Questions On Writing And Writing - 2021 Words

Post #1 http://forums.atozteacherstuff.com/index.php?threads/i-completely-lost-my-temper-in-front-of-my-students-am-i-in-trouble.194989/ I completely lost my temper in front of my students. Am I in trouble? Hi, everybody. My seniors are the meanest bunch of students I have this year. They are so lazy, immature, and disrespectful. They always roll their eyes at me and tell me that when I assign them a book to read that I am inhuman. I have this one kid in my senior class whom I have kicked out twice. He talks back and is very disrespectful and disruptive. Today, I yelled at him and asked him to leave. I just told him, Please leave my classroom right now. After he left, my class was acting like a bunch of smart Alecs. They refused to†¦show more content†¦To start, I think it would be beneficial for you to change your perspective. It sounds like you have already thrown in the towel with this group of seniors and is now at the point where you want to cover yourself because you feel like you did something wrong. You mentioned in your post that you started to lose your temper and started to yell at them. You’ve said, â€Å"I can’t deal with this stupidity any more† and seems to be second-guessing how you reacted to the situation with your seniors when it caused you to loose your cool. I wondered if you have lost your cool before and have said any other hurtful things to describe the students’ behavior. When you say that they are the meanest bunch of students and that they are lazy, immature and disrespectful, you are focusing on things that you cannot control and is saying that there is nothing you can do. You are also questioning if you need to tell the principal about your outburst and if you should bring your students some treats to â€Å"make-up† for how you responded to them. Let’s take a look at the things you can control when it comes to your students and possible ways to address the aftermath of your outburst. The pressing issue is that the students are not behaving properly. They are not receptive to instruction and are not completing the work assigned to them. How about you establish some new expectations for them? Currently, they are not fond of you and are not doing what is required of them. I think it would be helpful

Ch1 Analysis Free Essays

CHAPTER 1—INTRODUCTION TO FINANCIAL REPORTING MULTIPLE CHOICE 1. Charging off equipment that cost less than $20 would be an example of the application of: a. |going concern| b. We will write a custom essay sample on Ch1 Analysis or any similar topic only for you Order Now |cost| c. |matching| d. |materiality| e. |realization| ANS:D 2. The going concern assumption: a. |is applicable to all financial statements| b. |primarily involves periodic income measurement| c. |allows for the statements to be prepared under generally accepted accounting principles| d. |requires that accounting procedures be the same from period to period| e. |none of the answers are correct| ANS:C 3. Understating assets and revenues is justified based on: a. |realization assumption| b. |matching| c. |consistency| d. |realization| e. |none of the answers are correct| ANS:E 4. The assumption that enables us to prepare periodic statements between the time that a business commences operations and the time it goes out of business is: a. |time period| b. |business entity| c. |historical cost| d. |transaction| e. |none of the answers are correct| ANS:A 5. Valuing assets at their liquidation values is not consistent with: a. |conservatism| b. |materiality| c. |going concern| d. |time period| . |none of the answers are correct| ANS:C 6. The business being separate and distinct from the owners is an integral part of the: a. |time period assumption| b. |going concern assumption| c. |business entity assumption| d. |realization assumption| e. |none of the answers are correct| ANS:C 7. The principle that assumes the reader of the financial statements is not interested in the liquidation values is: a. |conservatism| b. |matching| c. |time period| d. |realization| e. |none of the answers are correct| ANS:E 8. An accounting period that ends when operations are at a low ebb is: a. a calendar year| b. |a fiscal year| c. |the natural business year| d. |an operating year| e. |none of the answers are correct| ANS:C 9. The accounting principle that assumes that inflation will not take place or will be immaterial is: a. |monetary unit| b. |historical cost| c. |realization| d. |going concern| e. |none of the answers are correct| ANS:A 10. Valuing inventory at the lower of cost or market is an application of the: a. |time period assumption| b. |realization principle| c. |going concern principle| d. |conservatism principle| e. |none of the answers are correct| ANS:D 11. The realization principle leads accountants to usually recognize revenue at: a. |the end of production| b. |during production| c. |the receipt of cash| d. |the point of sale| e. |none of the answers are correct| ANS:D 12. The comment that â€Å"items that are not material may be recorded in the financial statements in the most economical and expedient manner possible† is representative of: a. |matching| b. |conservatism| c. |realization| d. |materiality| e. |none of the answers are correct| ANS:D 13. The assumption that deals with when to recognize the costs that are associated with the revenue that is being recognized is: a. matching| b. |going concern| c. |consistency| d. |materiality| e. |none of the answers are correct| ANS:A 14. The most significant current source of generally accepted accounting principles is the: a. |New York Stock Exchange| b. |Accounting Principles Board| c. |Accounting Research Studies| d. |AICPA committee on Accounting Procedure| e. |Financial Accou nting Standards Board| ANS:E 15. All but one of the following statements indicates a difference between the Financial Accounting Standards Board (FASB) and prior approaches. Select the one that is not a difference. a. The FASB is independent of the AICPA. | b. |The size of the board is much smaller. | c. |The FASB has broader representation. | d. |The FASB is the primary board for the development of generally accepted accounting principles. | e. |Members of the FASB serve on a full-time basis. | ANS:D 16. The Accounting Principles Board issued Opinions between: a. |1959-1973| b. |1939-1959| c. |1973-present| d. |1966-1976| e. |none of the answers are correct| ANS:A 17. The Financial Accounting Standards Board has issued statements between: a. |1960-1973| b. |1939-1959| c. |1973-present| d. 1966-1976| e. |none of the answers are correct| ANS:C 18. Accountants face a problem of when to recognize revenue. Which of the following methods of recognizing revenue is not used in practice? a. |point of sale| b. |point of order acceptance| c. |end of production| d. |receipt of cash| e. |revenue recognized during production| ANS:B 19. The organization that has by federal law the responsibility to adopt auditing standards is the: a. |New York Stock Exchange| b. |Public Company Accounting Oversight Board| c. |Accounting Principles Board| d. |Financial Accounting Standards Board| . |AICPA Committee on Accounting Procedure| ANS:B 20. By law, the setting of accounting standards is the responsibility of the: a. |AICPA Committee on Accounting Procedure| b. |New York Stock Exchange| c. |Accounting Principles Board| d. |Securities and Exchange Commission| e. |Financial Accounting Standards Board| ANS:D 21. The assumption that allows accountants to accept some inaccuracy, because of incomplete information about the future, in exchange for more timely reporting is: a. |conservatism| b. |time period| c. |business entity| d. |materiality| e. |realization| ANS:B 22. Which of the following does not relate to The Public Company Accounting Oversight Board (PCAOB)? a. |Two members of the board must be CPAs| b. |In addition to appointing the five members of the PCAOB, the SEC is responsible for the oversight and enforcement authority over the Board| c. |The PCAOB consists of five members appointed by the SEC| d. |The PCAOB is to adopt auditing standards| e. |The PCAOB is to adopt accounting standards| ANS:E 23. Understating expenses is justified based on: a. |time period assumption| b. |conservatism assumption| c. |materiality assumption| d. |matching assumption| . |none of the answers are correct| ANS:E 24. At the end of the fiscal year, an adjusting entry is made that increases salaries payable and increases salaries expense. This entry is an application of which accounting principle? a. |full disclosure| b. |materiality| c. |matching| d. |realization| e. |historical cost| ANS:C 25. Accountants provide for inflation using which of the following acc ounting principles? a. |going concern| b. |time period| c. |conservatism| d. |materiality| e. |none of the answers are correct| ANS:E 26. Which of these measurement attributes is not currently used in practice? . |historical cost| b. |relevant cost| c. |current market value| d. |current cost| e. |present value| ANS:B 27. The following data relate to Swift Company for the year ended December 31, 2008. Swift Company uses the accrual basis. Sales on credit|$250,000| Cost of inventory sold on credit|170,000| Collections from customers|220,000| Purchase of inventory on credit|150,000| Payment for purchases|140,000| Selling expenses (accrual basis)|40,000| Payment for selling expenses|45,000| Which of the following amounts represents income for Swift Company for the year ended December 31, 2008? a. $60,000| b. |$50,000| c. |$40,000| d. |$35,000| e. |$30,000| ANS:C 28. The following data relate to Rocket Company for the year ended December 31, 2008. Rocket Company uses the cash basis. Sale s on credit|$180,000| Cost of inventory sold on credit|130,000| Collections from customers|170,000| Purchase of inventory on credit|140,000| Payment for purchases|150,000| Selling expenses (accrual basis)|20,000| Payment for selling expenses|25,000| Which of the following amounts represents income for Rocket Company for the year ended December 31, 2008? a. |$30,000| b. |$5,000 loss| c. |$40,000| . |$45,000| e. |$50,000| ANS:B 29. The following data relate to Gorr Company for the year ended December 31, 2008. Gorr Company uses the accrual basis. Sales for cash|$200,000| Sales for credit| 220,000| Cost of inventory sold | 180,000| Collections from customers| 300,000| Purchases of inventory on credit| 190,000| Payment for purchases| 180,000| Selling expenses (accrual basis)| 50,000| Payment for selling expenses| 60,000| Which of the following represents income for Gorr Company for the year ended December 31, 2008? a. |$180,000| b. |$185,000| c. |$190,000| d. |$200,000| e. none of the a nswers are correct| ANS:C 30. The following data relate to Falcon Company for the year ended December 31, 2008. Falcon Company uses the cash basis. Sales for cash|$180,000| Sales for credit| 190,000| Cost of inventory sold| 210,000| Collections from customers| 350,000| Purchases of inventory on credit| 200,000| Payment for purchases| 220,000| Selling expenses (accrual basis)| 60,000| Payment for selling expenses| 70,000| Which of the following amounts represents income for Falcon Company for the year ended December 31, 2008? a. |$90,000| b. |$80,000| c. |$70,000| d. $60,000| e. |none of the answers are correct| ANS:D 31. Other than December, the most popular month for fiscal year-end is: a. |January| b. |March| c. |June| d. |September| e. |October| ANS:D TRUE/FALSE 1. In order to determine the economic success of a grocery store, we should view it as separate from the other resources that are owned by this individual. ANS:T 2. Many of our present financial statement figures would be misleading if it were not for the going concern assumption. ANS:T 3. The going concern assumption does not influence the classification of assets and liabilities. ANS:F 4. The most accurate way to account for the success or failure of an entity is to accumulate all transactions from the opening of business until the business eventually liquidates. ANS:T 5. An entity usually cannot reasonably account for the profits related to inventory until that inventory is sold in the normal course of business. ANS:T 6. To the extent that money does not remain stable, it loses its usefulness as the standard for measuring financial transactions. ANS:T 7. A loss in value of money is called inflation. ANS:T 8. At the time of originally recording a transaction, historical cost also represents the fair market value. ANS:T 9. It would always be conservative to value inventory at market. ANS:F 10. Accountants normally recognize revenue when cash is received. ANS:F 11. The 1933 and 1934 U. S. federal securities laws virtually gave the Securities and Exchange Commission (SEC) authority and responsibility for the development of generally accepted accounting principles. ANS:T 12. The Statements of Financial Accounting Concepts are intended to provide the Financial Accounting Standards Board with a common foundation and the basic underlying reasoning on which to consider the merits of various alternative accounting principles. ANS:T 13. Eventually, the Financial Accounting Standards Board intends to evaluate current principles in terms of the concepts established in the Financial Accounting Concepts. ANS:T 14. Financial Accounting Concepts establish generally accepted accounting principles. ANS:F 15. According to the second Financial Accounting Concept, those characteristics of information that make it a desirable commodity can be viewed as a hierarchy of qualities, with understandability and usefulness for decision making of most importance. ANS:T 16. Performance indicators for nonbusiness organizations are usually formal budgets and donor restrictions. ANS:T 17. Reasonable inaccuracies of accounting for an entity, short of its complete life span, are accepted. ANS:T 18. Using the business entity assumption, the financial statements are prepared separate and distinct from the owners of the entity. ANS:T 19. The time period assumption indicates that the entity will remain in business for an indefinite period time. ANS:F 20. Timeliness is a pervasive constraint imposed upon financial accounting information. ANS:F 21. Relevance and reliability are two primary qualities that make accounting information useful for decision making. ANS:T 22. Predictive value, feedback value, and timeliness are ingredients needed to ensure that the information is reliable. ANS:F 23. Decision usefulness is a pervasive constraint imposed upon financial accounting information. ANS:F 24. Relevance is a quality requiring that the information be timely and that it also have predictive value or feedback value or both. ANS:T 25. The SEC has the authority to determine generally accepted accounting principles and to regulate the accounting profession. ANS:T 26. Some industry practices lead to accounting reports that do not conform to the general theory that underlies accounting. ANS:T 27. All important events that influence the prospects for the entity are recorded and therefore are reflected in the financial statements. ANS:F 28. The accrual basis of accounting recognizes revenue when realized (realization concept) and expenses when incurred (matching concept). ANS:T 29. The cash basis recognizes revenue when cash is received and expenses when cash is paid. ANS:T 30. The accountant records only the events that affect the financial position of the entity and that can be reasonably determined in monetary terms. ANS:T 31. The Sarbanes-Oxley Act has far-reaching consequences for financial reporting and the CPA profession. ANS:T 32. Among the many responsibilities of the PCAOB is to adopt accounting standards. ANS:F 33. For a public company, the SEC requires that a report be filed annually on its internal control systems. ANS:T 34. The Sarbanes-Oxley Act has had an insignificant effect on the relationship between the company and the internal auditor. ANS:F 35. Reporting under Sarbanes-Oxley revealed that very few companies had material weaknesses in their controls and processes. ANS:F 36. Private companies are required to report under Sarbanes-Oxley. ANS:F 37. Some firms question the costs/benefits of implementing Sarbanes-Oxley. ANS:T 38. For many companies that use December 31 for the year-end, we cannot tell if December 31 was selected because it represents a natural business year or if it was selected to represent a calendar year. ANS:T 39. Accounting Trends Techniques is a compilation of data obtained by a survey of 600 annual reports to stockholders undertaken for the purpose of analyzing the accounting information disclosed in such reports. ANS:T 40. Many companies are on a 51-52 week fiscal year. ANS:F 41. The Sarbanes-Oxley Act has materiality implications. ANS:T 42. Web sites are not very useful when performing analysis. ANS:F 43. Accounting standards codification TM reorganizes the accounting pronouncements into approximately 90 accounting topics. ANS:T 44. Accounting standards codification TM addresses U. S. GAAP for nongovernmental entities. ANS:T PROBLEMS 1. Required: Listed below are several accounting principles and assumptions. Match the letter of each with the appropriate statement. a. Business entity|e. Historical cost|i. Full disclosure| b. Going concern|f. Conservatism|j. Verifiability| c. Time period|g. Realization|k. Materiality| d. Monetary unit|h. Consistency|l. Industry practices| 1. |Some industry practices lead to accounting reports that do not conform to the general theory that underlies accounting. | 2. |Requires the accountant to adhere as closely as possible to verifiable data. | 3. |Requires the entity to give the same treatment to comparable transactions. | 4. |Directs that the measurement that has the least favorable effect on net income and financial position in the current period be selected. 5. |The decision is made to accept some inaccuracy because of incomplete information about the future in exchange for more timely reporting. | 6. |Involves the relative size and importance of an item to a firm. | 7. |A reasonable summarization of financial information is required. | 8. |Deals with the problem of when to recognize revenue. | 9. |The primary value that is used for financial statem ents. | 10. |Standard of measure for financial statements. | 11. |The assumption that the entity being accounted for will remain in business for an indefinite period of time. 12. |Assumption that a business’s financial statements are separate and distinct from the personal transactions of the owners. | ANS: 1. |l| 2. |j| 3. |h| 4. |f| 5. |c| 6. |k| 7. |i| 8. |g| 9. |e| 10. |d| 11. |b| 12. |a| 2. Required: State the accounting principle or assumption that is most applicable: a. |The company uses the same accounting principle from period to period. | b. |Financial statements are prepared periodically. | c. |Subscriptions paid in advance are recorded as unearned subscription income. | d. |All significant financial transactions are reported. | e. Personal transactions of the stockholders are not recorded on the company’s financial statements. | f. |Land is recorded at $10,000, which was the amount paid. Current value of the land is $25,000. | g. |The accountants determine that the company is in danger of going bankrupt and therefore refuse to certify the statements as prepared according to generally accepted accounting principles. | h. |The company loses a major customer and does not record a loss. | ANS: a. |consistency| b. |time period| c. |realization| d. |full disclosure| e. |business entity| f. |historical cost| g. |going concern| h. |transaction approach| . Listed below are ten interrelated elements that are directly related to measuring performance and status of an enterprise according to SFAC No. 6, â€Å"Elements of Financial Statements. † a. Assets|f. Comprehensive income| b. Liabilities|g. Revenues| c. Equity|h. Expenses| d. Investments by owners|i. Gains| e. Distribution to owners|j. Losses| Required: Match the letter with the appropriate definition. 1. |Probable future sacrifices of economic benefits arising from present obligations of a particular entity to transfer assets or provide services to other entities in the future as a result of past transactions or events. 2. |Increases in the equity of a particular business enterprise resulting from transfers to the enterprise from other entities of something of value to obtain or increase ownership interests (or equity) in it. Assets are most commonly received as investments by owners, but that which is received may also include services or satisfaction or conversion of liabilities of the enterprise. | 3. |A decrease in the equity of a particular business enterprise resulting from transferring assets, rendering services, or incurring liabilities by the enterprise to owners. Decreases ownership interest (or equity) in an enterprise. | 4. |Decreases in the equity (net assets) from peripheral or incidental transactions of an entity and from all other transactions and other events and circumstances affecting the entity during a period, except those that result from expenses or distributions to owners. | 5. |Outflows or other consumption or using up of assets or incurrences of liabilities (or a combination of both) from delivering or producing goods, rendering services, or carrying out other activities that onstitute the entity’s ongoing major or central operations. | 6. |The change in equity (net assets) of a business enterprise during a period from transactions and other events and circumstances from nonowner sources. It includes all changes in equity during a period, except those resulting from investments by owners and distributions to owners. | 7. |Probable future economic benefits obtained or controlled by a particular entity as a result of past transactions or events. | 8. |The residual interest in the assets of an entity after deducting its liabilities. 9. |Inflows or other enhancements of assets of an entity or settlements of its liabilities (or a combination of both) from delivering or producing goods, rendering services, or engaging in other activities that constitute the entity’s ongoing major or central operations. | 10. |Increases in the equity (net assets) from peripheral or incidental transactions of an entity and from all other transactions and other events and circumstances from revenues or investments by owners. | ANS: 1. |b| 2. |d| 3. |e| 4. |j| 5. |h| 6. |f| 7. |a| 8. |c| 9. |g| 10. |i| 4. Listed below are several qualitative characteristics. a. |understandability| b. |usefulness for decision making| c. |relevance| d. |reliability| e. |predictive| f. |feedback value| g. |timely| h. |verifiable| i. |representational faithfulness| j. |neutrality| k. |comparability| l. |materiality| m. |benefits of information should exceed its cost| Required: Match the letter (or letters) that goes with each statement. 1. |Two constraints included in the hierarchy. | 2. |For this quality, the information needs to have predictive and feedback value and be timely. | 3. These are the qualitative characteristics that are viewed as having the most importance. | 4. |SFAC No. 2 indicates that to be reliable, the information needs to have these characteristics. | 5. |Interacts with relevance and reliability to contribute to the usefulness of information. | 6. |Two primary qualities that make accounting information useful for decision making. | 7. |For this quality, the information must be verifi able, subject to representational faithfulness, and neutral. | 8. |SFAC No. 2 indicates that to be relevant, the information needs to have these characteristics. | ANS: 1. |l, m| 2. |c| 3. |a, b| 4. |h, i, j| 5. |k| 6. |c, d| 7. |d| 8. |e, f, g| 5. Listed below are ten phrases with the appropriate abbreviation. a. |Generally Accepted Accounting Principles (GAAP)| b. |Securities and Exchange Commission (SEC)| c. |American Institute of Certified Public Accountants (AICPA)| d. |Accounting Principles Board (APB)| e. |Financial Accounting Standards Board (FASB)| f. |Statements of Financial Standards (SFAS)| g. |Discussion Memorandum (DM)| h. |Statements of Position (SOP)| i. |Emerging Issues Task Force (EITF)| j. |Financial Reporting Releases (FRRs)| k. The Public Company Accounting Oversight Board (PCAOB)| Required: Match the letter with the appropriate definition. 1. |Issued by the SEC and give the SEC’s official position on matters relating to financial reports. | 2. |Accounting principles that have substantial authoritative support. | 3. |A task force of representatives from the accounting profession created by the FASB to deal with emerg ing issues of financial reporting. | 4. |Created by the Securities Exchange Act of 1934. | 5. |Issued by the Accounting Standards Division of the AICPA to influence the development of accounting standards. 6. |A professional accounting organization whose members are certified public accountants (CPAs). | 7. |Issued official opinion on accounting standards between 1959-1973. | 8. |This board issues four types of pronouncements: (1) Statements of Financial Accounting Standards (SFAS), (2) Interpretations, (3) Technical Bulletins, and (4) Statements of Financial Accounting Concepts (SFAC). | 9. |Presents all known facts and points of view on a topic; issued by the FASB. | 10. |Issued by the Financial Accounting Standards Board (FASB) and establish GAAP for specific accounting issues. 11. |Responsible for adopting auditing standards. | ANS: 1. |j| 2. |a| 3. |i| 4. |b| 5. |h| 6. |c| 7. |d| 8. |e| 9. |g| 10. |f| 11. |k| 6. Listed below are Concept Statements. a. |Statement of Financial Ac counting Concepts No. 1| b. |Statement of Financial Accounting Concepts No. 2| c. |Statement of Financial Accounting Concepts No. 3| d. |Statement of Financial Accounting Concepts No. 4| e. |Statement of Financial Accounting Concepts No. 5| f. |Statement of Financial Accounting Concepts No. 6| g. |Statement of Financial Accounting Concepts No. 7| Required: Match the letter that goes with each Concept Statement title. 1. |Objectives of Financial Reporting by nonbusiness| 2. |Elements of Financial Statements of Business Enterprises| 3. |Qualitative Characteristics of Accounting Information| 4. |Elements of Financial Statements (a replacement of No. 3)| 5. |Objective of Financial Reporting by Business Enterprises| 6. |Recognition and Measurement in Financial Statements of Business Enterprise| 7. |Using Cash Flow Information in Accounting Measurements| ANS: 1. |d| 2. |c| 3. |b| 4. |f| 5. |a| 6. |e| 7. |g| How to cite Ch1 Analysis, Essay examples

United Nations Convention on the Law of the Sea free essay sample

From Wikipedia, the free encyclopedia Jump to: navigation, search For maritime law in general, see Admiralty law. United Nations Convention on the Law of the Sea Signed Location December 10, 1982 Montego Bay, Jamaica Effective Condition November 16, 1994[1] 60 ratifications parties 16012] The United Nations Convention on the Law of the Sea (UNCLOS), also called the Law of the Sea Convention or the Law of the Sea treaty, is the international agreement that resulted from the third United Nations Conference on the Law of the Sea (UNCLOS Ill), which took place from 1973 through 1982. The Law of the Sea Convention defines the rights and responsibilities of nations in their use of the worlds oceans, establishing guidelines for businesses, the environment, and the management of marine natural resources. The Convention, concluded in 1982, replaced four 1958 treaties. UNCLOS came into force in 1994, a year after Guyana became the 60th state to sign the treaty. [l] To date, 158 countries and the European Community have Joined in the Convention. However, it is uncertain as to what extent the Convention codifies customary international law. While the Secretary General of he United Nations receives instruments of ratification and accession and the UN provides support for meetings of states party to the Convention, the UN has no direct operational role in the implementation of the Convention. There is, however, a role played by organizations such as the International Maritime Organization, the International Whaling Commission, and the International Seabed Authority (the latter being established by the UN Convention). Contents [hide] 1 Historical background 2 UNCLOS I 3 UNCLOS II 4 UNCLOS Ill 5 Part Xl and the 1994 Agreement 6 Signature and ratification 0 6. United States non-ratification References 9 External links [edit] Historical background International Ownership Treaties Antarctic Treaty System Law of the Sea Outer Space Treaty Moon Treaty International waters Extraterrestrial real estate The UNCLOS replaces the older and weaker freedom of the seas concept, dating from the 17th century: national rights were limited t o a specified belt of water extending from a nations coastlines, usually three nautical miles, according to the cannon shot rule developed by the Dutch Jurist Cornelius van Bynkershoek. All waters beyond national boundaries were considered international waters † free to ll nations, but belonging to none of them (the mare liberum principle promulgated by Grotius). In the early 20th century, some nations expressed their desire to extend national claims: to include mineral resources, to protect fish stocks, and to provide the means to enforce pollution controls. (The League of Nations called a 1930 conference at The Hague, but no agreements resulted. Using the customary international law principle of a nations right to protect its natural resources, President Truman in 1945 extended United States control to all the natural resources of its continental shelf. Other nations were quick to follow suit. Between 1946 and 1950, Argentina, Chile, Peru, and Ecuador extended their rights to a distance of 200 nautical miles to cover their Humboldt Current fishing grounds. Other nations extended their territorial seas to 12 nautical miles. By 1967, only 25 nations still used the old three-mile limit, while 66 nations had set a 12-mile territorial limit and eight had set a 200-mile limit. As of May 28, 2008, only two countries still use the three-mile limit: Jordan and Palau. [3] That limit is also used in certain Australian islands, an area of Belize, some Japanese straits, certain areas of Papua New Guinea, and a few British Overseas Territories, such as Anguilla. [edit] UNCLOS I In 1956, the United Nations held its first Conference on the Law of the Sea (UNCLOS l) at Geneva, Switzerland. UNCLOS I resulted in four treaties concluded in 1958: Convention on the Territorial Sea and Contiguous Zone, entry into force: 10 September 1964 Convention on the Continental Shelf, entry into force: 10 June 1964 Convention on the High Seas, entry into force: 30 September 1962 Convention on Fishing and Conservation of Living Resources of the High Seas, entry into force: 20 issue of breadth of territorial waters. [edit] UNCLOS II In 1960, the United Nations held the second Conference on the Law of the Sea (UNCLOS II); however, the six-week Geneva conference did not result in any new agreements. Generally speaking, developing nations and third world countries participated only as clients, allies, or dependents of United States or the Soviet Union, with no significant voice of their own. [edit] UNCLOS Ill Sea areas in international rights The issue of varying claims of territorial waters was raised in the UN in 1967 by Arvid Pardo, of Malta, and in 1973 the Third United Nations Conference on the Law of the Sea was convened in New York. In an attempt to reduce the possibility of groups of nation-states dominating the negotiations, the conference used a consensus process rather than majority vote. With more than 160 nations participating, the conference lasted until 1982. The resulting convention came into force on November 16, 1994, one year after the sixtieth state, Guyana, ratified the treaty. The convention introduced a number of provisions. The most significant issues covered were setting limits, navigation, archipelagic status and transit regimes, exclusive economic zones (EEZs), continental shelf Jurisdiction, deep seabed mining, the exploitation regime, rotection of the marine environment, scientific research, and settlement of disputes. The convention set the limit of various areas, measured from a carefully defined baseline. Normally, a sea baseline follows the low-water line, but when the coastline is deeply indented, has fringing islands or is highly unstable, straight baselines may be used. ) The areas are as follows: Internal waters Covers all water and waterways on the landward side of the baseline. The coastal state is free to set laws, regulate use, and use an y resource. Foreign vessels have no right of passage within internal waters. Territorial waters Out to 12 nautical miles from the baseline, the coastal state is free to set laws, regulate use, and use any resource. Vessels were given the right of innocent passage through any territorial waters, with strategic straits allowing the passage of military craft as transit passage, in that naval vessels are allowed to maintain postures that would be illegal in territorial waters. Innocent passage is defined by the convention as passing through waters in an expeditious and continuous manner, which is not prejudicial to the peace, good order or the security of the coastal state. Fishing, polluting, weapons practice, and spying are not innocent, and submarines and other underwater vehicles are required to navigate on the surface and to show their flag. Nations can also temporarily suspend innocent passage in specific areas of their territorial seas, if doing so is essential for the protection of its security. Archipelagic waters The convention set the definition of Archipelagic States in Part IV, which also defines how the state can draw its territorial borders. A baseline is drawn between the outermost points of the outermost islands, subject to these points being sufficiently lose to one another. All waters inside this baseline are designated Archipelagic Waters. The state has full sovereignty over these waters (like internal waters), but territorial waters). Contiguous zone Beyond the 12 nautical mile limit there was a further 12 nautical miles or 24 nautical miles from the territorial sea baselines limit, the contiguous zone, in which a state could continue to enforce laws in four specific areas: pollution, taxation, customs, and immigration. Exclusive economic zones (EEZs) Extends from the edge of the territorial sea out to 200 nautical miles from the aseline. Within this area, the coastal nation has sole exploitation rights over all natural resources. In casual use, the term may include the territorial sea and even the continental shelf. The EEZs were introduced to halt the increasingly heated clashes over fishing rights, although oil was also becoming important. The success of an offshore oil platform in the Gulf of Mexico in 1947 was soon repeated elsewhere in the world, and by 1970 it was technically feasible to operate in waters 4000 metres deep. Foreign nations have the freedom of navigation and overflight, subject to the egulation of the coastal states. Foreign states may also lay submarine pipes and cables. Continental shelf The continental shelf is defined as the natural prolongation of the land territory to the continental margins outer edge, or 200 nautical miles from the coastal states baseline, whichever is greater. States continental shelf may exceed 200 nautical miles until the natural prolongation ends. However, it may never exceed 350 nautical miles from the baseline; or it may never exceed 100 nautical miles beyond the 2,500 meter isobath (the line connecting the depth of 2,500 meters). Coastal states have the right to harvest mineral and non-living material in the subsoil of its continental shelf, to the exclusion of others. Coastal states also have exclusive control over living resources attached to the continental shelf, but not to creatures living in the water column beyond the exclusive economic zone. Aside from its provisions defining ocean boundaries, the convention establishes general obligations for safeguarding the marine environment and protecting freedom of scientific research on the high seas, and also creates an innovative legal regime for controlling mineral resource xploitation in deep seabed areas beyond national Jurisdiction, through an International Seabed Authority and the Common heritage of mankind principle. 4] Landlocked states are given a right of access to and from the sea, without taxation of traffic through transit states. [edit] Part Xl and the 1994 Agreement Part Xl of the Convention provides for a regime relating to minerals on the seabed outside any states territorial waters or EEZ (Exclusive Economic Zones). It establishes an International Seabed Authority (ISA) to authoriz e seabed exploration and mining and collect and distribute the seabed mining royalty. The United States objected to the provisions of Part Xl of the Convention on several grounds, arguing that the treaty was unfavorable to American economic and security interests. Due to Part X, the United States refused to ratify the UNCLOS, although it expressed agreement with the remaining provisions of the Convention. From 1983 to 1990, the United States accepted all but Part Xl as customary international law, while attempting to establish an alternative regime for exploitation of the minerals of the deep seabed. An agreement was made with other seabed mining nations and licenses were granted to our international consortia. Concurrently, the Preparatory Commission was recognized claims by applicants, sponsored by signatories of the Convention. Overlaps between the two groups were resolved, but a decline in the demand for minerals from the seabed made the seabed regime significantly less relevant. In addition, the decline of Socialism and the fall of Communism in the late 1980s had removed much of the support for some of the more contentious Part Xl provisions. In 1990, consultations were begun between signatories and non-signatories (including he United States) over the possibility of modifying the Convention to allow the industrialized countries to Join the Convention. The resulting 1994 Agreement on Implementation was adopted as a binding international Convention. It mandated that key articles, including those on limitation of seabed production and mandatory technology transfer, would not be applied, that the United States, if it became a member, would be guaranteed a seat on the Council of the International Seabed Authority, and finally, that voting would be done in groups, with each group able to block decisions on substantive matters. The 1994 Agreement also established a Finance Committee that would originate the financial decisions of the Authority, to which the largest donors would automatically be members and in which decisions would be made by consensus. [edit] Signature and ratification ratified signed, but not yet ratified did not sign Opened for signature.

The American Flag And Its Growing Controversy Essays -

The American Flag And Its Growing Controversy The American Flag and its Growing Controversy Step 1: Details The American flag, to many, is the symbol of life and liberty. Freedom from oppression and the ability to run one's own life with minimal government intervention is what our country fought for all those years ago. The day after the SpanishAmerican War was declared, schools mandated the worship of the flag (Kaminer). So, when the issue of burning our great flag arises, everyone should be against it, right? Well, not exactly. The first amendment of the Constitution states that American citizens have the right to express themselves through free speech. Essentially, burning the American flag is speech without dialogue. Therefore, according to the Constitution, flag desecration is legal. However, flag protectionists are not going to give up that easy. The main controversy surrounding this issue is whether an amendment forbidding flag burning would infringe on our first amendment rights. In 1989, the Supreme Court ruled that flag desecration was protected under our first amendment rights. In 1995, a constitutional amendment that would have given Congress the power to ban flag desecration was introduced to the Senate and the House of Representatives (Kaminer). The amendment passed through the House but failed in the Senate by a mere three votes. In February 1997, a similar amendment was again introduced to the Senate and the House Sell 2 Of Representatives (Kaminer). It also failed, but it does show the growing concern about the issue of flag burning. Protectors of the flag argue that burning an American flag is like spitting in the face of America and its democracy. On the other hand, flag burners argue that under America's democracy, they were given the right to express themselves freely. Obviously, this issue may never be settled with a positive outcome. Some arguments that flag burners have raised in their own defense include such things as having a flag bumper sticker on a car. They believe that if they cannot burn a flag because it is considered desecration, then an old, faded bumper sticker should be considered desecration as well (Apel). This brings up a valid point. Who decides where the line should be drawn between desecration and patriotism? Step 2: Obligations, Ideals, and Consequences As this issue continues to be brought up in our government, the obligations for everyone involved will continue to rise. Congress has the most important obligation of all. They are not only obligated to resolve the issue, but they are also obligated to American citizens in a way that is supposed to be unbiased. On the other hand, citizens are also obligated to understand and respect the government's decision. Not everyone is going to be happy no matter what decision is made, so we as a society are obligated to respect each other's views and morals. Ideals play a very important role in the issue of flag desecration. Ideals serve as the basis for actions. Obviously, social responsibility is an ideal that needs to surface when an issue is dealing with the Constitution. If an amendment is ever added to the Sell 3 Constitution making desecration of the flag illegal, the public has to be ready to deal with it, and follow it. Our government, however, needs to practice the ideal of fairness and integrity when such an issue is brought up. They need to listen to all sides and decide which course of action will contribute to the greater good of the country. After this issue is finally settled, it will be interesting to learn what consequences are adopted for flag burning (considering it becomes illegal). It will also be interesting to find out where the line would be drawn for flag desecration. Who knows? I might be arrested for wearing my flag swimming trunks to the beach. Again, our government has to be prepared to back up their decision, and that includes such consequences as dealing with protestors. Step 3: Possible Courses of Action Coming to a decision on this issue is going to take time. There will be a group, or groups that will feel like they have been cheated. Nevertheless, they need to realize that the government is taking what they feel is the best possible course

In Retrospect essays

In Retrospect essays Robert McNamara In Retrospect Random House New York, 1995 Vietnam had long since been a place of controversy, and where our government focused its fear of communism for many years. Throughout the Kennedy and Johnson administrations the government maintained that the war between the Communist north and the south can only be won by the South Vietnamese, and that our military cannot win it for them. It stressed that the fall of South Vietnam to communism would threaten the rest of the western world. Robert McNamara, the Secretary of Defense during the Kennedy and Johnson administrations, wrote In Retrospect because he wanted to Put Vietnam in context,(xx). McNamara wanted to explain why the mistakes of Vietnam were made, not to justify them, but to help the American public understand them. He relies not only upon his memories, but upon People have often called Vietnam, McNamaras war, because he made it his responsibility. As he learned more and more about south Vietnam, he became well acquainted with its leader Ngo Dinh Diem. Diem portrayed himself as a man who shared our western values. Though as our government would soon realize he was not the man we had hoped for. Diem needed to be removed from power, he was becoming more and more unpopular with his people. The Kennedy Administration seemed split on how democratic Diem really was. His conflicts between the Buddhists and Catholics were becoming more outrageous than ever. The administration supported a generals coup to get Diem out of power. Diem and his brother Nhu were both assassinated during this coup. On November 22, 1963, Kennedy, himself, was also assassinated on the streets of Dallas. McNamara poses many questions as to whether the war would have continued on the same route had Kennedy not been killed. McNamara feels that had Kennedy lived he would have pulled us out of ...

Most vs. Almost

Most vs. Almost Most vs. Almost Most vs. Almost By Maeve Maddox A reader wonders why some speakers write â€Å"most everybody† when what they mean is â€Å"almost everybody.† For example: Most everyone agrees that children benefit from living with two caring parents. â€Å"Most everyone† is commonly heard in colloquial speech but is avoided in formal speech and writing because most is a superlative. Most refers to the greatest part, number, amount, or extent of something: I have finished most of my chores. Most dogs have tails. That’s the most awesome song on the album. Almost is used to convey the idea of something nearly completed or close to being finished: Mr. Henry has almost finished building the bridge. We almost won the game. Almost everyone agrees that children benefit from living with two caring parents. The objection to â€Å"most everyone,† and â€Å"most anyone† is that most applies to quantities capable of being separated. One can say â€Å"Most dogs have tails,† but not â€Å"Most dog have tails† or â€Å"Most dog have a tail.† Apart from surgery or mutilation, dog is not divisible. Neither are words like everybody, everyone, all, and any. The use of most in the following examples is nonstandard because the word is being used to qualify something that is not divisible: Incorrect: Most everyone agrees that cheating is bad. Correct: Almost everyone agrees that cheating is bad. Incorrect: I think most everybody will agree that summer flies by too fast. Correct: I think almost everybody will agree that summer flies by too fast. Incorrect: I feel like most all of my friends are fake. Correct: I feel like almost all of my friends are fake. If you find yourself writing most when what you mean is nearly or approximately, change it to almost. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:How to Structure A Story: The Eight-Point ArcDoes "Mr" Take a Period?What’s the Best Way to Refer to a Romantic Partner?

Personal essay on one thing I would change in the world

Personal on one thing I would change in the world - Essay Example I grew up in a small village, where I saw girls aged five or six, carrying younger siblings, and begging on the streets for food. They were dirty, unkempt and wore clothes that were little more than rags. I wondered, why their parents would not give them enough to eat, till I was told that their parents probably gave them all they had, and went hungry themselves. They lived in hovels, and often while the older children begged, the younger ones were asleep on the roadside probably having exhausted themselves crying. As I grew up, and left the village to pursue my studies in a bigger town, these images stayed with me. However, to my dismay, I found that there were more such beggars there, than I had seen in my village. It struck me then, that I lived in a poor country where poverty was a curse suffered by large numbers of the population. It was at this stage of my life, that I made up my mind to do my bit to ease the pain of these poor, unfortunate people. My parents were happy to see that I felt so much sympathy for those less fortunate than me, and encouraged me to do small things like offering food, sweets or clothes to poor people nearby on my birthday, instead of having a party for my friends. Fortunately, my school too was at the forefront of social work, involving educating those who did not have the means to go to a proper school. We students, were taken to nearby rural areas, to mingle with the villagers and understand their problems. We also sometimes helped the younger children with t heir homework, and encouraged them never to stop their schooling, because many children are forced to stop going to school, and instead help their parents out in small jobs. As I graduated from high school, I realized that the means to end poverty was education. I found that poor children were less healthy, and more prone to disease than their peers in more advantaged homes. Living in unhygienic surroundings, and never having the benefit of being educated in the

Adult Crime, Adult Time Essay Example | Topics and Well Written Essays - 500 words

Adult Crime, Adult Time - Essay Example Other non-violent offenses include skipping classes, violating the curfew laws, and running away from home (Stahl). The US crime law requires the juvenile offenders who are below the age of 18 should be treated rather than be punished. I strongly support the idea that juvenile offenders should not be treated the way adult criminals are being punished. In line with this, several reasons will be provided in order to strengthen this argument. Reasons behind the Argument There is a negative psychological impact associated with the idea of mixing the juvenile offenders with the adult prisoners. Several studies revealed that most children and young adolescents have not yet fully develop their critical thinking abilities. Since the adult offenders can easily influence and affect the emotions, attitude and behavior of the juvenile offenders, the act of mixing the juvenile offenders with the adult offenders could only worsen the situation. According to Siegel and Welsh, â€Å"social issue re lated to racism and despair could lead to the development of juvenile delinquency† (118). It means that the act of labeling a juvenile offender as a criminal offender could make the child accept the idea that he or she is a criminal.

Late Adulthood Essay Example for Free

Late Adulthood Essay As we all get older we wonder what is going to happen to us. What does our body go through and why? Do you ever wonder why things happen when you get older instead of happening in your middle age time of life to prepare you for what is coming and help you deal with things a little easier? What happens to your mind and why does it happen? Well, those are just some of the things that go through the people in the late adulthood. Some of the questions are always asked by people that are in their late adulthood. My research is important because, it will help people in the late adulthood better understand what happens as they get older and help the middle age people understand what they may go through as they get older. Everyone’s body ages differently and some just do not understand what can happen or what may happen. To help the people in the world through life a little easier and maybe even give them a chance to get the help they need before it is too late and things get worse or causes more problems with themselves or their families. The study will help us better understand the different life spans of a human through their different stages in life. Help understand why our mind is not as functional as it was in our middle age time. Help understand why our body changes with time. This study will help the people as much as it will help us. We may be able to find a way to help the middle age prevent from going to memory loss and even psychology show them that there is maybe a way to go through a process in their time of age a little easier to where we can keep them from getting an eating disorder and find out why that happens when they get older. This will help us better understand why Alzheimer’s is just a problem and maybe do some research and see if we could understand mentally where they are in the state of mind they in and better understand this disease. This study will consist of talking to different middle aged and late aged people. We will be doing a lot of different memory test as well as psychological tests. The research that I have done so far as far as the middle age as well as the late age group of people and have found it very interesting how to different age groups are going through similar experiences mentally and physically in life with their body as well as their minds and also and most important emotionally. The similarity was very interesting because, I asked a 40 year old person and then asked a 61 year old person the same questions and one being a female and the other a male and the answers were very similar and that is amazing and made me wonder why and how that is. My intent is to find out the why the middle age starts at a certain age and what the difference between the middle age to the late age besides the ages. Why people feel after they get to a certain age they feel their feelings and emotions change. Why do they feel that they are not attractive besides their age? Why do they start losing their memory at a certain age? Why is the depression is so much stronger when they get to the late adulthood and why it starts hitting at the middle age, people start getting scared and feels that their lives are ending instead of making their lives the best everyday they are alive. This study is a long study that will take a while to do. If we do the right test and a lot of observation we should be able to show some progress and theories on why things happen the way they do. This research will help us better understand the different stages of life and maybe help make it a little better for the process of aging and better understand. As people get older they feel that no one understands what they are going through. Well, I want them to understand that there are some people out that are willing to try to understand what they are going through in life as well as emotionally and physically. There are a lot of people that are denying what is going on with them and they are looking for help. Researchers have tried to understand the different stages of life but, that was in the past. There has been a lot of change and a lot more discoveries in the world today and new research and understanding has to be done. So with the new research we do and explore more depth into our research to figure out what wasn’t figured out in the past or figure out what is new and why that happening is will better help the people as well as the future researches that are going to wonder the same things or start were we left off. Do you sit back and wonder why we deny that we are getting older? Why do you think that is? Do you wonder why you get as depressed as you get older and you feel like you are just not you anymore? Do you wonder why your acceptance of who you are is not the same which in return sends you on many other paths in life? With this research it may answer a lot of these questions and maybe even more. There is so much to learn we just need the chance to do it and better understand the life development.

M Butterfly :: Madama Butterlfy

I think Song's "rules" may possibly be accurate in his/her mind. After all, Song has deceived a somewhat intelligent individual for over twenty years. I saying , Song :"Rule One is " Men always believe what they want to hear." ( 82 ) I don't think that is entirely accurate,but Song has proven it to be throughout the play in dealing with Gallimard. So basically in that area Song's "rule" applies. Gillimard wanted to believe his "love" was indeed a young , Oriental woman. He refused to acknowlege otherwise because that was his " fantasy". However, I must disagree when "Rule One" also states, Song: " So a girl can tell the most obnoxious lies and the guys will believe them every time--" (82 ) Again, as far as Song's relationship with Gillimard is concerned, it is again truthful. However, I think that would be an extreme exaggeration in speaking of "men" in general, even in terms of "men" in this play. I don't think Song could have fooled Marc for very long. I think perhaps we see some of Hwang's own experiences in his life poking through into the play. As Song explains , Rule Two: " The West thinks of itself as masculine--big guns,big industry, big money--so the East is feminine--weak, delicate, poor...but good at art, and full of inscrutable wisdom--the feminine mystique." ( 83 ) It's possible Song interprets the West as such, at this point. If this is so, however, why does he/she also state, Song: "The Chinese men--they keep us down." ? ( 43 ) It seems, at the tender age that Song is, everyone is keeping him/her "down". The men from the West, as well as men from the East. And yet Song seems to think as well, the East is somewhat powerful, deep inside.

Rational Planning Essay

Verifying, defining & detailing the problem (problem definition, goal definition, information gathering). This step includes recognizing the problem, defining an initial solution, and starting primary analysis. Examples of this are creative devising, creative ideas, inspirations, breakthroughs, and brainstorms. The very first step which is normally overlooked by the top level management is defining the exact problem. Though we think that the problem identification is obvious, many times it is not. The rational decision making model is a group-based decision making process. If the problem is not identified properly then we may face a problem as each and every member of the group might have a different definition of the problem. Hence, it is very important that the definition of the problem is the same among all group members. Only then is it possible for the group members to find alternate sources or problem solving in an effective manner. Generate all possible solutions This step encloses two to three final solutions to the problem and preliminary implementation to the site. In planning, examples of this are Planned Units of Development and downtown revitalizations. This activity is best done in groups, as different people may contribute different ideas or alternative solutions to the problem. Without alternative solutions, there is a chance of arriving at a non-optimal or a rational decision. For exploring the alternatives it is necessary to gather information. Technology may help with gathering this information. Generate objective assessment criteria Evaluative criteria are measurements to determine success and failure of alternatives. This step contains secondary and final analysis along with secondary solutions to the problem. Examples of this are site suitability and site sensitivity analysis. After going thoroughly through the process of defining the problem, exploring for all the possible alternatives for that problem and gathering information this step says evaluate the information and the possible options to anticipate the consequences of each and every possible alternative that is thought of. At this point optional criteria for measuring the success or failure of the decision taken needs to be considered. Choose the best solution generated This step comprises a final solution and secondary implementation to the site. At this point the process has developed into different strategies of how to apply the solutions to the site. Based on the criteria of assessment and the analysis done in previous steps, choose the best solution generated. These four steps form the core of the Rational Decision Making Model. Implement the preferred alternative This step includes final implementation to the site and preliminary monitoring of the outcome and results of the site. This step is the building/renovations part of the process. Monitor and evaluate outcomes and results This step contains the secondary and final monitoring of the outcomes and results of the site. This step takes place over a long period of time. Feedback Modify the decisions and actions taken based on the evaluation. 1. Planner defines the problem (not goal) 2. Planner considers several alternatives and analyzes each 3. Preliminary choices of the alternative for best fit considering feedback and impact of the client group 4. Planner designs and implements course of action in the form of an experiment 5. Evaluation of effects of the course of action. Did it alleviate the problem? Any feedback from course of action? 6. On the basis of the feedback should the project or course of action be continued, changed, etc. If effective institutionalize the course of action.[2] Requirements and limitations However, there are a lot of assumptions, requirements without which the rational decision model is a failure. Therefore, they all have to be considered. The model assumes that we have or should or can obtain adequate information, both in terms of quality, quantity and accuracy. This applies to the situation as well as the alternative technical situations. It further assumes that you have or should or can obtain substantive knowledge of the cause and effect relationships relevant to the evaluation of the alternatives. In other words, it assumes that you have a thorough knowledge of all the alternatives and the consequences of the alternatives chosen. It further assumes that you can rank the alternatives and choose the best of it. The following are the limitations for the Rational Decision Making Model: ââ€" ª requires a great deal of time ââ€" ª requires great deal of information ââ€" ª assumes rational, measurable criteria are available and agreed upon ââ€" ª assumes accurate, stable and complete knowledge of all the alternatives, preferences, goals and consequences ââ€" ª assumes a rational, reasonable, non – political world Current status While the rational planning model was innovative at its conception, the concepts are controversial and questionable processes today. The rational planning model has fallen out of mass use as of the last decade. Rather than conceptualising human agents as rational planners, Lucy Suchman argues, agents can better be understood as engaging in situated action.[3]. Going further, Guy Benveniste argued that the rational model could not be implemented without taking the political context into account[4]

The Need of Imposing One Child Policy in the US

Due to the raging rise of population in America, extreme measures with regard to the aim of decreasing the flaming populace had been introduced to the country’s legislative body.   Such attempt had been regarded as that which will eventually help the country’s level of productivity and societal developments aimed for industrialization reasons and thus are expected to raise the welfare of the contemporary society as well as the future of Liberty (Menken). Depletion of resources and environmental degradation The need for the implementation of a law which shall oblige the citizens to take necessary measures and constraints with regard to irresponsible ‘sexual’ intercourse leading to unexpected pregnancy and overpopulation had been sought to be a major problem in America (Fong).   As anticipated with the enormous rise, environmentalists and population development analysts stated that in the near future, with such behavior, America will most likely starve and get intoxicated with their own mess (Fong). One fascinating stand on a peer review stated that such has a big difference between â€Å"water† and â€Å"drinking water,† thus connotes the idea that of this scam of intoxication caused by â€Å"the big kids on the block† themselves, is harmoniously tolerated, then most likely there won’t be enough water for the whole jurisdiction of this country, and worse, it may also affect the production of what is edible, at that standpoint. This paper need not to specify and dwell further on the importance of H2O for this instance to take holistically the perception of the necessity of the aforementioned element to humanity (Menken).   Further, as supported by UN Population Fund, it had been noted that rampant rise of environmental and sociological challenges is manifested because of the uncontrollable mount of population in the country; moreover, the most effective cure of the society’s disease shall be the initiation of measures defining â€Å"behavioral constraints† and that is with the help of a law (Fong). Overpopulation Various advocates and analysts like Ted Turner stressed the need of China’s policy to also be adopted in the country.   Moreover, he has emphasized in his argument that America is becoming â€Å"too populated† due to the rise of migration instances and the increase of liberalism perception among its inhabitants making the concept of â€Å"freedom† expand even until the level of â€Å"sensuality.†Ã‚   With such regard, the increase of number of individuals settling in the country connotes the concept that the echelon of adversity will rise in number, and the need of flexibility among the â€Å"pure Americans† coerces them to divulge in a rather larger scope of adjustment and acceptance in the vortex of status quo (Alternatives). In addition to that, if it may not be too much to take into assumption, competition shall float up in the scenario, this paper does not encourage American couples to bear more fruits, but rather, to engage in â€Å"responsible† parenthood and focus instead in raising their offspring to be highly competitive individuals not only for the benefit of the immediate time, but for future’s sake, at that (Fong). Analysis on stated arguments What seemed to be the problem over the issue is that, many seem to not understand why such policy obliges the legislative body to act upon it in the most immediate time.   Perhaps the rise of complications had not yet been explicitly felt by Liberty’s citizens; however, we take notice with the idiom stating that â€Å"regrets come in the end†.   Taken for example the â€Å"environmental concerns†, Americans must face the truth of nature’s control; moreover, this specific argument is emphasized in John McPhee’s Control of Nature, perhaps it never crossed the mind of one’s rationality, but the tendency of it to occur is vast and, co-related with the perception on ‘overpopulation’. Moreover, the vast changes which had been occurring due to the raging response of human being’s level of rationality as well as with the exploration of new dimensions in making life easier through the use of machineries and other intoxicating components further gives a mount on the ratio of making earth a place of pollution and thus, congruent with the argument revolving around the implication of overpopulation denoting a declination of the economic state of the country anchored on the issue of employment concerns and the array of competition among workers (Menken).   The more diverse the culture outstands, the higher the possibility of racial gaps seemingly surfacing in the scale of development (Alternatives). In comparison with the discussions laid on the table, it is prudent enough to conclude that the main reason why national analysts swim in the idea of imposing ‘one-child policy’ shows their greatly concern of the future of the west and the stability of its economy.   All of the variable elements and commonsensical statements logically fall into one major blast: overpopulation. If diagramed in a web of complexity, the core element of the problem would be overpopulation, inter-connected with the plight of environmental, social, economical and political implications, thus give credit to the impression of making America a ‘one-child policy’ abiding country. Conclusion The threat which haunts the country is a contagious disease which shall surely swallow humankind if not cured in accordance with proper and crucial analysis in expunging the problem.   Industrialization and the art of making love is a freedom vested to individuals, however, the complications comprising an unsolicited control on such hook up with unpredicted circumstances.   The aforementioned essential nature of the proposition is proof enough of humanity’s concern and active involvement on development and stability. Perceivably, the most crucial problem with regard to population is the issue on pollution.   Given the fact that the innovation of technological and machinery advancement emit a raging amount of intoxicating substance, with more people exercising such is most likely the predicted horror which will sooner or later, if not eradicated with the implementation of a policy aiding the ascending population, shall haunt the living daylights of the country in the near future. References: Alternatives, Center for Policy. Progressive Agenda for the States 2006: State Policy Leading America New York: Center for Policy Alternatives, 2005. Fong, Vanessa. Only Hope: Coming of Age under Chinas One-Child Policy. 1 ed. Chicago IL: Stanford University Press, 2004. Menken, Jane. World Population and U.S. Policy: The Choices Ahead. New York: W. W. Norton & Company, 1986.   

Top 10 Womens Health Issues and Causes of Death

Top 10 Women's Health Issues and Causes of Death When it comes to womens health, what are the top 10 womens health issues you should be concerned about? According to a 2004 report by the U.S. Centers for Disease Control, the conditions described below are the top 10 leading causes of death in females. The good news is that many are preventable. Click on the headings to learn how to reduce your risk: 27.2% of deathsThe Womens Heart Foundation reports that 8.6 million women worldwide die from heart disease each year, and that 8 million women in the U.S. are living with heart disease. Of those women who have heart attacks, 42% die within a year. When a woman under 50 has a heart attack, its twice as likely to be fatal as a heart attack in a man under 50. Almost two-thirds of heart attack deaths occur in women with no prior history of chest pain. In 2005, the American Heart Association reported 213,600 deaths in women from coronary heart disease.22.0% of deathsAccording to the American Cancer Society, in 2009 an estimated 269,800 women will die of cancer. The leading causes of cancer deaths in women are lung (26%), breast (15%), and colorectal cancer(9%).7.5% of deathsOFten thought of as a mans disease, stroke kills more women than men each year. Worldwide, three million women die from stroke annually. In the U.S. in 2005, 87,000 women died of stroke as compared to 56,600 men. For w omen, age matters when it comes to risk factors. Once a woman reaches 45, her risk climbs steadily until at 65, it equal that of men. Although women arent as likely to suffer from strokes as men in the middle years, theyre more likely to be fatal if one occurs. 5.2% of deathsCollectively, several respiratory illnesses that occur in the lower lungs all fall under the term chronic lower respiratory disease: chronic obstructed pulmonary disease (COPD), emphysema, and chronic bronchitis. Typically, about 80% of these diseases are due to cigarette smoking. COPD is of particular concern to women since the disease manifests differently in females than males; symptoms, risk factors, progression and diagnosis all exhibit gender differences. In recent years, more women have been dying from COPD than men.3.9% of deathsSeveral studies involving European and Asian populations have indicated that women have a much higher risk of Alzheimers than men. This may be due to the female hormone estrogen, which has properties that protect against the memory loss that accompanies aging. When a woman reaches menopause, reduced levels of estrogen may play a role in her increased risk of developing Alzheimers.3.3% of deathsUnder unintentional injuries are six major c auses of death: falling, poisoning, suffocation, drowning, fire/burns and motor vehicle crashes. While falls are of significant concern to women who are frequently diagnosed with osteoporosis in their later years, another health threat is on the rise accidental poisoning. According to the Center for Injury Research and Policy at Johns Hopkins, in a six-year study between 1999 and 2005, the rate of poisoning deaths in white women age 45-64 increased 230% as compared to the 137% increase experienced by white men in the same age. Diabetes3.1% of deathsWith 9.7 million women in the U.S. suffering from diabetes, the American Diabetes Association notes that women have unique health concerns because pregnancy can often bring about gestational diabetes. Diabetes during pregnancy can lead to possible miscarriages or birth defects. Women who develop gestational diabetes are also more likely to develop Type 2 diabetes later in life. Among African American, Native American, Asian American women and Hispanic women/Latinas, the prevalence of diabetes is two to four times higher than among white women.and2.7% of deathsPublic awareness of the dangers of influenza has spiked due to the H1N1 virus, yet influenza and pneumonia have posed ongoing threats to elderly women and those whose immune systems are compromised. Pregnant women are especially vulnerable to influenzas such as H1N1 and pneumonia.1.8% of deathsAlthough the average woman is less likely to suffer from chronic kidney disease than a man, if a woman is diabetic , her chance of developing kidney disease increases and puts her equally at risk. Menopause also plays a role. Kidney disease occurs infrequently in premenopausal women. Researchers believe that estrogen provides protection against kidney disease, but once a woman reaches menopause, that protection is diminished. Researchers at Georgetown Universitys Center for the Study of Sex Differences in Health, Aging and Disease have found that sex hormones appear to affect non-reproductive organs such as the kidney. They note that in women, the absence of the hormone testosterone leads to a more rapid progression of kidney disease when they are diabetic. 1.5% of deathsThe medical term for blood poisoning, septicemia is a serious illness that can rapidly turn into a life-threatening condition. Septicemia made headlines in January 2009 when Brazilian model and Miss World pageant finalist Mariana Bridi da Costa died from the disease after a urinary tract infection progressed to septicemia. Sources:Deaths From Unintentional Injuries Increase For Many Groups. ScienceDaily.com. 3 September 2009.Estimated New Cancer Cases and Deaths by Sex, United States, 2009. American Cancer Society, caonline.amcancersoc.org. Retrieved 11 September 2009.Heart Disease and Stroke Statistics - 2009 Update at a Glance. American Heart Association, americanheart.org. Retrieved 11 September 2009.Leading Causes of Death in Females, United States 2004. CDC Office of Womens Health, CDC.gov. 10 September 2007.Women and Diabetes. American Diabetes Association, diabetes.org. Retrieved 11 September 2009.Women and Heart Disease Facts. Womens Heart Foundation, womensheart.org. Retrieved 10 September 2009.Women More Likely To Suffer Kidney Disease If Diabetic. MedicalNewsToday.com. 12 August 2007.

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