The Patient Protection and Affordable Care Act of 2010 Assignment

The Patient Protection and Affordable Care Act of 2010 - Assignment Example that led to escalating cost of health insurance, insufficient stress on disease prevention and lack of accessibility of medical services many Americans remained without any health insurance cover. The Medicare and Medicaid introduced in 1965 have been particular on those fitting for the medical cover and had no regard for quality or cost control (Shaw et al., 2014). The medical underwriting practices such as the use of experience rate to determine the premiums based on customer’s health and the exclusion wavers that disqualify certain common health conditions from insurance coverage put limits on accessibility of health insurance by the small business and individuals (Furchtgott-Roth & Banerjee, 2011). Furthermore, the preexisting condition clause empowered insurers’ to fails covering persons with certain medical conditions. Also, the huge service charge of administering insurance cover to individual resulted in higher premium charges than a single policy cover for a large business (Furchtgott-Roth & Banerjee, 2011). Therefore, the introduction of P.P.A.C.A. focused on reducing cost, extending insurance coverage to the uninsured Americans and controlling the gro wth of cost (Shaw et al., 2014). The main goal of the Patient Protection and Affordable Care Act (PPACA) of 2010 is to increase the accessibility of health insurance for individuals and small businesses by making it more affordable (Furchtgott-Roth & Banerjee, 2011). The affordable care act has various features that have led to increasing in expansion of insurance coverage to the citizens, limit cost growth and quality improvement of the health services. The Act has eliminated the barriers prohibiting persons with preexisting health conditions from paying higher insurance premiums or denial of access to health insurance cover and lifetime limits on coverage (U.S. Department of Health & Human Services, 2013). The Act also limits the factors insurers can consider to determine premiums into four namely

Symbolism, Poetic Realism and Poetic Tragedy in 'A Streetcar Named Essay

Symbolism, Poetic Realism and Poetic Tragedy in 'A Streetcar Named Desire' - Essay Example Rather than let go of her illusions, or lose herself, Blanche descends into insanity, telling the doctor at the end of the play, Blanche has a poetic quality in her speech, whereas Stanley is down-to-earth, crude and cruel, reflecting the brutality Williams has given him. When they talk together, they might really be trading punches or throwing stones at each other. In Scene 2, when he demands the papers regarding the loss of Belle Reve (Beautiful Dream, a major symbol) their exchange suggests a fight with more than mere words. Her language never loses refinement, grammatical correctness or poetic inference, while Stanley appears to have little education or regard for the proper use of English. He relies on fact, she, on fantasy. Blanche, white, for purity and truth, and light. She fears light, it will show her as she truly is and destroy the pure and beautiful facade she wants to create, especially for Mitch, yet she refers to the death of her young husband as, She considers that time and that light in her life to constitute the purity and innocence she pretends to still possess. Making Mitch cover the light bulb with the Chinese lantern symbolizes her fear of exposure, her aging, her past, and her loss of all illusions. Her constant singing of 'Paper Moon is almost a cry for acceptance - 'but it wouldn't be make believe if you believed in me'. How poignant those words become when Mitch confronts her with her lies and tries to rape her. Both the polka and 'flores para los muertes' come together in Scene 9 as a powerful symbolic message of Blanche's loss. Sex and death are threaded throughout the play, and Blanche sees desire as the opposite of death to explain her sexual encounters with the young men back in Laurel. She is signing the death warrant of her dreams, of a life with Mitch. The polka, or Varsoviana Waltz is introduced on the night her husband killed himself, again sex and death linked, and it appears each time she speaks of him. As Stanley goads her closer to madness, we hear it, and she hears it in her head, together with the voices, music and noises of life outside Blanche's illusory 3. world. The sounds are symbolic of her diminishing sanity, existing only in her head, or are they telling the audience what a harsh, wild place the real world can be Conversely, the 'blue piano' symbolizes life, sex, love and vitality for Stella and Stanley. It means life, the polka means death. Elysian Fields, from Greek mythology is a happy resting place for

Supply Chain Management Essay Example | Topics and Well Written Essays - 2000 words - 1

Supply Chain Management - Essay Example A Brief History of Nissan: The process of business within the 21st century has developed to a remarkable extent(Davies, 2004). Facing fundamental issues with cost and levels of continued business growth, Nissan’s European division chose to integrate with its supply chain as a means of evoking positive change. Nissan therefore reviewed the issues that their supply chain engendered and sought to evoke a further level of efficiency from it. Supplier Initiative/Management Initiative: 1: Referenced Definition of Supplier Development Some of the points that can be taken away from this particular case are with regards to definitions of supplier development, the different foundations which need to be put in place as a means of improving the initiatives that were engaged, a clear delineation of the objectives of the customer and supplier may seek to achieve from such improvement initiatives, the role of leadership within Nissan and how this impacted upon the supply-chain management tha t took place, the way in which commonality of purpose was achieved between the suppliers and Nissan, the performance measurements that were used as metrics, a close discussion of supply improvements that were engaged, the risks and benefits of engaging in such an initiative, mistakes that can be learned from, and future trends that are likely to be evidenced within other branches of Nissan; as well as throughout the industrial world. 2: The foundations which need to be in place to enable the improvement initiatives between customer and supplier contained in the case to take place Firstly, it must be understood that with regards to supplier development, Nissan fundamentally engaged in a redefinition of the way in which this process was previously affected. Through an internal investigation with regards to efficiency and the means through which product was provided, Nissan came to the clear understanding that if further profitability and viability of the brand was to be effected, a fu ndamental shift with regards the way in which products were supplied must be effected. As such, a reintegration with the definition and approach to supplier development was necessitated and affected. Supply Chain Management: As a function of the difficulties that have thus far been defined, Nissan Motor Company found it necessary to engage directly with the suppliers and enter into a new form of cooperation and communication that they term as COGENT. Within this particular approach, Nissan sought a level of oversight with respect to the design process and final production of the components that would eventually make their way into Nissan automobiles within Europe (Ludwig, 2010). Instead, COGENT was engaged as a means of overseeing and reviewing the supplier process. Nissan co-development initiative (COGENT) Realizing that the major drawbacks of the other approaches that they could take would place little incentive or integration within the actual supply mechanisms of Nissan, the Co- development init

The Relation between Appearance and Reality Term Paper - 1

The Relation between Appearance and Reality - Term Paper Example Appearance may refer to something that simple seems to be and the reality is what the object actually is. These two aspects are normative and positive respectively and a number of philosophers like Locke, Berkeley and Descartes have written about them as their main areas of focus in order to decipher what is appearing to be and what actually is in reality. This paper helps to provide an insight into the realms of appearance and reality with respect to the works of the above mentioned philosophers and how their theories and ideas have actually compelled the world today to think in a certain manner. The main reason behind which one actually began to understand a demarcation between appearance and reality is misleading situations in everyday life. Human beings have a vast imagination which can take them to places; however this same imagination leads them into thinking things that may not actually exist. For example, emotions like fear and terror are created in the minds of people. Fear of the dark or the unknown is something that most people possess as a natural instinct however, the fact of the matter remains that the fear is simply something that appears to be and does not exist in reality because the fear has been planted by someone or something else most of the time rather than arising out of some situation. There are times when people assume things and circumstances and end up realising that whatever happened did not actually take place, but it simply seemed to be a certain way. Reality is that aspect of life that people are actually living in the present. It is not easy for a man to be living in the reality without getting ideas about what to do next. Thus, arises the aspect of ideas and perception of the near future which gives rise to appearances. Appearance is something that seems to be or something that a person might think the actual situation consists of, but

Gay Marriage Outline Essay Example for Free

Gay Marriage Outline Essay In early times, same-sex marriage was not considered taboo and in many cultures, it was encouraged. Random History (2011) explains that in the early civilizations of Mesopotamia and ancient Egypt, the union between couples of the same-sex was recognized by the kingdom. During Greek’s early years, attraction between a man and another man was normal and was considered an expression of love. â€Å"The main considerations in same-sex relationships in early history were often love, beauty, and excellence of character rather than gender† (Random History, 2011, p. 1). Same-sex marriages were often believed to be more pure than a heterosexual marriage. Marriage was believed to be the union of two people based on love. A marriage consisting of two males or two females, if women had the right to get married, was not frowned upon. It was not until the rise of Christianity that a negative attitude towards same-sex marriage became introduced. The belief that marriage was based on procreation and any relationship that was non-procreative began to increase in many societies. Random History’s 2011 research describes how Eastern religions varied in their views about homosexual marriages. Japanese Buddhism records the most tolerant attitude toward homosexuality, praising it for its mystery. Today, there are no religious or political limitations on homosexual behavior in Japan. Sexuality is considered a private matter and lacks any restrictions. â€Å"The sacred texts in the Hindu tradition, the Vedas, did not restrict homosexuality, but rather viewed it as perverse† (Random History, 2011, p.1). Other things, such as mixed race relationships were considered more offensive than homosexuality. Random History (2011) also explains how in the thirteenth century, the first laws banning sodomy were introduced and were strictly enforced. Through the next centuries, homosexual behavior became deviant and was punished. Due to the belief that homosexual behavior was wrong, the belief that heterosexual relationships were normal became popular among the majority of countries. By the nineteenth century, heterosexuality became the most believed standard for relationships. Although the debate for same-sex marriage became noticeably public in the late twentieth century, it was not until 1993 during a Hawaiian case, that the issue became national news. The ruling of the case stated that the restriction of marriage and its benefits to  opposite-sex couples were unconstitutional. â€Å"The Defense of Marriage Act, which was introduced in 1996, was almost a direct response to the Hawaiian case, declared that no state would be required to recognize a same-sex marriage from another state, and also defined marriage as a union between one man and one woman† (Axel-Lute, 2002, p.1). By that same year, a majority of states passed laws prohibiting same-sex marriage. Since then, states have defined their own definition of marriage. Despite the fact that the debate over same-sex marriage is relatively new in the United States, five states have made same-sex marriage legal, as well as Washington D.C. According to the Florida’s Domestic Partnership (2010), currently, there are only two states that recognize same-sex marriages, New York and California. In California, the marriage is only recognized if it was before proposition 8. Ballot Pedias 2008 research explains how proposition 8 is a statewide ballot proposition in California. The people of California voted for the illegalization of same-sex marriage. Though some people are against same-sex marriages for religious reasons, not allowing same-sex marriages is discrimination. Same-sex marriages should be legalized because the discrimination same-sex couples receive is emotionally traumatic, and unfair. The most influential reason against same-sex marriage is based on religion. Many people believe that procreation is the ideal reason for marriage. Their belief is that same-sex couples do not have the capability to produce children which is the basis for marriage. However, when two of the most influential religious icons dis cussed marriage, child bearing was not a reason for two people to get married. â€Å"It is highly significant that Jesus and Paul, while both referring to the creation story, never once mention procreation or physical sexual difference in their teaching about marriage† (Sullivan, 1997, p.79). Both men stressed how the quality of a relationship was the most important aspect for marriage. If marriage is reserved for having a child, then same-sex marriages are not an issue. â€Å"There are countless ways to ‘have’ a child. Not all of them amount to doing the same thing† (Meilander, 1996). Many same-sex couples employ artificial insemination to conceive a child. Liz Tracy’s 2011 article interviews Maria and Vivian, a lesbian couple who were married in New York last year. The two have a 21 year old daughter by artificial insemination. During a marriage ceremony, the church’s only engagement is to  give its blessing. â€Å"The church does not, in fact, marry anyone. People marry each other. The state, not the church, defines the nature of legal marriage† (Sullivan, 1997, p.68). Sullivan (1997) also states how the church has blessed fields when crops have been planted, MX missiles, new houses, and warships whose sole purpose is to kill and destroy. There is no reason the church should not bless a relationship in which two people vow to be faithful and love each other for all eternity. Supporters of same-sex marriage believe the bill to allow same-sex marriage should be crafted in a specific way that will help win votes from people of faith. â€Å"The measure would not force religious organizations to grant marriages to same-sex couples, a move that would make the government benefits of marriage equal for gay and straight couples but still allow the sacrament of marriage to be defined by churches† (Groeninger, 2012, p.2). If the bill was written and carried out in a certain way, the church would not have any association with same-sex couples getting married because the process would be carried out in a courtroom. The American gay rights movement, which became heated in the 1970’s, defined marriage as oppressive, sexist, and a heterosexual institution, according to the National Organization of Women’s 2012 studies. By the government prohibiting same-sex couples from getting married, they are denying them rights that every other American has. â€Å"Marriage is a unique legal status conferred by and recognized by governments all over the world. It brings with it a host of reciprocal obligations, rights and protections† (National Organization of Women, 2012, p, 1). There are numerous rights and responsibilities that are associated with marriage. Same-sex couples are being discriminated against because they are not allowed any of these rights. The National Organization of Women’s 2012 research details many of the 1,138 federal rights, protections and responsibilities that come along with marriage, which same-sex couples are denied. Social Security benefits upon death, disability or retirement of spouse, as well as benefits for minor children, workers compensation protections for the family of a worker injured on the job, exemptions from estate taxes when a spouse dies, exemptions from federal income taxes on spouses health insurance are all denied to same-sex couples. The discrimination and denial of marriage and its benefits of same-sex couples can be emotionally traumatic at times. â€Å"Because literally hundreds  of important legal, economic, practical, and social benefits and protections flow directly from marriage, the exclusion from this central social institution wreaks real harm on real life same-sex couples everyday† (Sullivan, 1997, p. 129). Same-sex couples are denied the right to make decisions regarding their partner’s health or medical treatment. Sullivan (1997) also explains how same-sex couples are not allowed to adopt their partner’s children or how lesbian mothers are often denied custody of their children. One of the most common arguments against same-sex marriage is society’s image of the ideal family. â€Å"The public acceptance of homosexuality subverts the stability and self-understanding of the heterosexual family† (Sullivan, 1997, p.146). Conservatives believe that the ideal family includes one father and one mother. Both of the parents influence their children in a certain way. Many believe that a same-sex couple cannot raise a child properly because the child is not raised with both fatherly and motherly qualities. However, Sullivan (2012) also discusses how even though some parents may be disappointed that their child will not produce a grandchild, they would still prefer to see their child find someone to love and live with and share his or her life with. If a child is surrounded by two parents who love them, they will develop and grow as any other child would. Many states have legalized civil unions since 2000. Although civil unions provide legal protection to same-sex couples, they are only recognized at the state level. Many believe legalizing same-sex marriage is not an urgent issue because civil unions are becoming legal in more states. â€Å"Giving same-sex couples the right to visit a loved one in the hospital, make end of life decisions and inherit property through civil unions was considered the middle ground† (Groeninger, 2012, p.1). There is a vast amount of differences in a marriage and civil union. Debatepedia’s 2011 research explains how civil unions are separate and unequal because people in a heterosexual relationship have access to civil unions, yet same-sex couples do not have access to marriage. Civil unions are unequal because they are not recognized state to state. A same-sex couple in a civil union is denied the all of the rights that come with marriage. Also, civil unions do not receive any federal benef it. â€Å"Because the federal government does not respect civil unions, a couple with a civil union will be in a kind of limbo with regard to governmental functions  performed by both state and federal governments, such as taxation, pension protections, provision of insurance for families, and means-tested programs like Medicaid† (National Organization of Women, 2012, p.1). The debate over same-sex marriage will forever rage until it becomes legalized. Same-sex relationships have been a part of history since the ancient times. Not allowing same-sex marriage is discrimination. Couples are denied financial benefits heterosexual couples receive. Same-sex marriage should be legalized so couples will have the right to make decisions regarding their partner’s health and medical treatment as well as allowing them to adopt one another’s children. Designing the bill a certain way will enable to church to stay uninvolved, since religious reasons are the most common reason fo r people being against same-sex marriage. Legalizing same-sex marriages will create equality for all people in a relationship and defeat the injustice among same-sex couples.

Counseling Models Essay Example for Free

Counseling Models Essay Most counseling models make use of the core conditions; empathy, unconditional positive regard and congruence. A. Psychoanalytic Model Sigmund Freud’s psychoanalytic system is a model of personality development and approach to psychotherapy. Psychoanalytic: The original so called talking therapy involves analyzing the root causes of behavior and feelings by exploring the unconscious mind and the conscious minds relation to it. Many theories and therapies have evolved from the original Freudian psychoanalysis which utilizes free-association, dreams, and transference, as well other strategies to help the client know the function of their own minds. Traditional analysts have their clients lie on a couch as the therapist takes notes and interprets the clients thoughts, etc. Many theories and therapies have evolved from the original psychoanalysis, including Hypnotherapy, object-relations, Progoffs Intensive Journal Therapy, Jungian, and many others. One thing they all have in common is that they deal with unconscious motivation. Usually the duration of therapy is lengthy; however, many modern therapists use psychoanalytic techniques for short term therapies. Psychoanalytic counseling or Freudian psychology prompts patients to imagine lying on a couch and divulging personal information. This type of counseling relies on patients history and an analysis of their thoughts, behavior and feelings. NYU Medical Schools Psychoanalytic Institute holds that psychoanalysis is based on observations of patient behavior and recognition of symptoms and explores how unconscious factors play a role in relationships and behavior patterns. Psychoanalysts provide help to clients through the diagnosis of disorders and the utilization of talk therapy. Clients work through issues with the assistance of a trained counselor. Psychodynamic (psychoanalytic): Sees childhood as cause of present problems and focuses on exploring past in some depth. Explores transference – displaced feelings from early childhood experienced in adult situations. Uses ‘free association’. Long term. Psychoanalytic therapy is the model where clients lay down with no eye contact or relationship with the therapist. (Less common these days) Counseling Implications Some counselors find combined psychosexual and psychosocial perspective a helpful conceptual framework for understanding developmental issues as they appear in therapy. The key needs and developmental tasks, along with the challenges inherent at each stage of life, provide a model for understanding some of the core conflicts clients explore in their therapy sessions. The Therapeutic Process Therapeutic Goals Ultimate Goal: To increase adaptive functioning which involves the reduction of symptoms and the resolution of conflicts. The two goals of Freudian Psychoanalytic Therapy are as follows, (1) to make the unconscious conscious and (2) to strengthen the ego so that behavior is based more on reality and less on instinctual cravings or irrational guilt. Successful analysis is believed to result in significant modification of the individual’s personality and character structure. Therapeutic methods are used to bring out the unconscious material. Then childhood experiences are reconstructed, discussed, interpreted and analyzed. It is clear that the process is not limited to solving problems and learning new behaviors. There is also deeper probing into the past to develop the level of self understanding that is assumed to be necessary for a change in character. Therapist’s Function and Role In classical psychoanalysis, analysts typically assume an anonymous stance, which is sometimes called the â€Å"blank screen approach†. They engage in very little self disclosure and maintain a sense of neutrality to foster a transference relationship in which their clients will make projections onto them. Central functions of analysis is to help clients acquire the freedom to love, work and play. Other functions include assisting clients in achieving self awareness, honesty and more effective personal relationships; in dealing with anxiety in a realistic way; and in gaining control over impulsive and irrational behavior. Roles Establish a working relationship with the client and then do a great deal of listening and interpreting. Empathic attunement to the client facilitates the analysts apprehension and appreciation of the of the client’s intra psychic world. Particular attention is given to the client’s resistances. The analyst listens, learns and decides when to make appropriate interpretations. A major function of interpretation is to accelerate the process of uncovering unconscious material. The analyst listens for gaps and inconsistencies in the client’s story, infers the meaning of reported dreams and free associations, and remains sensitive to clues concerning the client’s feelings towards the analyst. Client’s Experience in the Therapy Clients interested in traditional (or classical) psychoanalysis must be willing to commit themselves to an intensive and long term therapy process. After some face-to-face sessions with the analyst, clients lie on a couch and engage in free association. *Free association allows the client to say whatever comes to mind without self-censorship. This is known as the ‘fundamental rule’. Clients report their feelings, experiences, associations, memories and fantasies. Lying on the couch encourages deep, uncensored reflections and reduces the stimuli that might interfere with getting in touch with internal conflicts and productions. It reduces clients’ ability to read their analyst’s face for reactions and hence, fosters the projections characteristics of transference. At the same time, the analyst is freed from having to carefully monitor facial cues. Therapeutic Techniques and Procedures The therapy is geared more to limited objectives than to restructuring one’s personality The therapist is less likely to use the couch There are fewer sessions each week There is more frequent use of supportive interventions such as reassurance, expressions of empathy and support and suggestions There is more emphasis on the here-and-how relationship between therapist and client There is more latitude for therapist self-disclosure without ‘polluting the transference’ Less emphasis is give n to the therapist’s neutrality There is focus on mutual transference and counter transference enactments The focus is more on pressing practical concerns than on working with fantasy material Six (6) Basic Techniques of Psychoanalytic Therapy (1) Maintaining of the Analytic Framework This refers to a whole range of procedural and stylistic factors such as the analyst’s relative anonymity, maintaining neutrality and objectivity, the regularity and consistency of meeting starting and ending the sessions on time, clarity on fees, and basic boundary issues such as the avoidance of advice giving or imposition of the therapist’s values. (2) Free Association It is the central technique in psychoanalytic therapy. In free association, clients are encouraged to say whatever comes to mind, regardless of how painful, silly, trivial, illogical, irrelevant it may seem. (3) Interpretation The analyst points out, explains and teaches the client the meanings of behaviors that are manifested in dreams, free association, resistances and the therapeutic relationship itself. (4) Dream Analysis This is an important procedure for uncovering unconscious material and giving the client insight into some areas of unresolved problems. During sleep, defenses are lowered and repressed feelings surface. Freud sees dreams as the â€Å"royal road to the unconscious†. 2 Levels of Dream Content Latent Content Manifest Content (5) Analysis and Interpretation of Resistance This is anything that works against the progress of therapy and prevents the  client from producing previously unconscious material. Resistance helps the client to see that cancelling appointments, fleeing from therapy prematurely are ways of defending against anxiety. (6) Analysis and Interpretation of Transference The client reacts to the therapist as he did to an earlier significant other. This allows the client to experience feelings that would otherwise be inaccessible. Its analysis allows the client to achieve insight into the influence of the past. *Counter transference – is the reaction of the therapist toward the client that may interfere with objectivity. Limitations of Classical Analysis This approach may not be appropriate for all cultures or socioeconomic groups Deterministic focus does not emphasize current maladaptive behaviors Minimizes role of the environment Requires subjective interpretation Relies heavily on client fantasy Lengthy treatment may not be practical or affordable for many clients B. Client-centered Model Person-centered therapy (PCT) is also known as person-centered psychotherapy, person-centered counseling, client-centered therapy and Rogerian psychotherapy. PCT is a form of talk-psychotherapy developed by psychologist Carl Rogers in the 1940s and 1950s. The ultimate goal of PCT is to provide clients with an opportunity to develop a sense of self wherein they can realize how their attitudes, feelings and behavior are being negatively affected and make an effort to find their true positive potential. The aim is directed towards achieving a greater degree of independence and integration. Two primary goals of person-centered therapy are increased self-esteem and greater openness to experience. Some of the related changes that this form of therapy seeks to foster in clients include closer agreement between the clients idealized and actual selves; better self-understanding; lower levels of defensiveness, guilt, and  insecurity; more positive and comfortable relationships with others; and an increased capacity to experience and express feelings at the moment they occur. Rogers wanted to assist the clients in their growth process so clients can better cope with problems as they identify them. In this technique, therapists create a comfortable, non-judgmental environment by demonstrating congruence (genuineness), empathy, and unconditional positive regard toward their clients while using a non-directive approach. This aids clients in finding their own solutions to their problems. It places much of the responsibility for the treatment process on the client, with the therapist taking a nondirective role. Basic Characteristics In the Person Centered approach the focus is on helping the client discover more appropriate behavior by developing self-awareness ways to fully encounter reality. Through this encounter the client gains insight of themselves the world. Core Conditions Rogers (1957; 1959) stated that there are six necessary and sufficient conditions required for therapeutic change: 1. Therapist-Client Psychological Contact: a relationship between client and therapist must exist, and it must be a relationship in which each persons perception of the other is important. 2. Client in-congruence: that in-congruence exists between the clients experience and awareness. 3. Therapist Congruence or Genuineness: the therapist is congruent within the therapeutic relationship. The therapist is deeply involved him or herself they are not acting and they can draw on their own experiences (self-disclosure) to facilitate the relationship. 4. Therapist Unconditional Positive Regard (UPR): the therapist accepts the client unconditionally, without judgment, disapproval or approval. This facilitates increased self-regard in the client, as they can begin to become aware of experiences in which their view of self-worth was distorted by others. 5. Therapist Empathic understanding: the therapist experiences an empathic understanding of the clients internal frame of reference. Accurate empathy on the part of the therapist helps the client believe the therapists unconditional love for them. 6. Client Perception: that the client perceives, to at least a minimal degree, the therapists UPR and empathic understanding. Processes Rogers asserted that the most important factor in successful therapy is the relational climate created by the therapist’s attitude to their client. He specified three interrelated core conditions: 1. Congruence The willingness to transparently relate to clients without hiding behind a professional or personal facade. genuineness or realness  The helper does not deny his or her own feelings: the opposite of hiding behind a professional mask. â€Å"I find that I am closest to my inner, intuitive self,when I am somehow in touch with the unknown in me, when perhaps I am in a slightly altered state of consciousness†¦Then simply my presence is releasing and helpful.† (Rogers) 2. Unconditional Positive Regard The therapist offers an acceptance and prizing for their client for who he or she is without conveying disapproving feelings, actions or characteristics and demonstrating a willingness to attentively listen without interruption, judgment or giving advice. Unconditional positive regard acceptance and caring, but not Approval of all behavior Related Terms: Acceptance of the other’s reality with kindness Non-possessive caring Prizing Non-judgmental attitude 3. Empathy The therapist communicates their desire to understand and appreciate their client’s perspective. Accurate empathic understanding – an ability to deeply grasp the client’s subjective world Helper attitudes are more important than knowledge Empathy is a consistent, unflagging appreciation of the experience of the other. It is active attention to the feelings of the client It involves warmth and genuineness The Therapist Rogers believed that a therapist who embodies these three critical attitudes will help liberate their client to more confidently express their true feelings without fear of judgment. To achieve this, the client-centered therapist carefully avoids directly challenging their clients way of communicating themselves in the session in order to enable a deeper exploration of the issues most intimate to them and free from external referencing. Rogers was not prescriptive in telling his clients what to do, but believed that the answers to the patients questions were within the patient and not the therapist. Accordingly the therapists role was to create a facilitative, empathic environment wherein the patient could discover for him or herself the answers. Therapists are used as instruments of change but are not to direct the change in client Therapist helps develop an environment in which the client can grow Through attitudes of genuine caring, respect, and understanding the client is able to let their defenses down become more self aware Therapist reflects client’s view of the world (Phenomenological approach) The Therapist must be: Congruent  able to approach client with unconditional positive regard  demonstrate accurate understanding and empathy Focuses on the quality of the therapeutic relationship Serves as a model of a human being struggling toward greater realness is genuine integrated, and authentic, without a false front Can openly express feelings attitudes that are present in the relationship with the client Therapeutic Process Main focus is on the person not on the persons problems This allows the client to reconnect with him/her.  Client is assisted in therapy so that they can deal with current problems as well as problems that develop in the future Focuses on helping a person  become aware of their true self develop congruency Client’s Experience Through therapy client is able to let down his/her defenses become more true to him/her selves They gain perception into themselves, which allows them to better understand accept others Application: Therapeutic Techniques and Procedures One of the major contributions of Rogers in the counseling field is the notion that the quality of the therapeutic relationship, as opposed administering techniques, is the primary agent of growth in the client. The therapist’s ability to establish a strong connection with the clients is the critical factor determining successful counseling outcomes. The person-centered philosophy is based on the assumption that clients have the resourcefulness for positive movement without the counselor assuming an active, directive or problem-solving role. What is essential for clients’ progress is the therapist’s presence, being completely attentive to, and immersed in the client as well as in the client’s expressed concerns. In a study conducted in the 1990s, it was revealed that the effectiveness of person-centered therapy with a wide range of client problems including anxiety disorders, alcoholism, psychosomatic problems, agoraphobia, interpersonal difficulties, depr ession, cancer and personality disorders. Moreover, an effective therapy is based on the client-therapist relationship in combination with the inner and external resources of the client. Learning to listen with acceptance to oneself is a valuable life skill that enables individuals to be their own therapists. The basic concepts are straight forward and easy to comprehend, and they encourage locating power in the person rather than fostering an authoritarian structure in which control and power are denied to the person. The person-centered approach is especially applicable in crisis intervention such as an unwanted pregnancy, an illness, a disastrous event, or the loss of a loved one. When people are in crisis, one of the first steps is to give them an opportunity to fully express themselves. Communicating a deep sense of understanding should always precede other more problem-solving interventions. C. Rational Emotive Model Albert Ellis founded rational therapy in the mid-1950s and was one of the first therapists to emphasize the influential role of cognition in behavior. In 1960s, he changed the name to Rational Emotive Behavior Therapy (REBT), because of his contention that the model had always stressed the reciprocal interactions among cognition, emotion and behavior. Rational emotive behavior therapy (REBT), previously called rational therapy and rational emotive therapy, is a comprehensive, active-directive, philosophically and empirically based psychotherapy which focuses on resolving emotional and behavioral problems and disturbances and enabling people to lead happier and more fulfilling lives. REBT is based on the assumption that we are not disturbed solely by out early or later environments but we have strong inclinations to disturb ourselves consciously and unconsciously. We do this largely by taking our goals and values, which we mainly learn from our families and culture, and changing them into absolute â€Å"shoulds†, â€Å"oughts† and â€Å"musts†. REBT therapists employ active/directive techniques such as teaching, suggestion, persuasion, and homework assignments and they challenge clients to substitute a rational belief system for an irrational one. It emphasizes the therapist’s ability and willingness to challenge, confront, and convince the members to practice activities that will lead to constructive changes in thinking and behaving. The approach stresses action – doing something about the insights one gains in the therapy. ORIGINS OF EMOTIONAL DISTURBANCE A central concept of REBT is the role that absolutist â€Å"shoulds,† â€Å"oughts,† and â€Å"musts† play when people become and remain emotionally disturbed. We forcefully, rigidly, and emotionally subscribe to many grandiose â€Å"musts† that result in our needlessly disturbing ourselves. According to Ellis (2001a, 2001b), feelings of anxiety, depression, hurt, shame, rage, and guilt are largely initiated and perpetuated by a belief system based on irrational ideas that were uncritically embraced, often during early childhood. In addition to taking on dysfunctional beliefs from others, Ellis stresses that we also invent â€Å"musts† on our own. Ellis (1994, 1997; Ellis Dryden, 2007; Ellis Harper, 1997) contends that most of our dysfunctional beliefs can be reduced to three main forms of â€Å"musturbation†: 1. â€Å"I absolutely must do well and be approved of by signiï ¬ cant others. I must win  their approval or else I am an inadequate, worthless person.† 2. â€Å"You must under all conditions and at all times treat me considerately, kindly, lovingly, and fairly. If you don’t, you are no damned good and are a rotten person.† 3. â€Å"Conditions under which I live absolutely must be comfortable so that I can get what I want without too much effort. If not, it is awful; I can’t stand it and life is no good.† Rational emotive behavior therapy is grounded on existential principles in many respects. Although parents and society play a signiï ¬ cant role in contributing to our emotional disturbance, we do not need to be victims of this indoctrination that takes place in our early years. We may not have had the resources during childhood to challenge parental and societal messages. As psychological adults now, however, we can become aware of how adhering to negative and destructive beliefs actually hampers our efforts to live fully , and we are also in a position to modify these beliefs. THE A-B-C THEORY The A-B-C theory of personality and emotional disturbance is central to REBT theory and practice. The A-B-C theory maintains that when we have an emotional reaction at point C (the emotional Consequence), after some Activating event that occurred at point A, it is not the event itself (A) that causes the emotional state (C), although it may contribute to it. It is the Belief system (B), or the beliefs that we have about the event, that mainly creates C. For example, if you feel depressed (C) over not getting a promotion at work (A), it is not the fact that you weren’t promoted that causes your depression; it is your belief (B) about the event. By believing that you absolutely should have been promoted and that not receiving it means that you are a failure, you â€Å"construct† the emotional consequence of feeling depressed. Thus, we are largely responsible for creating our own emotional disturbances through the beliefs we associate with the events of our lives Ellis (2011) maintains that we have the capacity to signiï ¬ cantly change our cognitions, emotions, and behaviors. We can best accomplish this goal by avoiding preoccupying ourselves with the activating events at A and by acknowledging the futility of dwelling endlessly on the emotional consequences at C. We can choose to examine, challenge, modify, and uproot B—the irrational beliefs we hold about the activating events at A. GOALS OF A REBT GROUP The basic goal of REBT is to help clients replace rigid demands with ï ¬â€šexible preferences. According to Ellis (2001b; 2011), two of the main goals of REBT are to assist clients in the process of achieving unconditional self-acceptance (USA) and unconditional other acceptance (UOA), and to see how these are interrelated. To the degree that group members are able to accept themselves, they are able to accept others. The process of REBT involves a collaborative effort on the part of both the group leader and the members in choosing realistic and self enhancing outcome goals. The therapist’s task is to help group participants to differentiate between realistic and unrealistic goals and self-defeating and self-enhancing goals (Dryden, 2007). Further goals are to teach members how to change their dysfunctional emotions and behaviors into healthy ones and to cope with almost any unfortunate event that may arise in their lives (Ellis, 2001b). REBT aims at providing group members with tools for experiencing healthy emotions (such as sadness and concern) about negative activating events rather than unhealthy emotions (such as depression and anxiety) about these events so that they can live richer and more satisfying lives. To accomplish this basic objective, group members learn practical ways to identify their underlying irrational beliefs, to critically evaluate such beliefs, and to replace them with rational beliefs. Basically, group members are taught that they are largely responsible for their own emotional reactions; that they can minimize their emotional disturbances by paying attention to their self-verbalizations and by changing their irrational beliefs; and that if they acquire a new and more realistic philosophy, they can cope effectively with most of the unfortunate events in their lives. Although the therapeutic goals of REBT are essentially the same for both individual and group therapy, the two differ in some of the speciï ¬ c methods and techniques employed, as you will see in the discussion that follows. CONFRONTING IRRATIONAL BELIEFS REBT group leaders begin by teaching group members the A-B-C theory. When they have come to see how their irrational beliefs are contributing to their emotional and behavioral disturbances, they are ready to Dispute (D) these beliefs. D represents the application of scientiï ¬ c principles to challenge  self-defeating philosophies and to dispose of unrealistic and unveriï ¬ able hypotheses. Cognitive restructuring, a central technique of cognitive therapy, teaches people how to make themselves less disturbed (Ellis, 2003). One of the most effective methods of helping people reduce their emotional disturbances is to show them how to actively and forcefully dispute these irrational beliefs until they surrender them. This process of disputation involves three other Ds: (1) Detecting irrational beliefs and seeing that they are illogical and unrealistic, (2) Debating these irrational beliefs and showing oneself how they are unsupported by evidence, and (3) discriminating between irrational thinking and rational thinking (Ellis, 1994, 1996). After D comes E, or the Effect of disputing—the relinquishing of self destructive ideologies, the acquisition of effective new beliefs, and a greater acceptance of oneself, of others, and of the inevitable frustrations of everyday life. This new philosophy of life has, of course, a practical side—a concrete E, if you wish. In the previous example, E would translate into a rational statement such as this: â€Å"I’d like to have gotten the job, but there is no reason I have to get what I want. It is unfortunate that I did not get the job, but it is not terrible.† According to REBT theory, the ultimate desired result is that the person experiences a healthy negative emotion, in this case, disappointment and sadness, rather than depression.Group members learn to separate their rational (or functional) beliefs from their irrational (or dysfunctional) beliefs and to understand the origins of their emotional disturbances as well as those of other members. Participants are taught the many ways in which they can (1) free themselves of their irrational life philosophy so that they can function more effectively as an individual and as a relational being and (2) learn more appropriate ways of responding so that they won’t needlessly feel disturbed about the realities of living. The group members help and support one another in these learning endeavors. The Therapeutic Process GOALS OF A REBT GROUP The basic goal of REBT is to help clients replace rigid demands with ï ¬â€šexible preferences. According to Ellis (2001b; 2011), two of the main goals of REBT are to assist clients in the process of achieving unconditional self-acceptance (USA) and unconditional other acceptance (UOA), and to see  how these are interrelated. To the degree that group members are able to accept themselves, they are able to accept others. The process of REBT involves a collaborative effort on the part of both the group leader and the members in choosing realistic and self enhancing outcome goals. The therapist’s task is to help group participants to differentiate between realistic and unrealistic goals and self-defeating and self-enhancing goals (Dryden, 2007). Further goals are to teach members how to change their dysfunctional emotions and behaviors into healthy ones and to cope with almost any unfortunate event that may arise in their lives (Ellis, 2001b). REBT aims at providing group membe rs with tools for experiencing healthy emotions (such as sadness and concern) about negative activating events rather than unhealthy emotions (such as depression and anxiety) about these events so that they can live richer and more satisfying lives. To accomplish this basic objective, group members learn practical ways to identify their underlying irrational beliefs, to critically evaluate such beliefs, and to replace them with rational beliefs. Basically, group members are taught that they are largely responsible for their own emotional reactions; that they can minimize their emotional disturbances by paying attention to their self-verbalizations and by changing their irrational beliefs; and that if they acquire a new and more realistic philosophy, they can cope effectively with most of the unfortunate events in their lives. Although the therapeutic goals of REBT are essentially the same for both individual and group therapy, the two differ in some of the speciï ¬ c methods and techniques employed, as you will see in the discussion that follows. Role and Functions of the Counselor The therapeutic activities of an REBT group are carried out with a central purpose: to help participants internalize a rational philosophy of life, just as they internalized a set of dogmatic and extreme beliefs derived from their sociocultural environment and from their own invention. In working toward this ultimate aim, the group leader has several speciï ¬ c functions and tasks. The ï ¬ rst task is to show group members how they have largely created their own emotional and behavioral disturbances. The leader helps group members to identify and challenge the irrational beliefs they originally unquestioningly accepted, demonstrates how they are continuing to  indoctrinate themselves with these beliefs, and teaches them how to modify their thinking by developing rational alternative beliefs. It is the group leader’s task to teach members how to stop the vicious circle of the self-blaming and other-blaming process. REBT assumes that people’s irrational beliefs are so deeply ingrained that they will not change easily. Thus, to bring about a signiï ¬ cant cognitive change, leaders employ a variety of active cognitive and emotive techniques (Ellis, 1996, 2001b; Ellis Dryden, 2007). REBT group practitioners favor interventions such as questioning, confronting, negotiating homework assignments, and helping members experiment with new ways of thinking, feeling, and doing. REBT group leaders are active in teaching the theoretical model, proposing methods of coping, and teaching members strategies for testing hypotheses and solutions. REBT group leaders assume the role of a psychological educator, and they tend to avoid relating too closely to their members and thus avoid having them increase their dependency tendencies. They provide unconditional acceptance rather than warmth and approval (Dryden, 2009b). However, REBT group practitioners demonstrate respect for the members of their groups and also tend to be collaborative, encouraging, supportive, and mentoring. REBT practitioners employ a directive role in encouraging members to commit themselves to practicing in everyday situations what they are learning in the group sessions. They view what goes on during the group as important, but they realize that the hard work between sessions and after therapy is terminated is even more crucial. The group context provides members with tools they can use to become self-reliant and to accept themselves unconditionally as they encounter new problems in daily living. Application: Therapeutic Techniques and Procedures Ellis originally developed REBT to try to make psychotherapy shorter and more efï ¬ cient than most other systems of therapy; hence, it is intrinsically a brief therapy. As applied to groups, REBT mainly employs interventions that teach group members how to tackle practical problems of living in a brief and efï ¬ cient way (Ellis, 2001b). From the origin of the approach, REBT has utilized a wide range of cognitive, emotive, and behavioral methods with most clients. Like other cognitive behavioral therapies, REBT blends techniques to change clients’ patterns of thinking, feeling, and acting. It  is an integrative therapy, selectively adapting various methods that are also used in existential, humanistic, phenomenologically oriented therapeutic approaches, but the emphasis is on the cognitive and behavioral dimensions (Ellis, 2001b). REBT focuses on speciï ¬  c techniques for changing a client’s self-defeating thoughts in concrete situations. In addition to modifying beliefs, this approach helps group members see how their beliefs inï ¬â€šuence what they feel and what they do; thus, there is also a concern for changing feelings and behaviors that ï ¬â€šow from rigid and extreme beliefs. This model aims to minimize symptoms by bringing about a profound change in philosophy. REBT practitioners are ï ¬â€šexible and creative in their use of methods and tailor their techniques to the unique needs of group members (Dryden, 2007) References A. Internet-Based http://www.allaboutcounseling.com/counseling_approaches.htm http://www.ehow.com/list_7162754_psychological-counseling-techniques.html#ixzz2cmnFA0bd http://www.ukessays.com/essays/psychology/psychoanalytic-theory-theories-of-counseling-and psychotherapy-psychology-essay.php#ixzz2cmqlANAb http://www.minddisorders.com/Ob-Ps/Person-centered-therapy.html#b#ixzz2dzABrENS B. Books Corey, G. (2012). Counseling and Psychotherapy: Theory and Practice Second Edition. Cengage Learning, Philippines.

Structural and Interest Based Theories of Politics

Structural and Interest Based Theories of Politics What are the main differences between structural and interest-based explanations in comparative politics? Compare and discuss their features using empirical examples. At the heart of the field of comparative politics lie a variety of theoretical frameworks, each of which attempts to enhance our understanding of what is important in relation to explaining political phenomena. The aim of this essay is to examine and compare the features of the structural and interest-based approaches, through the use of empirical examples. As regards its structure, the essay will begin by providing a definition of the comparative method. Following on will be a brief discussion on its uses and a cost-benefit analysis of using such an approach. After all, it is the comparative method that will form the basis of the discussion to follow. The essay will subsequently identify the main differences between structural and interest-based explanations in comparative politics. Due to the lack of space, the ways in which they complement one another will be omitted. Finally, the essay will conclude by arguing that the main differences between structural and interest-based approa ches revolve around their explanations on the causes of political developments, and their focuses on the individual. In order to fully appreciate the main differences between the structural and interest-based explanations in comparative politics, it is first important to develop an understanding of the comparative method in its own right. Although widely used in the field of political science, the comparative method is far from straightforward to define. It is an abstract term to which various definitions have been applied over the years. According to the political scientist Arend Lijphart, the comparative method can be defined as the analysis of a small number of cases, entailing at least two observations, yet too few to permit the application of conventional statistical analysis. (Collier, 1993: 106) In practice, this refers to what is known as a small N analysis, within which there are two basic research designs: most similar systems design (MSSD), and most different systems design (MDSD). As a rule of thumb, the former, otherwise known as Mills Method of Difference, involves the use of less tha n 20 cases (states) that are as similar as possible. The logic behind this methodology is that the more homogeneous the cases under investigation, the easier it ought to be to pinpoint the factors accountable for the differences between them. Faure (1994) argues that the most similar systems design is the prevailing method (but not the only one) in comparative politics. (Faure, 1994: 310) By contrast, the latter, otherwise known as Mills Method of Similarity, involves the use of less than 20 cases that are as different as possible, the purpose of which is to communicate the vigorous nature of the correlation between dependent and independent variables. Such a method assumes that by proving that the observed correlations hold true in different domestic settings, the line of reasoning should be better corroborated. There are many uses of the comparative method. In addition to the case study approach, the experimental method, and the statistical method (Lijphart, 1971: 682), political scientists draw upon the comparative method to assist them in the devising of hypotheses (suggested explanations of something), the testing of hypotheses (which are proven or refuted), and the uncovering of empirical regularities and the identification of outliers' (Gherghina, 2017: 14). The comparative method is by no means faultless; though an analysis of its merits is required in order to demonstrate why it has stood the test of time in the field of political science. One of the main proponents of the comparative method, the aforementioned Arend Lijphart, deduces that given inevitable scarcity of time, energy, and financial resources, the intensive analysis of a few cases may be more promising than the superficial statistical analysis of many cases. (Collier, 1993: 107) His inference substantiates the argument that a detailed analysis of a small number of states is a more effective than a brief analysis of a large number of states as a result of various limitations already touched upon. However, that is not to say the comparative method is without its faults. Indeed, one of the inherent problems picked up on by academics is that of many variables, few cases (Lijphart, 1971: 685). Now that we have developed an understanding of the comparative method, it is possible to observe the ways in which structural and interest-based explanations differ. It can be argued that one of the main differences between structural and interest-based explanations in comparative politics is in relation to the causes of political developments. The crux of the formers argument revolves around the idea that macro factors in other words, factors that are observable at the level of society or variables to put it more simply, factors that are liable to vary or change are the ultimate causes of political events. The most prevalent macro factors or variables employed in the structural approach include a countrys level of economic development, social inequality, educational inequality, life expectancy, degree of urbanisation, ethnic fractionalisation that is, the quantity and size of ethnic groups within a society), and religious composition. (Gherghina, 2017: 10) To demonstrate the structural approach in practice, we can apply the example of the modernisation theory. Broadly speaking, the modernisation theory associated with the work of the polit ical sociologist Seymour Martin Lipset argues that democratisation is the result of modernisation. Modernisation incorporates many of the variables already touched upon, including urbanisation. In laymans terms, the more modern a society becomes, the more likely a society is to become democratic. This is the case because these changes enable middle-class elites to mobilise the working class to press for political rights for all (Gherghina, 2017: 11). From the 18th century onwards Lipset carried out an analysis of several countries, from which he was able to conclude that this does indeed hold true. Among the countries that followed the theory proposed by Lipset were the United Kingdom during the Industrial Revolution of the 19th century, and, more recently, Taiwan in the 20th century. This vividly illustrates the extent to which the structural approach can be useful with regards to explaining political developments and their causes, albeit it does not take into account its visible shortcomings. Nonetheless, by putting into practice the example, it is abundantly clear that the structural approach considers the causes of political developments to be disconnected from the dynamic of the political process. That, in stark contrast, to the interest-based approach in which individual decisions on the basis of seeking to maximise self-interest (Hague et al, 2016: 76) are seen to account for political developments. It is worth stressing that interest-based explanations do not only refer to financial optimisation, but also to a plethora of valued entities, such as authority and the accomplishment of ideological objectives. To illustrate the interest-based approach in practice, we can apply the example of political scientist William Rikers minimal winning coalition theory. It holds that in the aftermath of a general election in which no single party has been able to form a majority government, party leaders will seek to fulfil two criteria. First, they will seek to seek to form a coalition with parties that are ideologically similar to them on the political spectrum. Second, they will do so in such a way so as not to involve more politicians than is necessary to secure a parliamentary majority. This is evidenced by the 2010 UK general election. As Figure 1 vividly illustrates, the Conservatives, under the leadership of David Cameron, fell 19 seats short of a majority. As a result, they followed the aforementioned criteria to decide which party they wished to go into coalition with. Based on the first set of criteria, Cameron opted to go into coalition with Nick Cleggs Liberal Democrats as opposed to Gor don Browns Labour, in light of the fact that that the formers ideals were more closely aligned with those of their own than the latters, as Figure 2 (YouGov, 2014) makes abundantly clear. In addition, based on the second set of criteria, the Conservatives chose the Liberal Democrats as their coalition partners by taking into account the fact that the latter won over 200 fewer seats than Labour (see Figure 1), thus making it less likely that disagreements over the implementation of policies, for example would ensue in government. Hence, at the core of interest-based explanations is the idea that individuals perceived self-interest is the driving force behind political decisions and, on the whole, political developments are the result of such individual decisions. Furthermore, the structural and interest-based explanations can be contrasted in terms of their focus. According to Mahoney, at the core of structuralism is the concern with objective relationships between groups and societies. (Hague et al, 2016: 83) By contrast, the latter is focused on people. (Hague et al, 2016: 84) Thus, the latter focuses on the individual, whereas the former pays attention to networks. To summarise, this essay has examined the main differences between structural and interest-based explanations in comparative politics, through the use of empirical examples, and concluded that the grounds on which they differ are multitudinous. However, one of the main differences is in relation to how they explain the causes of political developments. Whereas structural explanations conclude that factors external to political life, such as life expectancy, are seen to account for political developments, interest-based explanations adopt the perspective that political developments are shaped by individual decisions, on the basis of what is best for them at a particular point in time. In that sense, another of the main differences between structural and interest-based approaches is that the former places a lot of emphasis on networks unlike the latter where the entirety of its focus lies with the individual. Bibliography BBC News Website (2010) Election 2010 Results http://news.bbc.co.uk/1/shared/election2010/results/default.stm [accessed 26th February 2017] Collier, David (1993) The Comparative Method in Finifter, Ada W.; and American Political Science Association Political Science; the state of the discipline II Washington DC: American Political Science Association Faure, Andrew (1994) Some Methodological Problems in Comparative Politics Journal of Theoretical Politics Vol. 6 No. 3 pp. 307-322 Gherghina, Sergiu (2017) The Comparative Method in Introduction to Comparative Politics Gherghina, Sergiu (2017) Theoretical Frameworks in Comparative Politics in Introduction to Comparative Politics Hague, Rod; Harrop, Martin; and McCormack, John (2016) Chapter 5: Theoretical Approaches in Comparative Government and Politics: An Introduction 10th Edition, Basingstoke: Palgrave Macmillan Lijphart, Arend (1971) Comparative Politics and the Comparative Method The American Political Science Review Vol. 65 No. 3 pp. 682-693 YouGov Website (2014) Britains Changing Political Spectrum https://yougov.co.uk/news/2014/07/23/britains-changing-political-spectrum/ [accessed 26th February 2017]   Ã‚   Appendices