human faeces at the household level. This terminology is the indicator used to describe the target of the Millennium Development Goal on sanitation, by the WHO/UNICEF Joint Monitoring Programme for Water Supply and Sanitation. * On-site sanitation – the collection and treatment of waste is done where it is deposited. Examples are the use of pit latrines, septic tanks, and Imhoff tanks. * Food sanitation – refers to the hygienic measures for ensuring food safety. * Environmental sanitation – the control of environmental factors that form links in disease transmission. Subsets of this category are solid waste management, water and wastewater treatment,industrial waste treatment and noise and pollution control. * Ecological sanitation – an approach that tries to emulate nature through the recycling of nutrients and water from human and animal wastes in a hygienically safe manner. Sanitation can be of three types Personal sanitation Sanitation at home Sanitation at surroundings. â€Å"Wash your hands before you eat†¦ give those germs a clean sweep.† 1) Personal sanitation :- a) Bathing regularly b) Washing your hands after using washroom c) Washing your hands before having food d) Cutting your hairs clean e) Cutting your nails & keeping them clean f) Drinking clean water,using chlorine tablets or boiling it 2) Sanitation at home a) Keeping your home clean b) Keeping washroom at home clean c) Using washroom rather than going in open d) Eating healthy & nutritious food e) Washing fruits before eating 3) Surroundings a) Saniataion at school b) Sitting on clean benches c) Cleanliness while playing at playgrounds d) Dressing/cleaning your wounds e) Don’t play at dirty places f) Stay away from hazardous chemicals Why sanitation is important 1) To keep you healthy 2) You will smell good 3) Waste attracts disease carrying hosts like rats & other scavengers. 4) In our country most of the diseases are caused due to contaminated water and poor sanitation. In tribal areas, there are shortage of water supply and lack of awareness about proper sanitation till today. People depend on the water of polluted rivers or ponds and suffer from lack of sanitation. These cause highly infectious diseases such as – diarrhea, malaria, cholera, jaundice, plague etc. If we follow clean sanitation and use purified water then we can easily control and avoid many of the above diseases.

People of the Philippines vs Andre Marti

People vs. Marti 193 SCRA 57 Facts : Andre Marti and his wife went to Manila Packing and Export Forwarders, carrying with them four gift wrapped packages to be delivered to his friend in Zurich, Switzerland. Anita Reyes (wife of the proprietor) asked if she could inspect the packages, however, Marti refused assuring that it only contained books, cigars and gloves as gift to his friend. Before delivery to Bureau of Customs/Posts, the proprietor Job Reyes, following standard operating procedure, opened the boxes for final inspection.When he opened Marti's boxes, a particular odor emitted therefrom and he soon found out that the boxes contained dried marijuana leaves. He reported the incident to the NBI who acknowledged custody of the incident. Marti was convicted for violation of R. A. 6425, otherwise known as the Dangerous Drugs Act. Constitutional Issues : 1. Marti contends that the evidence had been obtained in violation of his constitutional rights against unreasonable seach and si ezure and privacy of communication.Ruling : 1. Evidence sought to be excluded was primarily discovered and obtained by a private person, acting in a private capacity and without the intervention and participation of State authorities. In the absence of governmental interference, the libertied guaranteed by the Constitution cannot be invoked against the State. 2. Mere presence of NBI agents does not convert it to warrantless search and siezure. Merely to look at that which is plain sight is not search.Having observed that which is open, where no trespass has been committed is not search. Commissioner Bernas : The protection of fundamental liberties in the essence of constitutional democracy†¦ is a protection against the State. The Bill of Rights governs the relationship between the individual and the State. Its concern is not the relation between individuals, between a private individual and other individuals. What the Bill of Rights does is to declare some forbidden zones in th e private sphere inaccessible to any power holder.

Computer Security

G53SEC Computer Security Spring 2012/2013 Coursework 1 Name ID : : Arvinth Gunasegaran 005917 09/04/2013 Due date : Introduction/Technique Cryptography is the act or practice of using techniques for secret communication over public communication channels. The purpose of this is to enable the transmission of messages secretly without being understood by third parties. Cryptography is achieved by means of encryption, which is the process of converting normal text to ciphered text using a key, either public or private.The ciphered text is then transmitted to the receiver, who can decrypt it back to normal text using either a public key (symmetric cryptography) or his or her private key (asymmetric cryptography). One of most famous symmetric encryption techniques is the Caesar cipher, or also known as the shift cipher. It is a type of substitution cipher that works by replacing each alphabet in plaintext into a corresponding alphabet some fixed number of positions either to the right or left of the alphabet.The first Caesar cipher shifted all characters to three positions to the right. However, a shift of any other number or to the left is also used. Based on this, the objective of the coursework is to produce a reverse Caesar cipher encryption. The technique works by first choosing a fixed number to shift the ‘A’ character. Once the letter ‘A’ is shifted accordingly, the rest of the alphabets are filled in, in reverse. The example below shows a simple case of reverse Caesar with a shift value of 3. A B C D E F G H I J K D C B A Z Y X W V U TIn this case, the number to shift is 3. Hence, the letter ‘A’ is first shifted 3 places to the right. The rest of the alphabets are then listed in reverse order, which means the letter ‘A’ is followed by the letter ‘Z’, ‘Y’ and ‘X’, instead of ‘B’, ‘C’, and ‘D’ like in normal Caesar ciphers. Program Explanation The reverse Caesar cipher is implemented in Java. The first java class file (Reverse. java), handles most of the algorithms needed to implement the cipher. Firstly, a char array of size 26 is created and all the alphabets are stored in it in normal order.Similarly, another empty array of size 26 is created for the purpose of storing the mapped values of each alphabet in the first array after shifting. A scanner is used to get user input for the sentence they wish to encrypt and the number of places to shift. Encrypt Method This is the method that is used to convert the input text to a ciphered text. Firstly, the algorithm below sets the second array created earlier with mapped values of the characters form the first array. int shift=pass%26; //to calculate modulus int count=0+(shift-1); //insert -1 to include the first char for (int a=0; a

Mr. Franklin and mr. Lyndon discuss the virtuous life.

Dear Son, It is with great pleasure and gratitude for your most recent missive, received this third day of October, that I must write at once in the hope of conveying the most unusual and perhaps enlightening conversation I entertained last evening at the home of one, Mr. Charles B. Lyndon, of Concord and New York, though how Mr. Lyndon explains the bifurcation of his very self leads me to wonder if he might be a Papist in Puritan woolens, given the Roman belief in the bi-location of their many saints.Suffice it to say such thoughts of sainthood and the conduct precedent to such an exalted (dare I say, unenlightened) station stands within this correspondence very close to the topic we held under discussion at the wide oak table in Mr. Lyndon’s kitchen, accompanied by his daughter, Elizabeth, on the retirement of his wife, Matilda. Mr. Lyndon and I and his daughter (Mr.Lyndon being a progressive soul in many ways, who saw no reason why his daughter should not be included in our after-dinner discussion, though of course she was not allowed to smoke tobacco) set about like Socrates’ devotees with the proposition stated admirably by my host that the virtuous life is one that can be lived (though his exact word was the imprecise â€Å"attained’) with an exercise of constant vigilance, diligence and hard, hard work.Far be it from me to openly argue with a host whose very wife had fed me so well, yet I was struck so with the open and apparent inconsistency and contradiction hidden in plain sight, that I rose from my chair, walked about the kitchen with my hands behind my back, leaned into the table, lowered myself so that my face rested like a balloon on a string but a few inches from Mr. Lyndon’s nose and, with the boldness that has served me so well in life, despite a ruffled feather here or there, I uttered the expletive †balderdash,† and re-took my seat.Mr. Lyndon’s daughter, the plain but intelligent Elizabeth, held her hand to her lips as her father nearly sputtered his surprise, though without displeasure. Perhaps he believes us to be better acquainted than we are and relies upon that familiarity, real or apparent, to afford him the easier avenue of good humor rather than the more difficult and adversarial stance taken on by the lightly insulted. â€Å"Your reasoning, Mr.Franklin,† he said, the question implicit in the salutation, and I set about framing my argument as one sets about building a house that will withstand summer’s heat and winter’s cold. â€Å"Are you a Papist, Mr. Lyndon,† I asked, and he sat back, again surprised if not outright offended, and replied, â€Å"No, sir. You know that I am a member of the First Congregational Church of Lexington, and a proud member at that. † â€Å"Then Mr.Lyndon,† I said, â€Å"Insofar as you and your loved ones are members in good standing in a church that clearly subscribes to the enlightened and refo rmative principles of the Great Reformation, which find their genesis in the theology of the late German monk, and his revolutionary reading of Paul’s Letter to the †¦Ã¢â‚¬  I hesitated on purpose. â€Å"Romans,† Elizabeth said which afforded me a desired alliance in the middle-game of our discussion. â€Å"Yes, Romans it is,† I said, continuing on, preparing my lance for the final assault on the citadel of proud humanism’s excesses, â€Å"Then, Mr.Lyndon, my fine host, how can you say in the face of Luther’s doctrine of salvation by faith and not by works that the road to virtue is the one set down by laborers, sweating their earth-bound bodies in some vain attempt, like the ancients of Babel, to obtain some blessed state by dint of human, and therefore ultimately corruptible effort. † Mr. Lyndon sat back in his chair, while his daughter’s eyes, tawny with candlelight did not leave me. Only silence was our companion, silence an d from time to time a brush of the wind through trees bare and dressed only with autumn’s wind.â€Å"Then, my good friend,† Mr. Lyndon rejoined in sur-reply, â€Å"allowing for the theology of two hundred years or more, drafted by a man who died with a legacy of troubles, if not shame, how do you suggest that one live a virtuous life?. † I told him that he was a brilliant host and that his generosity was only matched by his daughter’s considerable beauty and that having been the beneficiary of his kindness, his wife’s cooking and his daughter’s fond company, I would set forth my findings as follows.Virtues are but the white angels who sit across the balance of the more popular and burned umber of the seven deadly sins: Pride, Envy, Anger, Lust, Avarice, Gluttony and Sloth. I said that although we who admit to some belief, the nature, width and depth thereof known to no one, not even ourselves, despite all proclamations to the contrary, are b y reason of our fallen natures, far more conversant with the left handed path of the more exotic predispositions to sin than we are to the more rigorous climbs to virtue.Therefore, to live the virtuous life one must enter the realms of gold through the back door known well to God’s most humble servants and on the occasion of our entrance argue that we were not so much virtuous in this life, poor vessels of grace doled out by an often chary God, as we were masters of avoidance, such that despite the siren call of experience and its joys, real or false, lasting or short-lived, the measure of our virtue can only be assessed by the evil we did not do, rather than by the good we tried to do.â€Å"That is wrong,† Mr. Lyndon said. â€Å"Truly you don’t mean that, Mr. Franklin. † â€Å"Perhaps not, Mr. Lyndon,† I said, â€Å"and yet between the two alternatives well framed by this enjoyable discussion, I will opt for that statement which sounds in humilit y concerning the struggle not to sin, rather than swab these meaty arms with the subtle and oily brush of pride that accompanies all claims to virtue. † Yours Very Truly, Father I read a good deal of Franklin’s writing out loud and allowed the â€Å"ear† to do the work of imitation.Any comedian will tell you the ear is the agent of mimicry. Sight, i. e. , analysis is a distant second. I tried to visualize an 18th century candlelit evening, after dinner, and then listened to the voices of the â€Å"actors† as they discussed with all the benevolence (real or not) and grace of sitting congressmen an issue on which they disagreed. I set it in the form of a letter so as to afford Franklin an ironic point of view.

Cbt Case Study

She feels unable to discuss her issues with her boyfriend. Her parents both have mental health issues and Jane does not feel able to talk to her mother about her problems. She has an older brother she has a good relationship who lives with his girlfriend, a four hour drive away. Jane is educated to degree level, having studied Criminology and is currently working part-time for her father managing his client accounts for a business he runs from home. A typical day involves organising all receipts and creating spreadsheets for each client’s accounts. Jane states she would like to get a full time job and be normal like her friends. Jane has a small circle of friends from university who she states have all gone onto full time employment. Jane also has a puppy she spends time looking after and taking for regular walks. Assessment Jane was referred following a health check at her GP surgery. She had been prescribed Citalopram 20mg by her GP for anxiety symptoms and panic attacks she had been having for two years. Jane has no previous contact with mental health services. Jane’s father had a diagnosis of Bi-Polar Disorder, her brother has Depression and her boyfriend has a diagnosis of Obsessive Compulsive Disorder which he is continuing treatment for. Jane’s anxiety/panic has increased over the past two years. She had read about Cognitive Behavioural Therapy on the Internet and was willing to see if it was help ease her anxiety symptoms. Jane stated that the problem started due to family issues in 2007. Her brother and father were estranged due to a financial disagreement and this resulted in Jane’s brother leaving the country with his girlfriend, causing Jane to become very distressed. Also during this time she was taking her final exams at University, Jane states this was when she experienced her first panic attack. She had spent the evening before her brother left the country, drinking alcohol with friends, she remembers feeling ‘hung-over’ the next day. While travelling in the car to the airport, with her brother and his girlfriend, Jane states she started to feel unwell, she found it difficult to breathe, felt hot, trapped and felt like she was going to faint. Jane stated she felt â€Å"embarrassed† and â€Å"stupid† and had since experienced other panic attacks and increased anxiety, anticipating panic attacks in social situations. Jane had reduced where she went to, finding herself unable to go anywhere she may have to meet new people. Her last panic attack happened when Jane visited her GP for a health check and fainted during the appointment, Jane has blood phobia and she stated she had not eaten since the day before and was extremely anxious about the any medical interventions. Jane believes it was a panic attack that caused her to faint. The GP prescribed her 20mg of Citalopram, a few weeks prior to her initial assessment with the therapist. When Jane and the therapist met for the initial session Jane described herself as feeling inadequate and as if she was trapped in a cycle of panic. Although Jane felt unhappy she had no suicidal ideation and she presented no risk to others. Jane stated she had become more anxious and that she had panic attacks at least twice a week. Prior to and during therapy, Jane was assessed using various measures. These enabled the therapist to formulate a hypothesis regarding the severity of the problem, also acting as a baseline, enabling the therapist and Jane to monitor progress throughout treatment. (Wells, 1997). The measures utilised in the initial assessment were a daily panic diary, Wells (1997) and a diary of obsessive- compulsive rituals, Wells (1997) a self rating scale completed by the client Jane. Other measures used were, The Panic Rating Scale (PRS) Wells (1997), the Social Phobia Scale, Wells (1997), used by the therapist to clarify which specific disorder was the main problem for Jane. Having collated information from the initial measures, a problem list was created so the therapist and Jane could decide what to focus on first. This list was based on Jane’s account of the worst problems which were given priority over those problems which were less distressing. Problem List 1. Anxiety/Panic attacks 2. Obsessive hand washing. 3. My relationship with my family. 4. Not having a full time job. 5. My relationship with my boyfriend Having collaboratively decided on the problem list, the therapist helped Jane reframe the problems into goals. As the problem list highlighted what was wrong, changing them into goals enabled Jane to approach her problems in a more focused way (Wells, 1997), the therapist discussed goals with Jane and she decided what she wanted to get from therapy. It was important for the therapist to ensure that any goals were realistic and achievable in the timeframe and this was conveyed to Jane (Padesky Greenberger, 1995). Jane wanted to reduce her anxiety and expressed these goals:- 1. To understand why I have panic attacks. 2. To have an anxiety free day. 3. To reduce the amount of time worrying . To reduce obsessive hand washing at home. Case Formulation Jane stated that for about a year she had been repeating certain behaviours, which she believed prevented her from having panic attacks. This involved Jane washing her hands and any surrounding objects at least twice. Jane had a fear of consuming alcohol/drugs/caffeine/artificial sweeteners, she stated she had had her first panic attack the day afte r drinking alcohol and had read that all these substances could increase her anxiety. Jane had not drunk alcohol for 18 months as she felt this caused her anxiety and made her nable to control the panic attacks. Jane stated she feared that if any of these substances got on her hands and then into her mouth she would have a panic attack and faint. These beliefs increased Jane’s anxiety when Jane was exposed to any environment where these substances were present. This unfortunately was most of the time, Jane stated that every time she saw any of these substances consumed or even placed near her, she became anxious and had to wash her hands and any surrounding items which she may come into contact with again. These safety behaviours maintained the cycle of panic, Jane would always continue the routines that she believed prevented a panic attack. The worst case scenario for Jane was â€Å"the panic would never stop and I will go mad, causing my boyfriend to leave me†. Jane felt this would make everyone realise what she already knew, that she was worthless. Her last panic attack happened when Jane had visited her GP; this caused Jane feelings of shame. â€Å"There’s all these people achieving, doing great things and I can’t do the most basic things† The therapist used the Cognitive Model of Panic (Clark, 1986), initially developing the three key elements of the model to help socialise Jane to the thoughts, feelings and behaviour cycle (see diagram below) Cognitive Model of Panic Bodily sensations Emotional response Thought about sensation Clark (1986) Using a panic diary and a diary of obsessive-compulsive rituals, Jane was asked to keep a record of situations during the week where she felt anxious, and this was discussed in the next session. Jane stated she had not had any panic during the week, when discussing previous panic attacks during the session, Jane became anxious and the therapist used this incident to develop the following formulation. Heart beating fast/increase in body temperature Fear/dread I feel hot, I can’t control it Clark (1986) Jane stated she felt like she was sweating, she had difficulty breathing; felt faint, had feelings of not being here and felt like she was going crazy. All these symptoms suggested that Jane was experiencing a panic attack and Jane met the criteria for Panic Disorder, defined in the DSM IV and states that â€Å"panic attacks be recurrent and unexpected, at least one of the attacks be followed by at least one month of persistent concern about having additional attacks, worry about the implications or consequence of the attack, or a significant change in behaviour related to the attacks† (APA, 1994). During the sessions the therapist continued to socialise Jane to the model of panic (Clark, 1986); together Jane and the therapist looked at what kept the cycle going. The therapist continued to use the model formulation, with the addition of Jane’s catastrophic interpretation of bodily symptoms, to illustrate the connection between negative thoughts, emotion, physical symptoms. Social situation I will be unable to stay here Everyone will notice I am not coping I’m going to faint Sweating/breathing fast/dizzy Clark’s (1986) Cognitive Model of Panic. Progress of Treatment The therapist hypothesised that Jane’s symptoms continued due to Jane not understanding the physiological effects of anxiety. The results were a misinterpretation of what would happen to her while being anxious, and this maintained the panic cycle. Although Jane tried to avoid any anxiety by using safety behaviours, she eventually increased the anxiety she experienced. Session 1 After the initial assessment sessions, the therapist and Jane agreed to 8 sessions, with a review after 6 sessions. Jane and the therapist discussed that there may only be a small amount of progress or change during the sessions due to the complexity of Jane’s diagnosis and agreed to focus on understanding the cycle of panic (Clark, 1986) From the information gained from the formulation process, the therapist tried psycho education. The therapist was attempting to illicit a shift in Jane’s belief about what, how and why these symptoms were happening. The therapist discussed with Jane what she knew about anxiety and from this the therapist discovered that Jane was unsure of what anxiety was and the effects on the body. For the first few appointments the therapist knew it could be beneficial to concentrate on relaying information about anxiety, (Clark et al, 1989) focusing on Jane’s specific beliefs anxiety, the therapist wanted to try to reduce the problem by helping Jane recognise the connection between her symptoms. As Jane believed, â€Å"she was going mad†, the therapist was trying to help Jane understand the CBT model of anxiety and to alter Jane’s misunderstanding of the symptoms. The therapist and Jane discussed Jane’s belief that she would faint if she panicked, Jane had fixed beliefs about why she fainted. The therapist attempted to enable Jane to describe how her anxiety affected her during a ‘usual panic’. Instead Jane began to describe symptoms of social anxiety, this suggested to the therapist that the main problems could be a combination of /social phobia and obsessive behaviours; the following dialogue may help to illustrate this. T. When you begin to become anxious, what goes through your head? J. I need a backup plan; I need to know how to get out of there. Especially if it’s in an office, or a small room. T. What would happen if you did not get out? J. I would panic, and then pass out T. What would the reasons be for you to pass out? J. Because I was panicking. T. Have you passed out before when you have panicked? J. I have felt like it. T. So what sensations do you have when you’re panicking? J. The feeling rises up, I feel hot and I can’t see straight. I get red flashes in front of my eyes, like a warning. My vision goes hazy. I think everyone is looking at me. T. Do you think other people can see this? J. Yes. T. What do you think they see? J. That I’m struggling and I cannot cope or, I try to get out of the situation by pretending I feel ill before they notice. T. What would they notice, what would be different about you? J. I stick out like a beacon, I’m sweating, loads of sweat and my face is bright red. T. How red would your face be, as red as that â€Å"No Smoking† sign on the wall? J. Yes! I’m dripping with sweat and my eyes are really staring, feels like they stick out like in a cartoon, it’s ridiculous. T. How long before you would leave the situation? J. Sometimes the feeling goes, like I can control it. But I could not leave. There would be a stigma and then I could not go back, the anxiety would increase in that environment or somewhere similar. The therapist persisted with this example and tried to use guided discovery to help Jane get a more balanced view of the situation. (Padesky and Greenberger, 1995) T. So you would not go back? J. I would if I felt safe, like with my boyfriend or I could leave whenever I wanted to. It’s the last straw if I have to go. It makes it even harder. T. You say that sometimes it goes away. What’s different about then and times when you have to leave? J. It’s like I just know I have to leave. T. What do you think may happen if you stay with the feelings? J. That I will pass out. T. hat would that mean if you passed out? J. It would be the ultimate. It would mean that I could not cope with the situation. T. If you could not cope what would that mean? J. I can’t function, I can’t do anything. I‘m just no use. T. How much do you believe that? Can you rate it out of 100%? J. Now. About 60% if I did faint it would be about 100% T. Have you ever fainted due t o the sensations you have described to me? J. No. I have fainted because I’m squeamish. I don’t like blood. Or having any kind of tests at the GP. T. So do I understand you? You have never fainted due to the panic sensations? J. No. I’ve felt like it. T. So you’ve never passed out due to the symptoms? What do you make that? J. I don’t know, that would mean that what I believe is stupid. It’s hard to get my head around it. Session 2-3 The therapist used a social phobia/panic rating scale measures to ascertain the main problem; this was increasingly difficult as throughout each session the patient expanded on her symptoms. The therapist managed to understand that the patient avoided most social situations due to her beliefs about certain substances; this caused the obsessive hand-washing. This then had an impact on Jane’s ability to go anywhere in case she could not wash herself or objects around her. Jane also believed fainting from blood phobia had the same physical effects as panic, and she would faint if she panicked. It was complicated and the therapist attempted to draw out a formulation. I SEE A PERSON DRINKING ALCOHOL IT’S GOING TO GET ON MY HANDS AND INTO MY MOUTH I FEEL SICK, I’M GOING TO FAINT I FEEL DREAD, I FEEL ANXIOUS, SWEATING I MUST WASH MY HANDS TO STOP THE PANIC GETTING WORSE. Session 4 The formulation shows the extent of Jane’s panic and how her safety behaviours were impacting on all aspects of her life. The therapist attempted again to use information about the causes of anxiety and its effects on the body. The therapist explained what happens when you faint due to blood phobia, this was an attempt to supply Jane with counter evidence for her catastrophic interpretations of her panic. The therapist also used evidence to contrast the effects on the body when fainting and when panicking. After two sessions, the therapist continued to provide and attempted to relay the facts about the nature of anxiety/panic/fainting with the inclusion of behavioural experiments. Educational procedures are a valid part of overall cognitive restructuring strategies, incorporated with questioning evidence for misinterpretations and behavioural experiments (Wells, 1997) The therapist asked Jane to explain to the therapist the function/effects of adrenalin, to see if Jane was beginning to understand and if there had been any shift in her beliefs about panic. The following dialogue may help to illustrate the difficulties the therapist encountered; T. Over the last few sessions, we have been discussing anxiety and the function of adrenalin. Do you understand the physical changes we have looked at? Does it make sense to you? J. Yes. Something has clicked inside my head. I feel less insane now, I understand more about what’s going on. It makes things a little bit easier, but it takes time for it to sink in. T. Do you think you could explain to me what you understand about anxiety/adrenalin? J. As I interpret it is, I like to think of it as, â€Å"I’m not anxious it’s just my adrenalin, It’s just the effects of adrenalin effecting my body† but it’s hard to get from there, to accepting the adrenalin is not going to harm me. I know logically it’s not. But it’s still hard. T. That’s great you’re beginning to question what you have believed and are thinking there may be other explanations for your symptoms. J. Yes. But I still think it’s to do with luck. I have good or bad luck each day and that predicts whether I have a panic or not. I think I’ll be unlucky soon. Session 5-6 The therapist continued to try use behavioural experiments during the sessions to provide further evidence to try to alter Jane’s beliefs about anxiety. The therapist agreed with Jane that they would imitate all the symptoms of panic. Making the room hot, exercising to increase heart rate and body temperature, hyperventilation (ten minutes) Focusing on breathing/swallowing. This continued for most of session 5. As neither the therapist nor Jane fainted, they discussed this and Jane stated it was different in the session than when she with other people. Jane also stated she felt safe and trusted the therapist, she did not believe she could be strong enough to try the experiments alone, as it was â€Å"too scary† The therapist asked Jane to draw a picture of how she felt and put them on the diagram of a person, this then was used to compare with anxiety symptoms, while talking through them with the therapist. The therapist and Jane created a survey about fainting and Jane took this away as homework to gain further evidence. The survey included 6 different questions about fainting e. g. – What people knew about fainting/how they would feel about seeing someone faint, etc. Treatment Outcome The treatment with Jane continues. The next session will be the 6th and there will be a review of progress and any improvements. There has been no improvement in measures as noted yet. The therapist intends to use a panic rating scale (PRS) Wells, (1997) during the next session. The therapist will continue to see Jane for two more sess ions, looking at what Jane has found helpful/unhelpful. Discussion Overall the therapist found the therapy unsuccessful. Although Jane stated she found it helpful, it was difficult for the therapist to see the progress due to the many layers of complexity of Jane’s diagnosis. The therapist has grown more confident in the CBT process and understands that as a trainee, the therapist tried to incorporate all the new skills within each session. The therapist was disappointed that they were unable to guide Jane through the therapy process with a better result. The therapist would have like to have been able to fully establish an understanding of Jane’s complex symptoms earlier on in the therapy. The therapist believes that Jane’s symptoms were very complex and the therapist may have been more successful with a client with a less complicated diagnosis. The therapist would then be able to gain more information via the appropriate measures to enable the formulations in a concise manner. This has been a huge learning curve for the therapist and has encouraged them to seek out continuing CBT supervision within the therapist’s workplace. This is essential to continue the development of the therapist’s skills. The therapist feels that although this has not had the outcome that the therapist would have wanted, it has been a positive experience for Jane. There appeared to be a successful therapeutic relationship, Jane appeared comfortable and able to communicate what her problems were to the therapist from the beginning of therapy. The therapist hopes this will encourage Jane to engage with further CBT therapy in the future and the therapist over the final session hopes to be able to support Jane in creating a therapy blueprint, reviewing what Jane has found helpful. Certificate in CBT September – December 2009 CBT Case Study Panic/Social Phobia/OCD WORD COUNT 3,400 References APA (1994). Diagnostic Statistical Manual of Mental Disorders, Revised, 4th edn. Washington, DC: American Psychiatric Association Padesky, C. A Greenberger, D. (1995). Clinicians Guide to Mind Over Mood. New York: Guilford Padesky, C. A Greenberger, D. (1995). Mind Over Mood. New York: Guilford Wells, A (1997). Cognitive Therapy of Anxiety Disorders. Chichester, UK: Wiley Cbt Case Study She feels unable to discuss her issues with her boyfriend. Her parents both have mental health issues and Jane does not feel able to talk to her mother about her problems. She has an older brother she has a good relationship who lives with his girlfriend, a four hour drive away. Jane is educated to degree level, having studied Criminology and is currently working part-time for her father managing his client accounts for a business he runs from home. A typical day involves organising all receipts and creating spreadsheets for each client’s accounts. Jane states she would like to get a full time job and be normal like her friends. Jane has a small circle of friends from university who she states have all gone onto full time employment. Jane also has a puppy she spends time looking after and taking for regular walks. Assessment Jane was referred following a health check at her GP surgery. She had been prescribed Citalopram 20mg by her GP for anxiety symptoms and panic attacks she had been having for two years. Jane has no previous contact with mental health services. Jane’s father had a diagnosis of Bi-Polar Disorder, her brother has Depression and her boyfriend has a diagnosis of Obsessive Compulsive Disorder which he is continuing treatment for. Jane’s anxiety/panic has increased over the past two years. She had read about Cognitive Behavioural Therapy on the Internet and was willing to see if it was help ease her anxiety symptoms. Jane stated that the problem started due to family issues in 2007. Her brother and father were estranged due to a financial disagreement and this resulted in Jane’s brother leaving the country with his girlfriend, causing Jane to become very distressed. Also during this time she was taking her final exams at University, Jane states this was when she experienced her first panic attack. She had spent the evening before her brother left the country, drinking alcohol with friends, she remembers feeling ‘hung-over’ the next day. While travelling in the car to the airport, with her brother and his girlfriend, Jane states she started to feel unwell, she found it difficult to breathe, felt hot, trapped and felt like she was going to faint. Jane stated she felt â€Å"embarrassed† and â€Å"stupid† and had since experienced other panic attacks and increased anxiety, anticipating panic attacks in social situations. Jane had reduced where she went to, finding herself unable to go anywhere she may have to meet new people. Her last panic attack happened when Jane visited her GP for a health check and fainted during the appointment, Jane has blood phobia and she stated she had not eaten since the day before and was extremely anxious about the any medical interventions. Jane believes it was a panic attack that caused her to faint. The GP prescribed her 20mg of Citalopram, a few weeks prior to her initial assessment with the therapist. When Jane and the therapist met for the initial session Jane described herself as feeling inadequate and as if she was trapped in a cycle of panic. Although Jane felt unhappy she had no suicidal ideation and she presented no risk to others. Jane stated she had become more anxious and that she had panic attacks at least twice a week. Prior to and during therapy, Jane was assessed using various measures. These enabled the therapist to formulate a hypothesis regarding the severity of the problem, also acting as a baseline, enabling the therapist and Jane to monitor progress throughout treatment. (Wells, 1997). The measures utilised in the initial assessment were a daily panic diary, Wells (1997) and a diary of obsessive- compulsive rituals, Wells (1997) a self rating scale completed by the client Jane. Other measures used were, The Panic Rating Scale (PRS) Wells (1997), the Social Phobia Scale, Wells (1997), used by the therapist to clarify which specific disorder was the main problem for Jane. Having collated information from the initial measures, a problem list was created so the therapist and Jane could decide what to focus on first. This list was based on Jane’s account of the worst problems which were given priority over those problems which were less distressing. Problem List 1. Anxiety/Panic attacks 2. Obsessive hand washing. 3. My relationship with my family. 4. Not having a full time job. 5. My relationship with my boyfriend Having collaboratively decided on the problem list, the therapist helped Jane reframe the problems into goals. As the problem list highlighted what was wrong, changing them into goals enabled Jane to approach her problems in a more focused way (Wells, 1997), the therapist discussed goals with Jane and she decided what she wanted to get from therapy. It was important for the therapist to ensure that any goals were realistic and achievable in the timeframe and this was conveyed to Jane (Padesky Greenberger, 1995). Jane wanted to reduce her anxiety and expressed these goals:- 1. To understand why I have panic attacks. 2. To have an anxiety free day. 3. To reduce the amount of time worrying . To reduce obsessive hand washing at home. Case Formulation Jane stated that for about a year she had been repeating certain behaviours, which she believed prevented her from having panic attacks. This involved Jane washing her hands and any surrounding objects at least twice. Jane had a fear of consuming alcohol/drugs/caffeine/artificial sweeteners, she stated she had had her first panic attack the day afte r drinking alcohol and had read that all these substances could increase her anxiety. Jane had not drunk alcohol for 18 months as she felt this caused her anxiety and made her nable to control the panic attacks. Jane stated she feared that if any of these substances got on her hands and then into her mouth she would have a panic attack and faint. These beliefs increased Jane’s anxiety when Jane was exposed to any environment where these substances were present. This unfortunately was most of the time, Jane stated that every time she saw any of these substances consumed or even placed near her, she became anxious and had to wash her hands and any surrounding items which she may come into contact with again. These safety behaviours maintained the cycle of panic, Jane would always continue the routines that she believed prevented a panic attack. The worst case scenario for Jane was â€Å"the panic would never stop and I will go mad, causing my boyfriend to leave me†. Jane felt this would make everyone realise what she already knew, that she was worthless. Her last panic attack happened when Jane had visited her GP; this caused Jane feelings of shame. â€Å"There’s all these people achieving, doing great things and I can’t do the most basic things† The therapist used the Cognitive Model of Panic (Clark, 1986), initially developing the three key elements of the model to help socialise Jane to the thoughts, feelings and behaviour cycle (see diagram below) Cognitive Model of Panic Bodily sensations Emotional response Thought about sensation Clark (1986) Using a panic diary and a diary of obsessive-compulsive rituals, Jane was asked to keep a record of situations during the week where she felt anxious, and this was discussed in the next session. Jane stated she had not had any panic during the week, when discussing previous panic attacks during the session, Jane became anxious and the therapist used this incident to develop the following formulation. Heart beating fast/increase in body temperature Fear/dread I feel hot, I can’t control it Clark (1986) Jane stated she felt like she was sweating, she had difficulty breathing; felt faint, had feelings of not being here and felt like she was going crazy. All these symptoms suggested that Jane was experiencing a panic attack and Jane met the criteria for Panic Disorder, defined in the DSM IV and states that â€Å"panic attacks be recurrent and unexpected, at least one of the attacks be followed by at least one month of persistent concern about having additional attacks, worry about the implications or consequence of the attack, or a significant change in behaviour related to the attacks† (APA, 1994). During the sessions the therapist continued to socialise Jane to the model of panic (Clark, 1986); together Jane and the therapist looked at what kept the cycle going. The therapist continued to use the model formulation, with the addition of Jane’s catastrophic interpretation of bodily symptoms, to illustrate the connection between negative thoughts, emotion, physical symptoms. Social situation I will be unable to stay here Everyone will notice I am not coping I’m going to faint Sweating/breathing fast/dizzy Clark’s (1986) Cognitive Model of Panic. Progress of Treatment The therapist hypothesised that Jane’s symptoms continued due to Jane not understanding the physiological effects of anxiety. The results were a misinterpretation of what would happen to her while being anxious, and this maintained the panic cycle. Although Jane tried to avoid any anxiety by using safety behaviours, she eventually increased the anxiety she experienced. Session 1 After the initial assessment sessions, the therapist and Jane agreed to 8 sessions, with a review after 6 sessions. Jane and the therapist discussed that there may only be a small amount of progress or change during the sessions due to the complexity of Jane’s diagnosis and agreed to focus on understanding the cycle of panic (Clark, 1986) From the information gained from the formulation process, the therapist tried psycho education. The therapist was attempting to illicit a shift in Jane’s belief about what, how and why these symptoms were happening. The therapist discussed with Jane what she knew about anxiety and from this the therapist discovered that Jane was unsure of what anxiety was and the effects on the body. For the first few appointments the therapist knew it could be beneficial to concentrate on relaying information about anxiety, (Clark et al, 1989) focusing on Jane’s specific beliefs anxiety, the therapist wanted to try to reduce the problem by helping Jane recognise the connection between her symptoms. As Jane believed, â€Å"she was going mad†, the therapist was trying to help Jane understand the CBT model of anxiety and to alter Jane’s misunderstanding of the symptoms. The therapist and Jane discussed Jane’s belief that she would faint if she panicked, Jane had fixed beliefs about why she fainted. The therapist attempted to enable Jane to describe how her anxiety affected her during a ‘usual panic’. Instead Jane began to describe symptoms of social anxiety, this suggested to the therapist that the main problems could be a combination of /social phobia and obsessive behaviours; the following dialogue may help to illustrate this. T. When you begin to become anxious, what goes through your head? J. I need a backup plan; I need to know how to get out of there. Especially if it’s in an office, or a small room. T. What would happen if you did not get out? J. I would panic, and then pass out T. What would the reasons be for you to pass out? J. Because I was panicking. T. Have you passed out before when you have panicked? J. I have felt like it. T. So what sensations do you have when you’re panicking? J. The feeling rises up, I feel hot and I can’t see straight. I get red flashes in front of my eyes, like a warning. My vision goes hazy. I think everyone is looking at me. T. Do you think other people can see this? J. Yes. T. What do you think they see? J. That I’m struggling and I cannot cope or, I try to get out of the situation by pretending I feel ill before they notice. T. What would they notice, what would be different about you? J. I stick out like a beacon, I’m sweating, loads of sweat and my face is bright red. T. How red would your face be, as red as that â€Å"No Smoking† sign on the wall? J. Yes! I’m dripping with sweat and my eyes are really staring, feels like they stick out like in a cartoon, it’s ridiculous. T. How long before you would leave the situation? J. Sometimes the feeling goes, like I can control it. But I could not leave. There would be a stigma and then I could not go back, the anxiety would increase in that environment or somewhere similar. The therapist persisted with this example and tried to use guided discovery to help Jane get a more balanced view of the situation. (Padesky and Greenberger, 1995) T. So you would not go back? J. I would if I felt safe, like with my boyfriend or I could leave whenever I wanted to. It’s the last straw if I have to go. It makes it even harder. T. You say that sometimes it goes away. What’s different about then and times when you have to leave? J. It’s like I just know I have to leave. T. What do you think may happen if you stay with the feelings? J. That I will pass out. T. hat would that mean if you passed out? J. It would be the ultimate. It would mean that I could not cope with the situation. T. If you could not cope what would that mean? J. I can’t function, I can’t do anything. I‘m just no use. T. How much do you believe that? Can you rate it out of 100%? J. Now. About 60% if I did faint it would be about 100% T. Have you ever fainted due t o the sensations you have described to me? J. No. I have fainted because I’m squeamish. I don’t like blood. Or having any kind of tests at the GP. T. So do I understand you? You have never fainted due to the panic sensations? J. No. I’ve felt like it. T. So you’ve never passed out due to the symptoms? What do you make that? J. I don’t know, that would mean that what I believe is stupid. It’s hard to get my head around it. Session 2-3 The therapist used a social phobia/panic rating scale measures to ascertain the main problem; this was increasingly difficult as throughout each session the patient expanded on her symptoms. The therapist managed to understand that the patient avoided most social situations due to her beliefs about certain substances; this caused the obsessive hand-washing. This then had an impact on Jane’s ability to go anywhere in case she could not wash herself or objects around her. Jane also believed fainting from blood phobia had the same physical effects as panic, and she would faint if she panicked. It was complicated and the therapist attempted to draw out a formulation. I SEE A PERSON DRINKING ALCOHOL IT’S GOING TO GET ON MY HANDS AND INTO MY MOUTH I FEEL SICK, I’M GOING TO FAINT I FEEL DREAD, I FEEL ANXIOUS, SWEATING I MUST WASH MY HANDS TO STOP THE PANIC GETTING WORSE. Session 4 The formulation shows the extent of Jane’s panic and how her safety behaviours were impacting on all aspects of her life. The therapist attempted again to use information about the causes of anxiety and its effects on the body. The therapist explained what happens when you faint due to blood phobia, this was an attempt to supply Jane with counter evidence for her catastrophic interpretations of her panic. The therapist also used evidence to contrast the effects on the body when fainting and when panicking. After two sessions, the therapist continued to provide and attempted to relay the facts about the nature of anxiety/panic/fainting with the inclusion of behavioural experiments. Educational procedures are a valid part of overall cognitive restructuring strategies, incorporated with questioning evidence for misinterpretations and behavioural experiments (Wells, 1997) The therapist asked Jane to explain to the therapist the function/effects of adrenalin, to see if Jane was beginning to understand and if there had been any shift in her beliefs about panic. The following dialogue may help to illustrate the difficulties the therapist encountered; T. Over the last few sessions, we have been discussing anxiety and the function of adrenalin. Do you understand the physical changes we have looked at? Does it make sense to you? J. Yes. Something has clicked inside my head. I feel less insane now, I understand more about what’s going on. It makes things a little bit easier, but it takes time for it to sink in. T. Do you think you could explain to me what you understand about anxiety/adrenalin? J. As I interpret it is, I like to think of it as, â€Å"I’m not anxious it’s just my adrenalin, It’s just the effects of adrenalin effecting my body† but it’s hard to get from there, to accepting the adrenalin is not going to harm me. I know logically it’s not. But it’s still hard. T. That’s great you’re beginning to question what you have believed and are thinking there may be other explanations for your symptoms. J. Yes. But I still think it’s to do with luck. I have good or bad luck each day and that predicts whether I have a panic or not. I think I’ll be unlucky soon. Session 5-6 The therapist continued to try use behavioural experiments during the sessions to provide further evidence to try to alter Jane’s beliefs about anxiety. The therapist agreed with Jane that they would imitate all the symptoms of panic. Making the room hot, exercising to increase heart rate and body temperature, hyperventilation (ten minutes) Focusing on breathing/swallowing. This continued for most of session 5. As neither the therapist nor Jane fainted, they discussed this and Jane stated it was different in the session than when she with other people. Jane also stated she felt safe and trusted the therapist, she did not believe she could be strong enough to try the experiments alone, as it was â€Å"too scary† The therapist asked Jane to draw a picture of how she felt and put them on the diagram of a person, this then was used to compare with anxiety symptoms, while talking through them with the therapist. The therapist and Jane created a survey about fainting and Jane took this away as homework to gain further evidence. The survey included 6 different questions about fainting e. g. – What people knew about fainting/how they would feel about seeing someone faint, etc. Treatment Outcome The treatment with Jane continues. The next session will be the 6th and there will be a review of progress and any improvements. There has been no improvement in measures as noted yet. The therapist intends to use a panic rating scale (PRS) Wells, (1997) during the next session. The therapist will continue to see Jane for two more sess ions, looking at what Jane has found helpful/unhelpful. Discussion Overall the therapist found the therapy unsuccessful. Although Jane stated she found it helpful, it was difficult for the therapist to see the progress due to the many layers of complexity of Jane’s diagnosis. The therapist has grown more confident in the CBT process and understands that as a trainee, the therapist tried to incorporate all the new skills within each session. The therapist was disappointed that they were unable to guide Jane through the therapy process with a better result. The therapist would have like to have been able to fully establish an understanding of Jane’s complex symptoms earlier on in the therapy. The therapist believes that Jane’s symptoms were very complex and the therapist may have been more successful with a client with a less complicated diagnosis. The therapist would then be able to gain more information via the appropriate measures to enable the formulations in a concise manner. This has been a huge learning curve for the therapist and has encouraged them to seek out continuing CBT supervision within the therapist’s workplace. This is essential to continue the development of the therapist’s skills. The therapist feels that although this has not had the outcome that the therapist would have wanted, it has been a positive experience for Jane. There appeared to be a successful therapeutic relationship, Jane appeared comfortable and able to communicate what her problems were to the therapist from the beginning of therapy. The therapist hopes this will encourage Jane to engage with further CBT therapy in the future and the therapist over the final session hopes to be able to support Jane in creating a therapy blueprint, reviewing what Jane has found helpful. Certificate in CBT September – December 2009 CBT Case Study Panic/Social Phobia/OCD WORD COUNT 3,400 References APA (1994). Diagnostic Statistical Manual of Mental Disorders, Revised, 4th edn. Washington, DC: American Psychiatric Association Padesky, C. A Greenberger, D. (1995). Clinicians Guide to Mind Over Mood. New York: Guilford Padesky, C. A Greenberger, D. (1995). Mind Over Mood. New York: Guilford Wells, A (1997). Cognitive Therapy of Anxiety Disorders. Chichester, UK: Wiley