Research Project ( World Cup 2010) free essay sample

Unit 8: Research Project Assignment 1 The Research Proposal Task2 The Proposal What are the possible effects of the World Cup Campaign in South Africa, and who is benefiting the most financially? Aims and Objectives the aim of this proposal is to:- * Find out both the positive and negative effects of having the 2010 World cup Campaign in South Africa. * Identify what might cause problems and threats to the campaign since it’s staged in Africa for the first time ever, and how to prevent such problems. Find out if such a change could bring awareness to the people and whether or not such a great event could help develop the country, tackling its poverty, health and security issues. * Find out who is really benefiting the most financially out of the campaign and how. Reasons for Research * The reason for me to choose this topic is because I am really interested in the football world especially in the World Cup which is the world’s biggest sports event let alone football e vent. We will write a custom essay sample on Research Project ( World Cup 2010) or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page * I would like to know how such a huge event will have an impact on the whole world not just Africa. I have little knowledge about the financial aspect of the game and researching about it would enlighten me much more. * One of the main reasons that got me interested in researching about football is because during any economy crisis it seems to be the only Market that does not decline and large amounts are still spent every year especially in the local clubs in Europe. * I want to learn more about who else gains from the event and would it help the situation in Africa or not. Initial Background Research (summary) Prior to starting the research; * I thought about something that interests me and how can I learn more about it that would add to my professional development. * First thing that came to my mind was the World Cup. I then thought about the financial aspect of the game and saw that I knew little. * I knew that FIFA (Federation of International Football Association) gained the most out of the World Cup but wanted to see who else gains and how. By the end of this research; * I would certainly have a clearer picture of the event I will surely learn more about different aspects of the game and also have more awareness of other things involved such as the situation of the country hosting the campaign and whether or not this event would have a positive impact on the nation and how. * I will know in particular who gains from the competition financially, how exactly they gain and around how much. Research Methods * A Primary Research including * Observations that involve taking notes about occ urrences in South Africa. * Quotes from interviews Quotes from people involved or interested in the event or in football in general. * Secondary research including * Books * Articles from both newspapers and magazines * TV * Radio * Internet The reasons for me to choose these methods is because I am restricted to only observe for a primary research and take notes from TV shows and other resources that may inform me something useful about the topic and what I want to extract. For the secondary research, internet, books, journals and magazines will be used to extort useful and relevant information. Research Plan I will be monitoring the World Cup during the whole month of matches, to see how successful it goes. * Programs, news including reports and TV shows will be watched during the event to spot any faults or changes that may be needed to have better organisation and discipline throughout the tournament. * to identify contingency events and be prepared with plans, strategies and approaches for avoiding, coping or even exploiting them * By the end of the World Cup it will be published how much FIFA has gained from the tournament and who else gained exactly and how much. Bibliography Books * BPP Professional Education; Revised edition edition (30 April 2004), HND Core 8 2004: Research Project – Study Text ( HNC/HND Business) Websites http://www. footballeconomy. com http://www. bbc. co. uk http://www. ft. com http://www. cfr. org Journals The Guardian The Daily Mail Reuters The Times These are the initial resources looked at before deciding on the topic More sources will be mentioned in detail in assignment 2.

Double-Helix Structure of DNA

Double-Helix Structure of DNA In biology, double helix is a term used to describe the structure of DNA. A DNA double helix consists of two spiral chains of deoxyribonucleic acid. The shape is similar to that of a spiral staircase. DNA is a nucleic acid composed of nitrogenous bases (adenine, cytosine, guanine, and thymine), a five-carbon sugar (deoxyribose), and  phosphate molecules. The nucleotide bases of DNA represent the stair steps of the staircase, and the deoxyribose and phosphate molecules form the sides of the staircase. Why Is DNA Twisted? DNA is coiled into chromosomes and tightly packed in the nucleus of our cells. The twisting aspect of DNA is a result of interactions between the molecules that make up DNA and water. The nitrogenous bases that comprise the steps of the twisted staircase are held together by hydrogen bonds. Adenine is bonded with thymine (A-T) and guanine pairs with cytosine (G-C). These nitrogenous bases are hydrophobic, meaning that they lack an affinity for water. Since the cell cytoplasm and cytosol contain water-based liquids, the nitrogenous bases want to avoid contact with cell fluids. The sugar and phosphate molecules that form the sugar-phosphate backbone of the molecule are hydrophilic, which means they are water-loving and have an affinity for water. DNA is arranged such that the phosphate and the sugar backbone are on the outside and in contact with fluid, while the nitrogenous bases are in the inner portion of the molecule. In order to further prevent the nitrogenous bases from coming into contact with cell fluid, the molecule twists to reduce space between the nitrogenous bases and the phosphate and sugar strands. The fact that the two DNA strands that form the double helix are anti-parallel helps to twist the molecule as well. Anti-parallel means that the DNA strands run in opposite directions, ensuring that the strands fit tightly together. This reduces the potential for fluid to seep between the bases. DNA Replication and Protein Synthesis The double-helix shape allows for DNA replication and protein synthesis to occur. In these processes, the twisted DNA unwinds and opens to allow a copy of the DNA to be made. In DNA replication, the double helix unwinds and each separated strand is used to synthesize a new strand. As the new strands form, bases are paired together until two double-helix DNA molecules are formed from a single double-helix DNA molecule. DNA replication is required for the processes of mitosis and meiosis to occur. In protein synthesis, the DNA molecule is transcribed to produce an RNA version of the DNA code known as messenger RNA (mRNA). The messenger RNA molecule is then translated to produce proteins. In order for DNA transcription to take place, the DNA double helix must unwind and allow an enzyme called RNA polymerase to transcribe the DNA. RNA is also a nucleic acid but contains the base uracil instead of thymine. In transcription, guanine pairs with cytosine and adenine pairs with uracil to form the RNA transcript. After transcription, the DNA closes and twists back to its original state. DNA Structure Discovery Dr. Francis Crick and dr. James Watson at a molecular biology symposium. Ted Spiegel  / Contributor  / Getty Images Credit for the discovery of the double-helical structure of DNA has been given to James Watson and Francis Crick, awarded a Nobel Prize for their work. Determining the structure of DNA was based in part on the work of many other scientists, including Rosalind Franklin. Franklin and Maurice Wilkins used X-ray diffraction to ascertain clues about the structure of DNA. The X-ray diffraction photo of DNA taken by Franklin, named photograph 51, showed that DNA crystals form an X shape on X-ray film. Molecules with a helical shape have this type of X-shape pattern. Using evidence from Franklins X-ray diffraction study, Watson and Crick revised their earlier proposed triple-helix DNA model to a double-helix model for DNA. Evidence discovered by biochemist Erwin Chargoff helped Watson and Crick discover base-pairing in DNA. Chargoff demonstrated that the concentrations of adenine in DNA are equal to that of thymine, and concentrations of cytosine are equal to guanine. With this information, Watson and Crick were able to determine that the bonding of adenine to thymine (A-T) and cytosine to guanine (C-G) form the steps of the twisted-staircase shape of DNA. The sugar-phosphate backbone forms the sides of the staircase. Source: The Discovery of the Molecular Structure of DNA- The Double Helix. Nobelprize.org, Nobel Media AB, 2014, www.nobelprize.org/educational/medicine/dna_double_helix/readmore.html.

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

Aftermath of WWI and the Treaty of Versailles Essay - 1

Aftermath of WWI and the Treaty of Versailles - Essay Example They were not at all very happy with what they got. Germany was forced into signing a lopsided agreement that to her citizens was robbery in broad daylight. They were made to pay reparations that at that time was an astronomical amount. To add insult to injury the German people lost a significant part of their territory. Germany was carved up like a juicy present and the gifts distributed to the loyal member of the victorious allies. It was worse than any physical abuse as the German people was stripped bare of dignity and even hope of a better future. The heart of the people looked like Berlins bombed out dwellings, like the scarred remains of burnt buildings. It was a tough time. It was the worst defeat ever experienced by any nation. The thought of a league of nations working together to turn a conquered foe into a submissive and docile beast is shameful. But the nations around Europe were not finished yet with the undressing of this people. They wanted to be sure that Germanys much vaunted armed forces will never rise again. The League of Nations made all the necessary steps to be certain that never again will Germany terrorize the world. The once proud nation was brought to her knees. But the humiliation did not stop there. The leaders of the victorious allies pinned the majority of the guilt and all the wickedness of the Great War on Germany. It was an unmistakable charge as one reads the Versailles treaty. From then on, something akin to rage was burning in the hearts of the German people, most specially her patriots. Hitler shared in the ignominy of her people and Fatherland. Yet instead of breaking down in perpetual state of weakness and utter hopelessness his sinister mind began to plot the most daring comeback in the history of national politics. Hitler and Nazism was able to achieve what the German people had been trying to do since 1919 and that is to voice out their disgust on the infamous treaty.

Marketing in the For and Not For Profit Sectors Essay

Marketing in the For and Not For Profit Sectors - Essay Example The essay "Marketing in the For and Not For Profit Sectors" talks about the marketing strategies of both for profit and not for profit organizations have been discussed extensively. All current theories have been examined and explained with relevant examples. In the case of for profit companies, the buyer behavior was discussed.With the companies who aim to make a profit the term marketing associates itself to advertising and sales promotions and is more misunderstood than understood. Marketing is much more than that. The need to project the qualities and benefits of a product, the comparison of one product with the competition and the value for money concept are all various angle of the one single objective of making a consumer or buyer aware of its existence and to convince him to buy it. Since marketing is the only tool available for promotion of the idea, service or product, various theories and methods have been adopted in different scenarios for these endeavors.There are many a pproaches to addressing such an understanding of business customers or consumers, but one proposed by Dibb and Simkin has been widely adopted across consumer, business and service markets. Their Buying Proforma forces managers to put the customer first and identifies exactly what the company must provide or offer. It also reveals the influences the company, in turn, must strive to influence and offers a framework against which to compare competitors’ moves and marketing programs.

Why Democracy Fail in Pakistan Essay Example for Free

Why Democracy Fail in Pakistan Essay Executive Summary – Pakistan has been in quest for stable democratic system from its very inception. The process of its democratization has been slow and passive. Its nature has remained fragile. It has been showing high vulnerability towards non democratic interventions. Besides, it has been easily falling prey to non civilian forces. As a result, Pakistan has been continuously failing to offer what a democracy promises. Such pathetic scenario has various reasons behind it at all three levels: State, government and society. This Essay attempts to pin point and analyze the reasons behind such fragile and weak nature of democracy in Pakistan and extends recommendations along with identifying various means and players especially youth for strengthening democratic process in Pakistan to make it promising and delivering. Introduction. – From very its start, Pakistan has choiced democratic form of government for itself. Its founders had ardently supported and emphasized for democratic system that could ideally permeate the governance structure and body politic of Pakistan; Quaid Azam Muhammd Ali Jinnah’s speech at the Staff College on June 14, 1948 is the witness of his staunch support for democracy as corresponding structure for the polity of Pakistan to make it people friendly and welfare state. However, it is an other fact that Quaid Azam Muhammd Ali Jinnah himself laid the foundation of non-democratic trends through centralizing structure of Muslim Leauge, dissolving non democratically Sindh Assembly and Ministry of Khan Sahab in NWFP in 1948 . Despite all this, what he choiced and dreamt for Pakistan about system is undoubtedly democracy. But unfortunately being constitutionally a democratic country, Pakistan entirely fails to offer what constitutional democracies offer viz, sovereign parliament, free, fair and regular elections, supremacy of constitution, independent Judiciary, rule of law, civilian control over the armed forces, political life free from military involvement, safety to minority rights, provision of basic human needs and guarantee of freedoms of movement, expression, association and assembly. Contrary to dreams ,hopes and promises ,What Pakistan offers is the chequered history of democracy and unstable democratic process. Ironically, the country’s constitution has been abrogated twice (1958 and 1969) and suspended thrice (1977, 1999 and 2007) . More than half of its political life has been encroached by military generals. Five elected governments have been removed by army. Zulfiqar Ali Bhutto, the founder of political vibrancy, mass based politics and giver of Atomic power to Pakistan was ruthlessly executed through judicial murder. Ex-prime ministers, and Nawaz Sharif and Benazir Bhutto were exiled. Causes: Nothing exists without any reason in universe; creation of everything carries reason with itself. More ever, According to principle of â€Å"Cause and Effect† unless the root causes of any problem are not accurately identified and thoroughly diagnosed, problem can’t be solved on sustainable basis. Therefore, let’s find and discuss the causes behind such weak, vulnerable and dented face and status of democracy in Pakistan and try to reach at workable solutions. Colonial Inheritances and Institutional Imbalance. From time of its very creation, Pakistan has been experiencing institutional imbalance. Its roots go back to British period. Pakistan inherited administrative, political and legal legacies of British period . From political and adminstrative legacies point of view, Pakistan inherited high institutional imbalance characterized with strong and organized civil and military bureaucracies, weak1 Political institutions and non-democratic political parties. As a result, it lacked strong, dynamic and sustainable political institutions which could hold regular elections based on universal franchise, could build trust of masses into democracy, could protect democratic process against constitutional transgression and could provide a conducive environment for democracy to flourish and could correspond to desires and aspirations of masses. Muslim Leauge which is credited to creation of Pakistan was a movement not a well-structured and deeply rooted political entity2 that could offer post partition program, could counter the power of army and bureaucracy and could offer corresponding structure to desires and needs of masses after the partition. Besides, League was non democratic in its nature led by elitists3. Consequently, It could not produce first line aswell second line leadership embedded with love for democratic norms and values in particular and overall democratic culture in general . In this backdrop, administrative supremacy coupled with absence of elections based on universal franchise4 in particular and lack of democratic culture and process in general facilitated bureaucrats to rein the country from 1947 to 1958. Their periods is characterized with dummy and rubber stamped parliaments, abrupt and non democratic dissolutions of assemblies, political intrigues, bickering and quarrelling, inefficiency, abrupt and fast changes of regimes.

The Basic Elements of Jane Austens Pride and Prejudice Essay -- Jane

The most important things about a novel are more than one. Which can be Plot, Themes, Conflicts, Settings, Mood etc. Pride and Prejudice is a very complicated but simple play and for a new learner of Jane Austen's this work, one should have to know the basics of this novel. Under are discussed the same basics for the help of the new readers. BACKGROUND INFORMATION - BIOGRAPHY Jane Austen was born in 1775 at Steventon, Hampshire in southern England, where her father was a minister. She was the sixth child in a family of seven children. The family was very close, and Jane had a particular closeness to her sister Cassandra. Although she attended boarding school for a short while, she was mostly educated at home. Both she and Cassandra were attractive and attended country parties, neither of them married, although Jane had several proposals. Much of JaneÂ’s life is captured in the letters that she wrote to her sister, but Cassandra cut out any references there might have been about JaneÂ’s intimate, private life and her innermost thoughts. In spite of the missing information, the letters retain flashes of sharp wit and occasional coarseness. Jane began to write at a young age. Pride and Prejudice, her most popular novel, was the first to be written, although not the first published. She wrote on it for several years and finally completed it as First Impressions in 1797. It, however, was not accepted for publication until 1813, when it appeared with its current version with its new title. As a result, Sense and Sensibility was published first, in 1811. Her other four novels, Mansfield Park, Emma, Northanger Abbey, and Persuasion were all published between 1814 and 1818. She also wrote six minor works and one unfinished novel. B... ...indiscreet mother, WickhamÂ’s false accounts of him, and ElizabethÂ’s own prejudice against him. Elizabeth finds him exceedingly proud and at first strongly dislikes him. Climax A high point in the rising action is LydiaÂ’s elopement, for it threatens to thwart the relationship between Darcy and Elizabeth, but, on the contrary, it gives Darcy an opportunity to prove his love for Elizabeth by using his influence to get Wickham to marry Lydia. In turn, Elizabeth realizes the true worth of Darcy. When Darcy proposes to her a second time, he has lost his pride and she has given up her prejudice. The climax occurs when she eagerly accepts his proposal. Outcome This plot ends in comedy for Darcy accomplishes his goal, winning the love of Elizabeth and her hand in marriage. I hope these all will be more than helpful to the new readers of Pride and Prejudice.

“300” Compare/Contrast Essay Essay

In this essay, I am going to compare and contrast three significant events in the film of 300. First, I will discuss the events leading up to the historical battle at Thermopylae. Then, I will compare the movie version battles at Thermopylae with historical accounts. Finally, I will contrast events after Thermopylae between the movie and actual history. As I recall, when I saw the movie several months ago (it’s not available for reviewing again from Blockbuster until July 31, 2007), the most significant event before the great battle was the visit of the Persian diplomats to King Leonidas offering him and his family great wealth and position with no one getting killed in a needless war, if he would only submit to Xerxes as ruler of a new Persian-Grecian Empire. When Leonidas and his outspoken wife asked them about the preservation of the Greek way of life, that is, freedom and democracy, the offer quickly turned into a threat, the threat of total destruction for Greek culture and a life of slavery for any Greek survivors. When the diplomats scolded the wife of Leonidas for interrupting their â€Å"man-to-man† talk with her criticisms, Leonidas became so furious that these strangers came into a king’s home, insulted his queen, that he threw them down to their death in a large, very, very deep well. There is no historical account that this is the way it really happened. But I think is was probably a good guess by Hollywood how negotiations may have gone except for the killings. I believe that was Hollywood overkill. It is historical fact that the Spartan woman was the most highly respected, independent woman in all the Greek city-states, but diplomats do not usually get murdered over verbal disagreements. After all, they only carry the message. They do not make policy. If these messengers don’t come back alive, they won’t be sent. They were a very important means of communication between armies in those days. In most cases, just the presence of the Persian million-man army scared the invaded city or country into surrendering or face certain defeat from so many soldiers. The basic movie is about two opposing armies, the Persians against the Greeks (led by 300 Spartans), meeting at the pass at Thermopylae to determine whether Greece would survive as the only democracy on earth or be conquered by the great Persian Empire expanding into Europe. On the Persian side,  their army had hundreds of thousands of soldiers ready to fight. On the Greek side, they only had approximately 1500 to defend the pass but, only when Leonidas knew for sure that he would be surrounded and that defeat was likely, he sent them all back to safety except for himself and 300 of his best Spartan warriors to defend the pass and slow down the Persian invasion while other Greek armies were being organized. I believe that this movie is quite accurate according to the historical events that took place during the time of 480 B.C. However, I think some events in the movie are not accurate such as all of those mystical-looking creatures that supposedly existed back then and used in tim es of war. This was bordering more on fantasy to make the movie more appealing to a younger audience instead of just those who follow history. The part of the movie which I think is accurate is Sparta’s army being very strong and disciplined. The Spartans had a good strong leader in Leonidas, constant combat training since they were children, and had superior weapons that were a part of them. The Persians, on the other hand, had many soldiers but there weapons and lack of armor were lighter because of the long distances the Persians had to travel to get to Greece. The movie showed the Spartans to have superior weaponry such as longer spears to resist charges, shorter swords for quick strokes during close-in combat to cut through Persian wicker-type shields, larger metal shields to deflect sword and arrow attacks. This is very accurate, historically. The movie also showed the Spartans to be very muscular and in top physical shape. Again, this is true because the Spartan child (if he was not abandoned in the hillside for being physically defective at birth) would be taken from his home at the age of seven to lead a very hard, military lifestyle until he was tweny-one years old, at which time he would go into the army as a fully trained soldier ready to do battle for the glory of Sparta. I think the movie was pretty much basically over after the battle of Thermopylae was done but, historically, this battle, even though it was a loss, was only the beginning of the Greek victory over Persia. Once word got back to other Greek city-states, it so inspired them to unite as one Greek nation to defend their freedom and culture as the Spartans had defended it, to the death. The Athenian navy finished off the Persian navy at the   of Salamis and destroyed the only way the Persians could have supplied their army if Persia was to hold conquered territory. Sources: http://en.wikipedia.org/wiki/300_the_movie300 The movie, by Warner Bros.

Lena Baker vs Annette Lyes

The Lena Baker and Anjette Lyles are two-court cases that are very questionable in court decision. Lena Baker shot and kill Ernest B. Knight who had remove her from her home and locked in a the gristmill. Baker was sentenced to Death. Anjette Lyles was a woman who murder four people Ben F. Lyles Jr who was her first husband, Joe Neal Gabbert who was her second husband, Julia Lyles who was her former mother in law and Marcia her daughter. She was sentenced to the State Hospital for the Insane in Milledgeville. Georgia's In Lena Case, the Judge put to gun on the stand to intimidate the court to give him the verdict.Her trail lasted less than day. Even with the right to fast and speedy trail in my opinion that was to fast for the defense to cast enough doubt in any juror mind. The Judge gun influenced the jury to give him the verdict he wants. Those two alone is enough for a mistrial. The Governor granted Lena a sixty-day reprieve so that the Board of Pardons and Parole could review the case. In January 1945, the board denied clemency. Baker's execution date was rescheduled for March 5, 1945. She was taken to Reidsville State Prison on February 23, 1945.Sixty years later the state of Georgia accounted that it had made a mistake and that Lena Baker should have been sentenced to a lesser serious crime. I think that the death should be removed from the books because innocent people are sentenced to death each year. The Death pleanty here was unreasonable everyone knew what was happening was wrong but still happened. In the Anjette case, her poison four people . Anjette plan these murder out and commit them. She had her trail and was sentenced to death. She would have been the first white woman sentenced to death and people were not happy about that.The governor step in and appointed a sanity commission consisting of a psychiatrist, psychologist, and medical doctor to examine Lyles. The conclusion the team presented to the Board of Pardons and Paroles was that the pri soner was insane. The Board commuted her death sentence, and Lyles was sent to the State Hospital for the Insane in Milledgevillethe Insanity plea in this case was unreasonable everyone knew what was happening was wrong but still happened. took form Document by Mr. Sutton Word for Word. 2005 took form Document by Mr. Sutton Word for Word.

Free Essays on The Moon

The Moon is the only natural satellite of Earth: orbit: 384,400 km from Earth diameter: 3476 km mass: 7.35e22 kg Called Luna by the Romans, Selene and Artemis by the Greeks, and many other names in other mythologies. The Moon, of course, has been known since prehistoric times. It is the second brightest object in the sky after the Sun. As the Moon orbits around the Earth once per month, the angle between the Earth, the Moon and the Sun changes; we see this as the cycle of the Moon's phases. The time between successive new moons is 29.5 days (709 hours), slightly different from the Moon's orbital period (measured against the stars) since the Earth moves a significant distance in its orbit around the Sun in that time. Due to its size and composition, the Moon is sometimes classified as a terrestrial "planet" along with Mercury, Venus, Earth and Mars. The Moon was first visited by the Soviet spacecraft Luna 2 in 1959. It is the only extraterrestrial body to have been visited by humans. The first landing was on July 20, 1969 (do you remember where you were?); the last was in December 1972. The Moon is also the only body from which samples have been returned to Earth. In the summer of 1994, the Moon was very extensively mapped by the little spacecraft Clementine and again in 1999 by Lunar Prospector. The gravitational forces between the Earth and the Moon cause some interesting effects. The most obvious is the tides. The Moon's gravitational attraction is stronger on the side of the Earth nearest to the Moon and weaker on the opposite side. Since the Earth, and particularly the oceans, is not perfectly rigid it is stretched out along the line toward the Moon. From our perspective on the Earth's surface we see two small bulges, one in the direction of the Moon and one directly opposite. The effect is much stronger in the ocean water than in the solid crust so the water bulges are higher. And because the Earth rotates much faster than the Moon... Free Essays on The Moon Free Essays on The Moon The Moon is the only natural satellite of Earth: orbit: 384,400 km from Earth diameter: 3476 km mass: 7.35e22 kg Called Luna by the Romans, Selene and Artemis by the Greeks, and many other names in other mythologies. The Moon, of course, has been known since prehistoric times. It is the second brightest object in the sky after the Sun. As the Moon orbits around the Earth once per month, the angle between the Earth, the Moon and the Sun changes; we see this as the cycle of the Moon's phases. The time between successive new moons is 29.5 days (709 hours), slightly different from the Moon's orbital period (measured against the stars) since the Earth moves a significant distance in its orbit around the Sun in that time. Due to its size and composition, the Moon is sometimes classified as a terrestrial "planet" along with Mercury, Venus, Earth and Mars. The Moon was first visited by the Soviet spacecraft Luna 2 in 1959. It is the only extraterrestrial body to have been visited by humans. The first landing was on July 20, 1969 (do you remember where you were?); the last was in December 1972. The Moon is also the only body from which samples have been returned to Earth. In the summer of 1994, the Moon was very extensively mapped by the little spacecraft Clementine and again in 1999 by Lunar Prospector. The gravitational forces between the Earth and the Moon cause some interesting effects. The most obvious is the tides. The Moon's gravitational attraction is stronger on the side of the Earth nearest to the Moon and weaker on the opposite side. Since the Earth, and particularly the oceans, is not perfectly rigid it is stretched out along the line toward the Moon. From our perspective on the Earth's surface we see two small bulges, one in the direction of the Moon and one directly opposite. The effect is much stronger in the ocean water than in the solid crust so the water bulges are higher. And because the Earth rotates much faster than the Moon...

Question Assignment Example | Topics and Well Written Essays - 500 words

Question - Assignment Example He also said that death is nothing compared to injustice (48b6-7) Socrates perceive the â€Å"Laws† from the point of gratitude that Athens provided him the birthplace, raised and took care of him. He was also educated in Athens and protected him and his fellow citizens. It is therefore incumbent upon him to obey the state as it raised and took care of him. This tacit contract is enforceable for as long as one stays in Athens. If one is not amenable to follow the laws of Athens or state, one is free to leave Athens and go somewhere else. But if they chose to stay, they must submit to the laws of the state. and if they do not like what they see, they are free to take their property and go wherever they please. However, if they choose to stay in Athens, they are actively submitting themselves to the Laws of Athens, and must abide by them no matter what.   Gadfly is a harsh critic of the status quo who is already contented with how things are done even if they are in slumber. The term was used in one of the most inflammatory arguments in the Apology was when Socrates described himself as a gadfly who is stinging a lazy horse which is a state. The personalities I can think of in history that is appropriate to be called a gadfly are Luther Martin Luther King and Rosa Parks. Martin Luther King is a gadfly because he went against the status quo of discrimination and removed the injustice against African American. Rosa Parks on the other hand went against the patriarchal society and asserted the equal rights of

JP Morgan Case Study Example | Topics and Well Written Essays - 1250 words

JP Morgan - Case Study Example These laws are meant to regulate the financial markets in US. Impact of Federal interest rate hikes may deter investment because it costs more to borrow. Interest rates in USA remained in between 4%-5% in 2009. Strong dollar may make exporting more difficult because it may raise the price in terms of foreign currency. Declining personal savings rate.In September 2005, the personal saving rate as a percentage of disposable income was negative implying US consumers spent more than 100% of their monthly income. 3. Social Factors determine the way the society in groups behaves because of cultural factors. In US Increasing minority Population, increasing retiree Population, have their impact on the financial behaviour of the US saving and expenditure rate and ways. Customer Loyalty is very much determining sustenance of a business for long. J P Morgan has built this customer loyalty by strong brand equity.. 4. Technological Factors: The fast changing financial world of US and UK such as highly computerised service, online banking, insurance and IT integration of lending institutions have sizeable impact on the financial services of JP Morgan. 5. Ecological: Every business today is responsible for maintaining the ecological balance directly or indirectly. J P Morgan is active in taking up and investing in environmental projects to carry out this responsibility 6.Legal framework of US, UK and other countries where J P Morgan function has undergone fundamental changes on account of introduction of stringent law after sub-prime lending debacle having impact on the financial services of the company. Impact of insurance industry after deregulations has strong effect on the business operation US Financial Services Industry: An Analysis www.researchandmarkets.com/.../us_financial_services_industry_an_analysis.pdf SWOT analysis is to make a long list of every factor that defines the company's situation. JP Morgan as financial global company has several strength that sustained the company against tough competition. Strengths JP Morgan is a leading global financial brand with recorded revenues of $71,372 million during the fiscal year ended December 2007, an increase of 15.1% over 2006. The operating profit of the company was $22,805 million during the fiscal year 2007, an increase of 14.7% over 2006. The net profit was $15,365 million during the fiscal year 2007, an increase of 6.4% over 2006. They have extensive retail distribution network, high quality asset investments and Capital strength. Weaknesses Sub-prime exposure in the US and UK shook the entire financial world. Several months before the U.S. sub-prime mortgage crisis surfaced, JP Morgan had detected accumulated such sub- prime risks associated with mortgage securities. The company dumped those risky assets and could avoid being trapped deeper. Opportunities J P Morgan diversified in banking and brokerage global