Global Warming and Water Resources Essay

Climate change is a global problem. Its causes a string of effects but particularly, it affects water resources. As global warming affects the marine ecosystems and as it contributes to the melting of the polar ice caps, mankind is facing a bleaker future. Climate change, also known as global warming or the greenhouse effect is caused by the excessive amounts of greenhouse gases such as carbon dioxide in the Earth’s atmosphere. These greenhouse gases prevent heat from escaping the atmosphere resulting in a considerable warming of temperature. This phenomenon results in many problems. This greenhouse effect is natural and without it, the Earth would be too cold to sustain the current ecosystem, but the problem is the warming of the planet is reaching very high levels (West, What is the Greenhouse). The melting of the polar ice caps is a major concern especially when talking of global warming. One particular aspect is that the melting of the polar ice caps will result in rising sea levels. According to the National Snow and Ice Data Center, sea levels would rise by as much as 230 feet if all the polar ice caps melted. This will provide a threat to people especially those living near the coastlines (5 Deadliest Effects, 2007). The ice caps are formed from fresh water and the melting of these polar ice caps makes seawater more saline. Thus, it creates an imbalance in the marine ecosystem. In one case, swarms of jellywish invaded the waters near the coastline where they usually do not reside in. A survey by Oceana indicated that they are ten jellyfish for every square meter in some coastal areas in Spain. According to Frances Peters from the Institute of Marine Science in Barcelona, higher water temperature and higher water salinity forces these creatures to move to waters near the coastline (BBC, 2008). The melting of the ice caps also threatens different species of animals in the arctic region. Due to the changes in their natural habitat, some animals in this part of the world may find it hard to adapt to the changes which can ultimately lead to their extinction (5 Deadliest Effects, 2007). Climate change also results in seawater turning into acid. Excess carbon dioxide is absorbed by the sea and when carbon dioxide is mixed with seawater, a weak type of carbonic acid is formed. Erosion provides the waters with a natural buffer to the acid which is the calcium coming from rocks that underwent weathering. However, rising carbon dioxide levels have began to alter this balance. The rising acidity of seawater poses a threat to the thriving marine ecosystems including the corals (Spotts, 2004). A huge portion of the Earth is water and water is a main component of life. If water resources are affected by climate change, thus, all living things would be affected. A disturbance in the balance of marine life as an effect of global warming will affect the world’s food supply since many people rely on fish as food. Coral bleaching results in the fish having no food or shelter (Markey, 2006). Climate change has also resulted in many problems for people such as droughts and floods. These two incidents affect food production. Droughts constitutes in the absence of an irrigation system for the field while floods destroy planted crops. Drinking water also becomes a problem in some extreme cases of droughts (Struck, 2007) Experts indicate that it is not too late to stop global warming. It may be prevented by cutting down on the greenhouse gas emissions which is why the Kyoto Protocol came into existence. The Kyoto Protocol aims to bring down emission levels of countries that have ratified it. The United States refused to ratify the Kyoto Protocol which 178 countries signed on the ground that it will have severe economic effects on the country. Many criticized the administration of George W. Bush for such a response (West, Should the United). Methods of limiting greenhouse gas emissions can be done to curb the problem such as using more environment-friendly means of transportation and resorting to energy sources that produce no greenhouse gas emissions. These can be done by countries to limit their greenhouse gas emissions to comply with the demands of the protocol. Electrcic cars or other alternative vehicles that produce no emissions should be adopted. Using coal to produce electricity should also be put to a halt since it produces huge amounts of carbon dioxide. There are many alternative energy sources aside from fossil fuels such as solar energy, wind energy, geothermal energy an hydroelectric energy. All these can produce virtually no amount of greenhouse gases and are even more economical. If every nation would adopt these steps, global warming could easily be stopped and reversed. The challenge here is the transition. It would take great effort to completely change all energy sources to more environment-friendy energy sources. The use of non-fossil-fuel-powered vehicles may also be difficult to adopt since not all people can afford to get a new vehicle at a given time. Adopting these steps eliminate dependence on oil and oil-producing countries. On the other side of the fence, these steps would result in decreased revenues from oil which could render some people jobless. Educating the public would also be an important step to make them more aware. This would not be too hard as a process since the media is now becoming more aware of environmental concerns such as global warming. Politicians are also starting to put attention on the subject. All these steps must start from government efforts since they have the resources and the attention of the public. The steps must be done in large scale proportions. Even little efforts to help decrease greenhouse gas emissions but the cooperation of everyone is needed to really have an effect. Legislating laws to demand compliance would be a viable step.

How Does Arthur Miller Use the Theme of Dreams to Convey the Hopes and Disappointments of Other Characters?

The theme of dreams plays a very important part in ‘Death of a Salesman’. They consist of ‘the American Dream’, daydreams and hopes for succeeding. Willy Loman was the main victim in this play as he ended up losing his life by trying to achieve the ‘American Dream’. Although, this dream was the main reason for Willy’s early death, this wasn’t something that he wanted to do; it was the dream that the American society wanted him to do. This dream is known as ‘The American Dream’ and it played an important role in disappointing the characters of Willy’s family.In the majority of the play, Willy Loman is seen to be following the American Dream. The American Dream is the idea that everyone can become successful, rich and popular in America, but this is mainly based on luck. Willy Loman tries to achieve this, but seeking this artificial happiness that was set by America only ended with his life being taken away. Throu ghout the entire play, Willy Loman was chasing this false dream that was given to him by the society surrounding him, but he never wanted to do this.He wanted to live in the country and support himself in the great outdoors, â€Å"Me and my boys in those grand outdoors† (Act 2), but this never worked out because of the American society, which made Willy forget about his true dream and forced him to spend his entire life chasing ‘the American Dream’ which in the end, brought him to an early death. Another theme of dreams that Arthur Miller used was ‘hopes and ambitions’. Willy’s flashbacks link to this theme as he has still not achieved his ambition to become successful; instead, Willy used his flashbacks to hide in the past where his life was cheerful and pleasant.A perfect example of this was at the beginning of the play where he said that his son, Biff was not achieving anything with his life, but then, he fell into a flashback where Biff wa s popular in school and was adored by everyone around him. Willy keeps on reminiscing this time because it shows that he was trying to use the past to cheer himself up when he was going through a hopeless time in the present. Hopes and ambition are very important because it showed that Willy ‘hoped’ to be well-liked which was the reason for him becoming a salesman because he thought this was the best job for an American.This theme links to the American Dream because Willy thought that being a salesman would make him rich and successful as it was the ‘best job’, but it didn’t, instead it was dictating and playing with his life. He told his two sons that, â€Å"Uncle Charley is liked, but not well-liked†. The reason for this was to prove to Biff and Happy that he was important to other people, but in Willy’s mind, he knew he would never be able to match the level of success of his brother, Ben and Charley achieved, instead Willy was livin g under their shadow leading him into another disappointment.The American Dream makes the Loman family very acquisitive, they think that buying the newest technology on the market is the best way of showing that they are rich and successful, for example, they bought a new refrigerator because â€Å"it had the best ads on them†. This sort of buying spree led the Lomans into severe debt and was one of the main sources to Willy’s death as he tried to pay off the debt by killing himself in the end.Arthur Miller also uses the name ‘Happy’ for the use of irony because the character is getting no real fulfilment from his work or life. â€Å"My own apartment, a car, plenty of women. And still, goddammit, I’m lonely†, this shows that goods cannot fill his soul therefore his happiness is limited. Arthur Miller added this type of character into the play because it shows us that the American Dream is not what we think it is, it is in fact added to show t hat money cannot buy happiness which is why Happy is lonely, leaving him disappointed with his life.However, Arthur Miller portrays Willy Loman as the main tragic hero because the American Dream has both mentally and physically destroyed Willy, causing his death at the end of the play. His obsession with success led him to his breaking point; all his ideas and views were twisted by the American Dream. For example, when Willy was playing cards with Charley, he kept on daydreaming about his brother Ben and how much of a great success he had become, Willy almost felt jealous of him because of that.The fact that he could’ve shared the wealth with him if he had gone on the journey also leaves Willy distraught. During the life of Willy Loman, he was seen as the tragic hero who could not reach the standards of the American Dream. In fact, he was so focused on achieving success; he failed to notice the love his family was showing him. Willy was so severely in debt, he had to kill him self to provide money for his family from his life insurance. This shows that the American Dream can make a normal human being kill themselves just to gain a little money.Arthur Miller also shows signs of hope in some parts of the play,† Sure, certain men just don’t get started till late in life. Like Thomas Edison, or B. F Goodrich. One of them was deaf. I’ll put my money on Biff†. Willy still has some sort of ‘hope’ that his older son, Biff, can still become a successful businessman. This reliance put Willy under a lot of pressure which eventually lead to his death because his son had multiple failures throughout the play. He died with a false belief that his son would become famous and well-liked (like he was) but we all knew this was never going to happen.There is also another theme used by Arthur Miller in ‘Death of a Salesman’ and it is ‘Dreams versus Reality’. The Lomans could not pick out the difference between what was a dream and what was reality; Willy suffered from this theory the most because he always dreamed that his two sons would be very successful in the future, but we knew this was never going to happen because Biff was still unemployed at the age of thirty-four and Happy hated his colleagues at work who were always one step ahead of him.This caused disappointments to them both in the end because they knew that Willy would never let them achieve their true dream which was to work in the outdoors, instead, they were forced to follow Willy’s false dream which was to pursue the success of a salesman. Willy Loman’s situation as a character is supposed to make the audience feel sorry for him because he is very hard-working and determined and yet, still cannot achieve any success. The American Dream has made him into a complete failure.The author of the play tells the audience that the American Dream is a lie and not everyone can achieve a good amount of success just fr om hard work, instead, it requires a certain amount of skill and intellect to become successful and in this play, it is shown that Willy does not have any skill or intellect which is why he cannot achieve the American Dream. The theme of dreams is very important ‘Death of a Salesman’ as they affect every character whether it is a daydream, the American Dream or one’s hopes.

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

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Introduction to the microbial world history of microbiology Essay Part A. This letter is in response to your story which was published in your website and broadcasted in your stations regarding Edward Jenner as the most prolific microbiologist that ever lived and have contributed much to the improvement of microbiology and public health. I would like to make a point that several other scientists have contributed much to that of the works of Jenner on eradicating small pox virus by vaccination. He may have started the use of vaccines which led to its eradication years later; however, it should not be mistaken to be the most significant microbiological contribution. Take an example the work of Joseph Lister on 1867 regarding antiseptics (Prescott et al., 2005). Like any other scientist during his time, works on antisepsis was not an overnight job; he worked carefully and tested his theories over and over again, until such time that he perfected it (Roediger, 1990). By thoughtfully thinking of what may cause pus formation in surgical wounds, he experimented with rags and phenol and used it as wound dressings. Sure enough, his patients did not develop gangrene after being dressed with carbolic acid or phenol treated rags. Later on, he improved on excluding bacteria from his operating suite by incorporation of clean environment as a prerequisite in aseptic surgery (Lister, 1909). See more: how to write an academic introduction In modern days, Lister’s work on antiseptic surgery had decreased much of the deaths caused by hospital-acquired infections brought about by practicing of good science (Pasteur and Lister, 1996). By applying his notion of the germ theory via his promotion of environmental cleanliness and sanitation, he inculcated the modern medical practitioners with standards of disease prevention that ultimately lead to reduction of major infections like tuberculosis (Osborn, 1986). 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Despite of these obstacles, he never faltered to show the good qualities of an epidemiologist: good record keeper, determined, dedicated and highly skilled (Stanwell-Smith, 2002). A good record keeper, he was a very keen observer and he never did forgot to take into accounts this minute details that allowed him to solve the mystery of the cholera epidemic in London. Moreover, determined and dedicated to his work even though criticisms were all around him and yet a highly skilled scientist never did show attitudes that will hinder him from succeeding (Prescott et al., 2005). His works have led people to dub him as â€Å"the father of epidemiology.† Sure enough, epidemiology and public health cannot have gone a million step without the initiative of the medical doctor who was once criticized for hypothesizing something at that time which cannot be proven until later years where, the bacteria responsible for the disease was isolated. It may be another story of another scientist, but without Snow, nothing not even the prevention and determination of the occurrence of diseases can progress (Stanwell-Smith, 2002). Sure enough, Jenner may have helped in improving disease prevention by first creating the vaccine and subsequent studies leading to its development, it cannot be disclosed that Lister and Snow, did more achievements in the field of microbiology and public health per se. It may be fitting to say that Jenner may be a great microbiologist, it is only proper to also uphold and acknowledge other note taking efforts of these other microbiologists. Part B. In the summer of 1999, the first human case of West Nile Encephalitis in the western hemisphere was documented. By the end 0f 2002, the WNV epidemic have resulted to at least a total 4,156 human cases (with 2,943 meningoencephalitis case and 284 deaths), 16,741 dead birds, 6,604 infected mosquitoes and 14,571 equine cases. This epidemic was the largest recognized arboviral meningoencephalitis epidemic in the Western Hemisphere (CDC, 2003). The Virus Western equine encephalitis is a member of the Genus Flavivirus under the Family Flaviviridae (Tortora et al., 2007). The virions are spherical and around 50 nm in diameter. It is widely distributed throughout the Americas, especially after the onset of the epidemics in 2002. It is maintained in an endemic cycle involving domestic and passerine birds and Culex sp. serving as the vector host (Murphy et al., 1999 ).   WNV infection in humans produces either asymptomatic infection or mild febrile disease, sometimes accompanied by rash, which should be differentiated from dengue hemorrhagic fever. The human case-fatality rate in the U.S. has  been 7% overall with 10% of patients having neuroinvasive WNV disease (CDC, 2003). The Outbreak Although unknown how or when WNV was introduced into North America, international travel of infected people, importation of infected birds or mosquitoes or migration of infected birds are all possibilities and cannot be ruled out. Overwintering mosquitoes during the winter of 1999 to 2000 have been the mode wherein the virus has propagated throughout New York. It has then undergone several cycles of overwintering and by the end of 2002 has affected 44 states, including the District of Columbia. It has now been proven that the mosquito carry the virus and have traveled initially from New York to nearby states infecting other animals, most notably humans. (CDC, 2003). Control and Prevention Prevention and control of WNV encephalitis was accomplished effectively through a series of comprehensive efforts and programs including integrated pest management. It should be taken into consideration that the priority prevention for this type of disease is destruction of mosquito habitats which serve as the main vector. Likewise, sanitation and water management greatly reduced the total number of cases from that of 2002 to a tolerable one. (CDC, 2003)

The Great Train Robbery, 1903

The Great Train Robbery, 1903 The Great Train Robbery produced by Edwin S. Porter in 1903 is frequently acknowledged as the first narrative film. Porter, who had previously worked for Thomas Edison as a cameraman, takes the plot from a story based on a real train robbery, written by Scott Marble in 1896. To bring it to life in ways the public had never seen before, Porter utilises various new and innovative techniques, of which previous film-makers had never thought of using in the still relatively new process of film-making. Edisons company, who produced the film declared it absolutely the superior of any moving picture ever made due to the editing techniques that were totally new to the industry.  [1]  Eighteen years later, Victor Sjà ¶strà ¶m produced The Phantom Carriage with Svensk Filmindustri. Sjà ¶strà ¶m wrote the screenplay, which he adapted from a novel by Selma Lagerlà ¶f, as well as directed and starred in the film that Paul Mayersberg describes as a major departure from his [previous] outdo or dramas.  [2]  In The Phantom Carriage, Sjà ¶strà ¶ms creative editing style and new film techniques are illustrative of the progress made by film-makers in the time between the two films production, but also of the unique variety of films being made by the Scandinavian film industry in this fast changing and highly inventive period of cinematic history. As it is one of the first films to follow an actual narrative and not merely a single shot of a simple, everyday situation such as seen in the earlier works of the Lumià ¨r Brothers, the editing techniques in The Great Train Robbery are limited but highly experimental for the time. The film, most notably, makes use of cutting between two locations with use of a visual match to suggest one is happening after the other.  [3]  This is demonstrated between shot seven and eight where in the former, the train is seen moving on the tracks away from the camera, then in the next it is seen moving in the same direction and at the same angle to the camera. The idea is simple, and may seem obvious to modern viewers who are use to these cinematic conventions, but it demonstrates how editing is being manipulated in order to form a linear narrative that would be new to viewers of the time. We also see in this film the beginnings of the creation of a parallel narrative; the film begins in a tel egraph office where a worker is shot and tied up, the narrative moves on from here until shot ten when we return back to the telegraph office with the man still tied on the floor. The fact that the set up is exactly the same as where it was left off in the first shot, despite the plot moving on is indicative that the events that occur in shot ten are happening at the same time as the previous action we have seen is. This idea is consummated with the telegraph workers entrance in the dance hall in shot eleven, as it would obviously have taken some time for him to reach this new location, in which time the previous events could have run their course and in the next shot, number twelve, the two narratives are thus able to meet up as the men at the dance chase the bandits through the woods. Focusing on how editing functions in The Phantom Carriage, a scene which demonstrates Sjà ¶strà ¶ms more sophisticated style comes early on in the film, around five minutes in. Salvation Army Sister, Edit, pleads on her deathbed to see David Holm, an alcoholic of whom she cared for in the past. She sends a friend she met whilst working for the Salvation Army to find him; she and another friend of Edits, Gustafsson, part ways to cover more ground in their search for Holm. The sequence that follows watches both the Salvation Army friend and Gustafsson in the two separate locations they go to in their searches which, though similar to the shots explained above in The Great Train Robbery sequence, is pulled off more sophisticatedly in The Phantom Carriage sequence.  [4]   First the camera, and thus the viewer, follow the female friend to the dilapidated home of Holm, his wife and two children. As the friend arrives at the door to the house, Sjà ¶strà ¶m chooses to enclose the shot in a circular black frame. The edge is sharp not fading out like the vignette effect which he utilises later on and as the bottom third of the circular frame is cut off out of shot, it could be reminiscent of the frame that looking through a key hole would produce to the eye. This effect creates the feeling of the viewer as a voyeur; the viewer has not been invited to look, but is seeing her unnoticed as she unlocks the door. Later in the sequence, after shot thirteen where the friend comforts Anna, Sjà ¶strà ¶m cuts to the path of Gustafsson that runs parallel to this short sequence. The viewer sees him enter a bar and, presumably, since there are no inter-titles in this sequence, ask the staff about finding Holm. A few shots in however, the scene cuts back to the fir st location and the narrative continues from the point it left off, with the friend putting her coat around Anna. We are taken back to the first narrative jut for this single shot before being brought back again to the second, for four shots, and once again cut back for a single shot of the first. These extreme cuts tell us that the two separate sequences are happening at the same time. The fact they go back and forth in rapid succession is makes it more obvious or understandable than the occurrence of parallel narratives in The Great Train Robbery where it only cuts back once. One of the most significant differences in the editing of the two films is the scale of the shots. Porter tends to have the camera further away from his subject so that a large area and all the action can be seen at once, whereas Sjà ¶strà ¶m chooses to vary the shots, some establishing the room and others close-ups of characters reactions and actions. Porters shots are also lengthier, so we see, for example, the whole sequence of the robbers hiding and waiting for the train in shot two. This may have a negative effect on the viewers understanding of the narrative. The closer shots and varied cutting of the The Phantom Carriage sequence allows the viewer to feel like they are in the midst of the story, seeing little detail rather than further away simply watching it unfold. After the framed shot outside the door, the viewer is let inside the room and given a full view of it, as is standard with many films of the time. This master shot allows the viewer to get a feel for the landsca pe of the scene, and gain an understanding of the surroundings, which is necessary in order for the viewer to  [3]  keep up with Sjà ¶strà ¶ms relatively liberal use of cutting that contrasts greatly to Porters extended shots. In this first interior set up, the friend is seen looking toward the front, right corner of the room. In the next shot Sjà ¶strà ¶m cuts so that the camera faces the direction the friend has just faced, therefore we are able to see what she sees, which is the two children asleep in a bed on the floor. This is known as an eyeline match where the angle of the camera matches the eyeline of the person in the previous shot. A similar cutting technique occurs in shots four to nine, where axis cuts (where the position of the camera moves in each shot so it looks back on itself on a 180 degree plane) go back and forth between the friend and Holms wife Annas back, who is sat in the corner of the room. These are examples of the more sophisticated editing techniques that can greatly enhance the viewers understanding of the narrative; firstly because, due to the potentiality for more close-ups, the viewer can grasp who the characters are and be more aware of their emotions displayed by their faces and what they are doing. This insight is lost slightly in the long shots of The Great Train Robbery which dont bring the viewer close enough to the action to distinguish characters or even what exactly they are doing; for example in the mail carriage shot (set up C), one robber seems to take something, or put something into the killed workers pocket; what exactly he does we cannot know as we are too far away to see3. These cutting techniques can allow the viewer to get a grip on the characters position in the room and understand who it may be their emotions are directed at as well. Such methods also enhance the aesthetic look of the sequence, rather than simply seeing the whole scene unfold from the same far off angle that is seen in The Great Train Robbery. The fast cutting used in The Phantom Carriage also effects the tone or atmosphere of the scene which in turn contributes to the way the viewer interprets the narrative. Tension is built up in the scene as the viewer see some part of the action and then is cut away to see a characters reaction to this. Alternatively though, the more drawn-out shots of the film and the lengthy shots in The Great  [4]  Train Robbery could also create a feeling of tension or suspense in the way the viewer is able to see all the action at once where sometimes the characters themselves cannot. An example of this effect is seen in shot thirteen of The Great Train Robbery, the bandits go through their loot as only the camera sees their pursuers creeping up on them from behind. In The Phantom Carriage, in the scenes in which the ghostly carriage of death comes into shot, tension is created by its slow, suspenseful motion across the screen; this could be due to the fact the viewer knows its destination wil l be someone who has recently died, and its slow pace signifies an unease in its path to the dead. -1711 words excerpts from sources to back up/contrast to points = integrate into above paragraphs -100 add in 150 about interior/exteriors conclusion -100 Bibliography Victor Sjà ¶strà ¶m, Encyclopà ¦dia Britannica Online, at http://www.britannica.com/EBchecked/topic/547219/Victor-Sjostrom [accessed 18.03.13]. Cook, David A. and Sklar, Robert. Edwin S. Porter, Encyclopà ¦dia Britannica Online, at http://www.britannica.com/EBchecked/topic/471087/Edwin-S-Porter [accessed 18.03.13]. Dirks, Tim. The Great Train Robbery (1903) at http://www.filmsite.org/grea.html [accessed 18.03.13]. Mayersberg, Paul. Phantom Forms: The Phantom Carriage, on The Criterion Collection at http://www.criterion.com/current/posts/2000-phantom-forms-the-phantom-carriage [accessed 16.03.13]. Musser, Charles. Moving towards fictional narratives: story films become the dominant product, 1903-1907 in Lee Grieveson and Peter Krà ¤mer (ed.) The Silent Cinema Reader. London: Routledge, 2003.

Market Feasibility Study For Tsingtao Beer

Market Feasibility Study For Tsingtao Beer Tsingtao Brewery was founded in 1903 by German and British settlers in Qing Dao city, China. Until 1916, it was owned by The Anglo-German Brewery Co. Ltd, after which it became nationalized as a state-owned enterprise in 1949. The company was later privatized through a merger with 3 other breweries and was called Tsingtao Brewery Company Limited. Though the Tsingtao brand has the legacy of a German brewery, it is regarded as a symbol of Chinese heritage, and is currently the second largest brewer by volume in China with around 50 beer plants and three malting mills in 18 provinces and cities across China. Tsingtao is a lager brand that enjoys national distribution coverage and is touted as the National Beer in China. Tsingtao beer is made from 100% natural ingredients with no artificial colourings, flavouring, or preservatives used in the beer. Its brand portfolio consists of the Tsingtao beer (flagship brew), Tsingtao Pure Draft, Tsingtao Dark Beer, Tsingtao Green Beer, and Tsingtao Stout. Tsingtao adopts a bilateral business strategy, wherein it has been targeting Generation Y in order to build its brand awareness and strengthen its brand associations. It has also been making efforts to grow internationally through business agreements and acquisitions. Tsingtaos main target market is youth aged between 21-34, who are sporty and passionate about achieving their dreams. Tsingtao beers are known to have a light smooth taste and thus can be appealing to the younger generation who mostly prefer alcoholic beverages that can be consumed on the go. However, though a leading beer brand in China, Tsingtao has low brand awareness internationally, and therefore, its growth in the international market has been rather sluggish over the past few years. Singapore Market Overview Singapore is a leader in international tourism in Asia and is one of the fastest growing cities in the world. Thus, it is the destination with the maximum potential for growth. Among the ASEAN countries, Singapore is strategically located and has a well-developed economy, an open environment that encourages foreign investments, and a climate for beer consumption throughout the year. Singapore is ranked as the top country for ease of doing business in. Singapore not only facilitates good returns on investments, but also has good infrastructure provisions, thereby making the introduction of Tsingtao beer in Singapore a viable option for the company. Beer Industry in Singapore The increasing popularity of social drinking in Singapore has boosted the growth of beer products, which has resulted in a 7% volume growth of beer consumption. With the government easing the licensing policies to sell alcohol at pubs, bars, and restaurants, the beer consumption trend has increased over time. Also, the consumption of beer has increased at home gatherings and social events. The increasing number of tourists together with the unveiling of casinos and new entertainment outlets has also boosted consumer spending on alcoholic drinks such as beer. A recent Euromonitor research report states that in the past few years, lager beer accounted for the bulk of beer sales in Singapore. Specifically, imported premium lager and imported standard lager continue to drive volume growth in beer. With increasing willingness of Singaporeans to spend more, consumers are spending on higher quality products, and therefore, there is a huge demand for premium lager beer. The outlets that serve premium lager beers are most often frequented by tourists, who in turn are highly likely to purchase them. The report also states that the key consumers of beer in Singapore tend to be working adults of different ages. However, it has also been observed that an increasing number of young adults and women are participating in social drinking and in the consumption of beer. This is especially true for lager, which is lighter than other alcoholic drinks and hence is more palatable. Competition in Singapore Singapore beer market is dominated by Asia Pacific Breweries (APB), mainly due to the overwhelming popularity of its brand, Tiger Beer. APB has a market share of 68.7% with Tiger beer constituting nearly 40.9% market share of APB. Other major brands include Carlsberg and Heineken. Tiger Beer: Tiger beer is the market leader in Singapore. It is a local brand with a very strong brand presence. Its superior distribution network with retail outlets, convenience stores, supermarkets, and pubs, can prove to be difficult competition for Tsingtao. Carlsberg: Carlsberg is the second most popular beer brand in Singapore and is available under various brand labels. Carlsberg Green Label, the flagship product, is the leading international premium lager beer in Singapore. Being a European beer, Carlsberg has a positive brand image associated with it. Heineken: Heineken is the flagship product of the company and is brewed locally in Singapore by APB. The key factors of competition with the Heineken brand include strong distribution network across food beverage, retail, and entertainment outlets in Singapore, a positive brand image as an international premium lager, and a superior brand presence and perception as a global brand. Prospects in Singapore With the continuous expansion of the social drinking scene in Singapore, beer is projected to see steady growth in the future. The recent Euromonitor report estimates a total volume compound annual growth rate (CAGR) of 4% for beer in Singapore. However, the report also states that as the market is reaching maturity, the forecast total volume growth is projected to slow down over the years. Due to its wider appeal, lager is expected to drive the bulk of beer sales in Singapore. In their purchasing of beer products, Singaporeans are largely driven by brand image, and therefore new product launches by major well-known brands are expected to do well. Investing in advertising and promotions is predicted to improve the consumption of such products. Owing to the huge growth potential for beer consumption, especially for lager beer, it would be the right move for Tsingtao to enter the Singapore market. However, with Singaporeans perceiving Chinese products to be inferior, both in terms of quality and hygiene, there is a possibility of a negative brand perception being associated with Tsingtao. With proper promotion and advertising, this mindset of consumers can be changed. Critical Success Factors The beer industry is changing constantly in the Singapore market. Mergers and acquisitions have decreased the number of brewers, but the varieties of beer have increased. The major brewers have the resources to compete in nearly all facets of the industry. Moreover, as beer is a substitutable product, customer loyalty keeps shifting. With these dynamics, if Tsingtao has to enter the Singapore market, it must focus on the following factors: Offering huge variety, both in terms of flavors and categories Consumers preferences have become more sophisticated and they look for unique tastes in beer, wine and other spirits. Books, internet, and magazines have contributed to the increasing popularity of beer as beer drinkers choose to find out and learn more about the brewing process. The beer addict is now aware of the type of beer that pairs well with a particular type of food. Seasonal flavors cater to the unique tastes and add to the charm of specialty beer. Building good relationships with distributors and networking With so many brands and varieties of beer available today, the relationship with the distributor is very important to gain access to the market. The distributors have a good understanding of the products and know which products sell quickly, thus ensuring that such products are always available to the consumers. Therefore, their acceptance of the product is a critical factor in the products success. Once the relationship with the distributors is established, the sales representatives of Tsingtao should sustain the relationship by delivering superior quality products on time and ensuring that promised quantities are made available. Creating unique marketing and advertising strategies Creative marketing strategies can help attract new customers while marketing directly to the consumer can help create demand for the product, thus increasing the likelihood that distributors will purchase it. Therefore, it is important for Tsingtao to invest time and money in creating a perfect marketing strategy. Also, by enticing youngsters with promotional offers during happy hours and by featuring nightlife places in advertisements, Tsingtaos brand image will be established as a beer for the youth. Tsingtao can also sponsor events at pubs and nightclubs, thereby creating brand awareness and facilitating the trial of its beer for first-time consumers. Customer satisfaction Customer satisfaction is driven by how well the products are sold. An essential factor for the success of Tsingtao is to ensure that customers are satisfied with the current offerings at the current prices. Tapping on tourism Singapore is Asias leading travel destination and welcomes millions of tourists every year. With the increasing number of tourists, the consumption of beer is increasing over time. Therefore, it is very important for Tsingtao to create its brand awareness on a global platform so as to attract tourists. Market Entry Options and Key Considerations Given the potential of the beer market in Singapore, Tsingtao can be launched in Singapore in the following ways: Exporting to Singapore Tsingtao beer can be exported to Singapore from its plant in China. The company can go about it as follows: Indirect exporting, wherein Tsingtao uses a middleman based in its home market to handle the exporting. Cooperative exporting, wherein Tsingtao enters into an agreement with a local or foreign company and the partner company will use its distribution network to sell the Tsingtao beer in Singapore. Direct exporting, wherein Tsingtao sets up its own export organization and relies on a middleman based in the Singapore market. The advantage of exporting Tsingtao to Singapore is that the product can be first tested in the market and if the product is successful, the company can look at other options, such as introducing more varieties. On the other hand, the primary disadvantage is the high export duties for alcohol. Franchising Another alternative to exports is to find a franchisee in Singapore who can sell under the Tsingtao brand. The advantage of such a scenario is that it would provide Tsingtao a temporary vehicle to conduct primary research without losing control of its brand. But since the capacity will be small, a spurt in demand cannot be met immediately. Joint Venture with APB Tsingtao could form a joint venture with APB, the largest brewery with maximum brand share in Singapore. The advantages of such a merger would be tapping into the established distribution channels of APB, while on the downside, Tsingtao will have to compete with other major brands including Tiger and Heineken brewed under license at APB. Wholly-owned Plant Tsingtao could also set up its own full-fledged business plant in Singapore. This would help the company meet the increasing demand of beer in Singapore. However, in this scenario, Tsingtao will become a legal and financial entity in Singapore and will have to meet the local licensing and financial obligations. To set up a small plant with production capacity of less than 1.8 million litres of beer or stout, Tsingtao would have to incur a fee of S$8,400 annually, whereas to set up a large-scale brewery, it would have to incur a fee of S$43,200 annually. Recommended Actions Beer is expected to attain a total volume CAGR of 4% to reach 130 million litres in 2016. It is evident that there is a huge growing market for beer in Singapore. Hence, the beer market in Singapore has the potential for the entry of new products like Tsingtao beer. Based on the current beer market scenario and the trends in the beer industry in Singapore, the following are the recommendations for Tsingtao to enter the Singapore market. It is advantageous for Tsingtao to enter the Singapore market as a wholly owned subsidiary and initially set up a microbrewery in Singapore. This entry will give them brand exclusivity which they might not gain if they enter into a partnership with Asia Pacific Breweries which brews the big brands like Tiger Beer, Heineken, Anchor, Barons Strong Brew and Guinness. By setting up a microbrewery, they will have to pay a license fee of only S$8,400 annually as compared to S$43,200 annually for large scale breweries. Thus, the savings of S$34,800 per year can be used on RD to improve the performance and quality of their products. In Singapore, in the coming years, growth in on-trade volume sales (sales in pubs, clubs, bars, and restaurants) is forecast to be higher than that of off-trade volume sales (sales in corner shops, retailers, wholesalers, cash and carry). Thus, Tsingtao beer can partner with popular pubs, clubs, bars and restaurants, especially those targeting the youth, as the youth is the target market for Tsingtao beer. This channel of distribution will maximize its sales in Singapore. In order to create new demand for beer consumption in a market that has already reached saturation, Tsingtao can come out with a variety of products that appeal to local tastes and complement the local cuisine in Singapore. They can include local ingredients like Calamansi and Pandan to flavour their beers. As Tsingtao is mainly targeted at the youth, it can partner with and sponsor youth events like the Singapore Youth Festival and the Singapore Youth Olympics Festival to build its brand image and gain brand equity. As Tsingtao is a light lager beer, it can be positioned as a better choice for health conscious people, particularly women, who most often prefer light beer. Tsingtao should make its presence felt in the competitive Singapore beer market through advertisements and promotions in digital and social media. As it aims to target the youth, it can leverage on the internet and social media to reach out to a large youth population. It should also actively engage in youth activities to promote its brand image. Through strong promotions, it will be able to build its brand equity, remove the perception of Cheap Chinese Beer, and be positioned as one of the leading beer brands in the country.