History 1492-1860 Research Paper Example | Topics and Well Written Essays - 1250 words

History 1492-1860 - Research Paper Example The event is significant in history because it shows that the United States was not always a cohesive country. Surprisingly few changes occured after the massacre took place, and not many people were even punished even in the larger conflict. In fact, there is still some controversy over exactly what went on, and exactly who was involved, to this very day. To really understand what happened during the Mountain Meadows Massacre, it is necessary to get a clear view of what was going on otherwise in Utah at the time it occurred The massacre was not just some random act, but one that was caused by many circumstances. It was set within the period of the Utah War, which was an "armed confrontation over power and authority during 1857–58 between the civil-religious leadership of Utah Territory, led by Governor Brigham Young, and the administration of President James Buchanan."1 This conflict itself had been caused by tensions between Mormon and non-Mormon Americans. Non-Mormons thought that the Mormons were heretics, while Mormons felt they were being unfairly criticized because of their correct religious beliefs. These two circumstances led to "a cultural clash between themselves and their neighbors ... and Mormons attempting to defend themselves or strike back before being overwhelmed in a still larger wave of violence."2 Some other reasons for the conflict include incompetence on the behalf of both President Buchanan and Governor Brigham Young, who was also the supreme leader of the Mormon Church. Buchanan "new shockingly little in 1857 about either conditions in Utah or Brigham Youngs likely reaction to his removal as governor" and also made bad choices about who he put in charge of the situation.3 Young, on the other hand, exaggerated things a lot, and his "hostile, violent rhetoric as governor" very quickly created the sort of environment where Mormon settlers who looked to

Patriotic Act Essay Example for Free

Patriotic Act Essay The Patriotic Act stands for Provide Appropriate Tools Required to intercept and Obstruct Terrorism. This act followed the terrorist attacks of september11 on New York and Pentagon, which prompted the congress to start working on a number of anti-terrorism bills.[1] This bill became a law on October 2001 after United States of America president George Bush assent. The Patriotic Act added the scope of authority of US law enforcement agencies in their effort to combat terrorism in United States as well as other parts of the world. The various provisions of the Act’s enabled law enforcement agencies to search records, e-mail and telephone messages in addition to enhanced discretions in detaining foreigners who are suspected to be involved in terrorism acts.[2] The Patriotic Act also resulted into a lot of changes to other U.S Acts which includes Acts such as Immigration and Nationality Act, Foreign Intelligence Surveillance act (FISA) of 1978, Bank Secrecy act (BSA), Electronic Communications Privacy Act (ECPA) of 1968 and Money Laundering Control act of 1986.[3] However due to its controversial nature, several bills to amend the Patriotic law were later passed. These include bills like: Security and Freedom Ensured act, protecting the rights of the individual act, which failed to be passed.[4] It is important to have a brief overview of the titles if the act. Title 1 and title X The first title is meant to facilitate the domestic security agencies ability to fight terrorism. Under this title, a special fund to combat terrorism was established in addition to increased funding for FBI military support center. Title 1 also authorized the military to intervene in cases in which weapon of mass destruction are involved if they are so requested by the Attorney Generals of United States.[5]   In addition, the National Crime Task Force was expanded together with increasing president’s authority in making decisions related to terrorism like confiscating that properties belongs to foreign person or corporation or country. This title of the Act also condemned discrimination against Muslims and Arab Americans that many Native Americans held against them after the September 11 terrorist attack.[6] On the other hand Title X created and changed several miscellaneous laws that could not fit under other sections of Patriotic Act. In this title of the Patriotic Act, the Inspector General was required to appoint a person to be in charge of monitoring, reviewing, and reporting the congress about any allegation raised against the department of justice. The definition of electronic surveillance was also amended to exclude federal agents interception of communication through protected computers where the owner permits it.[7] In addition to these provisions, aliens who committed money laundering cases could be reported in the district that money laundering originated from. Under this title, $5000000 was allocated to Drug Enforcement Agencies (DEA) to be used for military training in South and East Asia. A new Act called Crime against charitable organizations was created which required telemarketer s calling on behalf of charities to reveal the names and mailing address of the charity the telemarketer is representing.[8] â€Å"Title II Surveillance Procedures† This is the act that has faced a lot of controversy due investigative authority given to federal officer that allows them to disregard procedures that ensure privacy of individuals. This title made amendments to FISA and ECPA and it covers various aspects of surveillance of suspected terrorist, computer frauds and individuals who are suspected to be foreign agents involved in clandestine operations in United States.[9] Under title 2 also the purpose of FISA was reviewed whereby gathering Foreign Intelligence Information was made the significant purpose in contrast to before when it was the primary purpose. This change was initiated in an attempt to remove legal barriers between what is regarded as Criminal investigation and surveillance with the aim of gathering foreign intelligence from immigrants. The government was no longer required to proof that a suspect under surveillance is a non-US or a foreign agent.[10] The scope of wiretap and surveillance order was also increased under this section. The act gave authority to the district court judge to issue search warrants and surveillance orders in terrorism related investigation. Several provisions under this title permitted access to electronic communication including surveillance of protected computers where the owner is required to allow federal officers to intercept communications through the computer. The law enforcement agencies were further given powers to demand from cable companies’ disclosure of customer communication.[11] The most controversial provision of title 2 is: â€Å"roving wiretap†, â€Å"sneak and peak† searches and Federal Bureau of Intelligence’s authority to access records that reveal the behavior patterns of US citizens. The sneak and peak provision for instance allowed FBI officers to notify the suspect about their execution of search warrants after they have already conducted the search.[12] Roving wiretaps are wiretaps orders by a court that do not require to mention all common carriers and third parties in a Survillance order. The department of justice appreciates the importance of roving wiretaps since they realize that terrorists can take advantage of wiretap orders by constantly changing cell phones and locations.[13] The other highly controversial provision is the one that authorizes the FBI to demand the production of tangible things like records, books and documents that can aid in investigation involving terrorism or clandestine intelligence operations as long as such investigations are not carried out against provision of first amendment to the constitution.[14] â€Å"Title III Anti-Money Laundering† This section of the act is aimed at combating money laundering and financing of terrorist by putting measures to detect, prevent and prosecuting the suspects. The act is divided into three subtitles.[15] The first subtitle focuses on strengthening rules of financial institutions by requiring them to monitor transaction from areas prone to money laundering g and put measures to identify the true owners of bank accounts on payable through accounts. The second subtitle dealt with co-operation of the bank and other financial institutions with agencies that fight money laundering and terrorism while the third subtitle dealt with currency crimes.[16] Title IV Title 4 of Patriotic act deals with boarder security. Under this title, additional funds were avai1ed to Immigration and Naturalization Service and necessary provisions enacted to facilitate all government agencies operation to prevent the entry of unauthorized person into US or the movement of people with currency, technology or other illegal commodities out of the country.[17] Title IV This title was created to remove barriers to investigate terrorism. The attorney general together with some specified government officials were authorized to pay rewards to people who could disclose important information that could lead to arrest of terrorist suspects.[18] Education provision act was amended, whereby the US attorney general can collect and retain relevant educational records that can aid in investigation. The most controversial provision of this title 5 concerns National security letters to an organization requiring it to submit relevant data and records of its employees. This act was later challenged and declared unconstitutional since it went against first and fourth amendment.[19] Title VI-amendment victim of crime act of 1984 to ensure that victim of crime fund was managed more efficiently and enough funds were at their disposal. [20] Title VII enhances the US law enforcement agency to combat terrorist. Under this act bureau of justice assistance arranges for contracts with state, on governmental organization and local criminal authorities whereby grants are awarded in exchange for valuable intelligence information. [21] Title VIII:  Ã‚   To Strengthen criminal laws against terrorism Under title of the Act new criminal offences are added against passenger transport vehicles and ferries. The provision of this title also prohibits harboring suspected. terrorist. [22] Title IX: To improve intelligence This title is meant to facilitate intelligence operations whereby the director of CIA is required to give priorities to foreign intelligence gathered under FISA as well as ensuring that information collected search and electronic surveillance is shared with other intelligence agencies.[23] Critique of Patriotic Act The critiques of USA patriotic theory argue that the Act sacrifices the rights and freedoms of US citizens in the name of national security. New inflated powers are given to executive branch of government under this act.[24] However, these executives have misused powers vested on them by detaining innocent suspects especially the immigrants. The act also poses a threat to civil liberties of individuals. The act comprises the provision of fourth amendment relating to privacy of US citizens. The non-citizens are also subjected to unfair treatment whereby they are put in mandatory detention camp and removed from US in some cases.[25] The act also threatens the rights of political activists and critiques of government whereby some of their vigorous acts comments may be wrongly regarded as illegal under the act. Due to vagueness of definition of domestic terrorism Environmental activist are at a sensitive area under this act since the nature of their work involves direct actions. This might be regarded as domestic terrorism leading to their prosecution. The enhanced surveillance powers coupled within the increased sharing of information between criminal and intelligence operations open way for CIA to spy on the members of public.   [26] Moreover sneak and peak searches, which have been authorized under the act, may have negative effects. Under sneak and peak the execution search warrant takes place before notifying the owner of the building. This is purely against the provisions of fourth amendment and federal rules of criminal procedure.[27] According to critiques the FBI, can obtain sensitive files of a person even without suspecting the person of any illegal acts. The act further allows the FBI to access Internet usage and telephone communication. However the act does not specify what content should be accessed by the federal officers. Due to this private information’s and messages falls into the hand as of these officers.[28] Law enforcement agencies are allowed by patriotic act evades the fourth amendment provision. Wiretaps and physical searches can be contented in the name of collecting foreign intelligence information. This can result to spying in the persons claimed as enemy of the government.[29] Another section that has been subjected to critism is section 203.Under patriotic, the FBI, the CIA and NIS are allowed to freely share information. While this sharing may n help to fight terror to some extent, the political freedom of individuals are jeopardized. The immigrants are also vulnerable since their political association to organizations that have violated the law can be labeled terrorists. The immigrants cannot protect themselves by limiting their membership to organizations or curtailing their activities since the act does not have a clear definition of terrorist organization or activities.[30] Supporter However supporters of the patriotic act argue that the act empowers federal agents to combat terror-using court approved tools that have proved to be useful for a long time. They argue that the patriotic act has not been abused since 2001 when it was passed to become the law. /other people feel that patriotic act will equip the federal agents to prevent further catastrophe.[31] According to attorney general, Mr. john Ashcroft, the patriotic act is the key to success of the fight against terrorism. He further argues that the act facilitates the government ability to fight terrorism by expanding its surveillance capabilities.[32] He argued that through the increased powers of federal officers the government has been able to crackdown terrorist cells and disrupted their financing and weapon procurement efforts. [33] Conclusion Even though some amendments were necessary to equip then federal agents not fight terrorism abd other crimes more efficiently, some provisions introduced by patriotic act undermines the basic human rights and freedom that the law seeks to uphold. Some provisions of patriotic act may not be very detrimental to human rights but the extent of power they give to federal officers is a bit exaggerated and when such officers decide to abuse this powers, then democracy is the price to pay in the name of fighting terrorism. However a leeway can be found whereby the federal officers are provided with the necessary tools to fight terrorism at the same time upholding the fundamental rights and freedoms of citizens of United States. [1] www.jurist.law.pitt.edu/forum/forumnew40.htm [2] www.jurist.law.pitt.edu/forum/forumnew40.htm [3] American Library Association [4] American Library Association [5] American Library Association [6] http://www.sptimes.com/2003/11/08/State/Ashcroft__Patriot_Act.shtml [7] http://www.sptimes.com/2003/11/08/State/Ashcroft__Patriot_Act.shtml [8] http://www.eff.org/Privacy/Surveillance/Terrorism//20011031_eff_usa_patriot_analysis.php [9] http://www.eff.org/Privacy/Surveillance/Terrorism//20011031_eff_usa_patriot_analysis.php [10] American Library Association P26-27 [11] American Library Association, P27-29 [12] http://www.sptimes.com/2003/11/08/State/Ashcroft__Patriot_Act.shtml [13] http://www.sptimes.com/2003/11/08/State/Ashcroft__Patriot_Act.shtml [14] www.jurist.law.pitt.edu/forum/forumnew40.htm [15] www.jurist.law.pitt.edu/forum/forumnew40.htm [16] American Library Association, P 28-30 [17] http://www.sptimes.com/2003/11/08/State/Ashcroft__Patriot_Act.shtml [18] American Library Association, P 31-33 [19] American Library Association, P 32-34 [20] www.jurist.law.pitt.edu/forum/forumnew40.htm [21] www.jurist.law.pitt.edu/forum/forumnew40.htm [22]http://www.eff.org/Privacy/Surveillance/Terrorism//20011031_eff_usa_patriot_analysis.php [23]http://www.eff.org/Privacy/Surveillance/Terrorism//20011031_eff_usa_patriot_analysis.php [24] Dana K P [25] John W. [26] Dana K P43 [27] John W. P52 [28] John W.P 44 [29] John W.P 56 [30] Dana K P 46 [31] http://www.sptimes.com/2003/11/08/State/Ashcroft__Patriot_Act.shtml [32] http://www.sptimes.com/2003/11/08/State/Ashcroft__Patriot_Act.shtml [33] http://www.sptimes.com/2003/11/08/State/Ashcroft__Patriot_Act.shtml

The Football Game Essays -- Descriptive Essay Examples

The Football Game In the beginning, there was football. The official said, Let the stadium lights come on, and they came on. The football players came onto the field, and they saw the light was good. Other teams started to show up and practice on the battle ground, otherwise known as the "playing field." Fans shouted, and cheerleaders went on about their playful acts. Parents, brothers, sisters, and close friends all piled into the stands to see the game of the year. The official stepped out onto the moist grass at Williams Stadium in Plano, Texas. The time was seven o'clock p.m. on a Thursday night. He paused for a moment, looked at his stopwatch, and blew his whistle. Gigantic muscular men came from out of nowhere as the fans began to cheer, waving various flags, and clanging cow bells. The bells sounded like a wind chime in an April shower, all different sounds at different times. The players ran out to the middle of the stadium. A smell of hatred and resentment came about in the air. The crowd came unglued from their seats. The sounds of various noisemakers filled the air once again. Parents and grandparents alike came to their feet in the stands. Cars stopped on the street in front of the stadium, as they honked their horns, and cheered for their team of choice. As the two burly men stood in the middle of the field, many thoughts ran through their heads. They both knew someone was going to die, but defeat was out of the question. The official tossed a polished silver quarter into the air. The coin hit the wet grass with a shiny face of George Washington clearly showing. The home team will receive the ball. Both anger infested players shook hands and ran back to their sideline. The fans began to cheer as the players t... ...e smile on my face was literally being pulled up by strings that wouldn't seem to let go. Our kicker went on to kick the extra point, as only one minute remained on the time clock. The Clark Cougars went on to beat the Williams Warriors. I could see it now on the front page of the town newspaper. "Clark demolishes Williams for the first time in 14 years!" We finally beat the best team in the world! As we celebrated, and jumped around on the soggy grass, a tear came to my eye. It was all hitting me now. I finally achieved the goal of my life! I could not control the tremendous smirk on my face. As I watched the coach from the opposing team cry in agony, I thought to myself, "That must be what they call the agony of defeat." I knew that the moment of my life I had long waited for, was gone. Only memories are left in my mind, and I cherish every single one of them. The Football Game Essays -- Descriptive Essay Examples The Football Game In the beginning, there was football. The official said, Let the stadium lights come on, and they came on. The football players came onto the field, and they saw the light was good. Other teams started to show up and practice on the battle ground, otherwise known as the "playing field." Fans shouted, and cheerleaders went on about their playful acts. Parents, brothers, sisters, and close friends all piled into the stands to see the game of the year. The official stepped out onto the moist grass at Williams Stadium in Plano, Texas. The time was seven o'clock p.m. on a Thursday night. He paused for a moment, looked at his stopwatch, and blew his whistle. Gigantic muscular men came from out of nowhere as the fans began to cheer, waving various flags, and clanging cow bells. The bells sounded like a wind chime in an April shower, all different sounds at different times. The players ran out to the middle of the stadium. A smell of hatred and resentment came about in the air. The crowd came unglued from their seats. The sounds of various noisemakers filled the air once again. Parents and grandparents alike came to their feet in the stands. Cars stopped on the street in front of the stadium, as they honked their horns, and cheered for their team of choice. As the two burly men stood in the middle of the field, many thoughts ran through their heads. They both knew someone was going to die, but defeat was out of the question. The official tossed a polished silver quarter into the air. The coin hit the wet grass with a shiny face of George Washington clearly showing. The home team will receive the ball. Both anger infested players shook hands and ran back to their sideline. The fans began to cheer as the players t... ...e smile on my face was literally being pulled up by strings that wouldn't seem to let go. Our kicker went on to kick the extra point, as only one minute remained on the time clock. The Clark Cougars went on to beat the Williams Warriors. I could see it now on the front page of the town newspaper. "Clark demolishes Williams for the first time in 14 years!" We finally beat the best team in the world! As we celebrated, and jumped around on the soggy grass, a tear came to my eye. It was all hitting me now. I finally achieved the goal of my life! I could not control the tremendous smirk on my face. As I watched the coach from the opposing team cry in agony, I thought to myself, "That must be what they call the agony of defeat." I knew that the moment of my life I had long waited for, was gone. Only memories are left in my mind, and I cherish every single one of them.

National-state: Realism, Liberalism, and Constructivism Theory

This paper seeks to analyse and discuss whether national-security paradigm` is a thing of the past, or is the basis of current international politics. This will also attempt to explain whether there is basis for realists, liberals and constructivists have to rethink the place of the state as the primary units of analysis and whether there is basis recognize the fact that non-state actors have played an increasingly important role in international politics. This will also explain whether these non-state actors do diminish the importance of the nation-states as the primary units of analysis.Analysis and DiscussionThis paper believes the ‘national-security paradigm` is not yet a thing of the past, as it is the still the basis of current international politics. Every nation will always be there valuing its state security despite the continuing and further evolving globalization.Waltz (2000) concluded that realism does not die every time peace breaks out. He just saw the change as i nternational politics has having the appearance of being transformed. He did argue that the world,   however, has not been transformed as the author view the structure of international politics to have simply been remade by the disappearance of the Soviet Union, and for a time nations live under the concept of unipolarity.Waltz (2000) also viewed the revolution in Soviet affairs and the end of the Cold War to have nor been brought by democracy, interdependence, or international institutions was just still realism and which called structural realism.The fact there was just transformation therefore did not make national-security paradigm irrelevant. The paradigm will still be there as long as there as states that exist for it may be argued that state must have security in its territory in the real sense for it to claim itself a state under political law principles, for then without security could imply lack of sovereignty.It may now be asked: Do realists, liberals; constructivists h ave to rethink the place of the state as the primary units of analysis? Is there basis to recognize the fact that non-state actors have played an increasingly important role in international politics? Do these non-state factors diminish the importance of the nation-states as the primary units of analysis?This paper believes that realists, liberals and constructivists have to rethink the place of the state as the primary units of analysis as non-state actors have actors have played an increasingly important role in international politics.Current developments provide evidence for non-state actors playing these types of roles.   Ã‚  Badie (2001)   concluded that   the â€Å"current globalization process reinforces the transnational paradigm that focuses on individuals as international actors, with a new configuration emerging in which politics loses the hierarchical position implied by realism.† He identified and described the three kinds of actors to include the state, tr ansnational actors, and identity entrepreneurs to be promoting a special type of commitments. Badie (2001) therefore see a civic commitment to the state, a utilitarian and pragmatic commitment to transnational networks, and a primary commitment to identity entrepreneurs.At the other extreme, a counter argument may be posed about apparent non-application of the theories of realism, liberalism and constructivism (Checkel, 1998).   Ã‚  Ã‚  Ã‚  Mearsheimer, John (1995) discovered the fact that many policymakers and academics believe that institutions hold great promise for promoting international peace. In finding this belief as optimistic, Mearsheimer, (1995), he argued the assessment of institutions is not warranted, but attributed mainly to the three institutionalist theories underpinning the same that are flawed.He asserted the presence of serious problems with the causal logic of each theory, and little empirical evidence for any of them.   Ã‚  As he found little independent ef fect do institutions have on state behavior, he recognized a very important paradox that   Ã¢â‚¬Å"although the world does not work the way institutionalist theories say it does or should, those theories remain highly influential in both the academic and policy worlds.† (Mearsheimer, 1995)He could only surmise that with the limited impact of institutions on state behavior, observers would expect considerable skepticism, even cynicism, when institutions are described as a major force for peace, while the same institutions are still normally described in capable terms by scholars and governing elites.   Ã‚  Ã‚  Mearsheimer, (1995) explained his basis on the fact in the academic world, the pervasive impact of realism found itself amply demonstrated in the institutionalist literature.To reinforce the paradox found, and despite the theories’ influence, the author cited the seriously-thinking Americans about foreign policy issues but still disliking realism intensely, due to conflicts their basic values. By citing Shimko (1992), he was able to show how the theory is opposed on Americans way of thinking about themselves and the wider world. (Mearsheimer, 1995)In the absence therefore of convincing declaration that the theories are inapplicable there is still basis to uphold the use of the same in practice. Perhaps anew approach for assessing the worldviews may into the situation. In such context,   Ã‚  Ã‚  Ã‚  Ã‚  Mowle (2003) claimed that to have developed a new approach for assessing such worldviews that motivate the decisions of state leaders.   He argued that problem representations found in official statements give us the information we need to be able to infer worldviews in a wide number of cases. In arguing that method can yield useful information across a larger number of states and decision-makers than would be provided by constructing a full cognitive map of all relevant persons and assessing how they interact as a group-although the inf requent situations where we have such full models, he recommended that use of the same to supplement studies conducted with this approach.He further argued the possibility of extending this approach to other issue areas and other worldviews but he warned to be careful in two areas. One is that â€Å"it must be possible to define criteria that would be observable in problem representations in the issue area while the other is that must be reasonable to assume that the ideal worldviews setting a baseline for inference bear some resemblance to elements of the actual worldview.Put simply, the argument and evidence of Mowle, (2003) are still poised to still support some view of realism and liberalism, albeit with some problems.With the given dynamism in international relations, other authors even saw a dilemma in some of the state theories. Sorensen (1996) in discussing the core of Hobbes's dilemma found that the state needs to be both strong and weak. He argued that the state needs to be strong in order to be able to create domestic order and security and the same state also needs to be weak in the sense of being responsive to society. With his support for realism and liberalism, he argued for necessity of the disciplining instruments as contained in the realist and or the liberal approaches, for without, he believes that state elites will most likely turn predatory.By seeing that predatory state elites are part of the development problem, Sorensen (1996) argued that in no way are they part of the solution. Similarly be still believed that a state which provides for security and order is needed for the promotion of development. In appreciating also Hobbes's dilemma has provided helps for observers focus sharply on the problem of predatory state rulers, he was more convinced that the solutions provided by the realist and the liberal approach will required further development in order to work in the context of weak states in the post-cold war world as he is prepare d to see the working of possible ways out of the current problems in a manner described earlier.ConclusionIt may be concluded that national security is still a basis of current international politics. While it is true that   realists, liberals; constructivists have to rethink the place of the state as the primary units of analysis as non-state actors have played an increasingly important role in international politics, there is no enough evidence to warrant removal of the concept of nation-states as part of the units of analysis. It must be admitted however that there have been changes that have happened which must taken into consideration which has the effect of diminishing the importance of nation-states as primary units of analysis. It may be further declared that it is hard to detach the concept of national-security concept or paradigm so long as the concept a state exists in the books.References:Badie, Bertrand (2001), Realism under Praise, or a Requiem? The Paradigmatic Deba te in International Relations , International Political Science Review ,Vol22, No. 3,253-260Checkel (1998) The Constructivist Turn in International Relations Theory   Ã‚  Ã‚  Ã‚  World Politics Vol.50, No.2 (January 1998)Mearsheimer, John J.   (1995) The False Promise of International Institutions, International Security, Vol. 19, No. 3. pp. 5-49.Mowle, T. (2003),Worldviews in Foreign Policy: Realism, Liberalism, and External Conflict, Political Psychology, Vol. 24, No. 3., pp. 561-592.  Shimko, Keith L. (1992) â€Å"Realism, Neorealism, and American Liberalism,† Review of Politics, Vol. 54, No. 2, pp. 281-301Sorensen, George (1996)   Development as a Hobbesian dilemma, Third World Quarterly, Vol 17, No 5, pp 903-916Waltz, Kenneth (2000) Structural Realism after the Cold War, International Security, Vol. 25, No. 1. pp. 5-41.

Cognitive Therapy Case Conceptualization

The client: Elena Elena is an adolescent female, coming to the therapy process demonstrating through actions and words a great deal of anxiety and overall apathy for her situation. Elena is a smart, socially engaged Mexican American attending public high school. She opens the session with presenting problems regarding conflict over what she might do after high school. Preliminary conceptualization from a cognitive perspective Overall, there is an obvious feeling of disempowered regarding her right and or ability to make life decisions.She comes from a close-knit family, though some of her siblings have moved away to seek out goals beyond those that they may feel their parents are putting upon them. She has recently begun to disengage academically and socially as she feels the urgency of choosing to adhere to family tradition or to go out on her own, like her peers. Though she says she has not yet made a decision, know that cognition mediates affect and behavior (Friedburg 101).From t his perspective a therapist might conclude that her recent apathy toward academics and isolating herself from her peers show that she indeed is letting the thoughts of â€Å"I must listen to my parents† drive her life perspective. It is promising from a cognitive standpoint, that she shows some jealousy toward her boyfriend and others: Perhaps the anger when discussing her family dynamics and recent history is most telling that Elena could benefit from Beck’s Socratic dialogue.The pluralistic views that come from her own identity within her biculturalism are strongly embedded, and the therapist demonstrated this by demonstrating lots of open questions. Letting Elena focus on herself as an individual rather than a Mexican-American could lead to meaningful exploration and collaborative cognitive change to help Elena feel more empowered.When counseling adolescents from a cognitive perspective the counselor must remember that under any circumstances this may be the first t ime that these clients might see their actions and behaviors, and question the beliefs that may have become embedded during childhood. Elena obviously needs a relatively short-term look into these feelings due to her grades slipping and applying for colleges, if she so chooses. Asking a client â€Å"what is going through your mind right now† (Murdock 337) is one of the base approaches to beginning to help the client recognize their individual thought patterns.This is a question that is difficult for many adults, and though adolescents in general can be more open to change, Elena’s worldview as a bicultural young woman is overpowering any other automatic thoughts that she might have; it is culturally appropriate for a young Mexican American to disregard her own thoughts and needs for the good of the family—which Elena does in fact voice (Rochlen 2009). As an observer to this case scenario, the challenge, due to age and culture, seems very difficult. The video dem onstrates this strong schema Elena has developed that exudes this overwhelming disempowerment.I believe this schema of overall disempowerment is deeply embedded and will be difficult to challenge through cognitive therapy. Additionally, Mexican culture tends to see the counselor as â€Å"expert† and the collaborative aspect of cognitive therapy may prove to be at the least uncomfortable for Elena, if not ineffective. Elena may continue to rely on others’ to make decisions for her, to give her an unconditional guarantee (Corey 107), if this base belief cannot be penetrated due to adherence to cultural tradition, fear of change, or if Elena is unable to begin to identify these automatic thoughts. Possible cognitive strategiesIn general, Latino Americans traditionally have strong family bonds and honor generational wisdom (Sue 377) Through the current political venue of the United States and popular culture, Mexican-Americans may fall prey to stereotypes and inherently fe el a disconnect or poor self-image: American beliefs certainly account for this inner struggle Elena is feeling. Because this is pervasive and overarching in American culture where to begin with Elena in imperative. There is a lot behind these feelings, and as an adolescent who is struggling the counselor should take these omnipresent cultural truths into consideration.It is promising to me that Elena is already speaking about her siblings: I see this as an open door for initiating questions that challenge Elena’s view of herself as a young Mexican American. I would certainly recognize Elena’s frustration and give lots of positive regard as she speaks about her presenting problem. Cognitively, I would go back to Elena’s conversation regarding the varying paths her siblings have chosen. I would respectfully move through this aspect of cognitive therapy so as to not threaten Elena’s loyalty to her family.Since Beck’s model is based on a leading rathe r than a more confrontational approach, I would use this to my advantage to allow her to explore her emotions about her siblings and their life choices. I see this as an aspect of Elena’s life experience that may allow Elena to begin to explore self-identity outside of the effects of biculturalism. Keeping the central focus of thought exploration on how she might challenge her beliefs about her life choices through reflecting on her siblings’ life choices may be a safe way to allow Elena to begin connecting the deeper thoughts behind her ability to make life choices.From a cognitive perspective and the lens of cultural identity, my goal for Elena would be for her to begin understanding that many are facing overwhelming decisions within their own cultural context. At some point everyone must decide to respect family wishes or go out on her own. Elena would be challenged to explore the beliefs she holds regarding herself as a Mexican American; she could begin to see how the complex construct is not a means to an end. Helping Elena expose automatic thoughts and change subsequent behaviors could serve to identify the struggle she will face as a bicultural woman in America today.Obviously, this grander focus this approach toward the â€Å"big picture† provides empowerment, but is daunting. Collaboratively, it would be ideal to praise Elena for exploring her identity on a grander scale. At this point, I would encourage Elena to do some homework: Her recent social isolation undermines her support system and exploration of self-identity. Many of her friends to do not sound as if they are struggling as bicultural adolescents: Meeting with a Latino cultural group on her local college campus would be an ideal way to allow her to feel empowered as well as supported.I am sure that many others have faced this kind of multicultural dilemma in their formative years, and have come up with myriad life choices. Though I can help Elena begin to understand and possibly question her core beliefs that drive her behaviors, she will need safe and pertinent ways to explore them. Elena is a very intelligent young lady, and I do think from our observation that she inherently knows that as well.Finding places and people with whom she can identify will empower her—not pressuring her into making a decision about her next step in life; with a goal toward hearing other stories of biculturalism in America and give her a comfortable place to explore her wishes for her own future and how she might find congruency between her choices and her heritage. I am certain that once her belief of what it means to be Mexican-American is challenged in some authentic way, she will begin to explore her automatic thoughts about cultural identity.My hope in working with Elena from a cognitive perspective is that she will begin to see her own identity and realize how her own thoughts had created a situation that most certainly is not the only possible scenario f or her path in life. Relevant multicultural considerations From the perspective of a bilingual educator and a culturally aware individual, I was ultimately unable to separate Elena’s biculturalism from the cognitive approaches and questioning that I would practice with Elena.Though this aspect of Elena’s life situation appears hopeless to her now, I believe through finding authentic ways to identify with successful, independent Mexican-Americans she might begin to expose the prevailing automatic thoughts leading her to these isolating, dichotomous conclusions. The last relevant multicultural aspect that I have not addressed is it would be imperative that I find an opportunity to speak with Elena’s family, and connect them with other families who are raising children in a bicultural environment.This is ideal because Latino families need opportunities to be involved in the community and support one another in myriad ways. non-productive cognitive approaches Note h ow at the beginning of this integrated discourse regarding Elena’s pull toward family tradition and sense of loss for her dreams of going to college I was careful to note which door felt safe and respectful to collaboratively open with Elena.Siblings, cousins, aunts and uncles may â€Å"stay out of family business† such as the pressure from her mother, but it would be culturally insensitive for me to have Elena challenge her thoughts and risking her attaching them to family ties. That is already were Elena is, and traditionally Mexican-Americans see the counselor as â€Å"expert,† which could disengage long-standing family traditions and dynamics. I am convinced that approaching Elena through questions about herself, her riends, her academic life, and family would have made her feel that cognition is knowable and accessible, which is an underlying foundation of Beck’s theory. If a counselor were to solely base their approach, without multicultural conside rations, on cognitive therapy with Elena as an individual it could serve to not allow herself to fully feel her human emotions, nor to bring awareness that change is central to the human process.I do not think asking Elena to explain how her beliefs construct her reality without first finding meaningful ways for her to relate to others outside of herself could she effect any change at all. Cognitive therapy, through the lens of multiculturalism, must always consider the bigger picture of what their life perspective really is: If challenged directly about her mother Elena may have only further solidified her commitment to fail at school to have a concrete reason to obey her parents.