Introductions and Conclusions free essay sample

Introductions and conclusions play a special role in the academic essay, and they frequently demand much of your attention as a writer. A good introduction should identify your topic, provide essential context, and indicate your particular focus in the essay. It also needs to engage your readers interest. A strong conclusion will provide a sense of closure to the essay while again placing your concepts in a somewhat wider context. It will also, in some instances, add a stimulus to further thought. Since no two essays are the same, no single formula will automatically generate an introduction and conclusion for you. But the following guidelines will help you to construct a suitable beginning and end for your essay. Some general advice about introductions 1. Some students cannot begin writing the body of the essay until they feel they have the perfect introduction. Be aware of the dangers of sinking too much time into the introduction. We will write a custom essay sample on Introductions and Conclusions or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Some of that time can be more usefully channeled into planning and writing. 2. You may be the kind of writer who writes an introduction first in order to explore your own thinking on the topic. If so, remember that you may at a later stage need to compress your introduction. 3. It can be fine to leave the writing of the introduction for a later stage in the essay-writing process. Some people write their introduction only after they have completed the rest of the essay. Others write the introduction first but rewrite it significantly in light of what they end up saying in the body of their paper. 4. The introductions for most papers can be effectively written in one paragraph occupying half to three-quarters of the first page. Your introduction may be longer than that, and it may take more than one paragraph, but be sure you know why. The size of your introduction should bear some relationship to the length and complexity of your paper. A twenty page paper may call for a two-page introduction, but a five-page paper will not. 5. Get to the point as soon as possible. Generally, you want to raise your topic in your very first sentences. A common error is to begin too broadly or too far off topic. Avoid sweeping generalizations. 6. If your essay has a thesis, your thesis statement will typically appear at the end of your introduction, even hough that is not a hard-and-fast rule. You may, for example, follow your thesis with a brief road map to your essay that sketches the basic structure of your argument. The longer the paper, the more useful a road map becomes. How do I write an interesting, effective introduction? Consider these strategies for capturing your readers attention and for fleshing out your introduction: 1. Find a startling statistic that illustrates the seriousness of the problem you will address. 2. Quote an expert (but be sure to introduce him or her first). Mention a common misperception that your thesis will argue  against. . Give some background information necessary for understanding the essay. 5. Use a brief narrative or anecdote that exemplifies your reason for choosing the topic. In an assignment that encourages personal reflection, you may draw on your own experiences; in a research essay, the narrative may illustrate a common real-world scenario. 6. In a science paper, explain key scientific concepts and refer to relevant literature. Lead up to your own contribution or intervention. 7. In a more technical paper, define a term that is possibly unfamiliar to your audience but is central to understanding the essay. In fleshing out your introduction, you will want to avoid some common pitfalls: 1. Dont provide dictionary definitions, especially of words your audience already knows. 2. Dont repeat the assignment specifications using the professors wording. 3. Dont give details and in-depth explanations that really belong in your body paragraphs. You can usually postpone background material to the body of the essay. Some general advice about conclusions 1. A conclusion is not merely a summary of your points or a re-statement of your thesis. If you wish to summarize—and often you must—do so in fresh language. Remind the reader of how the evidence youve presented has contributed to your thesis. 2. The conclusion, like much of the rest of the paper, involves critical thinking. Reflect upon the significance of what youve written. Try to convey some closing thoughts about the larger implications of your argument. 3. Broaden your focus a bit at the end of the essay. A good last sentence leaves your reader with something to think about, a concept in some way illuminated by what youve written in the paper. 4. For most essays, one well-developed paragraph is sufficient for a conclusion. In some cases, a two-or-three paragraph conclusion may be appropriate. As with introductions, the length of the conclusion should reflect the length of the essay. How do I write an interesting, effective conclusion? The following strategies may help you move beyond merely summarizing the key points of your essay: 1. If your essay deals with a contemporary problem, warn readers of the possible consequences of not attending to the problem. 2. Recommend a specific course of action. 3. Use an apt quotation or expert opinion to lend authority to the conclusion you have reached. Give a startling statistic, fact, or visual image to drive home the ultimate point of your paper. 5. If your discipline encourages personal reflection, illustrate your concluding point with a relevant narrative drawn from your own life experiences. 6. Return to an anecdote, example, or quotation that you introduced in your introduction, but add further insight that derives from the body of your essay. 7. In a science or social science paper, mention worthwhile avenues for future research on your topic.

Angels in America - Character Analysis of Prior Walter

Angels in America - Character Analysis of Prior Walter The Full Title Angels in America: A Gay Fantasia on National Themes Part One - Millennium Approaches Part Two - Perestroika The Basics Angels in America is written by playwright Tony Kushner. The first part, Millennium Approaches, premiered in Los Angeles in 1990. The second part, Perestroika, premiered the following year. Each installment of Angels in America won the Tony Award for Best Play (1993 and 1994). The plays multi-layered plot explores the lives of two very different AIDS patients during the 1980s: the fictional Prior Walter and the non-fictional Roy Cohn. In addition to the themes of homophobia, Jewish heritage, sexual identity, politics, AIDS awareness, and Mormonism, Angels in America also weaves a very mystical component throughout the storyline. Ghosts and angels play a prominent role as the living characters confront their own mortality. Although there are many significant characters within the play (including the Machiavellian lawyer and world-class hypocrite Roy Cohn), the most sympathetic and transformative protagonist in the play is a young man named Prior Walter. Prior the Prophet Prior Walter is an openly gay New Yorker in a relationship with Louis Ironson, a guilt-ridden, Jewish intellectual legal clerk. Shortly after being diagnosed with HIV/AIDS, Prior needs serious medical attention. However, Louis, compelled by fear and denial, abandons his lover, ultimately leaving Prior betrayed, brokenhearted, and increasingly ill. Yet Prior soon learns that he is not alone. Much like Dorothy from The Wizard of Oz, Prior will meet important companions who will aid his quest for health, emotional well-being, and wisdom. In fact, Prior makes several references to The Wizard of Oz, quoting Dorothy on more than one occasion. Priors friend, Belize, perhaps the most compassionate figure in the play, works as a nurse (for none other than the dying, AIDS-ravaged Roy Cohn). He does not waver in the face of death, remaining loyal to Prior. He even swipes experimental medicine from the hospital directly following Cohns death. Prior also gains an unlikely friend: the Mormon mother of his ex-boyfriends lover (yes, its a complicated). As they learn about the others values, they learn that they are not as different as they first believed. Hannah Pitt (the Mormon mother) stays by his hospital bedside and listens in earnest to Priors retelling of his heavenly hallucinations. The fact that a virtual stranger is willing to befriend an AIDS patient and comfort him through the night makes Louis act of abandonment all the more cowardly. Forgiving Louis Fortunately, Priors ex-boyfriend is not beyond redemption. When Louis finally visits his weakened companion, Prior scorns him, explaining that he cannot return unless he has experienced pain and injury. Weeks later, after a fight with Joe Pitt (Louis closeted Mormon lover and the right-hand man of the contemptible Roy Cohn see, I told you it was complicated), Louis returns to visit Prior the hospital, beaten and bruised. He asks for forgiveness, Prior grants it to him but also explains that their romantic relationship will never continue. Prior and the Angels The most profound relationship which Prior establishes is a spiritual one. Even though he is not seeking religious enlightenment, Prior is visited by an angel who decrees his role as a prophet. By the plays end, Prior wrestles with the angel and ascends to heaven, where he finds the rest of the seraphim in disarray. They seem overwhelmed by paperwork and no longer serve as a guiding force for mankind. Instead, heaven offers peace through stillness (death). However, Prior rejects their views and rejects his title of prophet. He chooses to embrace progress, despite all of the pain that it entails. He embraces change, desire, and above all things, life. Despite the complexity of plot and the political/historical backdrop, the message of Angels in America is ultimately a simple one. During the plays resolution, Priors final lines are delivered directly to the audience: You are fabulous creatures, each and every one. And I bless you. More life. The great work begins. It seems, in the end, Prior Walter accepts his role as a prophet after all.

Breezy case

This case analysis explores the possibility of Breezy, a leading supplier of carburators and air filters in North America, the possibility of developing offshore busines in countries where car manufacturing is growing. The report is structured as follows: First, there are five important questions that Breezy must consider and ask itself before developing a relationship with a new customer. After Breezy decides to go offshore, it will have to go through the negotiating process, which involves five steps. Breezy then, must have capabilities of how an offshore business is organized, consider the many different costs and risks involved in the implementation and decide how it will finance the project. The report also talks about how Breezy will have to modify its corporate strategy. Finally, the report concludes with the best reccomendation for Breezy to maintain its competitive advantage. 1. In exploring the possibility of developing a relationship with offshore car manufacturers, what questions should Breezy be asking? a) Who are the suppliers of carburators and air filters that Breezy will be competing against? This is an important question when conducting an external analysis of the players in the Industry because Breezy will be able to design a strategy that will make their products different from competitors. b) What are the car manufacturers human, financial, physical and organizational resources and capabilities? Breezy should be asking and investigating the firms that it plans on partnering abroad because they would not want to d business with car manufacturers that are not financially stable or have a bad organizational culture. c) How is the business done in the country (Brazil or India)? Breezy must consider the different business styles deriving from different countries in order to succeed in the global market. d) Does the car manufacturer have a good credit? Breezy must make sure its customers can pay for the products in order to avoid having to write off uncollectible accounts. e) Will Breezy be able to gain competitive advantage over local suppliers? Breezy could choose between cost leadership strategy or product differentiation strategy. 2. How should it approach the issue of negotiating with them? The negotiation process involves 5 steps: 1. Define objectives for the partnership: Breezy should have benchmarks in which to compare their objectives with the manufacturers objectives. These will define whether they can meet common grounds when doing business together. Examples of benchmarks include nature of agreement, duration of alliance, expectations, key aspects to protect, etc 2. Assemble a negotiating team: Breezy will have a team that represents all areas of the company affected by this relationship. In addition, the team will be composed of a chief negotiator, an experienced interpreter, and senior management personnel and personnel with knowledge of technical, operational, and legal details. The roles of the team will be to choose a negotiating technique and conduct due dilligence on the parties involved, understand the business and social customs of the country. 3. Establish trust: Breezys negotiating team should first build rapport with the manufacturers before presenting their proposals. 4. Establish the business framework: After rapport has been established, the team should be able to draw an agreement where all parties reach consensus, then outline the alliance in general terms, define objectives, consider how internal politics will affect the deal and define respective contributions of both sides. This should be done in a Letter of Intent. 5. Establish a legal framework: This will allow establishment of structure, definition of rights and obligations and scope of cooperation. (FITT, 6th ed). In the end, set the negotiations with a Memorandum of Understanding. 3. How should any offshore operation be organized? What are the key location considerations? Every offshore operation should have the right people. For example, a senior manager should be in charge of managing all operations with personnel with knowledge of global operations reporting to him. Therefore, there must be clearly designed roles for each person involved. Any offshore operation will be defined by the financial commitment that each party will contribute and the risks and rewards that comes from it. An foreign subsiadiary could be set up in the country they plan to enter in order to have face to face contact with potential and new customers. Regarding the global supply chain, companies will have to create a distribution strategy and implement it. Also, companies should select an intermediary involved to facilitate the shipping of cargo, aid with documentation and customs brokerage. Regarding location, companies going offshore must use the Porters Five Forces model. A location where the threat of buyers, threat of new entrants, threat of rivalry, threat of substitutes and threat of suppliers are all low would be an ideal place to do business and exploit opportunities. The choice of country will be based on the efficiencies or competitive advantages it can gain from being located in that country. These include proximity to market, cheaper labour costs, production efficiencies, etc (FITT, 6th ed). In addition, if the country has trade or economic sanctions, is politically instable, has high tax rates, inadequate transportation systems and undeveloped banking systems, firms should consider going into other markets. 4. What costs are likely to be incurred in this venture? Transportation costs including cargo insurance and freight Labour costs Maintenance charges Taxes and International carges Loading and unloading fees Freigh forwarders, customs brokers fees Export fees Documentation fees such as obtaining licenses and permits Marketing and advertising costs 5. How could this initiative be financed? There are many different ways to finance the offshore venture and implement the plan. Breezy can get a loan from financial institutions, sell shares if it is a private corporation or sell shares on the exchange market if it is a public company. Another source of fund is acquiring a loan from venture capitalists or government agencies such as Business Development Corporation (BDC). 6. What business should Breezy be in? How should it revise its corporate vision? Considering that the North American industry is already saturated with limited scope foor expanding sales and profits have been significantly declining for Breezy, it is certain that the companys industry is in its mature phase of development. It is time for Breezy to take advantage of its competitive advantage by exploring new markets. Breezy should be in the business of producing carburators and air filters for the future popular car in India, in addition to the North American market, however due to the changing trends in the auto industry, where fuel efficiency is going under way, Breezy will have to adapt to the new trends in order to maintain its competitive advantage. Breezy should also keep an eye on countries where car manufacturing is growing. So far, the companys best strategy if it was to go into India or Brazil is to refine its current products , emphasize on increasing the quality of service with new customers, and focus on reducing manufacturing costs and increased quality through process innovations. The original corporate vision of becoming North America’s leading supplier of carburetors and air filters should be revised to becoming the leading supplier of fuel efficient carburators and air filters by expanding Breezys market share to potential markets. 7. What risks does the offshore venture face that the domestic company does not? Theft/ Damage of shipments in transit: If Breezy was to ship their products by sea, there is a risk of pirates or improper handling of containers, improper storage or conditions of the cargo. Missing documentation for customs clearance in the sea ports. Degree of expertise in international business documentation, transportation, payment, etc. Breezy has to find suitable intermediaries such as a freight forwarders to assist with the offshore venture. Culture differences: Breezy needs to adapt to the culture in which it is doing business in. Differences include language, geographic distance, cultural issues. Inadequate infraestructure such as roads, warehouses. If Breezy is going to do business in a thirld world country, it must consider whether it is possible to transport and store their products and maintain its condition and know if they have to spend extra for proper transportation and storage. Environmental considerations: Breezy needs to consider whether it has to alter the design and packaging to withstand the effects of climate. Cost escalation, higher costs: Breezy will have to be able to afford the higher costs that comes with doing business offshore and still be able to outscale competitors. Risk of having contractual disputes with new customers. Conclusion Overall, Breezy was faced with two alternatives. One was to stay in the North American market and extend its product offering and continue working with existing customers even though there was not much potential to exploit opportunities for increasing profitability. The other option is to expand its market share by going into new markets and developing new customer relationships. I believe the latter alternative is the best course of action for Breezy as it will be able to acquire new customers while taking advantage of its reputation and competitive advantage. Breezy will benefit from increased sales and will be able to stay in business.

Quotation Essay Example | Topics and Well Written Essays - 1000 words

Quotation - Essay Example Why else would our government continue to allow tax breaks and subsidies to oil companies? These companies certainly do not need subsidies, yet they continue to get them. In the meantime, there are many poor people who rely on basic government services, and see these services being cut, year after year. It angers me that the money that is given to oil companies could be used for much better causes, and this is just one glaring example. Our health system is broken, in part because of the big lobbying money that is given by the health care industry and, especially, the pharmaceutical companies. Our Congress will not raise taxes on the wealthy, because of all the money that the wealthy gives these congressional representatives and senators to make sure that this doesn't happen. Sure, on the surface, we live in a democracy, but when one really gets down to it, we really don't – we increasingly live in a country that is by the wealthy and for the wealthy. As for the rest of the quo te, it does seem like this envisions a country that is a little bit less complex than our society. For instance, this quote talks about there being equal justice to all and alike. This might be true in some areas, not so much true in others. It is a common fact that African Americans represent, proportionally, a high percentage of our prison population, so this implies that justice is not always equal. Distinguished citizens might prefer public service, but they often do not, preferring to work for profit just like anybody else might. Poverty is an obstacle to advancement in this country, although there are some who work their way up from poverty, this is true. But if a person is in poverty, that person does have much longer odds in making it in this world than people who are not in poverty. They do not have the same educational opportunities, they do not have the advantage of a stable home many times, and they face prejudice and discrimination in their lives often because of who th ey are. So, while a man â€Å"may benefit his country whatever the obscurity of his condition,† this is often not true, more often than not. The quote that states that we are not angry with our neighbor if he does what he likes might be true in some cases - there certainly are a good share of people who are â€Å"live and let live† types. But there are others who make everybody else's business their own - if this were not true, then we would have gay marriage in all 50 states. Moreover, part of the quote implies that â€Å"we are prevented from doing wrong by respect for the authorities and the laws.† This is true for some, but certainly not true for all. This country certainly has its share of lawlessness, and this is true for most people - every time a person speeds in his or her car, they are technically breaking the law, and there is certainly crime that is rampant in this country as well. In short, this quote assumes that there is some kind of perfect count ry. Our country isn't perfect. It's messy, people commit crimes, others have to be in others' businesses, and there isn't enough attention to the poor. That said, this quote may also be seen as true for a certain percentage of the population, so this quote is not entirely true, nor entirely false. The next quote that will be examined will be quote number 10. This is that all men are created equal and they are endowed by

Undecided Essay Example | Topics and Well Written Essays - 500 words - 5

Undecided - Essay Example In 1641, Massachusetts announced that slavery was legal thus became the first colony to legalize slavery (Lee 14). The Transatlantic slave trade that had begun around 1500 was the major slave supplier to America. New Haven, Connecticut, Massachusetts, and Plymouth adopted fugitive slave law and in 1650, Connecticut legalized slavery. In 1662, Virginia passed a hereditary slavery decree that directed that children of black salves would be bond or freed depending on the condition of their mothers. Maryland legalized slavery in 1663, the same year that slaves in Virginia revolted. In the following year, New York and New Jersey legalized slavery while a law was passed in Maryland illegalizing marriage between white women and black men (Lee 15). Many states passed laws directing that Christian baptism would not change the status of slaves and slaves were not allowed to possess firearms. In states like Virginia, slaves were banned from meeting in large numbers and those who assaulted whites or tried to escape were severely punished. In New York, slaves were not allowed to sell commodities. In 1688, the first formal antislavery resolution was passed in Pennsylvania. Rice cultivation in Carolina intensified slave trade in the state. Some states such as Massachusetts penalized slave masters who freed their slaves. In Connecticut, slaves who disturbed peace or assaulted whites were whipped (Lee 16). Slaves in Rhode Island were required to carry passes when walking at night. In some instances, for instance in Virginia, slave masters were allowed to kill and destroy runaways. From 1711, slave trade started losing popularity in most states. For instance, Pennsylvania and Rhode Island prohibited the importation of black and Indian slaves. Even so, slaves were not allowed to marry or operate businesses without the permission of their masters. Occasionally, slaves got infuriated and revolted killing whites and their captors. In most states, slaves were not

Higher Education and Vocational Degree Essay Example for Free

Higher Education and Vocational Degree Essay â€Å"What’s Wrong With Vocational School,† by Charles Murray is an Article that states Vocational schooling would be better off than a four year College degree. In Murray’s opinion, college should only be with those with a high IQ rate of 115 or higher and able to handle rigorous and challenging courses. If you are at an IQ below 110 it becomes an issue and you would be more successful in a Vocational program. This article calmly and rationally presents the notion that the population would be better served by the reintroduction of more training for careers in trade occupations becoming more prominent, therefore creating more job opportunities for people graduating with a vocational degree. Many students that graduate from a four year University do not learn what is needed to go into the working field. Murray states â€Å"For a few occupations, a college degree still certifies a qualification. This brings up the question, why do we pressure everyone to get a four year degree? In our society the college you go to means more than your actual qualification or talent you might have. Employers tend to pick a student that graduated from a university over that of a vocational school student just because of the name of the school not the talent the individual has. The degree itself also does not automatically qualify the student for the job and there are much faster and better ways such as a vocational degree for young people to provide credentials to employers. These credentials are needed in the job market for students with vocational degrees. As Murray says, â€Å"Finding a good lawyer or physician is easy but finding a good carpenter, painter, or electrician is becoming difficult. † The jobs needed such as an electrician or painters are those with vocational degrees. We often overlook some of the great jobs that don’t require a degree and are still very rewarding. A vocational degree can bring just as much income sometimes even more than a four year college degree in half the time. We have a mindset that a four year degree is much more valuable than a vocational degree. As Murray conveys this is not true he used an example of a craftsman bringing intrinsic rewards with high income. Vocational degrees are becoming more susceptible in our community. A college degree is no more important than any other high tech occupation such as an NBA player or a cabinet maker. Many of our most high income people do not have a college degree and do not care because they are living happily without it. Murray states the social cachet of a college degree still remains but will erode over time when large numbers of high income people do not have college degrees. † Many employers are looking more at the evidence you are good at something without the benefit of a college degree and will increase more overtime. If this does continue our false outlook of a college degree will diminish. As a society we look at the only way of becoming successful is going to a four university and look over vocational degree programs.

Television Violence and Its Effects on Children Essay -- Argumentative

Television Violence and Its Effects on Children Television violence affects all who view it, but its biggest effect is on children. Children’s minds are like a blank page. Television is writing violence on that page. Television violence is one of the causes of aggression and violent behavior in children. This problem is not new, but in recent years it has gotten worse. In the last few years, violence in television programs has increased greatly. A study in 2000-01 compared to a study done in 1998-99 showed that violence is, in fact, on the rise. Verbal violence, coarse language, alone increased by a staggering 78% (Lavers). How did violence become so prevalent on television? Sadly, violence is what the people wanted to see; it sells. Society has slowly put its guard down allowing violence to creep in. Now we are faced with this detrimental situation which we have created. Young children, starting at about age three, begin to really watch a television program designed for their age. They will begin to imitate what they have seen on the television. Children ages six through about ten often do not fully understand the difference between reality, and what they see on T.V. (Ledingham). With that in mind, consider the violent content in television programs. A recent content analysis, The National Television Violence Survey, had several interesting findings in regard to violence in television programs: 1. 61% of television programs contain some violence, and only 4 percent of television programs with violent content featured an â€Å"antiviolence† theme. 2. 44% of the violent interactions on television involve perpetrators who have some attractive qualities worthy of emulation. 3. 43% of violent scenes involve humor either... ...iolence†. Mar. 1995. Media Awareness Network. 30 Oct. 2002 Kirkey, Sharon. â€Å"Violent TV, Video Games Don’t Make Kid Kill.† 20 May 2002. CanWest Global Communications Corp. 30 Sept. 2002 Lavers, Daphne. â€Å"The Verdict on Media Violence†. 13 May. 2002. Regional Business News. 30 Sept. 2002. Ledingham, Jane. â€Å"The Effects of Media Violence on Children.† The National Clearing House on Family Violence. 13 Sept. 2002 Office of the Surgeon General. 13 Sept. 2002. U.S. Government. 28 Sept. 2002 Virtue Media. 2002. Virtue Media. 28 Sept. 2002

Note Tasting Wine and Beer

note teasti1/ Morgan’s Bay Chardonnay _ Largely unoaked, this is intentionally crafted in an ‘approachable style' which translates into something light and easy going – in theory at least. In reality it's just a bit cheap tasting. 2/ Morgans Bay Shiraz Cabernet, S. E. Australia _ Classic Australian style, fruit forward easy drinking red 3/ Richmond grove bay of Stone, NV brut _ Freshness of fruit flavors and yeast complexity, are achieved by the inclusion of more than one vintage during assemblage (blending). Gentle pressing produced fresh clean juice with delicate fruit flavors.Harmonious aromas of fresh lemon citrus and red fruits. Intense lemon citrus flavors are balanced with rich creamy yeast characters that lead to a soft, clean finish. 4/ Long Gully Estate Brut Cuvee _Flavours from the classic varieties using a range of winemaking and oak management techniques, creating distinctive cool climate wine styles, marked by their complexity and aging ability. A po rtion of reserve base wine adds a touch of creamy complexity to what is essentially a zesty easy drinking Sparkling. 5/ Pettavel Evening Star Chardonnay 2008 (Geelong, VIC) Warm summer days and cool nights allow our Chardonnay grapes to retain vibrant and complex fruit flavours. After gentle pressing 35 percent of the juice was transferred to second fill French oak barrels for fermentation, the remaining juice was tank fermented to retain crisp youthful aromas and flavours. Upfront melon and peach flavours are enhanced with subtle oak characters and lingering tropical fruit with a citrus acid finish that ensures the wine will reward both immediate consumption or medium term cellaring. 6/ Heart of Stone Sauvignon Blanc 2009 (Marlborough, NZ) This is a punchy style of savvy with deliciously intense tropical fruit, capsicum and citrus flavours. It’s a weighty and juicy wine to taste – mango, passion fruit, red bell pepper and grapefruit with refreshing acidity and strong personality. 7/ Second Nature Sauvignon Blanc 2010 (Adelaide Hills, South Australia) _ Very pale, almost water white. A very fragrant bouquet of passionfruit, lemon peel and gooseberry. The palate follows through with more gooseberry, passionfruit and lemon peel before a lingering, zesty, mouth filling finish. Excellent crisp acidity made for drinking young and fresh alongside seafood, goat's cheese and sushi. Like you're really there. Bouquets of meadow, lemons and lime, grasses, racy and vital, so crisp that it goes crunch, crunch all the way down. Finishing dry and clean, chargrilled fishes are the perfect match! † -Wineweekly. com. au, â€Å"Blond and beautiful, bang for your buck, a whoosh of south seas fruit and green pastures awaken the senses for shrimp, shucked oysters and crustacea! † -Vinicraft. com 8/ Riesling Tahbilk Riesling 2009 (Nagambie Lakes, Central Victoria) _ Tahbilk’s style is more traditional but quite exotic, with aromas of cinnamon and ot her sweet spices, citrus and white peach.Concentrated, smooth and dry, it’s not as piercing as many young Rieslings but very satisfying. 9/ Neagles Rock Riesling 2010 (Clare Valley, South Australia) _ Expressive, lime-tinged, tangy Riesling whose zesty style is protected by screw-cap closure. 10/ Koonara Cabernet Sauvignon 2004 (Coonawarra, South Australia) _ 18 months in French & American barrels have developed a rich, chocolaty Cabernet full of deep mulberries & blackberries finishing with a long blackcurrants & cream palate. 1/ Angoves Cabernet Sauvignon 2009 (Varies Vineyards, South Australia) _ This wine is deep red in colour, with some purple hues. Complex aromas of red berry integrate with more savoury and red pepper notes and a gentle touch of oak. The palate is rich and mouth filling with flavours following through from the initial impression of berries and more complex capsicum family characters. 12/ Sedona Estate Shiraz 2008 (Yea Valley, Victoria) _ This Shiraz was matured for 20 months in a combination of French and American oak. Opaque dark red colour with deep dark brick red hue.The nose displays aromas of plum, dark chocolate and liquorice allsorts which are followed by some confectionary end notes, showing excellent intensity. Medium to full bodied with generous flavours of dark chocolate, mocha and confectionary with some spice on the back palate. Fleshy texture with fine grained soft tannins. Aftertaste of dark chocolate, confectionary and spice. 13/Water Wheel Shiraz 2008 (Bendigo, Victoria) _ A rustic red in the glass and with a delicious rhubarb and berry nose, the Shiraz exquisitely blends spice, plums and red berries with a regional touch of cinnamon.Fine tannins see the wine out without overstaying their welcome. A gorgeously well crafted wine from a vintage renowned for its big fruit flavours 14/ Oyster Bay Merlot 2009 (Hawkes Bay 2008, New Zealand) _ Ripe plum and currant, embraced by blackberry and subtle spice with lingering fine grained tannins. The philosophy of Oyster Bay is to produce fine, distinctly regional wines that are elegant and assertive with glorious fruit flavours. 15/ Gibbston Valley Gold River Pinot Noir 2008 (Central Otago, New Zealand) _ Svelte and sensous – a wine of true pleasure.This is a joyful, young, vibrant Pinot that delivers strong varietal flavours. Semi translucent mauve purple colour with mauve purple hue. Lifted nose, freshly macerated strawberry, spice and cherry showing very good varietal lift. Youthful palate flavours of spice and ripe strawberry over ripe joosy dark cherries. Soft and velvet smooth. Youthful and a delight for the short term. 16/ Sedona Estate Cabernet/Merlot 2008 (Yea Valley, Victoria) _The wine has a dense deep red hue with cedar and bramble aromas making up the bouquet. The palate is filled with flavours of plums, blackcurrant and persistent fine tannins.

Object Relations Case Formulation

1. Identifying details Name: Katrina Katryn Age: 20 Gender: Female Marital status: Single Dependents: N/A Highest level of education: Matric Present occupation: Student (Psychology 1st year) Reason for referral: Self exploration, dealing with the past, improving interpersonal experiences. Referral source: Self-referred 2. Presenting problem She experiences considerable anxiety in interpersonal situations. In addition she has feelings of inadequacy, worthlessness and hopelessness. These difficulties lead to academic concerns and relational problems in her current situation.Her self-esteem is extremely low and she expressed that she hates doubting herself constantly. 3. History of presenting problem. She was sexually abused when she was between 6 and 9 years old. The rest of the time she was emotionally and physically abused. She has always felt inferior and had low self-esteem as long as she can remember. She was diagnosed with depression at age 15 and was put on medication. She canno t remember the name of the anti-depressants and did not remember the exact diagnoses. The feelings of hopelessness and her academic problems has started relatively recently according to her. 4.Past illnesses Psychiatric Mood disorder (She cannot remember the exact diagnoses. ) Medical Nothing significant Anti-depressants (unknown) Adaptive features and Strengths She is intelligent and ambitious. She has shown courage in confronting her father about the abuse and her decision to mend their relationship show courage. She seems to have insight into her difficulties and the processes that keep them alive. She seems to be willing to change and to explore these difficulties in depth. The fact that she removed herself from her deleterious environment in adolescences is indicative of her self-preservative abilities.She is currently in therapy on a self-referral which again points out these abilities. She has taken responsibility of protecting her siblings in the past and the present which i ndicate her compassion for others. She seems to trust me and it is likely that we will form a therapeutic alliance. 5. Personal history I. Birth and early development As far as Katrinais concerned she was a wanted and welcomed baby although the pregnancy was not planned. The pregnancy was normal at 40 weeks without any complications. She did not experience any serious illnesses and was not involved in any accidents.She reached all her developmental milestones within the average intervals. This thus indicates a normal developmental trajectory throughout infancy. Katrina’s socio-emotional history was significantly compromised by physical, emotional and sexual abuse. She had an extremely wounding relationship with her father who mistreated her and then after the mistreatment behaved alluring towards her. She mentioned this several times during most of our sessions. She also had an ambivalent relationship with her mother during this time.Her mother would at times be very loving, caring and supportive, yet at other times ignore her cries for help and her need for her affection. She did not enjoy any close knit friendships and it seems that the only person she shared a healthy relationship with was her grandmother. This relationship however was constantly under attack from her parents. She described herself as an obedient and shy girl who felt lonely and different. II. Childhood During her childhood Katrina lived in a very traumatic family situation full of psychological, sexual and physical abuse.She mentioned that everything from her childhood was connected to a bitter feeling. She lived with her mother, father and younger sister. Her father was unhappy, aggressive, insecure, but in her childhood she experienced him as a powerful and great authority. Her father was sexually abused as a child. He was very strict and required discipline from his two children, especially from Katrina. He set strict rules and if these were broken, he beat Katrina. If she oppose d him and objected to what he said, he hit her. When she was seven years old she was sexually molested by him on a regular basis.This continued until she was 9 years old and then her father stopped the sexual abuse. The emotional and physical abuse nevertheless continued throughout her childhood until she emancipated herself from her parents. Katrina’s socio-emotional history was significantly compromised by physical, emotional and sexual abuse and by the response of her mother during this time. On the one hand her mother was a warmer person than her father but she was subordinated to Katrina's father. Her mother's attitude towards her was very variable.Sometimes she was kind and interested in her, yet in cases when she did not like something she scolded, even hit her, which Katrina understood as the end of their relationship and love. But when her mother showed her compassion again, Katrina immediately forgave her. Her mother would at times be very loving, caring and support ive, yet at other times ignore her cries for help and her need for her affection. She did not enjoy any close knit friendships and it seems that the only person she shared a healthy relationship with was her grandmother.This relationship however was constantly under attack from her parents. She described herself as an obedient and shy girl who felt lonely and different. Katrina's parents often quarrelled with each other, although father was less often physically aggressive towards the mother than towards Katrina. Katrina blamed herself for being the cause of disagreements, e. g. when she wanted something, parents quarrelled, because her father prohibited it while her mother allowed. So Katrina preferred to suppress her wishes and remained quiet to avoid quarrels.According to her conclusion there would be peace at home if she was a good girl. Even at her young age, Katrina had to assume responsibility for her younger sister. She was like her shadow and prevented her (Katrina) from re laxing completely. As mentioned earlier, Katrina’s only solace in her childhood years was her maternal grandmother. According to Katrina she was the only person she felt completely safe with. When Katrina was 9 the sexual abuse from her father stopped, Katrina told her grandmother about it and the father admitted to it and entered rehabilitation.Her mother nevertheless stayed married to him for the meanwhile and Katrina was expected to share a life with him despite the abuses he committed against her. She expressed the wished to stay with her grandmother, who at that time stayed quite close to them. It was however her mother and father’s (I suspect her father’s) decision to move away. Katrina remembered feeling like her world fell into pieces when this event occurred. Katrina and her younger sister were informed that another sister is on the way during this time.Katrina remembered that she was a shy little girl who found it difficult to make new friends. She rem embered how difficult the move was for her leaving her friends and grandmother behind. III. Adolescence A stated previously although the sexual abused stopped her father continuously physically abused her until the age of 16 until she emancipated herself and went to live with her grandmother. Katrina explained that this was done despite protests from her mother and father. She went to visit her grandmother one holiday and never returned home.She felt extremely guilty leaving her 2 sisters behind but felt that this was the only way she could fled from the abuse of her father. She is not sure whether or not her father had abused her little sisters sexually but stated that he never physically abused them. Her parents divorced after this and her mother moved to Botswana where she still lives today. Katrina stayed with her Grandmother until she finished school. She did however not speak about her grandmother a lot in our sessions and only mentioned a few superficial accounts. She express ed that she was ordinary in high school and could not remember anything that stands out.She did however comment on the fact that she had a couple of boyfriends she referred to as â€Å"dominating idiots which she could not leave at will although she hated the relationships. She did have 1 or two close friendships. Her father remarried and Katrina has an ambivalent relationship with her stepmom who she describes as manipulating, controlling and mean. IV. Family data Katrina is the first born daughter of her biological parent’s first marriage. She has two younger sisters, X who is 16 and Y who is 13. Her parents divorced when she was a teenager. Her father remarried and has two boys with her stepmom.Her mother and biological sisters stays in Botswana. Katrina sees them at least twice a month when she and her boyfriend go to visit them. Her mother had a boyfriend but they broke up recently when she was in therapy with me. V. Cultural features Katrina is a 20 year old Caucasian woman of the Christian religion. She is English speaking. VI. Social condition She is currently staying in the residence at the University she studies. She seems well looked after. She comes from a typical suburban middleclass background. She is dating a 20 year old guy, who I met.Other than this she has not mentioned other friends. It seems that her boyfriend and her family is her only support system at the moment. 6. Personality Katrina is somewhat introverted and extremely dependent. She seems to be submissive and self-criticizing. She is shy, withdrawn and apologetic. Although she at times seemed optimistic it was clear that this is a mask for her underlying pessimism and distrust in people in general. 7. Mental status examination Katrina was orientated to time space and place. She did not exhibit delusions, hallucinations or cognitive disturbances.She was dressed in line with the latest trends. Her appearance did not seem extravagant yet it was nevertheless neat. Her affect was a bit blunted initially and she did seem a little blocked off. This however changed throughout our sessions. 8. Diagnosis Axis I. Major depressive disorder, Recurrent, Moderate Axis II. Dependent Personality Disorder Axis III. None Axis IV: Problems with primary support group (victim of physical and emotional abuse in childhood; Disruption of family due to parents' divorce). Problems related to the social environment (inadequate social support).Axis V GAF: 55 :Moderate symptoms and moderate difficulty in social and occupational functioning. Comments: At termination GAF = 80 Good improvements in self-evaluation, self-esteem and assertiveness. Good reality testing and a sense of independence in her relationship with her father. 9. Prognosis Currently it seems that Katrina has dealt with a large part of her experience with the sexual abuse. She has gained some insight on the reasons she is overly dependent on people to make decisions for her and why she feels like she will lose relati onships or love when she assert herself in interpersonal situations.Although she will benefit to long term therapy I feel that we have dealt with key aspects in our 7 months together. 10. Case formulation The so called schizoid ego splitting can be noticed in Katrina. In her early relationships Katrina did not have safe attachments. She lived through mistreatment and lack of support, the consequence of which is that children hide their feelings and relational needs. This stops or slows down the process of integration and the ego gets fragmented (Klein, 1987, in Little, 2001).This gives rise to the first degree of a split or withdrawal as described by Fairbairn (1952, in Little, 2001), where the ego splits into coping/every day self (central ego), which maintains the relation with the outer world, and the withdrawn/vulnerable self (libidinal ego), which hides itself. At an early stage of development Katrina could not display some parts of herself, like feelings of vulnerability, ange r, playfulness, her own interests, the part connected with relaxation and enjoyment, because for all these she was punished with physical violence and emotional rejection.She most probably hid and suppressed this part of herself and thus the withdrawn/vulnerable self-formed. Outwardly Katrina showed her coping/every day self, which listened to the parents, was good at school and at home, who did not object and had no interests of her own, while being active all the time. During the psychotherapy Katrina mentioned several times that she did not know at all who she was, that she did not know herself and that in interpersonal situations that provoked any form of anxiety she felt like she was falling to bits.She described herself as an abused person and that that is all she is and nothing else. This might be because till then she mostly defined herself through others and through those specific experiences. This particularly describes the process of splitting into both previously mention ed selves, where the authentic self (vulnerable self) hid, while Katrina identified herself with the coping/every day self, which was more social self and represented her adjustments to the wishes of other people around her, like her mother and father. Simultaneously the splitting of external objects, i. . people who were important for her, occurred. The coping/every day self has to maintain a connection with important objects, otherwise the child could not survive on his/her own. This gives the child a sense of security (Little, 2001), which represents a very important need for Katrina, as will be further described in the following section. For Katrina to be able to keep a tolerably good connection with her mother, she had to separate bad experiences and internalize them, which suppressed her withdrawn/vulnerable self even more.In this way the coping/every day self is connected with the idealized object (Little, 2001), which also holds true in Katrina's case. At the beginning of ps ychotherapy Katrina strongly idealized her mother; she spoke only of good experiences with her, not remembering unlikable experiences, since these were split off. Only with on-going therapy was she gradually able to integrate these experiences. She was also very loyal to her mother, defending her all the time, not being angry with her, which all shows a strong tie between the coping self and the idealized object.An example of this the following : Katrina has received various complaints from her sisters and has experienced it for herself that her mother has sex with her boyfriend in the house where everybody in the house can hear everything. According to Katrina these events are quite explicit and make everyone extremely anxious and uncomfortable. She however defended her mother by saying that her mother deserves the happiness and pleasure and that Katrina wants her mother to be happy. â€Å"We can look past this because my mom deserves to be happy†. On the other hand Katrina had isagreeable memories of her father from the very beginning. She mainly blamed him for her ugly childhood, so that Katrina probably formed a split also between both parents (father thus representing the bad object, and mother the good one). Th e vulnerable self is in relation to the exciting/disappointing object (Little, 2001) and this represents the developmentally needed relationship between her mother and Katrina. Their relationship was very variable, i. e. her mother was warm and kind to Katrina some of the time. Katrina hoped that mother would satisfy her needs, but was later disappointed and rejected by her.I n my judgment Katrina's mother had great difficulties in getting attuned to Katrina. This resulted in the exciting/disappointing object to be experienced as painful and dangerous by Katrina, which meant that she suppressed this aspect into her unconscious as the disappointment. The withdrawn self, splits further to create the internal saboteur (Fairbairn, 1952, in Litt le, 2001), which serves to keep the vulnerable self, hidden and repressed. The saboteur's function is to precede criticism of other important persons and thus regulates a child's behaviour (Erskine, 2007).It is that is to say easier to bear inner criticism than criticism by important other persons, because this would signify an end of a vital relationship. Katrina on several occasions mentioned that she was afraid to speak her mind in her significant relational circumstances because she feared that it would mean the end of that relationship. It is also too painful to incessantly repeat disappointments due to unmet needs; therefore the inner saboteur blocks these needs and even denies their existence. In Katrina the inner saboteur (anti-libidinal ego) formed, manifesting itself in Katrina's excessive self-criticism.As early as primary school she criticised herself for her looks, clothes and shoes, her behaviour and her inferior abilities, and she worried that other children might not like her. Through her inner saboteur Katrina constantly controlled herself, her vulnerable self, e. g. , she forced herself to be strong, not to show emotions and to be well-behaved. She kept convincing herself that she didn't lack anything. Therefore Katrina created an inner saboteur to be able to survive with a violent father and aloof mother.The inner saboteur is in relation with the rejecting/attacking object, which attacks the vulnerable self so that the latter would remain suppressed (Little, 2001). Rejecting/attacking object in Katrina was formed by aggressive reactions of her mother and father, the violence (physical, sexual and emotional blackmail), daily criticism, humiliations etc. This part contains numerous contents, so the inner saboteur is very powerful. In my judgement then her dependent personality developed as a result of the above dynamics and within her early relational experiences described above.Her dependent tendency creates significant anxiety and difficulty in her current relations with people, especially in her relationship with her father from which she cannot separate completely. 11. Management plans The first few sessions were focussed on normalizing her feelings of ambivalence in relationships and her over dependence on other people’s decisions. I also highlighted her strengths for her in our early session. For instance the fact that she took the initiative to emancipate her from her parents at age 16 and that she entered counselling out of her own accord showed resilience and strength and would be useful in our sessions.Key aspects to work on and therapeutic goals (a) Help Katrina to talk about the abuse; (b) validate the Katrina's experience and feelings; (d) help to correct misperceptions of blame and responsibility for the abuse; (e) encourage Katrina to formulate and reach goals for personal coping and healing The first phase focused on stabilization and mastery: building the therapeutic relationship; reduction and co ntainment of stress-related symptoms; establishing safety; and coping with current life problems. The second phase we dealt with integration of traumatic memories.The final phase was concerned with self-development, relational development, and adaptation to daily life. PHASE 1: THE THERAPEUTIC ALLIANCE Katrina was hesitant about returning to counselling. She was sceptical about her safety in a therapeutic environment as a result of her previous experience in therapy. I was aware that Katrina had been dealing well with the impact of the sexual abuse, but her adult desire for stable relationships and being able to assert herself in these relationships called for therapy from a mature perspective.I worked to establish positive rapport. Employing a person-centred approach throughout the first few sessions established a safe environment. Katrina chose the topics for the initial sessions. I used open-ended questions to avoid leading her, and helped her determine which difficulties were of primary importance. Treatment had to deal with both the underlying history of trauma and the current symptoms. Once rapport was firmly established, Katrina felt she was safe and her feelings were understood. PHASE 2: ADDRESSING PAST TRAUMA SYMPTOMSExamples of associated problems that need to be understood within a diagnostic and treatment approach for childhood abuse are a pattern of disrupted development, loss of self-sustaining identity. In this phase we explored her ambivalent feelings toward her parents and her ambivalent self-concept or self-experience. We also explored ways she has come to understand her childhood abuse. I was aware of transference and my own counter transference in our sessions. I interpreted the transference for her and we worked on integrating her identity.For example she felt like an abused person and it was so strongly related to her self-concept that it took over her life. We worked on redefining herself as someone who just happened to be the victim of abuse. Example of countertransference: I had a feeling that I wanted to give Katrina advice and wanted to give her solutions. I also had the feeling like I have to protect her in some way. I tried to meet Katrina’s need for security by setting clear limits of therapy, by concluding a therapeutic agreement with her, by informing her of the characteristics of the therapy and by telling her that there are no right and wrong answers.I accepted her in her wholeness, including her depressive, gloomier part and her history of abuse. I did not denounce her when she thought I would. All this contributed to creation of a sense of safety in the therapy; she felt that she could show herself such as she was, without causing my respect towards her to diminish or without my criticizing or rejecting her. All this helped her to be less reluctant to continue with psychotherapy. During that phase of therapy Katrina gradually expressed her anger better, particularly in her relation to father.It was a great achievement also that she expressed anger to her mother to whom she previously never set limits. Katrina found out that each expression of anger does not necessarily provoke conflict, violence and termination of a relationship. Katrina still finds it hard to experience anger with parents, as feelings of guilt and self-blame appear. What follows are examples of our sessions: Session 6 Katrina surprised me by bringing her boyfriend with into our session. It was noteworthy as the supposed reason for our sessions has nothing to do with him.She did not involve him in the session and he was more like an observer. I commented on his presence and asked if he will join us each time. They both said no. This is something I would like to explore further in our future sessions. We explored strategies to deal with her insecurity in interpersonal situations. I asked her to name 5 rules she lives by relating to her relations with people. Most of them seemed to point to a certain notion that there is condition upon if other people would accept her contributions to any interaction.She does this in our sessions as well, for example: she would say something like the following: I want to ask you something but I am afraid that you would think I am crazy and stupid for asking it. I know it’s not the right thing for me to be thinking of and I am afraid you will think less of me. I asked her to think of other relationships in which she engages with this thinking in. She identified that this is why she came for counselling. That she feels that if she is not perfect and always the way other people would like her to be they (everyone) would not accept her.She went as far that she fears that people would totally reject her and banish her from their lives permanently. I ended the session by giving her homework. She had to identify some of her rules that she feels is operating in her relationships with others. I then asked her to write them down and next to each one write down an alternative to this rule one that is in essence contradictory. . Session 7 We discussed her homework and I commented on her resourcefulness in coming up with good alternatives. It made her feel empowered. I thought to try and relate what we have discussed in our previous session to her bringing her boyfriend to therapy.I asked Katrina on the incidence of bringing her boyfriend with. She said that she felt safer when he is around. I hypothesised that our previous session made her feel vulnerable as we explored where her interpersonal mistrust and anxiety could’ve emerged and she related this to her relationships with both her parents. I asked if that she felt exposing these quite personal details at me she felt that I would reject her and related it to the rules that we discussed in session 4. It was in this session that she cried and really showed strong emotion when she spoke about her father and even more so her mother.A definite area to explore more!!!!! PHASE 3: Self-development, relational development, and adaptation to daily life. Session 6 Having not seen each other for over a month as a result of exams and the holiday and we did some catching up. She said that she felt better and feels that she can handle the interpersonal insecurities she felt better. In session 4 we spoke about being aware when these feelings, which we agreed to, call uncertainty, emerges. Then immediately challenging them with something like there are no conditions of people’s acceptance of me. They will accept me and my decisions and contributions for who I am and for what it is.She asked my advice on a decision she had to make after a disagreement with her father over the weekend about her 21st birthday party. I asked her if it would make a difference if I told her what to do. We went back and forth on this and I asked her if it is important for her for me to think that she is making the right decision. She said that she thinks that I am â€Å"clever† and educated and that if I agree with her she would know it is the right decision. I asked her if she always feel the necessity to check in with other people before she makes decisions.She said that she always feels uncertain, especially when it comes to her father as he is manipulating and knows how to make her feel guilty about her decisions. She said that this has always been the case. I told her that my advice would be irrelevant and asked her to give me the options and the outcomes of decisions regarding this situation. This opened up a space in which we could discuss her relationship with her father and her story about this relationship in depth. She told a story of her father being a loving and caring father if she was exactly the way he wanted her to be and did what he expected of her.If she disagreed with him he would tell her that she has to choose between his view points or she could pack her stuff and leave his home. This is still the case and it is a huge fear of Katri na that when she shows any disagreement with her father’s wishes he would completely reject her and shut her out of his life permanently. I asked her the following questions to confirm my hypothesis that she might fit into the dependent personality diagnosis. †¢Some people enjoy making decisions. Others prefer to have someone they trust guide them. Which do you prefer? Her response : I would prefer someone guiding me. Do you seek advice for everyday decisions? Her response : Always †¢Do you find yourself in situations where other people have made decisions about important areas in your life, e. g. what to wear, where to go out to, what to study ect.? Her response : All the time. †¢Is it hard for you to express a different opinion with someone you are close to? What do you think might happen if you did? Her response. Our relationship will end†¦. Ummm well maybe not end but they will leave me and I’ll have to beg them to stay. †¢Do you often pret end to agree with others even if you do not? Why?Do you think it could get you into trouble if you disagree? I always agree, especially with my mom and dad. I don’t want them to leave me because they think I am a rebel or something. †¢Do you often need help to get started on a project? No †¢Do you ever volunteer to do unpleasant things for others so they will take care of you when you need it? If I think about it I have done it often in the past. †¢Are you uncomfortable when you are alone? Are you afraid you will not be able to take care of yourself? I have to be around at least one other person. I am terrified of being alone. Have you found that you are desperate to get into another relationship right away when a close relationship ends? Even if the new relationship might not be the best person for you? I had boyfriends who abused me, just like my father did but I stayed with them for a long time. I have never been single not once since high school, since I st arted dating no matter how bad the relationship was before the new one I always quickly found a new boyfriend. The one that I have now is the best thing that ever happened to me. †¢Do you worry about important people in your life leaving you?I am very anxious that they will especially my boyfriend, my father and my mother After these sessions we began to set real life goals like for example. Asking her dad for coffee in a public place and talking to him about what concerns her. She was very scared to do this but she did it and disconfirmed her beliefs regarding him leaving her if she speaks her mind. He actually embraced it and their relationship has become more realistic and reciprocal. He now phones her and she could decide what she wanted to do with her 21st birth day party something he had took over from her.She has also confronted her mother about her concerns about the example her mother sets for her sisters when her boyfriend stays over and they get, well a little loud i n the bedroom. She spoke to her lecturers regarding her bad marks and attempted to rectify her poor academic performance. Although she still fails the subject she feels good about trying to do something about it and having the courage to face the lecturer. We discussed termination and I suggested that we see each other on a bi-weekly basis. I did not want her to become dependent on me and on the therapy.She then suggested that we terminate in our next session as she felt â€Å"ready to take on her responsibilities and face the music†. I suggested that we see each other for two more sessions just to reflect back on our journey and top identify the resources she is now able to utilise. 12. Issues for discussion Did I follow a suitable therapy journey with her. References Erskine, R. G. (2007). Unconscious process, transference and therapeutic awareness. Workshop on Institute IPSA. Ljubljana, Slovenia. Little, R. (2001). Schizoid Processes: Working with the defences of the withd rawn child ego state. Transactional Analysis Journal, 31 (1), 33-43.

Supreme Court Case of Tinker v. Des Moines

Supreme Court Case of Tinker v. Des Moines The 1969 Supreme Court case of Tinker v. Des Moines found that freedom of speech must be protected in public schools, provided the show of expression or opinion- whether verbal or symbolic- is not disruptive to learning. The Court ruled in favor of Tinker, a 13-year-old girl who wore black armbands to school to protest Americas involvement in the Vietnam War. Fast Facts: Tinker v. Des Moines Case Argued: November 12, 1968Decision Issued:  February 24, 1969Petitioners: John F. Tinker and Christopher EckhardtRespondent: Des Moines Independent Community School DistrictKey Question: Does prohibiting the wearing of armbands as a form of symbolic protest while attending a public school violate students First Amendment rights?Majority Decision: Justices Warren, Douglas, White, Brennan, Stewart, Fortas, and MarshallDissenting: Justices Black and HarlanRuling: Armbands were deemed to represent pure speech and students do not lose their First Amendment rights to freedom of speech when they’re on school property. Facts of the Case In December 1965, Mary Beth Tinker made a plan to wear black armbands to her public school in Des Moines, Iowa, as a protest to the  Vietnam War. School officials learned of the plan and preemptively adopted a rule that prohibited all students from wearing armbands to school and announced to the students that they would be suspended for breaking the rule. On December 16, Mary Beth and more than two dozen other students arrived at their Des Moines high, middle, and elementary schools wearing black armbands. When the students refused to remove the armbands, they were suspended from school.  Eventually, five of the older students were singled out for suspension: Mary Beth and her brother John Tinker, Christopher Eckhardt, Christine Singer, and Bruce Clark. The fathers of the students filed a suit with a U.S. District Court, seeking an injunction that would overturn the schools armband rule. The court ruled against the plaintiffs on the grounds that the armbands might be disruptive. The plaintiffs appealed their case to a U.S. Court of Appeals, where a tie vote allowed the district ruling to stand. Backed by the ACLU, the case was then brought to the Supreme Court. Constitutional Issues The essential question posed by the case was whether the symbolic speech of students in public schools should be protected by the First Amendment. The Court had addressed similar questions in a few previous cases, three of which were cited in the decision. In Schneck v. United States (1919), the Courts decision favored restriction of symbolic speech in the form of anti-war pamphlets that urged citizens to resist the draft. In two later cases, Thornhill v. Alabama in 1940 (about whether an employee may join a picket line) and West Virginia Board of Education v. Barnette in 1943 (whether students may be forced to salute the flag or recite the pledge of allegiance), the Court ruled in favor of First Amendment protection for symbolic speech. The Arguments Attorneys for the students argued that the school district violated the students right of free expression and sought an injunction to prevent the school district from disciplining the students. The school district held that their actions were reasonable ones, made in order to uphold school discipline. The U.S. Court of Appeals for the Eighth Circuit affirmed the decision without opinion. Majority Opinion In  Tinker v. Des Moines,  a vote of 7–2 ruled in favor of Tinker, upholding the right to free speech within a public school. Justice Fortas, writing for the majority opinion, stated that It can hardly be argued that either students or teachers shed their constitutional rights to freedom of speech or expression at the schoolhouse gate. Because the school could not show evidence of significant disturbance or disruption created by the students wearing of the armbands, the Court saw no reason to restrict their expression of opinion while the students were attending school. The majority also noted that the school prohibited anti-war symbols while it allowed symbols expressing other opinions, a practice the Court considered unconstitutional. Dissenting Opinion Justice Hugo L. Black argued in a dissenting opinion that the First Amendment does not provide the right for anyone to express any opinion at any time. The school district was within its rights to discipline the students, and Black felt that the appearance of the armbands distracted students from their work and hence detracted from the ability of the school officials to perform their duties. In his separate dissent, Justice John M. Harlan argued that school officials should be afforded wide authority to maintain order unless their actions can be proven to stem from a motivation other than a legitimate school interest. The Impact Under the standard set by Tinker v. Des Moines, known as the Tinker Test, student speech may be suppressed if it amounts to a 1) substantial or material disruption or 2) invades the rights of other students. The court said, where there is no finding and no showing that engaging in the forbidden conduct would materially and substantially interfere with the requirements of appropriate discipline in the operation of the school, the prohibition cannot be sustained.   However, three important Supreme Court cases since Tinker v. Des Moines have significantly redefined student free speech since that time: Bethel School District No. 403 v. Fraser (7–2 decision handed down in 1986): In Washington state in 1983, high school student Matthew Fraser delivered a speech nominating a fellow student for student elective office. He delivered it at a voluntary school assembly: Those who declined to attend went to a study hall. During the entire speech, Fraser referred to his candidate in terms of an elaborate, graphic, and explicit sexual metaphor; the students hooted and hollered back. Before he gave it, two of his teachers warned him that the speech was inappropriate and if he gave it he would suffer the consequences. After he delivered it, he was told he would be suspended for three days and his name would be removed from the list of candidates for graduation speaker at the schools commencement exercises.   The Supreme Court ruled for the school district, saying that students are not entitled to the same latitude of free speech as adults, and the constitutional rights of students in a public school are not automatically coextensive with the rights of students in other situations. Further, the judges argued that public schools have the right to determine what words are deemed offensive and therefore prohibited in schools: the determination of what manner of speech in the classroom or in school assembly is inappropriate properly rests with the school board.   Hazelwood School District v. Kuhlmeier (5–3 decision handed down in 1988): In 1983, the school principal of Hazelwood East High School in St. Louis County, Missouri, removed two pages from the student-run newspaper, The Spectrum, saying that the articles were inappropriate. Student Cathy Kuhlmeier and two other former students brought the case to court. Instead of using the public disruption standard, the Supreme Court used a public-forum analysis, saying that the newspaper was not a public forum since it was part of the school curriculum, funded by the district and supervised by a teacher.   By exercising editorial control over the content of student speech, the Court said, the administrators did not infringe the students First Amendment rights, as long as their actions were reasonably related to legitimate pedagogical concerns. Morse v. Frederick (5-4 decision handed down in 2007): In 2002, Juneau, Alaska, high school senior Joseph Frederick and his classmates were allowed to watch the Olympic Torch Relay pass by their school in Juneau, Alaska. It was the school principals Deborah Morses decision to permit staff and students to participate in the Torch Relay as an approved social event or class trip. As the torchbearers and camera crews passed by, Frederick and his fellow students unfurled a 14-foot long banner bearing the phrase BONG HITS 4 JESUS, easily readable by the students on the other side of the street. When Frederick refused to take the banner down, the principal forcibly removed the banner and suspended him for 10 days. The Court found for the principal Morse, saying that a principal may consistent with the First Amendment, restrict student speech at a school event when that speech is reasonably viewed as promoting illegal drug use. Online Activity and Tinker Several lower court cases explicitly referring to Tinker concern online activity of students and cyberbullying, and are making their way through the system, although none have been addressed on the Supreme Court bench to date. In 2012 in Minnesota, a student wrote a Facebook post saying a hall monitor was mean to her and she had to turn over her Facebook password to school administrators in the presence of a sheriffs deputy. In Kansas, a student was suspended for making fun of his schools football team in a Twitter post. In Oregon, 20 students were suspended over a tweet claiming a female teacher flirted with her students.  There have been many other cases in addition to these. A cyber-bullying case in North Carolina- in which a 10th-grade teacher resigned after students created a fake Twitter profile portraying him as a hyper-sexualized drug addict- led to a new law (N.C. Gen. Stat. Ann.  §14-458.1) which criminalizes anyone using a computer to engage in one of several specified prohibited behaviors.  Ã‚   Sources and Further Information Beckstrom, Darryn Cathryn. State Legislation Mandating School Cyberbullying Policies and the Potential Threat to Students Free Speech Rights Vermont Law Review 33 (2008–2009): 283-321. Print.Chemerinsky, Erwin. Students Do Leave Their First Amendment Rights at the Schoolhouse Gates: Whats Left of Tinker? Drake Law Review 48 (2000): 527-49. Print.Goldman, Lee. Student Speech and the First Amendment: A Comprehensive Approach Florida Law Review 63 (2011): 395. Print.Hazelwood School District v. Kuhlmeier Oyez (1988)Johnson, John W. Behind the Scenes in Iowa’s Greatest Case: What Is Not in the Official Record of Tinker V. Des Moines Independent Community School District. Drake Law Review 48 (2000): 527-49. Print.Morse v. Frederick Oyez (2007)Sergi, Joe. Obscenity Case Files: Tinker v. Des Moines Independent Community School District. Comic Book Legal Defense Fund, 2018.  Smith, Jessica. Cyberbullying. North Carolina Criminal Law 2010. Web.Tinker v. Des Moines Independen t Community School District. Oyez (1968). Wheeler, David R. Do Students Still Have Free Speech in School? The Atlantic April 7, 2014. Print.Zande, Karly. When the School Bully Attacks in the Living Room: Using Tinker to Regulate Off-Campus Student Cyberbullying. Barry Law Review 13 (2009): 103-. Print.

Business management Essay Example | Topics and Well Written Essays - 3500 words

Business management - Essay Example Without doubt, scholars have focused on understanding the structure of the electricity industry because it contributes significantly to the United Kingdom economy. This paper will describe the current structure of the electricity industry in the United Kingdom and highlight its contribution to the economy. In addition, the paper will discuss how sustainability affects the business plan of Centrica, one of the companies in this industry. The United Kingdom Electricity Industry has undergone a rigorous transformation process after the privatization efforts of 1989. Privatization of the industry brought forth two types of changes. It led to the privatization of most of the companies in the industry, a factor that introduced a high level of competition. Prior to the privatization, many companies had operated in the public sector. After privatization, it was only logical for the industry to undergo complete restructuring. Some of the objectives that triggered the restructuring of the industry included the creation of a highly competitive electricity market in the United Kingdom. In addition, restructuring would serve to present the industry with financial independence, terminating the reliance on the government. Other supporters of the restructuring process highlighted that it would allow a wider share of ownership. Restructuring of the industry also enabled employees to be actively involved in the success of the differ ent companies. Most importantly, the restructuring of the industry brought forth new realms of possibilities. For example, customer choice became a possibility, and the process separated the monopolies that had existed in the electricity business (Electricity Industry Profile: United Kingdom 2014, p. 29). The privatization reforms in 1989 focused on changing ownership from state to private companies and transferring employees

Project Management Essay Example | Topics and Well Written Essays - 500 words - 14

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