Osteoporosis Treatment. Case Study

Being that the patient is 60 years old, she is past menopause. Menopause is a time when women lose their bone density very fast. This leaves them at risk of developing osteoporosis within 5 years of reaching menopause. The best advice after bone density tests is to encourage the patient to take up care for the prevention of extension of her bone loss.Advertising We will write a custom essay sample on Osteoporosis Treatment. Case Study specifically for you for only $16.05 $11/page Learn More When the bone density of a woman gets low, it is appropriate to start treatment to avoid any further risks that the situation may cause later in life (Moen and Keam, 2011). At the age of 60, treating the woman is a convenient move and that leaves her with little risk exposure for bone fractures. It is important to encourage the onset for treatment instead of waiting for her years to advance. Such a patient needs encouragement and enlightening about the commonality of suffering hip fractures in old age. It is a good time for introducing the woman to the necessity of having adequate calcium in her diet (Banu, Varela and Fernandes, 2012). Since her T-scores show osteoporosis, it is necessary to let her know that it simply means that the tests she went through showed her bone mass. T-scores give indications about the variations of one’s bone mass through averaging it against the bone mass of a healthy person. Testing bone density is relevant just like any other biologic test. The average score determines the level of a healthy person’s bone density. The testing of osteoporosis shows in a T-score point of deviation from normal mean for bone density. That helps in doing a mathematical calculation for the determination of the degree of deviation of bone mass from the mean of normal bone density. The results that a bone mass density test provides is the extent of deviation from the mean and that is referred to as the T-score. When the T-sc ores deviate from the mean, to a point below -2.5, it means that there is a loss of bone mass.  In her case, the woman is already in post menopause and there is a need for treatment or else, there could be risk of developing secondary bone loss conditions as well as risking fractures. Since one of the main risk factors of having, untreated osteoporosis is suffering hip fractures. She will need to use medications with calcium supplements to help her in the reduction of bone mass loss and for strengthening her bones. It is advisable to take them at night to allow for effective absorption and they are effective for those whose intestinal absorption of calcium is efficient.Advertising Looking for essay on aging? Let's see if we can help you! Get your first paper with 15% OFF Learn More Oestrogens are also effective for woman past menopause like the patient in this case. Their administration requires some care to avoid chances of developing other complications such as bre ast cancer.  Some of the medications used in the treatment of osteoporosis are such as Conjugated equine oestrogen, oestradiol valerate (Progynova) and piperazine oestrone sulphate. The available medications support patients differentlywith the main responsibility being the reduction of fractures (Lalibertà ©, Perreault, Jouini, Shea and Lalonde, 2011).There are injections, which help in the minimization of pain. For example, Strontium ranelate is a compound currently used in the treatment of postmenopausal osteoporosis in places such as Australia. It helps in the reduction of cases of vertebral fractures. After commencement of therapy, it is important for a patient to ensure that she is consistent with medication for the management of bone loss. This also requires timed density measurement, so that any cases of declines can be effectively intervened upon (Sanford and McCormack, 2011). References Banu, J., Varela, E. Fernandes, G. (2012). Alternative therapies for the prevention and treatment of osteoporosis. Nutrition Reviews, 70(1), 22-40. doi:10.1111/j.17534887.2011.00451.x Lalibertà ©, M., Perreault, S., Jouini, G., Shea, B. Lalonde, L. (2011). Effectiveness of interventions to improve the detection and treatment of osteoporosis in primary care settings: a systematic review and meta-analysis. Osteoporosis International: A Journal Established As Result Of Cooperation Between The European Foundation For Osteoporosis And The National Osteoporosis Foundation Of The USA, 22(11), 2743 2768. doi:10.1007/s00198-011-1557-6 Moen, M., D. Keam, S., J. (2011). Denosumab: A Review of its Use in the Treatment of Postmenopausal Osteoporosis. Drugs Aging, 28(1), 63-82. Web. Sanford, M. McCormack, P., L. (2011). Eldecalcitol: A Review of its Use in the Treatment of Osteoporosis†¦ [corrected] [published erratum appears in DRUGS 2012; 71(18):2309]. Drugs, 71(13), 1755-1770. Web.Advertising We will write a custom essay sample on Osteoporosis Treatment. Case Study specifically for you for only $16.05 $11/page Learn More This essay on Osteoporosis Treatment. Case Study was written and submitted by user Br0therh00d0fEv1lMutants to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Perception Without Reason Is Mere Experience, but Reason Without Perception Is Nothing Essays

Perception Without Reason Is Mere Experience, but Reason Without Perception Is Nothing Essays Perception Without Reason Is Mere Experience, but Reason Without Perception Is Nothing Essay Perception Without Reason Is Mere Experience, but Reason Without Perception Is Nothing Essay Perception without reason is mere experience, but reason without perception is nothing. In order to comment on the statement given above, we must first understand what is meant by the terms perception and reason. One of the most commonly used definitions, from the most trusted source of definitions, of perception is the ability to become aware of something through our senses and to understand/interpret it in a particular way, whereas reason is commonly defined as the ability to think and draw logical conclusions?.However, I believe that to perceive something in our mind is to interpret the sensory input received from our immediate surroundings, whereas reason is associated with logical thought and rationale. Therefore the statement above can be rephrased to say that Interpretation of the outside world without the interference of a logical thought is what we call experience, but logical thought and rationale without any interpretation of the world does not exist. But how can one be a ware of something if ones brain does not think about it? How can one interpret something without the interference of thought? Since in my opinion, thinking is just using ones mind to process the information input from our senses, how can that information be interpret without having ones brain process it? Thus, put in another way, how can perception exist without reason? It cannot, because to perceive something would mean to unconsciously think.However, others may argue that by mentioning reason the statement refers to a stream of conscious thought instead of something as instinctual as unconscious processing of sensory data. However, keeping in mind the counter-argument, the second half of the statement could still be challenged. I believe that our mind is capable of thinking of abstract thought without the interference of senses. Our mind is able to comprehend concepts and platonic ideas such as goodness and can think about them without the need of an interpretation of the world.Go odness is not something that can be touched or tasted or seen. However, one may argue that such abstract trail of thought and understanding should not be classified as reason as it is just a concept that can be understood, but does not relate to any sort of rationale. One could also argue that in order to understand and comprehend goodness, we need to relate the concept to an appropriate context from the real world that we become aware of through our senses. That is why children are always told fables and fairy tales so that they would develop the understanding of good and evil.Therefore, the ability of our mind to grasp the very concept of goodness, along with all other examples of such abstract thought, is based upon perception. However, one cogent example as a proof of reason existing without perception is mathematical reasoning. Abstract numbers and abstract concepts of addition and subtraction cannot be seen or touched or felt. They are something that only the mind can grasp. T he fact that we are able to say that 2 + 1 = 3 does involve rationale and logical thought but does not need any basis of perception.The concept of numbers is understood without the interference of any senses. A baby born deaf and blind would still know the number of limbs it has. As Roger Penrose says? , You cannot understand atomic particles and structures, such as gluons and electrons except with mathematics. Our whole perception of particle physics is based upon mathematical reasoning and logic, and in order to be the basis of perception in this case, such reasoning and logic should exist separately from perception. Thus, I conclude that I disagree with the statement above as I believe that reason can exist without perception.

Pros and Cons on Flexible Grouping in Grades 7-12

Pros and Cons on Flexible Grouping in Grades 7-12 Every student learns differently.  Some students are visual  learners who  prefer using pictures or  images;  some students are  physical  or  kinesthetic who prefer using their bodies and sense of touch. Different learning styles mean that teachers must try to address the variety of learning styles of their students to target instruction. One way to achieve this is through flexible-grouping. Flexible grouping  (flex grouping) is the purposeful  and  strategic  grouping/regrouping  of students within the classroom  and in combination with other classes in various ways based on the subject area and/or type of task. Flexible grouping is used in middle and high school, grades 7-12, to help differentiate instruction for students in any content area.   Flex-grouping  allows teachers the opportunity to organize collaborative and cooperative activities in the classroom. In creating flexible groups teachers may use  test results, student in-class performance, and an individualized evaluation of a students set of skills to determine the group into which a student should be placed.  Regular review of placement in flex-grouping is recommended. In flex-grouping, teachers can also group students by levels of ability. There are ability levels organized in three (below proficiency, approaching proficiency) or four (remedial, approaching proficiency, proficiency, goal).  Organizing students by ability levels is a form of proficiency-based learning which is more common in the elementary grades. A type of assessment that is growing at the secondary level is standards-based grading which ties performance to proficiency levels. If there is a need to group students by ability, teachers can organize students into  heterogeneous grouping  mixing students with different skills  or  into  homogenous groups  with students in separate groups based on high, medium, or low academic achievement.  Homogeneous grouping  is used for improving specific student skills or measuring student understanding more often.  The student grouped with students demonstrating similar needs is one way a teacher can target identified needs students have in common. By targeting the help each student needs, a teacher can create flex groups for the most remedial students  while also offering flex groups for higher achieving students.   As a caution, however, educators should recognize that when homogeneous grouping is used consistently in the classroom, the practice is similar to  tracking  students. The sustained separation of students by  academic ability into groups for all subjects  or specific classes  within a school is called tracking.  This practice of tracking is discouraged as  research shows that tracking  negatively impacts academic growth. The key word in the  definition of tracking is the word sustained which contrasts with the purpose of flex grouping. Since the groups are organized around a particular task, flex grouping is not sustained. Should there be a need to organize groups for socialization, teachers can  create groups through a drawing or lottery. Groups can be created through pairs spontaneously. Once again, each students learning style  is an important consideration as well. Asking students to participate in organizing the flex groups (How would you like to learn this material?) may increase student engagement and motivation. Pros in Using Flexible Grouping Flexible grouping is one strategy  that allows the teacher opportunities to address each learners  specific needs, while regular grouping and regrouping encourage student relationships with teacher and classmates. These collaborative experiences in the classroom help to prepare students for the authentic experiences of working with others in college and their chosen career.   Research shows  that flex grouping  minimizes the stigma of being different and for many students helps to  reduce their anxiety. Flex grouping provides an  opportunity for all students  to develop leadership skills and take responsibility for their learning.   Students in flex groups need  to communicate with other students, a practice which develops speaking and listening skills. These skills are part of the Common Core State Standards in Speaking and Listening  CCSS.ELA-LITERACY.CCRA.SL.1 [Students] repare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. While developing speaking and listening skills are important for all students, they are particularly important for students labeled as  English Language Learners  (ELL, EL, ESL or EFL). Conversations between students may not always be academic, but for these ELs, speaking to and listening to their classmates is an academic exercise regardless of topic. Cons in Using Flexible Grouping Flexible grouping takes time to implement successfully. Even in grades  7-12, students need to be trained in the procedures and expectations for group work. Setting standards for cooperation and practicing routines can be time-consuming. Developing stamina for working in groups takes time. Collaboration in groups may be uneven. Everyone has had an experience in school or at work of working with a slacker who may have contributed little effort. In these cases, flex grouping may penalize students who may work harder than other students who may not help. Mixed ability groups may not provide the support needed for all members of the group. Moreover, single ability groups limit peer to peer interaction.  The concern with separate ability groups is that placing students into lower groups often results in lower expectations. These kinds of homogenous groups organized only by ability can result in  tracking.   The National Education Association  (NEA) research on tracking shows that when schools track their students, those students  generally stay at one level. Staying at one level means that the achievement gap grows exponentially over the years, and academic delay for the student gets worse over time. Tracked students may never have the opportunity to escape to higher groups or levels of achievement.   Finally, in grades 7-12,  social influence can complicate grouping students. Some students may be negatively affected by peer pressure. Student social and emotional needs require that teachers need to be aware of their students social interactions before organizing a group. Conclusion Flexible grouping means that teachers can group and regroup students to address student academic skills. The collaborative experience of flexible grouping can also better prepare students for working with others after they leave school. While there is no formula for creating perfect groups in class, placing students in these collaborative experiences is a critical component of college and career readiness.

Antigone Essay Example | Topics and Well Written Essays - 250 words - 8

Antigone - Essay Example He is a greedy king of Thebes that wants to have much money. He disrespects women especially Antigone that he distastes very much. Creon put Antigone in the tomb to starve to death. By state and gender, Creon has the superior position of making almost the decisions for the entire city while Antigone serves as a subordinate and follower. During the burial of Polyneices, the two show different ideas that are based on similar motives of the power struggle. In this burial occasion, the author portrays a conflict of the state and the family obligations (Sophocles, and Ian C. Johnston. 23). The audience can see that mindsets of these characters are same. In spite of having conflicting opinions, their motives coincide always rather than collide. In fact, it is an arrogant sense of pride that propels the motives of these characters behind their respective opinions. Antigone is ready to defy the rules of Creon to honor the burial obligations of the family. She believes it is her role to preside over the burial and in this regard she does not want to let go of her sense of the pride in honor of Creon rules. In conclusion, both characters die out of their arrogant pride towards one another. However, the death of Antigone is more tragic. Antigone dies a victim of her own hubris as well as the hubris of Creon. Surely, if the two characters had let go of their arrogant pride they would not have a tragic death. On the other hand, if they had been destined to die in that manner nobody would have changed it. Fate cannot be obstructed

The Hunchback of Notre Dame Essay Example | Topics and Well Written Essays - 250 words

The Hunchback of Notre Dame - Essay Example However, in the film Hunchback of Notre Dame, there occurs classism, dictatorship, classism, discrimination due to physical appearance. Classism is common in our modern society. Our society comprises of different groups leading to the formation of classes. There occurs the middle class, high class and the low class (Cudd, 105). People in the high class have some privileges and accorded respect in the society. They are treated in a special way unlike the rest of the classes. Middle class group enjoy few privileges unlike those offered to the high-class group. The worst affected comprises the low class group. People in the low class experience various forms of discrimination and enjoy few privileges compared to the other class groups. For instance, they live in slums; have little access to social services such as proper health care, poor sanitation, often manipulated politically by people from the high-class group (Cudd, 106). Just like in the film The Hunchback of Notre Dame, the king is referred as His most Christian Majesty, Louis XI. This indicates that he is highly regarded in the society and thus had massive pow er and privileges bestowed upon him (Wallace). Therefore, he belongs to the high class. Moreover, the archbishop belongs to the middle class while the kings’ subjects comprise the low class group. This group does not enjoy some of the privileges enjoyed by the king and the archbishop. Dictatorship forms another form of oppression in the society. In most societies, kings and rulers have some autonomous powers bestowed upon them. Such powers and privileges do not exist with the subjects and thus contribute to oppression. In most instances, some actions and conducts by the rulers go unquestionable since the subjects may fear victimization. Just like in the film, king Louis XI is regarded as His Most Christian Majesty thus, making him the ruler and preside over all religious functions with the

Climate Change Policy in the US

Climate Change Policy in the US Climate change to many is a â€Å"hoax† or a daydream, but to others it’s reality. Global warming is the rise of earth’s temperatures through carbon dioxide, air pollutants and greenhouse gases that are collected and trapped in the atmosphere. The pollutants would normally travel to space, but they trap the heat and cause the earth’s temperature to rise. Due to global warming, California has been in a long-going drought, icebergs in Antarctica are melting at a more rapid pace, and has caused disruption in marine-life. EPA, the United States Environmental Protection Agency, and the National Center for Policy Analysis has discussed the problems and solutions that the government and citizens of the world can help the earth in its stop to global warming. Ten of the policies being discussed are to reduce greenhouse gas emissions, increase energy efficiency, reduce air pollutants, and much more. The ten policies are: Eliminate all subsidies for fuel use, reduce regulatory barrier to new nuclear power plants, reduce wildfires through Alternative Forest Management, liberalize approval of biotechnology, repeal the National Flood Insurance Program, increase use of toll roads with congestion pricing, remove older cars from the road, reform air traffic control systems, remove regulatory barriers to innovation, and encourage breakthroughs in new technology. The many organizations who wants to inform the world of global warming has fought hard to give the attention that it needs and ways that humans can prevent it. Organizations such as the EPA and the NCPA have given factual debate of global warming and the serious outcomes it could bring and is bringing to the earth. The major debate of global warming policies is the costly measures it will take to protect the earth. There is also debate on if humans contribute to the issue of global warming or not. Many argue that humans can’t have any contribution to global warming, and others disagree. Either way if people believe that global warming is a hoax or not, we as humans should take the initiative to keep the earth clean and green. In 2016, President Obama visited Honolulu, Hawaii as his final family vacation as the president. During his visit, he noticed multiple things that were out of the ordinary for such a place as Hawaii. â€Å"What makes climate change difficult is that it is not an instantaneous catastrophic event. It’s a slow-moving issue that, on a day-to-day basis, people dont experience and don’t see,† says Barack. He also mentions how it is the greatest long-term threat facing the world, as well as a danger already manifesting itself as droughts, storms, heat waves and flooding. (Landler, 2016) President Obama wanted the debate of global warming to be heard before the end of his term. Obama presented ideas to cut planet-heating emissions in the United States. Since his call of awareness, he has been ridiculed by republicans and supported by democrats. Republican, democrat politicians and even economists believe that global warming is a hoax and that Obama is abusing his power a nd this decision could cause harm to the economy Obama said, â€Å"When you see severe environmental strains of one sort or another on cultures, on civilizations, on nations, the byproducts of that are unpredictable and can be very dangerous. If the current projections, the current trend lines on a warming planet continue, it is certainly going to be enormously disruptive worldwide.† Obama’s stance on the state of global warming has yet to change, and would be likely to never change. In 2008, the presidential race between McCain and Obama global warming was brought into debate. They both held the same stance on global warming; believing that it’s caused by humans and Congress should enact legislation to cap greenhouse gas emissions and force polluters to buy and trade permits that would slowly lower overall emissions of climate-warming gases.  (Davenport, 2016) Obama’s cap and trade bill failed through was blocked by senators from the democratic and republican parties in 2010. In the same year, the Tea Party clutched the cap and trade bill as a defense to politics/ the presidency. A year before that, the attempt to construct a United Nation climate change treaty in Copenhagen failed as well. Data proved that U.S. citizens and politician’s opinion on global warming was not the same as President Obama’s, and the discussion of global warming/ climate change fell into shambles. â€Å"There is the notion that there’s something I m ight have done that would prevent Republicans to deny climate change,† Obama said. Republicans, such as Senator Lamar Alexander of Tennessee, were willing to compromise to a more limited climate bill that would restrict emissions only from power plants (Landler, 2016) but Democrats could not agree to such a bill as that. Republican Alexander mentioned, â€Å"The White House wanted 60 votes on climate, and they weren’t interested in Republican votes. Now it’s back to power plant only. The lesson here is that if people who want a result would be a little bit more flexible, they might actually get one.† In Obama’s second term, he took the initiative to cut through Congress with the discussion of global warming/ climate change. Obama and his team establishes the Clean Air Act of 1970 that gives the Environmental Protection Agency (EPA) the authority to issue regulations on dangerous pollutants. (Davenport, 2016) Obama revealed the Clean Power Plan: a se t of Clean Air Act rules that would end several coal-fired power plants. Many critics imposed that Obama’s plan would damage businesses who flourish on coal-fired power plants. He responded with, â€Å"What we owe the remaining people who are making a living mining coal is to be honest with them, and to say that, look, the economy is shifting. How we use energy is shifting. That’s going to be true here, but it’s also going to be true internationally.† Fast forward to 2017, President Trump has dismantled Obama’s engagement to the stop of global warming/climate change. He has ordered the federal government to retreat from the battle against climate change proposed by Obama destroying the policies that made America a global leader in curbing emissions. â€Å"My administration is putting an end to the war on coal. I am taking historic steps to lift the restrictions on American energy to reserve government intrusions and to cancel job killing regulations,† Trump explained. Following Trump’s order, the government will no longer apply the â€Å"social cost of carbon† (Halper, Trump Orders Government to Dismantle Obamas Climate Change Policies , 2017) allowing for factories, power plants, and  (Halper, Trump Orders Government to Dismantle Obamas Climate Change Policies , 2017) etc to continue to plant harmful gases into the atmosphere. Trump has called for the attention of global warming and climate change to be cut down â€Å"because global warming is a hoax created by China†. Officials have stated that the order instructed from Trump would delete all of Obama’s, EPA, and other environmental agencies work. It has been said that the policies created by Obama and others would cause economic catastrophe. Environmentalists have damned the changes being brought forth by Trump mentioning that the cutback of climate change policies will put humans and the earth at risk, regardless of how long it will take for everyone to â€Å"see† climate change. â€Å"Obama created a labyrinth of rules and orders and regulations to cement his agenda across practically every agency,† Tom Pyle, president of the American Energy Alliance mentioned. Many of the members in environmental agencies agrees that Obama’s plan was for the benefit of human life on this earth and Trump is doing everything in his power to eliminate Obama’s policies. Work Cited Climate Change: Basic Information. EPA. Ed. EPA. Environmental Protection Agency, 17 Jan. 2017. Web. 29 Apr. 2017.Forster, Katie. Donald Trump to Scale Back Importance of Climate Change in Government Decisions, Says White House Official. The Independent. Independent Digital News and Media, 15 Mar. 2017. Web. 29 Apr. 2017.Hirschfeld Davis, Mark Landler and Coral Davenport, Julie. Obama on Climate Change: The Trends Are Terrifying. The New York Times. The New York Times, 08 Sept. 2016. Web. 29 Apr. 2017.MacMillan, Amanda. Global Warming 101. NRDC. Amanda MacMillan, 04 Apr. 2017. Web. 29 Apr. 2017.NCPA. Ncpa.org. Fox News, 5 Nov. 2015. Web. 5 Nov. 2015Trump Orders Government to Dismantle Obamas Climate Change Policies. Los Angeles Times. Ed. Evan Halper. Los Angeles Times, 28 Mar. 2017. Web. 29 Apr. 2017.

Are British Prime Ministers as powerful as sometimes claimed? Essay

It can be argued that Prime ministers are almost omnipotent in the political system in the UK, this is due to the shear variety of powers in-which the prime minister holds, and the prerogatives that are taken advantage by the prime minister. However, checks on powers in the UK means that the prime minister is not as power as they appear, moreover, they are not separable from the UK political system, henceforth, they are controlled and limited within the system they are part of, thus, more often than not, prime ministers are less powerful then sometimes claimed.However, prime ministers are as powerful as they appear due to the multiple sources of power they control within the UK. Mainly, the prime minister has a vast amount of power as they are part of both the executive branch of government and the legislature, due to the fusion of powers in the UK political system, this means that they can create law and then use their representation in the legislature to force through the law. More over, prime ministers have many prerogatives that were granted to the queen as the head of state. This was seen in 2003 when Tony Blair used his prime ministerial powers to declare war on Afghanistan. Hence, due to the extensive variation in their powers, prime ministers are as powerful as they claim, as all parts of the government are open to their control, though prime ministers are not always able to exploit all these powers, but the power is there for prime ministers to take. Hence, in the sense of variety, prime ministers are as powerful as they seem. Contrastingly, prime ministers powers are very dependable, and in many cases, the extent to a prime ministers powers depends on the size of their party’s majority in government. This was portrayed by the weak prime ministerial control of Harold Wilson in 1974, when his minority Labour Party took government for all of seven months and achieved nothing. Thus, a prime ministers power is little if their party is not in a powerful position in government. This has been observed more recently with Cameron’s proposed reforms of the NHS, however, with only a 76 seat majority (provided by the coalition with the liberal Democrats), there has been incredibly slow progress, even with Cameron’s constant campaigning and push for the implement of the reforms. Hence, prime ministers are not as powerful as  sometimes claimed as they have little control over proceedings of government by themselves, it is only when they are accompanied by a strong position in parliament by their r epresented party that their objectives can be achieved. Thus, the power of a majority party on government is sometimes mistaken and thought of as a prime ministers power, thus making them appear more powerful than they are, Nevertheless, prime ministers are powerful in the sense they dominate political agenda within government. Since Thatcher’s domination of the political agenda of the privatisation of public businesses in the 1980’s other prime ministers have displayed their power in the same way. Cameron has dominated the political agendas since 2010 with his policy of the Big Society, which has been the centre piece for his leadership, thus it is constantly referee to throughout both the government and the media. In this case, prime ministers are as powerful as they claim, as they are the leaders in government, hence the political agenda is fully controlled by what they as leader wish to tackle most in government. Prime ministers set the tone for their leadership, they have the ultimate decision on the political agenda country and thus have a powerful image and position as all those in government, to some extent, must follow their lead; even if they wish to debate against the political agenda, thus they cast power over all those involved in government and parliament. On-the-other-hand prime ministers, like all people are confined by the events that take place around them, this they are not that powerful as these events define the extent to which they can achieve their aims. For instance, Brown’s power became very limited over the countries economics after the credit crunch of 2008, meaning that prime ministers are not as powerful as sometimes claimed because it is the events in-which impact their reign that control the extent of their power. Even when times were good during Blair’s leadership, and the economic boom of the 2000’s, Blair was only able to invest heavily in education and public services due to the fact times were economically good, not due to the fact he had power as a prime minister. Thus, a prime ministers power is dependable and elastic throughout their reign. Prime ministers do not have a set power, and cannot be as powerful as  sometimes claimed unless all the factors within government are in their favour, thus prime ministers are not as powerful as sometimes claimed. However, in the aspects in which a prime ministers have power over, such as cabinet, they do dominate and are as powerful as they appear. Both Thatcher and Blair dominated their cabinets during their time as prime ministers. Blair called cabinet meetings when he saw fit and developed the idea of â€Å"kitchen cabinet† in which he would select small groups of advisors, and even then it was mostly to inform them of his ideas on a policy, and to inform the members what was needed of them to achieve these ideas. Moreover, Thatcher dominated cabinet with such strength that it lead to the resignation of Geoffrey Howe in 1990, as he felt she dominated cabinet too much, or in other words, was too powerful for the good of the government. Hence, prime ministers are incredibly powerful in the sense that they can completely control the aspects of government in which they have some form of power in, and therefore in these aspects, much like cabinet, prime ministers are as powerful as somet imes claimed, if not more powerful. Contrastingly, power is these aspects of government are limited as they are still parts of government, hence this power can be weakened or even nullified by these aspects of government. It is these aspects that lead to the removal of Thatcher by her own party, and cabinet especially, in 1990. Blair also suffered a similar fate in 2007 as he was removed from power by his Labour Party. Therefore, though prime ministers do have these powers in government, it is the government which checks these powers and limits them massively. Thus, though prime ministers may appear to have limitless power in aspects of government, this power is hard to attain and sustain throughout their time as leaders. The powers are very often constructed by opposition parties in government and disagreements in cabinets. Hence a prime minster is not as powerful as sometimes claimed as their power is forever limited by factors outside of their control, mainly those also involved in government. Therefore to conclude, though prime ministers have a large variety of power, and in some cases can exert incredible amounts of power to dominate these  aspect, as a whole prime ministers are not as powerful as they appear. It is the checks and balances on these powers that make sure that the facade of a prime ministers power remain as such. The UK democratic system was created to prevent tyranny by a monarch, thus it also stops the over exertion of power by a prime minster; to prevent the same tyranny. Additionally, regardless of how much power one prime minster has, their power is an elastic model throughout their reign, reaching points of omnipotence and weakness, depending on factors that are mostly out of a prime ministers control. Moreover, a prime minster remains the first among equals, but these combined equals in cabinet and parliament have the closer to nullify a prime ministers power, it is for these reasons that prime ministers are not as powerful as sometimes claimed.