A primer on the implementation of monetary policy in the LVTS environment

The author summarizes the objectives and key elements of the framework that the Bank will use to implement monetary policy under the new payments system. The article includes a comparison of the key features of the pre-LVTS framework with that to be used in the LVTS environment. It also features a glossary of terms with respect to the Bank's monetary policy operations.

An Analysis of Musicals by Lynn Ahrens and Stephen Flaherty, and an Original Musical, Fly Like an Eagle

Lynn Ahrens and Stephen Flaherty have written musicals together for several decades. This thesis contains an in-depth discussion and stylistic analysis of several songs each from Once on This Island, Ragtime, and Seussical – three Ahrens & Flaherty shows chosen specifically because of their variety in style and subject matter. This analysis includes, among other things, the lyrics and lyric setting, textures, harmonic settings, accompaniment styles, rhythms, and harmonic progressions. The central portion of this document contains the music for nine songs of an original musical titled Fly Like an Eagle. This script is written by Daris Howard and is loosely based on the story of Jim Thorpe. This musical shows some of the styles found in the Ahrens and Flaherty musicals, and will also demonstrate effective use of lyrics, harmonic progressions, and dramatic situations, as Lynn Ahrens and Stephen Flaherty have done

Presidents and the Rhetoric of Recessions

Are presidents reticent during recessions? Some research indicates that presidents make fewer major and minor speeches when economic conditions worsen (Ragsdale 1984; Eshbaugh-Soha 2010). We examine whether this holds true with major discretionary speeches utilizing recessions as the indicator of poor economic conditions. In addition, we also investigate the subject matter of major discretionary speeches given during both economic expansions and contractions. Presidents potentially have an incentive during a recession to focus the attention of the public away from economic concerns, where they have little command and control ability, to foreign policy, where they do have more power to act unilaterally. We find that presidents are not reticent during recessions. During recessions, fewer average months elapse between major discretionary speeches than we find elapse during economic expansions. Furthermore, while presidents never talk about the economy at high rates overall, they do focus more than twice as many major discretionary speeches on economic topics during recessions than they do during expansions. We also find no evidence that presidents attempt to ratchet up the rate at which they discuss foreign policy during recessions in an attempt to divert attention from economic matters

Communicating as Chief Legislator: Four Case Studies from the State of the Union

While the Constitution stipulates in Article II, Sec. 3 that presidents can recommend necessary and expedient measures to Congress, it is up to Congress to act. The primary place presidents engage in the activity of recommending legislation is the State of the Union Address (SUA). We examine SUAs from 1965-2002 and identify the legislative requests that presidents make of Congress. The SUA is a unique presidential speech that allows assessment and comparison between presidents of whether Congress follows where the president leads. Are presidents successful in getting Congress to enact the policies they ask for in the SUA? Furthermore, the policy making environment is complex and in order to assess the nature and role of the chief legislator’s communications with Congress in the SUA, we utilize case studies to determine what role the SUA played in the outcome of four cases. Each case was chosen based on its outcome. One is an unsuccessful request (constitutional amendment for four-year house terms), one is fully successful (authorization and funding of a manned space station), one is partially successful (civil service reform), and one is a repeat request from multiple presidents that was eventually successful (line-item veto). We find that when a president uses the SUA to request action of Congress, he typically receives about two in five of his requests, either in full or in part, during the following congressional session. In each of our four cases, the SUA played an integral role in the outcome, although this did not always mean the president was successful in getting his request enacted, or that the SUA was the most important factor. The SUA is an excellent tool of political communication for the chief legislator, but it is not without its limitations. The chief legislator’s position in the political system makes it much more likely Congress will give consideration to his requests, but it does not guarantee the president will receive a substantial amount of his requests. The chief legislator’s increase in rhetorical powers represented in the SUA did give him an advantage over regular legislators, but it did not unduly increase his power over the legislature. The chief legislator is not an ordinary legislator, but neither is he empowered with a rhetorical arsenal with which he can assault Congress. The system of shared legislative powers continues to check the president despite an increase in the president’s rhetorical power. The SUA is a tool the chief legislator can utilize to facilitate congressional leadership, but it is not a weapon with which he can cudgel Congress into accepting his leadership

Structured Reflective Communication as a Meta-Genre in Teacher Education: Creative Uses of Critique in a Teacher Education Program

Critical reflection is central to teacher education for unpacking privileged positions and empowering participants to adopt valued professional stances (e.g. Krull, Oras & Sisask, 2007; Harford & MacRuairc, 2008; Fernandez, 2010), yet critical reflection is not a well-developed conceptual structure within teacher education. Lesson planning is, likewise, central to teacher education, yet not well-developed as a theoretical tool. Our model proposes a way of engaging beginning teachers in critical reflection by drawing together the informal spoken discourse meanings of critical reflection in education, its more formalised structure as critique in rhetoric and genre analysis, and lesson planning. When critical reflection in education is seen as a type of structured reflective communication, which includes both spoken and written components of “knowing and doing”, eight key connections emerge between the elements of a critique and lesson planning. By linking critique and lesson planning as components of a meta-genre of structured reflective communication, teacher trainers with a useful set of empowering tools for beginning teachers to connect theory with practice in their lesson planning

George W. Bush and the Rhetoric of Chief Legislator: The First Term

Near the beginning of a congressional session, the president will present key pieces of his legislative agenda to both Congress and the American public in the State of the Union address (SUA). He will couch his requests in a way that seeks to persuade his audiences he has the legislative solution to a problem he details. Effective political communication between the president and Congress is essential since each play key roles in the legislative process. While Congress comprises the legislative branch, the moniker we attach to one of the multiple jobs with which presidents are charged is that of chief legislator. Within the legislative process, presidents may recommend legislation, but it is up to Congress to act. While the chief legislator’s role is limited, the SUA has become a potent tool that the president may utilize in his role as chief legislator. Presidents, as chief legislators, share two goals with regular legislators. They desire to secure reelection, and they want to make public policy. In addition, term limited presidents have a unique goal; they want to secure a positive legacy. In the SUA, chief legislators will claim credit for past successes, make requests for legislative actions, and use symbols all to further these mutually reinforcing goals. We examine how President George W. Bush used the rhetoric of the SUA in his role as chief legislator during his first term to aid him in the advancement of these goals. We find that Bush’s use of the policymaking rhetoric changed after 9-11 and became unusual when compared to previous presidents’ use of the SUA. He acted less as chief legislator and more as commander-in-chief and chief executive

The Presidential Rhetoric of Hard Times

Is there a presidential rhetoric of hard times? We are interested in presidents’ rhetorical reactions during economic contractions. Do they rhetorically react at all? If they choose to speak, what do they seek to convey to the public about the economy? We analyze the major discretionary speeches presidents give during recessions. Some presidents are reluctant to address major economic remarks to the public; in five of the 11 recessions since World War II, presidents have not offered a major economic speech. They do, however, deliver major discretionary speeches on other topics during recessions. While most presidents tend to deliver more major remarks about non-economic subjects during recessions, Reagan is a notable exception. When presidents do choose to direct major remarks on the economy, we search for common characteristics in their rhetoric to examine if this subset of speeches classifies as a genre of rhetoric. We examine three dimensions in the speeches: orientation toward time, the tone of the remarks, and whether or not there is action specified. We found that there is no discernable overall pattern for how presidents orient their rhetoric in time, the speeches are more negative in tone than expected, and while there are a good number of action oriented sentences, the speeches are not uniformly action oriented. Thus, there is not sufficient evidence to suggest there is a uniform presidential rhetoric of hard times

Building young children’s emotional competence and self- regulation from birth : the begin to... ECSEL approach

Neuroscientific advances and child development studies show 0-6 years represents a sensitive period for the development of emotional competence—the ability to identify, understand, express and regulate emotion, all foundational to self-regulation. Research suggests optimum teaching of emotional competence and self-regulation skills from birth is through interventions emphasizing co-regulation. This study aimed to examine begin to...ECSEL, an emotional cognitive and social early learning approach that promotes emotional competence and self-regulation by teaching emotion knowledge and emotion regulation through causal talk and causal talk in the emotional experience. The study collected data over three years from 100 students, aged 2-6, receiving begin to...ECSEL. Study goals were to: (1) examine growth over one academic year among students receiving begin to...ECSEL on measures of attachment/relationship, initiative, self- regulation, emotion knowledge, emotion regulation, and related constructs involving empathy, prosocial skills, positive reactions to frustration, negative emotions and aggressive behaviours; (2) examine differences between these students and national normative samples on measures of attachment/relationship, initiative, and self- regulation; and (3) explore differences between these students and normative samples on all the aforementioned constructs. Results demonstrated students significantly improved over time in these constructs and outperformed normative samples on emotionally regulated/prosocial skills, empathy, self-regulation, attachment and initiative.peer-reviewe

Pharmacotherapy for Fibromyalgia

Fibromyalgia (FM) is a chronic disorder characterized by multifocal pain and other associated somatic symptoms including fatigue, insomnia, cognitive/memory problems, and even psychological distress. It appears that 2–4% of the general population suffers from FM. FM negatively impacts the physical functioning of its patients, as evidenced by difficulties with multiple daily activities, as well as affecting emotional health, social functioning, and health related quality of life. This review will discuss the potential theories that possibly contribute to the pathogenesis of FM, although the precise mechanism is unknown. The evolution of the assessment of FM will also be examined, with the waning use of tender point examinations and the appearance of new simple, practical diagnostic criteria. Although non-pharmacologic therapeutic options (exercise, education, cognitive–behavioral therapy) have been shown to be extremely effective in FM, the focus of this article will be on pharmacologic strategies. Non-Food and Drug Administration (FDA) approved as well as FDA approved agents will be presented. Each agent's therapeutic “niche” in FM management will be discussed based on its pharmacologic profile, patient responsiveness, and tolerability. Finally a clinical algorithm will be presented for the step-wise management of pain and other associated symptoms of FM