The Second World War (WWII) Essay -- World War 2 II Two

WORLD WAR TWO   Ã‚  Ã‚  Ã‚  Ã‚  The second world was is the ugliest brutally violent emotionally damaging war ever. Through out this term paper I will use various references to inform you about how the United States wanted to stay out of the dangers of war with powerful ruthless countries. How Americans battled through many conflicts and various attacks, and finally builds up to the mighty United States of America becoming a huge world power.   Ã‚  Ã‚  Ã‚  Ã‚  The war came about because of the depression. The world powers were struggling, but they still had their natural resources to maintain their way of life. Germany, Italy, and Japan however relied on foreign trade for food and raw materials. If these countries were going to be able to survive and compete they would have to overtake other lands with valuable natural resources.   Ã‚  Ã‚  Ã‚  Ã‚  When German's newfound Nazi-leader Hitler obtained control of a huge group of men to do his deeds. His mass number of men overtaking Europe made many Americans start talking. These Americans were talking as though they lived in the ship sailing days. They felt as though their two oceans would keep them out of war and they could remain at peace if they simply refused to fight. Those Americans were against alliances with other countries so they were referred to as isolationists. Roosevelt opposed the isolationists. In nineteen hundred and forty when German bombs fell on the British Isles, the fight between Roosevelt and the isolationists escalated.   Ã‚  Ã‚  Ã‚  Ã‚  Teddy Roosevelt was elected to a third term and begins building aircraft's for over seas governments as well as other various war equipment, but still refused to shove the United States of America into war. The German's were upset about this and used this rage to inflict more pain on the Jews. On August third, nineteen hundred and forty-one President Roosevelt and Prime Minister Winston Churchill meet at Placentia Bay to discuss the war in Europe and the far east. The two spoke of an eight-point system. At this meeting the two men pledged to aid Russia's struggle with axis powers it also sent out a warning to Japan to leave the Far East alone. Japan was expanding all throughout Asia. The Japs were getting ready for war and on July twenty forth, nineteen hundred and forty-one her troops occupied all ... ...ing Americans. Men were smothered to death in dirt thrown by explosions. The foreign fighter pilots would attack hospital wards. This would force the patients to run for their lives even amputation cases tried to hobble out in the confusion. Prayer was the only escape for the disabled victims. Two days later the Japanese overran the Bataan peninsula. The battered American forces withdrew to Corregidor there they made another brave stand. By May sixth, however, they could hold out no longer, and were forced to surrender. Of the 40,000 soldiers that became prisoners to the Japanese, more than half died- some from the long march under the hot sun without food and water, some from mistreatment in the prison camps. This was a war that was fought on far away lands many people had to go find forgotten geography books just o see were their families were being sent to die for a cause of freedom. As president Roosevelt said â€Å"The news was all bad.†(1 page 753). German subs were sinking ships in Chesapeake bay. The Russians continued to advance on France. And , in England, German bombers were showering down explosives on London, Coventry, Liverpool, and Bristol all populated with civilians.

Compare and Contrast 1984-Brave New World Essay

â€Å" Do you see, then, what kind of world we are creating? † (Orwell, 1950 p. 267)George Orwell, author of 1984 released in 1950, present the idea of a society that proves to be a dystopia as it is completely based on fear and rarely does one see happiness while in the other hand, Aldous Huxley’s Brave New World presents the idea of a functional utopia were feelings are destroyed and no one is unhappy because they don’t know happiness but all this could change by the hands of one outcast. These two societies ruled in different ways-one through fear and the other through psychological and physical manipulation- present successful ways to maintain order and power, although they differ greatly and outcasts have different aims and uses. In a society where fear is predominant, physical and mental capacities reach a stagnant state as the will to survive and loyalty become predominant. In a different society where men are created to the liking of their rulers and are controlled with drugs instead of fear, the meaning of a utopia can disappear but yet subjects will think everything is perfect. Finally a sense of false equality, manipulation, and fear allow total and utter control. In societies like the ones depicted in these two books, nothing is perfect and nothing is true. Members of these communities cannot know what is true because this will make them become dangerous to their leaders. The use of fear in 1984 and the idea of Big Brother facilite control as the idea of constant surveillance and Thought Police puts everything a member of this society does to the test and when they make a false move, they know they are done for. The scene where Winston talks about two plus two not being for or if Gravity is a force that works really depicts the kind of fear installed by the party. â€Å"The heresy of heresies was common sense. And what was terrifying was not only that they would kill you for thinking otherwise, but that they might be right. For, after all, how do we know that two and two make four? Or that the force of gravity works? † (Orwell, 1950 p. 80). As explained by the quote, doubting whatever the party said could end up in negative ramifications. It is incredible how people can adjust to these changes. Things that seem so simple be questioned and believed, which is even worse. The mutability of the party’s adherents is astonishing as they change whenever the part needs them to follow the most ridiculous ideas as if they were normal and all of this is achieved through fear. Winston also mentions the fact that your mind can fail you. â€Å"The most deadly danger of all was talking in your sleep. There was no way of guarding against that, so far as he could see. † (Orwell, 1950 p. 64). Even thinking erroneously about the parties flaws and going against their ideas can be lethal as sleep talking cannot be controlled and can always be heard. The third example of fear and its installment in Winston’s mind is when he receives the letter from Julia. â€Å"One, much the more likely, was that the girl was an agent of the Thought Police (†¦) the thing that was written on the paper might be a threat, a summon, an order to commit suicide, a trap of some description. (Orwell, 1950 p. 106). This displays how fear can make something normal seem completely hazardous and how reliance on others can be purged as you do not know what to expect from anyone. Even though people may be unhappy, this demonstrates to be successful as no one goes against the status quo. In contrast to 1984, Brave New World doesn’t need fear since if they want change, they create new beings to change or just bring out soma but still, control is maintained. Physical and psychological manipulation gives a sense of order even though it is non-existent, and drug use maintains a false control that seems alright to everyone inside that sphere however, when someone notices this false control, he will become a problem. In Huxley’s Brave New World, which is supposed to be a Utopia, equality is not present and this is what a utopia is supposed to be about. Within the social classes, the top ones still think of the lower ones as useless and basically inferior. Lenina demonstrates this through the following quote. â€Å"What a hideous colour khaki is,† remarked Lenina, voicing the hypnopaedic prejudices of her caste. † (Huxley, 1946, p. 42). This quote demonstrates that even messages coming from the government promote separatist ideas and at the same time they promote equality. Drug use and psychological manipulation allows this to maintain epsilons happy with how they are, also maintaining absolute control over society. Hypnopaedia as seen before, doesn’t always promote the values of a Utopia as it should. Another hypnopaedic message demonstrating this is â€Å"Every one works for everyone else. We can’t do without any one. Even Epsilons are useful. We couldn’t do without Epsilons. Every one works for everyone else. We can’t do without anyone. † (Huxley, 1946, p. 50). The use of Soma is a very important factor as it is a way of escaping the reality of a supposed utopia that in reality is everything but a utopia. â€Å"Why you don’t take soma when you have these dreadful ideas of yours. You’d forget all about them. And instead of feeling miserable, you’d be jolly. So jolly,† she repeated and smiled (†¦)† (Huxley, 1946, p. 62). It is very important to realize how this method of control still proves to be successful and allows organization for the government to preserve. Whether it’s installing fear, secret organizations, and complete surveillance or actually creating subjects, it is evident that both methods are thriving as they sustain order and undemanding management of society. Winston, who was the soul and heart of change in 1984 , ended up failing and the idea, person, or whatever Big Brother is, who he hated the most actually ended up taking over him and it is mentioned in the novel. He won the victory over himself. He loved Big Brother. † (Orwell, 1950 p. 268) The only man who was capable of causing change and denouncing the artificiality his government was based on. Fear has now proved to be a functioning method of control. In comparison to Brave New World, the outsider and only man capable of making others realize the lie they lived in ended up killing himself. â€Å"Slowly, very slowly, like two unhurried compass needles, the feet turned towards the right; north, north-east, east, south-east, south, south-south- west; then paused, and, after a few seconds, turned as unhurriedly back towards the left. South-south-west, south, south-east, east.. † (Huxley, 1946 p. 176) This also verifies the effectiveness of this method and according to this, both men failed to change the status quo. By the end of both novels, no change was made and both fear and manipulation proved to be effective ways of maintaining control. As the predominance of both fear and manipulation grow, methods of changing society and its governance method become scarce and even those who go to extremes find themselves with unfeasible situations where physical and mental capacity will be pushed to new limits but yet, not enough to revolutionize their societies. This is mainly due to most of those who have been subjected and accepted the reality in which they live in, which is what both Winston and John go through but their ways to accept it, were vastly different. Even though there are some with strong minds and others who have not been toyed with, it will never be enough to fight fear nor manipulation of the human being.

Academic Honors and Extracurricular Achievements Essay

I have always prided myself as being hard working, responsible, and committed to every endeavor I pursue. Over the past four years I have made the honor roll at my high school (by maintaining a GPA of 92 or higher). In my junior year, I was invited to participate in the National Student Leadership Conference, was inducted into the Asterean Chapter of the National Honors Society, and inducted into the Business and Marketing Honors Society of New York State. I have also been given the 3R’s Award, presented to me by my high school, for recognition of â€Å"Outstanding Reason, Respect and Responsibility.† I am an active member of student government, as well as an officer for several clubs and extracurricular activities. Since my freshman year, I have been a cheerleader at my high school. I have participated in both Sports Night and Pep Rally Night Dance teams, of which I was captain. Being a dancer for 11 years, it was gratifying to know that I had been given the opportunity in my school environment to share this passion with my peers. My involvement in the Italian club has had the most meaning for me. I am passionate about this language, which I have been studying for the past two years. I have been an elected officer of the club since my sophomore year. Through my roles as treasurer in grade ten and secretary in grade eleven, I have developed leadership skills and have greatly enhanced my public speaking abilities. I am currently president of the club and meet with my advisor several times a week prior to meetings to discuss future agendas. I have organized cultural parties, compiled a cookbook with recipes for traditional Italian meals, coordinated fundraisers, and helped my advisor plan our school’s exchange program to Italy this past February. Last year I organized the club’s fundraiser for Italian-American firefighters who were injured in 9/11 and I also made arrangements with my advisor to visit a local Senior Center. At the center, we sang songs with the senior citizens and brought our favorite Italian dishes to share with them. I am also very interested in government.

Cbt Case Study

CBT – Case Study Identifying Information For the purposes of the case study the client will be called Jane. Jane is a 22 year old single white British female who lives with her parents in a house outside the city. She is heterosexual and has had a boyfriend for seven years. 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 al l 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 bec ome 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 after 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 diffic ulty 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 therap ist 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 outT. 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 to 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 fa inted 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 G OING 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 e vidence 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 itâ₠¬â„¢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 thera pist will continue to see Jane for two more sessions, 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 appro priate 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

Ecology - tasks (1-2-3-4) Assignment Example | Topics and Well Written Essays - 1250 words

Ecology - tasks (1-2-3-4) - Assignment Example The local economy grows because of buying from the local farmers, and this still keeps them into the business. Buying local food means that food is not travelling long distances by trucks, ships, planes and trains, which all use energy and thus spew pollution the results to global warming and unhealthy quality of fair. Such pollutions have effects on our health that reflected in high rates of asthma besides other respiratory symptoms. In addition, consuming local foods gives the benefit the chefs call better and fresher tasting food on your table. Moreover, food miles represent that distance your food travels from to the point where it is eaten. According the World Watch Institute, the transportation of food has been a fast-growing source of greenhouse gas emissions e.g. carbon dioxide thus leading to climatic change. The result of this is that, a basic diet of imported products uses four times the energy and then produces four times the emissions of an equivalent domestic diet. II. Eat locally made foods. The local foodstuffs reduce the amount of emissions into the air due to shipping and other modes of transportation. Eating local foods maximizes on the security and freshness and finally supports the local economy. V. Buy products that are organic and local. Produce having undergone treatment of pesticides are good for the environment and ones-self. The local foodstuffs use less gas to get from the farm to your plate, and since the distance travelled is shorter, they reach your plate while still fresh. 1. The government reviews the existing information and the habitats in the area of the proposed project. There is comprehensive involvement of appropriate agencies at the inception of the project in its planning stages so that they can identify the potentially sensitive ecological resources that could be present in the vicinity of the project. 2. The relevant authorities are engaged into the conduction of pre-disturbance surveys so that they

Transfer Funds Business Miscommunication Case Study

Transfer Funds Business Miscommunication - Case Study Example This cae study researches the issue of miscommunication that may happen while transfering of the funds. The researcher provides the explanation of the situation as following. There was miscommunication in the transfer of funds. The manager forgot to indicate the U.S dollars currency as the right transfer funds currency. The organization clerk did not clarify from the manager the proper currency to be used in the funds transfer. The finance department moved to right the wrong transfer funds act. The message receiver should exert enough efforts to clarify any vague or confusing message by contacting the message sender. The finance department should ensure that the message is vividly transmitted from the message sender to the message receiver. The researcher tries to conclude the research presented in the case study and suggests that summarizing the important points of the discussion mentioned in the case study, communication incorporates message sending issues. It is analyzed that the wrong message sending can and should be prevented. Understanding the special business communication principles enhances message clarity for employees. The message sender and receiver must do their best to ensure that the message receiver accepts the message in the same way that the message sender aims to. Evidently, all these parties must contribute to the clear message sending process of business communication and ensuring the business communication messages are received in crystal clear manner.

Opus Dei and Vatican Essay Example | Topics and Well Written Essays - 1000 words

Opus Dei and Vatican - Essay Example The organization is officially endorsed by the Roman Catholic Church. It grew rapidly in membership and power. Templar knights, known as the Holy Crusaders, were among the most skilled fighting units of the Crusades. The non-combatant members of the Order managed large economic establishments, introduced new financial techniques that were noted in the literature as formation of banking, and built many fortifications across Europe and the Holy Land. When the Holy Land was lost, King Philip IV of France who was deeply in debt to the Order, pressured Pope Clement V to move against the Order. Pope Clement disbanded the Knights Templar in 1312. In the early 20th century , the Roman Catholic church in Spain was anxious on the growing anti-religious skepticism and a great fear of losing the bourgeoisie evolved. A Spanish priest, Jos Mara Escriv de Balaguer, decided to start a new Catholic movement and founded the Opus Dei or "Work of God" in 1928 to face struggle against perceived enemies including secularism, Republicanism, communism and Freemasonry. Opus Dei was formed as a new Catholic group that combine traditional theology with modern methods of spreading the Word of God (Beckett, 2005). The Opus Dei is primarily a lay movement, 98% of which are lay Catholics with some priest members. It is governed by an apostolic convention headed by a bishop. The lay people are taught to sanctify their daily lives, especially in work. It places great emphasis that God should be a part of daily life. Opus Dei is centrally organized with specific categories and classes for its members. It is very powerful and influential to the Catholi c Church and well-funded and very wealthy. The organization gained power by recruiting agents of influence within the banking, industry, communications and the academic professions. It exerted significant influence on church policy. The movement found favor from Pope John Paul II who elevated the order to the status of "Personal Prelature, "meaning that it is ultimately accountable only to the Pope. This authorizes the organization to go on with their business without being regulated by the bishops. Opus Dei is considered as the elites of the conservative wing of the Vatican, surpassing other Orders such as the Society of Jesus (the Jesuits) in influence. Opus Dei is able to influence the Vatican's agenda through the presence of its members in secular governments and institutions, academic, medical and grassroots sectors of society. From this perspective, Opus Dei is the Roman Catholic is like the Knights Templar in the Middle Ages. It is also the equivalent of militant Christian Re constructionist Protestant groups and other religious dominant groups who claims mandate from God to take dominion of governments, societies, nations and all individuals. Its rapid success brought suspicion/speculation about new Opus Dei takeover of Rome" (Allen, 2001). The Opus Dei is facing a lot of criticisms. Their desire for secrecy, their overreliance on authority like having people read their mail if a full member, and having people tell you what you can read or not read if you are a subordinate, and the heavy-handed recruiting techniques, made the Opus Dei appear like a cult. The press in the United States describe Opus Dei as secretive, powerful, cultlike, dangerous, and mysterious. The Opus Dei claim that their belief is the only way to holiness for a lay person. Another practice of Opus