Music: The Power of Plot :: Music Theory Essays

Music: The Power of Plot People relate to music. We sing it. We cry to it. We laugh to it. The reason: we can see ourselves in music. We can let go of our feelings and just relate to the words or the instruments. One way the songwriter connects the listener to the music is through plot: the problem or reaction to a problem a character/singer is expressing. Whether it is a fight with a lover, a fight with a friend, finding a lover/friend, or any other, the plot is helps the listener relate to the song. Currently in my CD player is a live recording of Jill Scott at a concert. Most of her songs have to do with life & love. Take for example the song â€Å"Gettin’ in the Way.† This song is about a woman trying to steal her man. She tells her to step back because the woman is â€Å"getting in the way of what I am feeling.† The sequence of events in this song is interesting. In the commentary she explains that this song is about principle. First she says to the woman to nicely step back. Then she says it in a harsher tone: â€Å"I know you don’t understand, but sister girl, you gotta get off my man.† Finally, she says â€Å"I am about to go off in your face: You better chill!† Clearly the conflict in the song is clear and can be easily related to the listeners’ lives. Let’s look at another example, â€Å"To Zion† by Lauryn featuring Carlos Santanna. The song is about an unplanned pregnancy. She talks about how she â€Å"touched my belly overwhelmed.† She was told by many people to â€Å"be smart / look at your career they said / ‘Lauryn, baby, use your head.’† However, she chooses to use her â€Å"heart† and keep the baby. The name of her son is Zion, which gives light to the next verse â€Å"Now the joy of my world is in Zion.

Individualism in Mary Shelley’s Frankenstein

Mary Shelley’s Frankenstein is clearly a cautionary tale that spells the moral and sociological implications of the philosophy of the Enlightenment. There is a tendency to limit the theme of the novel to science, and thereby to ignore the underlying philosophy. But the scientist is only encouraged, or discouraged, by the social and philosophical milieu in which he exists. In this sense the rise of modern science must be properly attributed to the philosophy of Enlightenment, that which believed in the infinite perfectibility of man through the strict practice of reason.If experimental philosophy is one expression of this philosophy, then philosophic individualism is another. This latter philosophy maintains that the human being is intrinsically free, and therefore his nature is ultimately good, which also implies that it is devoid of evil. Apparent evil only reflects the constraints of man as a social being. The aim of politics must therefore be to minimize society and encoura ge the individual as far as possible. The extreme manifestation of such thinking is anarchism. We next take note that Mary Shelley was brought up in a climate of extreme anarchism.Both her parents were anarchists, and she was brought up in the same mould. Her husband, the celebrated poet Percy Bysshe Shelley, was also an avowed anarchist and atheist. Therefore the novel may be fruitfully analyzed from the point of view of philosophic individualism. Victor Frankenstein is not the representative of science in the novel, as is normally believed. The true such representative is the explorer Robert Walton, who is on a scientific expedition to the Artic Circle. This location symbolizes the extreme edge of the material universe.The journey symbolizes the straightforward and happy path to knowledge. Such an attitude is reflected in Walton’s following comment, made in a letter to his sister: â€Å"What may not be expected in a country of eternal light? † (Shelley 16). Science p romises to throw clear and eternal light on all things, and the path is a straightforward one of experiment and induction. Walton is not supposed to know of that which lurks beneath the surface, and he only comes to know it through the narrated experience of Frankenstein, whom he picks up on the way.He may not understand the full implication of what Frankenstein tells him, but the implied caution is enough, so he aborts his mission and turns his ship back. He is able to absorb enough of the message, that the practice of science is fraught with danger, and that it is not wise to strive towards the limits of knowledge.Frankenstein is far more than a mere scientist. Not mere rational explanations, he aims for â€Å"the philosopher's stone and the elixir of life† (Ibid 48). He sees science as a futile endeavor if it can never come to the ultimate cause of things, and must then only dabble with immediate causes.He shuns science in favor of alchemy on his first entering university. Alchemy is the arcane discipline which takes into account the limitations of science, and aims to overcome them by the more profound understanding of the processes of Creation itself. In the end it is science that is employed in the creation of â€Å"the creature†, but is also certain the secret of generation lies with alchemy. The latter is successful only when it overcomes the limitations of science. Therefore the creature, which is imbued with life, must be called a successful union of alchemy and science.Frankenstein is in the end an alchemist. He must operate in the darkest secrecy, this being the only mode of alchemy. Concerning the arcane sciences Montaigne has observed, â€Å"[T]o go according to nature is only to go according to our intelligence, as far as it can follow and as far as we can see; what is beyond is monstrous and disordered† (391). Caught up in such monstrous designs, Frankenstein cannot explain himself throughout the novel, even as the menace o f the monster becomes more and more severe. The aspect of philosophic individualism appears when we come to consider the creature itself.As soon as it has come to life it is an individual, and the inevitable comparison appears with the prototype individual, which is Adam. The parallel comparison is between the Creator and Frankenstein. What is the implication of this conceit to mimic the Creator? A vital clue is found in how Shelley describes the inspirational vision that led her to write the novel, which is included in the Preface to the 1831 edition: â€Å"Frightful must it be,† she says, â€Å"for supremely frightful would be the effect of any human endeavor to mock the stupendous mechanism of the Creator of the world† (qtd. in Lederer et al, 3).It is inevitable that the creature turn out to be a horror. All involved come to this essential truth. Frankenstein realizes this as soon as he sees the first muscle twitch. To the creature too the horror unfolds after he is allowed to compare himself with â€Å"true† creatures. His discovery of Milton’s Paradise Lost is a consummation of his understanding. He has observed the sublime virtues of the human by observing village life from afar. He feels such virtue swelling inside himself. But to express this he must have society, and his horrid demeanor will not allow him to have human company.He is truly alone, and then he discovers the parallel to his own situation in the plight of Adam when alone in Eden. The difference is that Adam’s creator is loving and forgiving, whereas his own creator has forsaken him in revulsion. He knows that the only path open to him is to excite pity in the heart of his creator. Like Adam, he asks for a female being of his kind, whose company will console him. But this is not to be, because his creator hates him too strongly. The moral of the tale seems to be that the overreach of learning tends towards alienation.In the first instance we have Victor Fr ankenstein, whose mad quest for the secret of vitality impels him into a solitary endeavor, and from which there can be no link back to society. Even when the whole thing has gone horribly wrong, and all those close to him are imperiled, and are being murdered one by one, he cannot explain what is intrinsically a secret. The creature too is no less a catastrophe. As Paul Sherwin notes, â€Å"[T]he evacuation of the spiritual presence from the world of the novel suggests that Frankenstein is more a house of ruins than the house divided† (883).The creature is intelligent and sensitive, but suffers the more so because it brings home to him the total wretchedness of his condition. To the world he is a monster, and only his creator can redeem him, through compassion and pity. Both creator and creature have been cut adrift from the world as forsaken individuals. They have both become monstrosities, and indeed the structure of the novel itself is monstrous in many ways, as has been suggested by Daniel Cottom (60). Alienation is shown to be the product of Enlightenment philosophy and the Industrial Revolution.The process of individuation in the West can be traced back to the Protestant Reformation. Calvinism and Puritanism only masked the inner tendency towards individualism, which burst forth in the 18th century as the Enlightenment. The doctrine of Calvin is inimical to all institutions. The very idea of the new individual is what animated Milton to rewrite the story of Creation in Paradise Lost. The latent anarchism of the new faith is found in the following lines where Adam complains to God: Did I request thee, Maker from my clay To mould Me man?Did I solicit thee From darkness to promote me? (Milton 269) We hear a clear echo of the creatures’ lament in these words. So in Milton himself, who was a staunch Puritan, we find the seed of Frankenstein’s monster. In his younger days he wrote scathing anarchist texts, such as Areopagitica. Anarchism has always been a growing trend in the political thinking of the West from Milton onwards. John Locke and Edmund Burke were key proponents in this regards. William Godwin came to voice an extreme form of such thinking, which became extremely influential.When Hazlitt came to sum up the spirit of the age, he put the name of Godwin at the forefront. (Bowerbank 418). With Godwin, not only all socio-political institutions, but even the institution of marriage was suspect. This is the milieu that Shelley imbibed, and came to depict in her novel.The new individual is not always an anarchist by choice. The common man is more likely to be individualist by compulsion. Here we have the distinction between Frankenstein and the creature. The plight of the common man is no less tragic. He is a creature of mechanization, and is alienated from all that surrounds him.Frankenstein’s creature is symbolic of the new individual. It can only appeal to its creator, and is therefore doomed to live w ith mechanization. In this way Shelley paints for us a haunting picture of the new reality which the Enlightenment and the Industrial Revolution had brought about. In conclusion, Mary Shelley’s novel Frankenstein is a cautionary tale about respecting the limits of science, but at an even more profound level it depicts the alienated individual of modern industrial society. Shelley was brought up in a climate of intense individualism.Her parents were anarchists, as was her husband, and she kept regular company with poets and artists who lived and thought in this mode. In the novel, Robert Walton is representative of science, but Victor Frankenstein is a far more important character, because he represents the arcane philosophy that sustains science. But the most important depiction is of the monstrous creature, who is representative of the new individual.Works CitedBowerbank, Sylvia. â€Å"The Social Order vs The Wretch: Mary Shelley's Contradictory-Mindedness in Frankenstein. † ELH. Vol. 46, No. 3 (Autumn, 1979), pp. 418-431.Cottom, Daniel. â€Å"Frankenstein and the Monster of Representation. † SubStance. Vol. 9, No. 3, Issue 28 (1980), pp. 60-71.Lederer, Susan E; Elizabeth Fee, Patricia Tuohy. Frankenstein: Penetrating the Secrets of Nature. Rutgers University Press, 2002.Shelley, Mary. Frankenstein. New York: Collector's Library, 2004.Milton, John. Paradise lost and other poems. Ed. Edward Le Comte. New York: Signet Classic, 2003.Montaigne, Michel de. The Complete Essays of Montaigne. Ed. Donald Murdoch Frame. Stanford University Press, 1965.Sherwin, Paul. â€Å"Frankenstein: Creation as Catastrophe. † PMLA. Vol. 96, No. 5 (Oct. , 1981), pp. 883-903.

The role of the teaching assistant in developing childrens learning

Historically, learning helpers, or aides as they were sometimes once known, were non learning grownups who helped qualified instructors by transporting out twenty-four hours to twenty-four hours preparatory and administrative undertakings and supplying pastoral attention to kids. ( Clayton. 1993 ) However, in 1998, the Local Government Chronicle published a sum-up of a Green Paper, ( LGC, 1998 ) , in which they outlined proposals for using a greater figure of support staff – 20,000 by the twelvemonth 2002 – in order to supply more support for instructors. The sum-up besides announced the authorities ‘s suggestions for a â€Å" more effectual usage of, and better preparation for, learning helpers and other school support staff † which, along with a subsequent OfSTED reappraisal, ( 2002a, p6 ) declared the demand for preparation that would, â€Å" fit any proposed construction of makings and to ease calling patterned advance. † The execution of nationa l occupational criterions for learning helpers, approved in 2001, and the HLTA position introduced in 2003, ( TDA, 2008 ) offered committed support staff the chance to come on and get the accomplishments to go more complete pedagogues. Working as a instruction helper started to go a calling and so began the existent argument about the function of the instruction helper. As with many occupation rubrics within the working environment, the rubric instruction helper is frequently interpreted in a assortment of ways but one common subject I have encountered, when oppugning educational staff, is that all learning helpers have the possible to be facilitators of acquisition and therefore are indispensable elements in the development of larning for kids. How the facilitation is carried out, nevertheless, is less clear and unfastened to single reading by both employers and employees. In order to back up the acquisition of all kids, learning helpers, like any pedagogue, need to hold a good apprehension of how kids learn. In the book, Teaching and Learning in the Early Old ages, Whitebread ( 2008, chapter 1 ) discusses Piaget ‘s thoughts that kids need to experience and keep control over their acquisition. Whitebread continues by researching Vygotsy ‘s claims that it is the function of the grownup to supply chances for societal interaction and to back up the kid in traveling out of their comfort zone or â€Å" degree of existent development † and towards their possible via their â€Å" zone of proximal development. † To make this, a instruction helper must understand how to advance wonder amongst kids while supplying chances for treatment and geographic expedition. With current category sizes in the part of up to 30 students, a category instructor will frequently be unable to prosecute in this critical facet of developing kids ‘s acq uisition and so it is indispensable that back uping grownups are equipped with the accomplishments to â€Å" scaffold † larning and to supply chances for them to develop the linguistic communication needed to be able to discourse and explicate their thoughts. ( Bruner 1983, cited in Peabody Journal of Education, pp 64-66 ) Recently I was fortunate to be portion of an enterprise to advance reading amongst a group of loath students who had formulated an sentiment that reading was a job to be undertaken with animus and merely when instructed to make so. Upon probe, it was obvious that these kids had encountered a assortment of barriers that had influenced their attitude and ability to read. My function was that of the â€Å" enabling grownup † as described by Chambers ( 1991 ) . By supplying them with an chance to portion and discourse each other ‘s reading experiences I was able to advance and animate in them a willingness and enjoyment of reading. The result of this rapidly became evident in their apprehension of written text. The kids besides began composing with enthusiasm, utilizing their ain cognition and experiences ; as a consequence, they had taken control of their ain acquisition. The kids ‘s vocal responses demonstrated that they felt empowered by the fact that they were stra ight responsible for the advancement that they were doing and they continue to bask our hebdomadal treatments about their reading and advancement. The kids mentioned do non hold particular educational demands, as is frequently the instance for students being supported by a instruction helper. Children with SEN necessitate a higher degree of support and this has, traditionally, been provided by learning helpers. ( Alborz et al, 2009a ) This has antecedently been an country for argument with The Daily Telegraph ( 2009 ) printing an article claiming that research shows that, â€Å" Students make less advancement in schoolrooms where schools employ more teaching helpers † . This article states that learning helpers frequently support lower attaining students, ensuing in them being less supported by a qualified instructor and to them doing limited advancement. The article does non, nevertheless, take into history the preparation of the instruction helpers. While reexamining the impact of work force remodeling, a study by OfSTED ( 2004 ) stated that when a instruction helper is appointed to work with carefully chosen students and is provided with the appropriate preparation to make so efficaciously, the students make important advancement. This is, of class, every bit good as the obvious benefits of supplying the instructor with more clip to concentrate on other students. Having worked alongside several learning helpers employed to back up kids with SEN I have witnessed the unmeasurable benefit to the student and the category as a whole. The instruction helpers enabled the students to be included in a mainstream schoolroom and entree the course of study, while leting the category instructor to back up the bulk of the students. Their support involved the re-enforcing of the whole category instruction, giving the student the assurance to take part in category treatments, simplification of vocabulary, offering congratulations and encouragement and feedback on the completed undertaking. Following the lesson, the instruction helper besides provided the instructor with appraisal and monitoring feedback to enable appraisal of and for larning. This appraisal has become a critical facet of the function of the instruction helper and supports the instructor and student by enabling distinction and personalised larning to go every twenty-four hours pattern. ( OfST ED, 2002b ) Guidance published by the NFER ( 2002, cited in Department for Education and Skills, 2005, p.22 ) found that when instructors and learning helpers work in partnership, the consequences are a more effectual degree of learning and larning. An illustration of this is a scenario I have experienced late where a instruction helper supported the acquisition of the bulk of the category while the category instructor focused on the kids with SEN. As a consequence of the instructor and instruction helper holding spent clip working together to be after the lesson, the instruction helper was able to back up the acquisition aims and help students in their accomplishment of them. Teaching helpers can besides, when included in the planning of a lesson, actively take part in the bringing of the lesson supplying an alternate point of view or by playing a character in function. One such illustration was provided by my co-worker who, upon gaining that many of the students within the category had misunderstood a cardinal construct, pretended to be confused and raised a manus to inquire for elucidation. As a consequence, students developed a clearer apprehension of the lesson and hence, the instruction helper had played an of import function in developing their acquisition. By implementing a combination of all of these attacks and with effectual preparation and counsel, learning helpers can supply priceless support for all kids within any lesson. Teaching helpers besides back up behavior direction within categories and can supply an alternate degree of perceptual experience within the schoolroom. In day-to-day Literacy lessons, I have observed a instruction helper back uping a student with ADHD and have no uncertainty that without her presence, the category instructor would hold to pass a big proportion of the lesson settling the kid and turn toing low degree distractions. Personal experience has shown me that kids with emotional or behavioral troubles are frequently more antiphonal towards a instruction helper with whom they can hammer a positive grownup / kid relationship. This can lend towards the societal and emotional well-being of the kid as outlined by Alborz et Al. ( 2009b ) . Besides the chance to back up kids ‘s larning during lesson clip, learning helpers continue to transport out a battalion of administrative undertakings in order to back up the category instructor and the school as a whole. The National Agreement, ( ATL et al. 2003, p.2 ) , implemented as portion of the authoritiess workforce remodelling enterprise, states that instructors should non pass their clip transporting out administrative duties that do non do full usage of their accomplishments and expertness but that these undertakings should be carried out by support staff. The understanding outlines 21 undertakings that learning staff should non be required to transport out including the readying of schoolroom resources, run offing, the aggregation of monies for educational visit and the readying and puting up of shows. These undertakings must besides, hence, be considered the duty of the instruction helper. Each and every one of the administrative undertakings has an impact on the educational environment and hence contributes towards back uping the development of kids ‘s acquisition. In pattern, nevertheless, the demand for learning helpers to be more involved in the bringing of lessons certainly means that they excessively will hold less clip for transporting out administrative responsibilities which in bend might relay these responsibilities back into the custodies of the instructors. In my experience, learning helpers frequently offer unconditioned support for the school in which they are employed. Many carry out responsibilities beyond their working hours supplying curriculum enrichment activities and on a regular basis being at the head of fund raising events. They often are able to supply a connexion between local communities and their schools as they frequently live in close propinquity to their workplace. This is a non indispensable yet valuable portion of their function as it enables learning staff to be cognizant of local issues and provides a nexus between parents and schools. ( Lipsett, 2008 ) In decision, the function of the instruction helper has evolved significantly over recent old ages and can offer committed persons with a recognized calling that is both progressive and honoring. With appropriate professional development chances, a instruction helper can give priceless support to persons and groups of students, learning staff, parents and schools. By supplying pastoral attention, administrative support and personalised larning they can, every bit outlined in the Governments Every Child Matters enterprise ( DfES, 2003 ) , promote enjoyment and accomplishment in a safe, nurturing environment ; contribute to the academic and emotional well-being of all kids ; assist them to go successful members of the school and wider community.

Anti-Anxiety Medication and the Brain

Anti-Anxiety Medication and the Brain When one is bed-ridden with the flu, it only makes sense for that person to see a doctor to seek treatment. Such treatment could be in the form of medications. Much like a physical illness, the anxiety-ridden may even seek medicinal therapy. However, the underlying difference among the medications is their function and how they function. While one may answer those problems for the wide class of antibiotics, may we say the same for treating the ailments of the mind? In order to understand the advancements in modern medicine and technology, we must first look back to the primitive practices of treating anxiety disorders. In order to treat, psychologists and psychiatrists must be able to diagnose and classify. Before they were recognized by the American Psychological Association in the 1980’s, anxiety disorders were seen as normal bouts of stress (Tracy). As a type of neurosis, psychologists and psychiatrists questioned to validity of treatment for the individual. However, e ven decades before its official classification, anxiety was treated in varied, primitive, and even absurd, ways, including the use of essential oils and salves, applying severely cold or hot temperatures to the inflicted, and draining blood with the use of blood-sucking animals (Tracy). In more negative connotations, medieval doctors placed the blame on mild demonic possession and witchcraft. Following these types of remedies were electric shock therapy and institutionalization, quickly replaced with the invention of lobotomies (piercing the brain with an icepick through the patient’s eye), developed by Dr. Moniz and Dr. Walker Freeman in the 1940s. The shocking, unethical practice is abandoned for anti-psychotic therapies and medicines. With advancements in technology came advancements toward modern medicines, giving psychiatrists the ability to alter the brain’s wiring with the use of pills. Anxiety, in textbook definition, is the feeling of intense fear in respons e toward an unreal threat (Rathus). To treat mental illness such as anxiety, psychiatrists must know the inner workings of how the nervous system delivers messages. A message is received by the dendrites of a nerve cell, which travels through the cell’s body (Rathus). It then moves along the axon, protected by the myelin sheath (Rathus). The message’s final destination is the axon terminals, where it passes along the synapse and onto the dendrites of the next nerve cell (Rathus). This message, whatever it entails, continues this repetitive journey in one direction until it reaches its destination (Rathus). The most important part when looking at anxiety disorders is the axon terminals and the synapse, where chemicals containing these messages, neurotransmitters, are released (Rathus). With anxiety disorders, one’s body may be low on those â€Å"feel-good† neurotransmitters. These neurotransmitters include serotonin, norepinephrine, dopamine, and gamma-ami nobutyric acid (GABA) (Staff). Psychiatrists have also concluded that one’s with an anxiety disorder may have an excessive amount of the neurotransmitter cortisol, which invokes stress (Staff). Another offender lies right within the brain, the amygdala (Simon). This pea-sized site of the brain responds to fear, and those with anxiety disorders are found with amygdala hyperactivity (Simon). With this pertinent information in mind, psychiatrists can alter the brain’s behavior with the presence of these neurotransmitters. Much like antibiotics alters how the body’s immune system behaves, anti-anxiety medication can alter how the nervous system behaves. Anti-anxiety medication depresses brain activity, lowers vitals such as blood pressure, heart and respiratory rates, and decrease feelings of uneasiness and dread by modifying brain behavior (Association). While these medications cannot safely replenish levels of neurotransmitters, one method of controlling the bra in’s behavior is closing up the source of the neurotransmitter. This is the role of SSRIs, which stands for Selective Serotonin Reuptake Inhibitors (Staff). Serotonin is famously known as the â€Å"feel-good† neurotransmitter and the prime suspect of anxiety and depressive disorders. A problem with many anxiety sufferers is either the lack of serotonin or the quick reuptake of serotonin in their nervous systems (Staff). To remedy this obstacle, SSRIs block the reabsorption of serotonin, allowing the chemical to remain available (Staff). Some FDA approved SSRIs include citalopram (Celexa), citalopram (Lexapro), fluoxetine (Prozac), paroxetine (Paxil, Pexeva), and sertraline (Zoloft) (Staff). Remedies may have its drawbacks, for side effects of these medications include fatigue, dependency, restlessness, muscle tension, blankness, irritability, sleep problems, insomnia, and even its adverse effect, suicidal thoughts among children and teenagers (Staff). Withdrawal from S SRIs, especially sudden, may invoke more intense feelings of dread or uneasiness, nausea, gastrointestinal issues, and strange sensations in vision and touch (Tartagovsky). While these problems may arise, these medicinal therapies work well with those who experience chronic anxiety. Another approach a psychiatrist turns to is to open receptors to neurotransmitters. This class of medicines are known as benzodiazepines (or Benzos, for short) (Anderson). These medications are known as â€Å"tranquilizers† due to their functions (Anderson). A natural tranquilizer itself, gamma-aminobutyric acid (GABA) is a neurotransmitter which depresses the brain’s activity; this neurotransmitter has also been scarce in those suffering from anxiety disorders (Anderson). Benzodiazepines remedy this by opening the frequency of the GABA-A receptor responsible for reacting with GABA (Anderson). This allows more availability of GABA in the nervous system, inevitably calming the brain and bo dy. Some FDA approved benzodiazepines include clonazepam (Klonopin), diazepam (Valium), alprazolam (Xanax), and oxazepam (Serax) (Anderson). Some benzodiazepines are found to have faster onset action than others (Anderson). Onset action is how fast the medicine acts and how long the treatment lasts. Since these medications are only for short-term usage, the only known side effects of benzodiazepines include drowsiness, forgetfulness, and unusual sleep patterns (WebMD). However, long-term usage of benzodiazepines can lead to dependency and addiction to the medication (WebMD). Abusers of the medication may experience drowsiness, confusion, dizziness, impaired vision, speech, and coordination, respiration difficulties, and even coma-like states and death (WebMD). When used responsibly, benzodiazepines aid in sufferers of acute anxiety and panic attacks. Just as pharmacologists and medical doctors have found ways to modify a body’s functions, pharmacologists and psychiatrists h ave also worked to modify the brain’s functions. For those suffering from anxiety disorders, psychiatrists prescribe medications to open and close synapses and receptors in the nervous system of the body, making these â€Å"feel-good† neurotransmitters more available and inevitably remedy the bed-ridden mind. References Anderson, L. Drugs.com . 4 May 2014. Web. 2 December 2016. Association, American Psychiatric. Diagnostic and Statistical Manual of Mental Disorders Vol. V . Arlington, 2013. Print. Rathus, Spencer A. Psychology; Principles in Practice . Austin: Holt, Rinehart, and Winston, 2003. Textbook. Simon, Harvey. New York Times . 11 March 2013. Web. 25 November 2016. Staff, MayoClinic. Mayoclinic . 24 June 2016. Web. 25 November 2016. Tartagovsky, Margarita. PsychCentral . n.d. Web. 25 November 2016. Tracy, Natasha. Healthy Place . 30 July 2016. Web. 2 December 2016. WebMD . n.d. Web. 2 December 2016.

International Relations Theories in the British Prime Minister David Essay

International Relations Theories in the British Prime Minister David Cameron's Speech to the Canadian Parliament - Essay Example Cameron emphasized the British and Canadian relationship in many parts of his address. He reminded the Canadians about their affinity to the monarchy - to the Queen and to the royal family. The Canadians are still ceremonially led by the British monarch and the citizens are favorable to such system, having high regard for the members of the Royal family. He highlighted the close relationship of the two countries, serving as a platform to introduce the successes that they achieved when they worked together in the past. Canada has always supported Britain in its military efforts and Cameron was quick to capitalize on the successes of this partnership. He referred to the two World Wars and appealed to the emotion of his audience by declaring the indebtedness of his country to the courage and commitment of Canada: In our darkest hour in World War II, Canadian naval forces helped keep the sea lanes open during the battle of the Atlantic running convoys across the Atlantic week after week, braving mines, submarines and blacked out silent ships. All of which proved absolutely fundamental to our ability to survive as an independent country.   The above variables became significant as Cameron outlined the modern global problems - security and economy. The trends in the global landscape, particularly those as explained by the globalization principle, made it possible for the economic upheavals to be felt all over the world. This is especially true in the case of negative consequences. In addition, to this there is also the fact that as states are incorporated into the modern global system, their coercive capabilities were undermined, in effect, â€Å"weakening [their] legitimacy and subverted [their] capacity to manage the inevitable engagement with the global economy† (Burnell and Randall 25). There is an attempt, as demonstrated, by Cameron’s speech to go back on past alliances to cultivate new and stronger partnerships so that Britain and Canada could effectively navigate the international economic system brought about by the globalizing forces. This in consonance with the liberal theory, wherein states are partners in the development process. It is important to remember that a crucial characteristic of dependency theory and liberal theory is that both are products of history and stages by which international order emerged. By drawing on the two country's unique and close relationship and by highlighting the shared history, Cameron employed the strengths of the dependency theory and built a case for partnership, congruent to the liberal ethos, in order to advance economic cooperative measures. For instance, as previously mentioned Cameron has cited the numerous instances wherein Canada supported Britain. He did not fail to imply, however, that Canada could benefit from such support. He cited the case of Britain’s support for the Canadian resolution at a G8 summit, the Muskoka Initiative. He also hinted at the crucial role of Britain in the capability of Canada to strengthen its defenses. The theme of Cameron’s speech marginalized other theories such feminism and global ecopolitical theories. They were not significant in the themes that he chose to elaborate on. With regards to dependency theory, there was no

Medicaid Essay Example | Topics and Well Written Essays - 500 words

Medicaid - Essay Example These seven conditions didn’t apply to senior executive branch officials, members of Congress, members of the armed forces, or members of the judiciary. The complaint had to be sealed, served on the Government, not on the defendant, and be accompanied by a list of proof for the claim. However, amendments in 1986 significantly sharpened the focus to include protection for employees who filed claims, more compensation for whistleblowers, and more liability for those who were a part of the fraud process. There were even tighter restrictions added in 2009. Through this method, the government has been able to reclaim more than $22 billion from 1987 through 2008. There have been significant recoveries of tax money through the FCA with regards to selling unlicensed pharmaceuticals to Medicaid by big pharma companies. The burden for monitoring this rests with the individual states. In 2007, section 1909b of the Social Security Act requires the OIG (Office of Inspector General) to work with the Attorney General of the U.S. to meet certain requirements in an effort to eradicate Medicaid fraud; that State’s percentage of the Social Security funding depends on reporting and facilitating the location of fraud.

Compare and contrast the concept of reception developed in Essay

Compare and contrast the concept of reception developed in contemporary film studies with that of audience and reception - Essay Example But the most short fallen movies are the ones which have culturally specific backbone, as audiences of different location follow different customs and traditions and cannot just accept some other ways over their own. Isaac Newton states that every action has an equal but opposite reaction and this law holds good for many everyday life tasks, some customary and some exclusive ones (Sadler, 1996,p.49). The law of reaction applies to the film studies to a greater extent. Media research has transmuted over the decades into a compound of different researches going on simultaneously. Towards the end of the twentieth century it was largely practiced as plainly researching the media that was quite concordant to content analysis. However, contemporarily audience research has become an integrated part of the subject, and many people refer to it while relating to media research (cited in Glossary of research methods). One inference devised through the contemporary film studies is that, what is famous in one place would not necessarily be popular in other place, that is, the films which are adored at one corner of the world, may not ineluctably get the same appreciation elsewhere. For instance, a film like Speed was among the thirteen most affluent Hollywood movies in Hong Kong in the whole twentieth century that was actually the eight most successful movies in the U.S. in 1994. In contrast, the most popular movie in America in 1994 was Forrest Gump, which was not particularly popular after it traveled across to Asia (cited in untitled document). It is not hard to comprehend rather tempting to look at, that the movie audience around the globe was mesmerized to enjoy the thrills and excitement of Speed and other contemporary Hollywood blockbusters without it being mandatory for them to have some background knowledge or culturally specific insight of the matter! But about Forrest Gump, there were some keen-eyed people in