Music Therapy Essays (1536 words) - Mental Health,

Music Therapy Music Therapy During the past thirty years, concepts in the mental health profession have undergone continuous and dramatic changes. A relatively new type of therapy is musical therapy, which incorporates music into the healing process. Music therapy also is changing, and its concepts, procedures, and practices need constant reevaluation in order to meet new concepts of psychiatric treatment. The idea of music as a healing influence which could affect health and behavior is as least as old as the writings of Aristotle and Plato. The 20th century discipline began after World War I and World War II when community musicians of all types, both amateur and professional, went to Veterans hospitals around the country to play for the thousands of veterans suffering both physical and emotional trauma from the wars. The patients' notable physical and emotional responses to music led the doctors and nurses to request the hiring of musicians by the hospitals. It was soon evident that the hospital musicians need some prior training before entering the facility and so the demand grew for a college curriculum. The first music therapy degree program in the world, founded at Michigan State University in 1944. The American Music Therapy Association was founded in 1998 as a union of the National Association for Music Therapy and the American Association for Music Therapy. The music therapist is a competent musician who has received training in the biological and behavioral sciences. Once they have completed one of 69 approved college music therapy curricula including internship involving a period of supervised clinical experience in a psychiatric hospital, they are then eligible to sit for the national examination offered by the Certification Board for Music Therapists. Music therapists who successfully complete the independently administered examination hold the music therapist-board certified credential (MT-BC). The National Music Therapy Registry (NMTR) serves qualified music therapy professionals with the following designations: RMT, CMT, and ACMT. These individuals have met accepted educational and clinical training standards and are qualified to practice music therapy. This broad training allows him or her to assume increasingly varied roles within the psychiatric institutions, and in other areas as well. Imagination, improvisation, and continued learning directed toward community-centered institutions will characterize the successful music therapist. Awareness of the rapid development in the field of mental health will enable the music therapist to demonstrate successfully his or her usefulness in psychiatric endeavors. The clinical settings are all different, but there is a common pattern between them all. The music therapy program represents a movement toward the community and away from institutional isolation. Music therapists work in psychiatric hospitals, rehabilitative facilities, medical hospitals, outpatient clinics, day care treatment centers, agencies serving developmentally disabled persons, community mental health centers, drug and alcohol programs, senior centers, nursing homes, hospice programs, correctional facilities, halfway houses, schools, and private practice. Children, adolescents, adults, and the elderly with mental health needs, developmental and learning disabilities, Alzheimer's disease and other aging related conditions, substance abuse problems, brain injuries, physical disabilities, and acute and chronic pain, including mothers in labor. The therapy is used in treating mental disorders including mild to severe mental handicapped, autism, and schizophrenia. This therapy is also useful in treating physical disabilities including vision, hearing, and speech impairments, cerebral palsy, muscular dystrophy, and cleft-palate children. Depending on the ages of the people, the music will have to suit that age of people accordingly. Music therapists assess the emotional well being, physical health, social functioning, communication abilities, and cognitive skills through musical responses. They design music sessions for individuals and groups based on client needs using: music improvisation, receptive music listening, song writing, lyric discussion, music and imagery, music performance, and learning through music. Participate in interdisciplinary treatment planning, ongoing evaluation, and follow up. Although much research in the potential of music therapy remains to be done, it is evident that music can play an important role in the rehabilitative process. Music can and does influence human behavior, but it is not a cure-all. It can rarely accomplish treatment aims and goals by itself. In order to be most useful and therapeutic in the hospital setting, music is subordinated to an overall treatment plan designed to meet the specific needs of the patient as prescribed by a physician. Music is

History and Properties of M-Theory

History and Properties of M-Theory M-Theory is the name for a unified version of string theory, proposed in 1995 by the physicist Edward Witten. At the time of the proposal, there were 5 variations of string theory, but Witten put forth the idea that each was a manifestation of a single underlying theory. Witten and others identified several forms of duality between the theories which, together with certain assumptions about the nature of the universe, could allow for them to all be one single theory: M-Theory. One of the major components of M-Theory is that it required adding yet another dimension on top of the already-numerous extra dimensions of string theory so that the relationships between the theories could be worked out. The Second String Theory Revolution In the 1980s and early 1990s, string theory had reached something of a problem due to an abundance of riches. By applying supersymmetry to string theory, into the combined superstring theory, physicists (including Witten himself) had explored the possible structures of these theories, and the resulting work had shown 5 distinct versions of superstring theory. Research further showed that you could use certain forms of mathematical transformations, called S-duality and T-duality,  between the different versions of string theory. Physicists were at a loss   At a physics conference on string theory, held at the University of Southern California in spring of 1995, Edward Witten proposed his conjecture that these dualities be taken seriously. What if, he suggested, the physical meaning of these theories is that the different approaches to string theory were different ways of mathematically expressing the same underlying theory. Though he did not have the details of that underlying theory mapped out, he suggested the name for it, M-Theory. Part of the idea at the heart of string theory itself is that the four dimensions (3 space dimensions and one time dimension) of our observed universe can be explained by thinking of the universe as having 10 dimensions, but then compactifying 6 of those dimensions up into a sub-microscopic scale that is never observed. Indeed, Witten himself was one of the people who had developed this method back in the early 1980s! He now suggested doing the same thing, by assuming additional dimensions that would allow for the transformations between the different 10-dimensional string theory variants. The enthusiasm of research that sprung out of that meeting, and the attempt to derive the properties of M-Theory, inaugurated an era that some have called the second string theory revolution or second superstring revolution. Properties of M-Theory Though physicists have still not uncovered the secrets of M-Theory, they have identified several properties that the theory would have if Wittens conjecture turns out to be true: 11 dimensions of spacetime  (these extra dimensions should not be confused with the idea in physics of a multiverse of parallel universes)contains strings and branes (originally called membranes)methods of using compactification to explain how the extra dimensions reduce to the four spacetime dimensions we observedualities and identifications within the theory that allow it to reduce to special cases of the string theories known, and ultimately into the physics we observe in our universe What does the M Stand For? It is unclear what the M in M-Theory is meant to stand for, though it is likely that it originally stood for Membrane since these had just been discovered to be a key element of string theory. Witten himself has been enigmatic on the subject, stating that the meaning of the M can be selected for taste. Possibilities include Membrane, Master, Magic, Mystery, and so on. A group of physicists, led in large part by Leonard Susskind, have developed Matrix Theory, which they believe could eventually co-opt the M if it is ever shown to be true. Is M-Theory True? M-Theory, like the variants of string theory, has the problem that it is at present makes no real predictions that can be tested in an attempt to confirm or refute the theory. Many theoretical physicists continue to research this area, but when you have over two decades of research with no solid results, enthusiasm undoubtedly wanes a bit. There is no evidence, however, that strong argues that Wittens M-Theory conjecture is false, either. This may be a case where a failure to disprove the theory, such as by showing it to be internally contradictory or inconsistent in some way, is the best that physicists can hope for at the time being.

Analyse the concepts of social inclusion and exclusion

Feodor is a 31 year old man who was born in the Russian Federation. He served as a Russian soldier and saw active duty, in the 1994-6 Chechen war, during which time there was discrimination bombing and shelling of Chechen towns and villages. Feodor has stated that over 250, 000 people of the Russian federation were killed in Chechnya during the collapse of the Soviet Union ‘that was genocide’. He has referred to hostage situations in both Budennovsk and Beslan when hundred died. He has quoted the Russian Premier Putin as stating ‘that the war was over 3 years ago’, Feodor contends that the brutal conflict goes on unabated. As a soldier he say it is no surprise that they (The Russian Army) did what they did, the Chechens gave them no choice. So he has come to the UK seeking asylum, work, a better life, a chance to start again, to escape from the nightmares fear. He is now opposed to the conflict in Chechnya and has expressed his opposition to many people, som e of them with power and some from the army in senior positions in the Russian Federation; he believes that he may be at risk of retribution from the Russians and the Chechens. The Social exclusion unit (SEU 2004) defines social exclusion as shorthand for what can happen when people or areas suffer from a combination of linked problems such as disabilities, unemployment, poor skills, low incomes, poor housing, high crime environment, bad health and family breakdown. Sayce (2000) described it as the interlocking and mutually compounding problems of impairment, discrimination, diminishing social role, lack of economic and social participation and disability. Also Jermyn (2001) state social exclusion is complex multi-dimensional in the nature and can occur when various linked problems are experienced in combination. Among the factors at play are social status, jobless, lack of opportunities to establish a family, small or non-existent social network, compounding race and other discrimination, repeated rejection and consequent restriction of hope and expectations. Pierson (2002) suggested that social exclusion is a process that deprives individuals and families, groups and neighbourhoods of the resources required for participation in the social, economic and political activity of society as whole. This process is primarily a consequence of poverty and low income, but other factors such as discrimination, low educational attainment and depleted living environment also underpin it. Through this process people are cut off for a significant period in their lives from institutions and services, social networks and developmental opportunities that the great majority of a society enjoys. Dunn (1999) mentions that the largest UK inquiry into the social exclusion and mental health service users appears to take ‘social model of disability’ perspective and while it discusses social exclusion, the key problem it highlights is discrimination. It states that the inquiry panel receives strong and consistent evidence concerning the discrimination of people experiencing a direct result of their own mental health problems. The report also argues that this discrimination can occur in various areas of life. Especially within jobs and education, this makes mental health service users vulnerable to extreme exclusion from virtually every aspect of society. On the other hand, Repper and Perkins (2001) suggest that social inclusion requires equality of opportunity to access and participate in the rudimentary and fundamental functions of society, for example access to health care, employment, education good housing and ultimately recovery of status and meaning and reduced impact of disability. According to Department of Health (2009) social inclusion in mental health services is improved rights to access to the social and economic world. The new opportunities to recovery status and meaning have reduced the impact of disabilities. However (Bates, 2002) stated that everyone, including people who use mental health services, should be able to enjoy a good standard of health, develop their skills and abilities, earn a wage and live a life in the community in safety. Similarly, the National Service Framework Health Standard One (Department of Health, 1999b) demands that all people whose care is managed through the enhanced care programme approa ch should have a plan that addresses their needs for housing, education, employment and leisure. Within this framework, an inclusive mental health services will address basic standards of living issues. According to the Disability Discrimination Act (1995), and the establishment of the new Disability Rights Commission (2004). Social inclusive perspective, including within the antidiscrimination law, equality and human rights, social justices and citizenship, in addition to clinical perspective, it is from this point that pernicious nature of exclusion and the importance of social inclusion for people with mental health problems and those with intellectual disabilities can be most clearly appreciated. In this case Mental Health Professionals have a responsibility in helping people with mental health problems to make sure they become socially included and not socially excluded. In Feodor’s case mentioned earlier in the assignment that he came to UK seeking asylum, work, and better life. Refuges and asylum-seekers experience a higher incidence of mental distress than the wider population (Future Vision Coalition, 2009). The most common diagnose are trauma related psychological distress, depression and anxiety (Crowley, 2003). In which this is the case with Feodor, much of the distress experienced by him is strongly linked to the events that happened in his home town which have led to his departure. However distress occurs when you are unable to cope with pressure there is also strong evidence that Feodor’s mental distress is as a result of the difficult circumstances experienced in the UK. He was a victim of discrimination and social exclusion and this had very big impact on his mental state. Mental health policy (Department of Health, 2005) recognizes that refugees and asylum-seekers are particularly vulnerable and at risk group, however progr essively more restrictive UK asylum policies have had an increasing negative impact on mental health well being (Royal College of Psychiatry, 2007). Asylum-seekers who are unable to provide accommodation for themselves in UK have been sent to different parts of the country on no choice circumstances. This process does not take into account the community support networks, family of friends. However some of these areas in which dispersed asylum-seekers are housed in many cases are deprived areas with multiple social problems and little experience of diverse communities. This has often resulted in social tension and racism towards refuges and asylum-seekers like Feodor and they are much more often victims than the perpetrators of crime (Leff, and Warner, 2006). Refuge Media Action group (2006) states that accommodation provision for asylum-seekers have improved over the last few years but there are still concerns that it can be poor quality and unstable in some areas. Poor housing, as an immediate environmental stressor, therefore, plays a central role in the psychological well-being of residents both at an individual and community level. (The Acheson Report). Asylum-seekers are prohibited from working or undertaking vocational training and currently receive at around 50% of income support, which has been cut from ?42,16 to ?35,13 a week compared to ?67,50 a week for those on employment support allowance and some are being given vouchers instead of cash (Mind, 2009). As a result many are living in poverty they are deprived of the important integration opportunities which employment can provide (Bloch, 2002). However (Leff, and Warner, 2006) suggested that the working environment offers the opportunity of making friends, gives a structure to the day, increases the person’s self-esteem, and provides an income especially for men like Feodor. Asylum-seekers do not have access to learning opportunities, learning is central to economic success and social cohesion. Feodor was disadvantaged educationally, economically and socially. One problem that will be addressed from the care plan that has great impact on Feodor’s is employment. Unemployment is both a key characteristic and a primary economic cause of exclusion and is linked with poverty, social isolation and loss of status and significantly increase disability and impedes recovery (Percy- smith 2000). It reduces opportunities for good life which lead to social exclusion as people cannot afford the basic necessities, decent food, clothing, holidays and social activities. It has been linked with increased general health and mental health problems (Repper and Perkins, 2003) which means that as long as Feodor remains unemployed he will be socially deprived. Asylum-seekers like Feodor are prohibited from working whilst waiting for a final decision on their asylum claim, but finding work is their main priority just after granted status (Bloch, 2002). For this reason the mental health services could be improving with reference to anti-oppressive and discri mination by assisting Feodor to find voluntary work as short term goal, volunteering for charities or community organisation. Voluntary work will help Feodor with the opportunity to grow in confidence, reduce his own social isolation and increase opportunities to improve language skills; it also contribute to career development and work experience (Refugee Council Online). Voluntary will also provide some evidence of motivation to prospective employers, enhancing job-readiness and prevent going rusty. It also provides opportunity for Feodor to become familiar with other local services, gain experiences of working practices in the UK hence help him to integrate in the society. Feodor does not have the right to get paid job, but voluntary work and study will help him to prepare for employment and alleviate the stress of his situation. (Sainsbury Centre, 2008). Even though this might not change his situation much since there is no income that comes under voluntary work. Paid work is th e only route for Feodor to sustained financial independence, (Askonas and Stewart, 2000) work is an important element of the human condition, it helps fulfil our aspiration-it is a key to independence, self-respect and opportunities for advancement. The other things what the mental health service need to do for Feodor is to refer him to vocational rehabilitation for vocational training. Vocational rehabilitation is a process of interventions whereby people with mental health problems or disabilities like Feodor can build up individual capacity to enable himself to the best he can be, achieving better work related outcomes (Waddell et al, 2008). Access to vocational training and education system is crucial for migrants to enable them to adapt their skills and qualifications to the labour market requirement of receiving countries. These services will offer Feodor opportunity to develop confidence, resilience and work skills. Vocational rehabilitation programmes have a greater emphasis on work skills development and on progression towards employment. Employment has been identified as a primary factor in the integration of migrants’ life Feodor into UK (Phillimore et al, 2006). Research also shows that employment is good for our physical and mental health (Waddell and Burton, 2006). Unemployment can damage our health and lead to a range of social problems such as debt and social isolation (Black, 2008). Inability to provide for yourself or to contribute to the society can have negative impact on self esteem, confidence and mental health especially for men like Feodor (Mind, 2009). Being in employment and maintaining social contacts can improve Feodor’s mental health prevent suicide and reduces his reliance on mental health services (SEU, 2004). Employment can also improve Feodor’s quality of life and well being, reduces his social exclusion and poverty (Waddell and Burton, 2006). As stated earlier by (Askonas and Stewart, 2000) that work is an important element of the human condition, it helps fulfil our aspiration-it is a key to independence, self-respect and opportunities for advancement. Employment has a central role in most people’s lives offering beyond that of income but still there are very large and growing numbers of people with mental health illness who are out of work, most of whom want to work (Bond, 2006). They cannot get a job if they have or have had a mental health problem because of the discrimination by employers. This goes on even though it is illegal under the Disability Discrimination Act. A socially inclusion approach includes recovery-oriented practice, an emphasis on social outcomes and participation, and attention to the rights of people with mental ill health, as well as to citizenship, equality and justice, and stigma and discrimination. (Royal College of Psychiatrists, 2009). Genuine social inclusion can only be achieved by valuing the contribution people can make to society. Because somebody has mental health problems does not mean that he or she can not make a contribution to the community. People need to be given information, choice and freedom and the opportunity to make decisions for themselves. Within the professional service, it is important that staff develop an awareness that different individuals have different needs, and service users should be involved in the care. The Department of Health (2000) states that patients should not be seen as mere recipient of care, but should be empowered to work in partnership with their health and social providers. In helping people to build their lives, mental health workers need to address social inclusion at both ethnos and demos (Repper and Perkins, 2003). People need to participate in and feel part of the community in which they live and more likely to be able to take part if the have a right to those things that are valued in their community such as decent housing and job. Social inclusion is not treatment or care alone, this means identifying, recovery and social inclusion as explicit goals and taking the opportunity of policy initiatives both within and outside the mental health arena to work for the reduction of discrimination against service users. The complementary concepts of inclusion and their application to mental health practice, provide a significant new basis for common between multi-disciplinary team and service users. To conclude Mental Health does not exist in isolation a good Mental Health is linked to good physical health and is fundamental to achieve improved education attainment, increased employment opportunities, reduce exclusion and criminality and social participation. REFERENCE LIST BATES, P. (2002). Working for inclusion. London, Sainsbury for mental health Publication. BLOCH, A. (2002). Refugees, opportunities and barriers in employment and training. Department for Work and Pension, Research Report 179. Leeds: Corporate Document Services. BOND, G. R. (2006). Supported Employment: evidence for an evidence-based practice. Psychiatric Rehabilitation, Journal 27, pp. 345-360. CROWLEY, P. (2003). An Exploration of Mental Health Needs of Asylum-seekers in Newcastle, The Tyne, Wear and Northumberland Asylum-seeker health group. DEPARTMENT OF HEALTH (2000). The expert patient. London: The stationery office. DEPARTMENT OF HEALTH (2005). Delivering race equality in mental health care: An action plan for reform inside and outside services and the Government’s response to the independent inquiry into the death of David Bennett. Department of Heath (1999) National Service Framework for Mental Health: DH Department of Health (July 2009) New Horizons: Towards a shared vision for mental health consultation: http://webarchive.nationalarchives.gov.uk/+/www.dh.gov.uk/en/consultations/liveconsultations/dh_103144 Disability Discrimination Act (1995) Meaning of â€Å"discrimination†. Accessed at: http://www.legislation.gov.uk/ukpga/1995/50/section/20 Disability Rights Commission (2004) ‘The Web: Access and inclusion for disabled people’, at: http://joeclark.org/dossiers/DRC-GB.html Dunn, S. (199) Creating Accepting Communities: Report of the Mind Enquiry into Social Exclusion and Mental Health problems. Mind FUTURE VISION COALITION (2009). A future vision for mental health. London. The stationery office. LEFF, J and WARNER, R. (2006) Social Inclusion of People with Mental Illness. PERCY-SMITH, J. (2000). Policy Responses to Social Exclusion: Towards InclusionOpen University Press. Maidenhead. PIERSON, J. (2002) Tackling social exclusion. PHILLIMORE, J., ERGUN, E., GOODSON, L. and HENNESSY, D. (2006). Employability initiatives for refugees in Europe: Looking at, and learning from, good practice. Report for Equal and the Home Office. Birmingham: Centre for Urban and Regional studies, University of Birmingham. REFUGEE COUNCIL ONLINE: Volunteering in Leeds. REFUGEE MEDIA ACTION (2006). Seeking asylum: a report on the living conditions of asylum-seekers in London, Migrants Resource Centre. REPPER, J. and PERKINS, R. (2001). Voting as a means social inclusion for people with mental illness. Journal of Psychiatric and Mental Health Nursing 9, pp. 697-703. REPPER, J. and PERKINS, R. (2003) Social Inclusion and Recovery: A Model for Mental Health Practice. Bailliere Tindall Elsevier Science Limited. ROYAL COLLEGE OF PSYCHIATRY, (2007). Improving the lives of people affected by mental illness. ROYAL COLLEGE OF PSYCHIATRISTS, (April 2009). Approved by the Central Policy Coordination Committee of the Royal College of Psychiatrists at: http://www.rcpsych.ac.uk/pdf/social%20inclusion%20position%20statement09.pdf SAYCE, L. (2000). Psychiatric patient to citizen. Overcoming Discrimination and social exclusion. London Macmillan. SAINSBURY CENTRE (2008). Briefing 35: Employment support, mental health and black and minority ethnic communities. London: Sainsbury centre for mental health. SOCIAL EXCLUSION UNIT (2004). Mental Health and Social Exclusion. London: Office of the Deputy Prime Minister. SOCIAL INCLUSION Possibilities and Tensions, (2000). Edited by: PETER, ASKONAS and ANGUS, STEWART. The Acheson Report. (November 1998) Independent Inquiry into Inequalities in Health. WADDELL, G., BURTON, K. and KENDALL, N. (2008). Vocational Rehabilitation- what works, for whom and whenLondon: TSO. Analyse the concepts of social inclusion and exclusion Feodor is a 31 year old man who was born in the Russian Federation. He served as a Russian soldier and saw active duty, in the 1994-6 Chechen war, during which time there was discrimination bombing and shelling of Chechen towns and villages. Feodor has stated that over 250, 000 people of the Russian federation were killed in Chechnya during the collapse of the Soviet Union ‘that was genocide’. He has referred to hostage situations in both Budennovsk and Beslan when hundred died. He has quoted the Russian Premier Putin as stating ‘that the war was over 3 years ago’, Feodor contends that the brutal conflict goes on unabated. As a soldier he say it is no surprise that they (The Russian Army) did what they did, the Chechens gave them no choice. So he has come to the UK seeking asylum, work, a better life, a chance to start again, to escape from the nightmares fear. He is now opposed to the conflict in Chechnya and has expressed his opposition to many people, som e of them with power and some from the army in senior positions in the Russian Federation; he believes that he may be at risk of retribution from the Russians and the Chechens. The Social exclusion unit (SEU 2004) defines social exclusion as shorthand for what can happen when people or areas suffer from a combination of linked problems such as disabilities, unemployment, poor skills, low incomes, poor housing, high crime environment, bad health and family breakdown. Sayce (2000) described it as the interlocking and mutually compounding problems of impairment, discrimination, diminishing social role, lack of economic and social participation and disability. Also Jermyn (2001) state social exclusion is complex multi-dimensional in the nature and can occur when various linked problems are experienced in combination. Among the factors at play are social status, jobless, lack of opportunities to establish a family, small or non-existent social network, compounding race and other discrimination, repeated rejection and consequent restriction of hope and expectations. Pierson (2002) suggested that social exclusion is a process that deprives individuals and families, groups and neighbourhoods of the resources required for participation in the social, economic and political activity of society as whole. This process is primarily a consequence of poverty and low income, but other factors such as discrimination, low educational attainment and depleted living environment also underpin it. Through this process people are cut off for a significant period in their lives from institutions and services, social networks and developmental opportunities that the great majority of a society enjoys. Dunn (1999) mentions that the largest UK inquiry into the social exclusion and mental health service users appears to take ‘social model of disability’ perspective and while it discusses social exclusion, the key problem it highlights is discrimination. It states that the inquiry panel receives strong and consistent evidence concerning the discrimination of people experiencing a direct result of their own mental health problems. The report also argues that this discrimination can occur in various areas of life. Especially within jobs and education, this makes mental health service users vulnerable to extreme exclusion from virtually every aspect of society. On the other hand, Repper and Perkins (2001) suggest that social inclusion requires equality of opportunity to access and participate in the rudimentary and fundamental functions of society, for example access to health care, employment, education good housing and ultimately recovery of status and meaning and reduced impact of disability. According to Department of Health (2009) social inclusion in mental health services is improved rights to access to the social and economic world. The new opportunities to recovery status and meaning have reduced the impact of disabilities. However (Bates, 2002) stated that everyone, including people who use mental health services, should be able to enjoy a good standard of health, develop their skills and abilities, earn a wage and live a life in the community in safety. Similarly, the National Service Framework Health Standard One (Department of Health, 1999b) demands that all people whose care is managed through the enhanced care programme approa ch should have a plan that addresses their needs for housing, education, employment and leisure. Within this framework, an inclusive mental health services will address basic standards of living issues. According to the Disability Discrimination Act (1995), and the establishment of the new Disability Rights Commission (2004). Social inclusive perspective, including within the antidiscrimination law, equality and human rights, social justices and citizenship, in addition to clinical perspective, it is from this point that pernicious nature of exclusion and the importance of social inclusion for people with mental health problems and those with intellectual disabilities can be most clearly appreciated. In this case Mental Health Professionals have a responsibility in helping people with mental health problems to make sure they become socially included and not socially excluded. In Feodor’s case mentioned earlier in the assignment that he came to UK seeking asylum, work, and better life. Refuges and asylum-seekers experience a higher incidence of mental distress than the wider population (Future Vision Coalition, 2009). The most common diagnose are trauma related psychological distress, depression and anxiety (Crowley, 2003). In which this is the case with Feodor, much of the distress experienced by him is strongly linked to the events that happened in his home town which have led to his departure. However distress occurs when you are unable to cope with pressure there is also strong evidence that Feodor’s mental distress is as a result of the difficult circumstances experienced in the UK. He was a victim of discrimination and social exclusion and this had very big impact on his mental state. Mental health policy (Department of Health, 2005) recognizes that refugees and asylum-seekers are particularly vulnerable and at risk group, however progr essively more restrictive UK asylum policies have had an increasing negative impact on mental health well being (Royal College of Psychiatry, 2007). Asylum-seekers who are unable to provide accommodation for themselves in UK have been sent to different parts of the country on no choice circumstances. This process does not take into account the community support networks, family of friends. However some of these areas in which dispersed asylum-seekers are housed in many cases are deprived areas with multiple social problems and little experience of diverse communities. This has often resulted in social tension and racism towards refuges and asylum-seekers like Feodor and they are much more often victims than the perpetrators of crime (Leff, and Warner, 2006). Refuge Media Action group (2006) states that accommodation provision for asylum-seekers have improved over the last few years but there are still concerns that it can be poor quality and unstable in some areas. Poor housing, as an immediate environmental stressor, therefore, plays a central role in the psychological well-being of residents both at an individual and community level. (The Acheson Report). Asylum-seekers are prohibited from working or undertaking vocational training and currently receive at around 50% of income support, which has been cut from ?42,16 to ?35,13 a week compared to ?67,50 a week for those on employment support allowance and some are being given vouchers instead of cash (Mind, 2009). As a result many are living in poverty they are deprived of the important integration opportunities which employment can provide (Bloch, 2002). However (Leff, and Warner, 2006) suggested that the working environment offers the opportunity of making friends, gives a structure to the day, increases the person’s self-esteem, and provides an income especially for men like Feodor. Asylum-seekers do not have access to learning opportunities, learning is central to economic success and social cohesion. Feodor was disadvantaged educationally, economically and socially. One problem that will be addressed from the care plan that has great impact on Feodor’s is employment. Unemployment is both a key characteristic and a primary economic cause of exclusion and is linked with poverty, social isolation and loss of status and significantly increase disability and impedes recovery (Percy- smith 2000). It reduces opportunities for good life which lead to social exclusion as people cannot afford the basic necessities, decent food, clothing, holidays and social activities. It has been linked with increased general health and mental health problems (Repper and Perkins, 2003) which means that as long as Feodor remains unemployed he will be socially deprived. Asylum-seekers like Feodor are prohibited from working whilst waiting for a final decision on their asylum claim, but finding work is their main priority just after granted status (Bloch, 2002). For this reason the mental health services could be improving with reference to anti-oppressive and discri mination by assisting Feodor to find voluntary work as short term goal, volunteering for charities or community organisation. Voluntary work will help Feodor with the opportunity to grow in confidence, reduce his own social isolation and increase opportunities to improve language skills; it also contribute to career development and work experience (Refugee Council Online). Voluntary will also provide some evidence of motivation to prospective employers, enhancing job-readiness and prevent going rusty. It also provides opportunity for Feodor to become familiar with other local services, gain experiences of working practices in the UK hence help him to integrate in the society. Feodor does not have the right to get paid job, but voluntary work and study will help him to prepare for employment and alleviate the stress of his situation. (Sainsbury Centre, 2008). Even though this might not change his situation much since there is no income that comes under voluntary work. Paid work is th e only route for Feodor to sustained financial independence, (Askonas and Stewart, 2000) work is an important element of the human condition, it helps fulfil our aspiration-it is a key to independence, self-respect and opportunities for advancement. The other things what the mental health service need to do for Feodor is to refer him to vocational rehabilitation for vocational training. Vocational rehabilitation is a process of interventions whereby people with mental health problems or disabilities like Feodor can build up individual capacity to enable himself to the best he can be, achieving better work related outcomes (Waddell et al, 2008). Access to vocational training and education system is crucial for migrants to enable them to adapt their skills and qualifications to the labour market requirement of receiving countries. These services will offer Feodor opportunity to develop confidence, resilience and work skills. Vocational rehabilitation programmes have a greater emphasis on work skills development and on progression towards employment. Employment has been identified as a primary factor in the integration of migrants’ life Feodor into UK (Phillimore et al, 2006). Research also shows that employment is good for our physical and mental health (Waddell and Burton, 2006). Unemployment can damage our health and lead to a range of social problems such as debt and social isolation (Black, 2008). Inability to provide for yourself or to contribute to the society can have negative impact on self esteem, confidence and mental health especially for men like Feodor (Mind, 2009). Being in employment and maintaining social contacts can improve Feodor’s mental health prevent suicide and reduces his reliance on mental health services (SEU, 2004). Employment can also improve Feodor’s quality of life and well being, reduces his social exclusion and poverty (Waddell and Burton, 2006). As stated earlier by (Askonas and Stewart, 2000) that work is an important element of the human condition, it helps fulfil our aspiration-it is a key to independence, self-respect and opportunities for advancement. Employment has a central role in most people’s lives offering beyond that of income but still there are very large and growing numbers of people with mental health illness who are out of work, most of whom want to work (Bond, 2006). They cannot get a job if they have or have had a mental health problem because of the discrimination by employers. This goes on even though it is illegal under the Disability Discrimination Act. A socially inclusion approach includes recovery-oriented practice, an emphasis on social outcomes and participation, and attention to the rights of people with mental ill health, as well as to citizenship, equality and justice, and stigma and discrimination. (Royal College of Psychiatrists, 2009). Genuine social inclusion can only be achieved by valuing the contribution people can make to society. Because somebody has mental health problems does not mean that he or she can not make a contribution to the community. People need to be given information, choice and freedom and the opportunity to make decisions for themselves. Within the professional service, it is important that staff develop an awareness that different individuals have different needs, and service users should be involved in the care. The Department of Health (2000) states that patients should not be seen as mere recipient of care, but should be empowered to work in partnership with their health and social providers. In helping people to build their lives, mental health workers need to address social inclusion at both ethnos and demos (Repper and Perkins, 2003). People need to participate in and feel part of the community in which they live and more likely to be able to take part if the have a right to those things that are valued in their community such as decent housing and job. Social inclusion is not treatment or care alone, this means identifying, recovery and social inclusion as explicit goals and taking the opportunity of policy initiatives both within and outside the mental health arena to work for the reduction of discrimination against service users. The complementary concepts of inclusion and their application to mental health practice, provide a significant new basis for common between multi-disciplinary team and service users. To conclude Mental Health does not exist in isolation a good Mental Health is linked to good physical health and is fundamental to achieve improved education attainment, increased employment opportunities, reduce exclusion and criminality and social participation. REFERENCE LIST BATES, P. (2002). Working for inclusion. London, Sainsbury for mental health Publication. BLOCH, A. (2002). Refugees, opportunities and barriers in employment and training. Department for Work and Pension, Research Report 179. Leeds: Corporate Document Services. BOND, G. R. (2006). Supported Employment: evidence for an evidence-based practice. Psychiatric Rehabilitation, Journal 27, pp. 345-360. CROWLEY, P. (2003). An Exploration of Mental Health Needs of Asylum-seekers in Newcastle, The Tyne, Wear and Northumberland Asylum-seeker health group. DEPARTMENT OF HEALTH (2000). The expert patient. London: The stationery office. DEPARTMENT OF HEALTH (2005). Delivering race equality in mental health care: An action plan for reform inside and outside services and the Government’s response to the independent inquiry into the death of David Bennett. Department of Heath (1999) National Service Framework for Mental Health: DH Department of Health (July 2009) New Horizons: Towards a shared vision for mental health consultation: http://webarchive.nationalarchives.gov.uk/+/www.dh.gov.uk/en/consultations/liveconsultations/dh_103144 Disability Discrimination Act (1995) Meaning of â€Å"discrimination†. Accessed at: http://www.legislation.gov.uk/ukpga/1995/50/section/20 Disability Rights Commission (2004) ‘The Web: Access and inclusion for disabled people’, at: http://joeclark.org/dossiers/DRC-GB.html Dunn, S. (199) Creating Accepting Communities: Report of the Mind Enquiry into Social Exclusion and Mental Health problems. Mind FUTURE VISION COALITION (2009). A future vision for mental health. London. The stationery office. LEFF, J and WARNER, R. (2006) Social Inclusion of People with Mental Illness. PERCY-SMITH, J. (2000). Policy Responses to Social Exclusion: Towards InclusionOpen University Press. Maidenhead. PIERSON, J. (2002) Tackling social exclusion. PHILLIMORE, J., ERGUN, E., GOODSON, L. and HENNESSY, D. (2006). Employability initiatives for refugees in Europe: Looking at, and learning from, good practice. Report for Equal and the Home Office. Birmingham: Centre for Urban and Regional studies, University of Birmingham. REFUGEE COUNCIL ONLINE: Volunteering in Leeds. REFUGEE MEDIA ACTION (2006). Seeking asylum: a report on the living conditions of asylum-seekers in London, Migrants Resource Centre. REPPER, J. and PERKINS, R. (2001). Voting as a means social inclusion for people with mental illness. Journal of Psychiatric and Mental Health Nursing 9, pp. 697-703. REPPER, J. and PERKINS, R. (2003) Social Inclusion and Recovery: A Model for Mental Health Practice. Bailliere Tindall Elsevier Science Limited. ROYAL COLLEGE OF PSYCHIATRY, (2007). Improving the lives of people affected by mental illness. ROYAL COLLEGE OF PSYCHIATRISTS, (April 2009). Approved by the Central Policy Coordination Committee of the Royal College of Psychiatrists at: http://www.rcpsych.ac.uk/pdf/social%20inclusion%20position%20statement09.pdf SAYCE, L. (2000). Psychiatric patient to citizen. Overcoming Discrimination and social exclusion. London Macmillan. SAINSBURY CENTRE (2008). Briefing 35: Employment support, mental health and black and minority ethnic communities. London: Sainsbury centre for mental health. SOCIAL EXCLUSION UNIT (2004). Mental Health and Social Exclusion. London: Office of the Deputy Prime Minister. SOCIAL INCLUSION Possibilities and Tensions, (2000). Edited by: PETER, ASKONAS and ANGUS, STEWART. The Acheson Report. (November 1998) Independent Inquiry into Inequalities in Health. WADDELL, G., BURTON, K. and KENDALL, N. (2008). Vocational Rehabilitation- what works, for whom and whenLondon: TSO.

Journalism - The Culture and Civiliztion tradition and the Frankfurt Essay

Journalism - The Culture and Civiliztion tradition and the Frankfurt School agree that mass culture is bad for us but for different reasons. Discuss - Essay Example Both the Frankfurt School and the Culture and Civilization tradition put forward the same point that mass culture is not good for us but they presented different reasons to support their views. The Frankfurt school is not supportive of mass culture because it puts forward the opinion that mass culture gives way to capitalism. According to this thought mass culture only puts forward the opinion and the culture of the people who are politically dominant and imposes this upon the people who are less powerful and the minorities. It explains that mass culture is the culture that is the ways and the methods adopted by the people who are politically powerful or financially stronger. These ways are then enforced upon the working class that is the people who are weak so that the power of the already powerful remains intact (Nealon & IRR 2002). The Frankfurt school claims that mass culture depoliticizes the lower class. The Frankfurt school suggests that with new technologies men have been replaced with machinery and there is more leisure time and hence more exposure so there is greater spread of mass culture and hence there is greater oppression and suppression of the working class . according to this thought mass culture destroys individuality and diminishes the creativity and thoughts of an individual by enforcing upon everyone the thoughts of the popular masses (Storey 1998,2001). Adorno who is a prominent thinker of the Frankfurt school writes in his book Dialectic of Enlightment: â€Å"The purity of bourgeois art, which hypostatized itself as a world of freedom in contrast to what was happening in the material world, was from the beginning bought with the exclusion of the lower classes - with whose cause, the real universality, art keeps faith precisely by its freedom from the ends of false universality† (Adorno, Horkheimer & Cumming 1979, p 120-167). Although the culture and civilization tradition is also against mass culture but it puts forward different

Animal welfare Essay Example | Topics and Well Written Essays - 1500 words

Animal welfare - Essay Example This report highlights some of the best and worst farming trends in European countries and discusses the effects of such practices on the welfare of the animal. Further, it suggests good farming practices and some alternative to fast animal farming. The report concludes that while organic farming of animals is often costly, most people prefer such meat products. Animal welfare is defined as the care for the physical and mental wellbeing of animals in general by having proper farming practices that take into account the animal’s â€Å"species, its size, weight, age, and sex†. While most laws have made cruelty against animals illegal, the mare absence of cruelty does not define animal welfare. In Great Britain the government has appointed an a wholly independent body (Farm Animal Welfare Council-FAWC) that comes up with acceptable definitions and standards with regards to treatment of farm animals. FAWC defines animal welfare in terms of conditions of stay of farm animal- their shelter, food, space. Such definitions are always in line with the Five Freedoms of animal. The five freedoms of animal welfare outline five preconditions of a good animal welfare system: freedom from hunger and thirst, freedom from discomfort, freedom from pain, injury and disease, freedom to express normal behavior, and freedom to from fear and distress. These clamor for animal welfare has become a great debate especially now with the increasingly fast food world where the demand for some animal meat, like chicken, has outstripped natural production cycles. It is estimated that in the Great Britain alone, over 850 million broiler chickens are reared each year, and approximately 26 chickens are slaughtered every second (Royal Society for the Prevention of Cruelty to Animals, 2010). In fact, over the past thirty years, the demand for chicken meat has been exponentially rising which makes poultry farming a very viable commercial activity. And like

The Byzantine Empire :: essays research papers

The Byzantine Empire   Ã‚  Ã‚  Ã‚  Ã‚  The Byzantine Empire, the survivor of the Roman empire, flourished into the oldest and longest lasting empire in our history. It began with Constantine the Great's triumph of Christianity. He then transferred his capital from Rome to the refounded Byzantium in the early 4th century, year 330 AD, and named it Constantinople after himself. This city became the surviving safe spot after the breakup of the Western Roman empire by the 5th century. It was by far the largest and richest city in Christendom during the Middle Ages with a population of about one million people. (Encarta)   Ã‚  Ã‚  Ã‚  Ã‚  Constantine the Great had established a criterion for the empire to follow throughout its history. It included the harmony of the church, the leaders and the teachers of the empire. Constantine created a successful new monetary system based on the gold solidus, or nomisma which lasted well into the middle of the 11th century. Because of the commercial thriving throughout the 4th, 5th, and 6th centuries, many ancient cities flourished. Large estates dominated agriculture which continued to be fruitful in spite of the heavy taxation causing an abandonment of land. From the beginning to the end of the Byzantine empire, the church and the emperor had been the largest landholders, therefore being the largest profiteers of Byzantine. (Encarta)   Ã‚  Ã‚  Ã‚  Ã‚  After the Roman empire fell in 476 AD, Byzantine conquered all. It took over the space of southeastern Europe, southwestern Asia, and the northeast corner of Africa. The present day countries in these areas include the Balkan Peninsula, Syria, Jordan, Israel, and Egypt. This large empire known as Byzantine didn't get called Byzantine until scholars named it. The people of that time were not thought of as Byzantines but as Romans who lived a Roman lifestyle. Byzantine had been started and ruled by an emperor without any formal constitution. It slowly formed a similar establishment of late Roman institutions. Byzantine followed the Romans orthodox Christianity as well. The predominant language of this era was Greek, although some subjects spoke Latin, The Byzantine Empire :: essays research papers The Byzantine Empire   Ã‚  Ã‚  Ã‚  Ã‚  The Byzantine Empire, the survivor of the Roman empire, flourished into the oldest and longest lasting empire in our history. It began with Constantine the Great's triumph of Christianity. He then transferred his capital from Rome to the refounded Byzantium in the early 4th century, year 330 AD, and named it Constantinople after himself. This city became the surviving safe spot after the breakup of the Western Roman empire by the 5th century. It was by far the largest and richest city in Christendom during the Middle Ages with a population of about one million people. (Encarta)   Ã‚  Ã‚  Ã‚  Ã‚  Constantine the Great had established a criterion for the empire to follow throughout its history. It included the harmony of the church, the leaders and the teachers of the empire. Constantine created a successful new monetary system based on the gold solidus, or nomisma which lasted well into the middle of the 11th century. Because of the commercial thriving throughout the 4th, 5th, and 6th centuries, many ancient cities flourished. Large estates dominated agriculture which continued to be fruitful in spite of the heavy taxation causing an abandonment of land. From the beginning to the end of the Byzantine empire, the church and the emperor had been the largest landholders, therefore being the largest profiteers of Byzantine. (Encarta)   Ã‚  Ã‚  Ã‚  Ã‚  After the Roman empire fell in 476 AD, Byzantine conquered all. It took over the space of southeastern Europe, southwestern Asia, and the northeast corner of Africa. The present day countries in these areas include the Balkan Peninsula, Syria, Jordan, Israel, and Egypt. This large empire known as Byzantine didn't get called Byzantine until scholars named it. The people of that time were not thought of as Byzantines but as Romans who lived a Roman lifestyle. Byzantine had been started and ruled by an emperor without any formal constitution. It slowly formed a similar establishment of late Roman institutions. Byzantine followed the Romans orthodox Christianity as well. The predominant language of this era was Greek, although some subjects spoke Latin,

Advertisement Pitch

Good morning/evening, my name Is Blair Holder, and I am a representative from Toto Communications. Before I begin my presentation, I would Like to welcome the CEO of Roger and Hill industries, Mr. Sadden Brown, and the Head of Marking and advertising, Mrs. Julie Walters. It is a pleasure to have you here for the presentation today. Recent marketing attempts to for this product have not been as effectively executed as they could be. Unfortunately, the sales statistics from your previous marketing campaigns have proven ineffective, only decreasing in demand over the past year.With the experience in marketing and advertising of my team at Toto Communications, your sales will undoubtedly Increase and your product will be the best seller in this area of marketing. Following extensive market research, we here at Toto communication believe we have established the ideal target market for your product. Recent studies indicate that 78% of men who are interested in your product range between th e ages of 20 and 25. Of this 78%, 80% are single, middle-class men looking for a suitable companion to accompany him.With this information, the research team have come to he conclusion of advertising your product In ‘Next Luxury magazine. Next Luxury publications are designed to teach men how to improve their manner and live a better lifestyle. By presenting Perfume in Next Luxury magazine, the product will become Internationally recognizes, and capable of creating a trend-setting phenomenon for all middle-classed men. The advertisement created consists of three colors: black, red and white. Significant colors In an advertisement are essential for selling a product successfully.For Perfume, color black represents power ? a quality all men thrive to possess, and yester – a trademark of fantasy which undeniably intrigues women. The color red represents passion and danger; two qualities which, when combined together, are undoubtedly irresistible towards women because of th e contrast between romance and adventure. To complete the advertisements color palette, white font has been incorporated on the black background to ‘pop! ‘ off the page, and capture the viewer's eye.By using these three colors, buyers will commend you on the effective and simplistic understanding of what the product is, and how it can improve their lifestyle. The layout of an advertisement Is crucial when trying to sell any product successfully. Recent studies have shown a pattern forming from viewers when observing an advertisement; majority of the time they will look at the title at the top first, then their eyes scan across the top of the page to finish down to the right hand corner of the page.Therefore, the layout for Perfume's advertisement has been specifically designed to counter these factors. The product has been placed In the bottom right hand corner so that it will be the last thing the viewer will see and member about the advertisement. In the top left hand corner, where they will first read about the advertisement Is the cologne name. The title has been enhanced and bolted so It stands out more than anything else on the page; the title has been selected specifically as the color red to contrast with the black background and link with the significance of color discussed previously. Underneath the cologne title copy. As the reader's eye wanders to the bottom right hand corner, it doesn't matter which way they go, the image of Changing Datum will be inescapable. By using liberty appearance in advertising, majority of people will automatically buy the product due to the fact that, that celebrity wears the product. Changing Datum is an ideal model for your campaign as he represents power, talent, adventure, and romance – all qualities in which majority of women look for in a man.It has been proven that advertisements using attractive males as their cover has gained more attraction to their product. Through the use of attention to de tail in the layout, and incorporation of celebrities, Perfume will achieve superb recognition internationally ND raise sales statistics. The final ingredient in successfully creating an advertisement is language. The slogan â€Å"Be impossible to forget† is a command.Commands work well in ads as gives the customer an instruction, and does not allow any hint of confusion or questioning towards the product. Similarly, the body copy poses a rhetorical question; â€Å"Want to be the one women want? † Rhetorical questions are a clever way for advertisers to capture their audience in a web. Rhetoric's don't allow for an answer, because the answer is obvious. This forces the reader to become involved in the product and enquire more about its' qualities.By capturing the viewer through the use of advertisement techniques in writing, Perfume will be irresistible to read. Target market, color, layout, and language are Just three key ingredients which Toto Communications has thoro ughly examined in order to make your product the best it can be. By using this advertisement and following these techniques, Perfume will be indestructible globally. On behalf of Toto Communications, I personally thank you for your time, and for considering our advertisement for your campaign.