Debussy’s operatic aesthetic is defined as much in relation to the traditional genres of French opera as in relation to Wagner or naturalism. His style is built by both assimilation and opposition – the two processes can be simultaneous. The assimilation process, considered as a more or less visible and conscious form of appropriation, is the most commented on in the case of Pelléas et Mélisande: what Wagnerian processes does Debussy retain in his score? How does he integrate earlier styles into his writing? What elements of Russian music may have influenced him? And so on. The opposition process is less often analysed, for it is not confined to the rejection of a work, but hinges on this work by responding negatively to its musical concepts. With Debussy, negation becomes a powerful creative operation. One of the peculiarities of his personality is radicalism, amplified by the search for an ideal and uniqueness. To write is to gradually eliminate the easy solutions, the surplus, the conventions.

The seemingly idiosyncratic behavior of numerals in Russian and other Slavic languages has long puzzled linguists. This entry describes the core phenomena, taking Russian as a point of departure. Significant differences in other Slavic languages are also identified, since a central problem of analysis is how variation across Slavic might be accommodated. The core data issues concern case and agreement, the former with respect to the phrase containing the numeral, the latter both internal to the numeral phrase as well as between it and the predicate. Related phenomena exhibited by other quantity expressions are also presented. In the course of the presentation, several conceptual approaches are briefly identified, and the reader is directed to relevant research.

This chapter deals with incompressible flocks in spatial dimensions d > 2, for which the dynamical renormalization group yields exact scaling laws.

US universities continue to recruit and engage international students in ways that result in their othering, exclusion, and compromised well-being. As such, scholarship that amplifies the voices of international students attending US colleges is needed. With the increasing attention and push for inclusion and equity work in higher education, it is imperative to account for international students’ experiences within this dialogue and identify policies and practices that will positively contribute to their well-being and success. Using a transnational lens, we interrogate existing systems and offer recommendations to US institutional personnel to better support international student well-being and success. The purpose of this work is twofold: (1) to illuminate how current structures of US higher education systems thwart international students’ well-being and success, and (2) through our analysis of existing literature, to provide recommendations to best support international student well-being and success.

Chapter 34 surveys Goethe’s extensive influence on the musical world. It considers his own musical background, his relations with contemporary composers, notably Carl Friedrich Zelter, and focuses especially on Goethe’s reception in the nineteenth and twentieth centuries. In the nineteenth century, his influence was most evident in the Lied (art-song), most famously those of Franz Schubert, and in opera, where Faust proved especially powerful. Twentieth-century composers were less likely to set Goethe’s literary texts, but both Richard Strauss and Anton Webern engaged intensively with his thought in their own creative activity.

The introduction provides the contextual and theoretical foundations of the book. It introduces the main argument that the Kazakh Spring is not a movement but a field of political possibilities capable of changing the established political value system. The Kazakh Spring has different actors and ideas connected by the common sense of solidarity and the urge for democratization. The book argues that the Kazakh Spring frames democratization hrough the radical remaking of the rules of the game that define the political in Kazakhstan. This means a consistent demand for the change of formal institutions that the regime has monopolized to sustain its powers and durability, namely, the laws, elections, and bodies of the state such as parliament, local municipal bodies, and public offices, but also free and independent media.

Chapter 7 examines Goethe’s unconventional attitudes to religion and religious authority, and their influence on his creative work. It emphasises that, despite his opposition to institutionalised Christianity, Goethe remained interested in Christian beliefs and convinced of the value of scriptural reading. The chapter details his engagement with Spinozist Pantheism (the view of God as embodied in the world), with Judaism and the Hebrew Bible, and with Islam. It argues that we should see in Goethe’s approach not the rejection of religious narratives, but their reframing and rewriting.

This chapter adopts an extended SFL perspective on pedagogic discourse, in dialogue with Bernstein’s work on regulative and instructional discourse and Maton’s work on autonomy codes. The model proposed establishes a framework for analysing shifts to and from disciplinary knowledge and values as curriculum genres unfold. Examples are taken from secondary school classroom discourse, a history lesson on castles in particular. Resources for scaffolding these shifts are reviewed, including internal connexion, semiotic entities, text reference, periodicity, linguistic services, and ‘internal’ attitude. The model is intended as a practical framework for designing and monitoring the role of disciplinary and extra-disciplinary knowledge and values in pedagogic discourse and as a theoretical framework for interpreting the accommodation of unity and difference in coherent text.

On a well-known epitaph from first-century CE Rome, one man commemorates another as his “fellow freedman and, at the same time, dearest companion” (conlibertus idem consors carissimus) (CIL 6, 22355a). The phrase reveals that the men are connected in two ways: by their involuntary legal subjection to the same patron and by their mutual camaraderie. It is the relationship between these two ties, expressed by the Latin idem, that I investigate in this chapter. Over 100 epitaphs employ a form of idem to communicate two distinct but simultaneous bonds, the majority of which were formed through the processes of enslavement and liberation. Employing this corpus of inscriptions, I explore the entanglement of interpersonal ties experienced by freed persons in Roman households. I show that the word libertus/a (freed person), which we often read as a marker of status, is employed on these epitaphs as a relational term, interchangeable and sometimes overlapping with interpersonal ties generated by very different social and legal phenomena, including affection, birth, marriage, and testation.

In book 3 of De beneficiis, Seneca the Younger notes the common use of a law punishing ingratitude in rhetorical training and debates the merits of introducing a comparable law into Roman civil law. Ultimately, he dismisses the need for such a law outside of the school setting (Ben. 3.6–17.3). Scholars have been quick to point out that Seneca is not exactly correct: legal cases were brought for certain instances of ingratitude. I would like to consider one such instance, the fate of the liberti legally rendered ingrati. The penalties for ingratitude varied as the forms of ingratitude did, but I will focus on the extreme penalty of re-enslavement. This chapter takes as its premise the debate in Tacitus’ Annales (13.26–27) on allowing re-enslavement to become a standard penalty for a freed person’s ingratitude. The re-enslavement supporters fail to win over Nero, but the emperor allows that individual cases for re-enslavement could be heard. I will argue that this lack of statutory regulation for this penalty paradoxically reveals the precarity of the freed person, their citizenship, and their freedom. This precarity is emphasized using the language of social relations rather than the law to describe the situation of the freed person and their former owner. This chapter will contribute to the study of the nature of Roman freedom by considering the following questions: did freed persons share in the same liberty as freeborn citizens? And if that liberty is different, to what extent can a freed person be integrated into the “free” population?

This chapter outlines the current research on the stress response and how chronic stress can lead to the dysfunction of neuroendocrine and immune responses and ultimately contribute to the development of psychiatric disorders. The chapter aims to provide an understanding of the pathways involved in the stress response, in particular the HPA axis and the role of cortisol, exploring the role of HPA hyperactivity as a contributor to major depressive disorder. The chapter reviews the impact of the stress response in bipolar and post-traumatic stress disorder, concluding with a summary of our current understanding of the interplay of mood disorders with early life stress.

Coordinated campaigns of falsehoods are poisoning public discourse.1 Amidst a torrent of social-media conspiracy theories and lies – on topics as central to the nation’s wellbeing as elections and public health – scholars and jurists are turning their attention to the causes of this disinformation crisis and the potential solutions to it.

Mood disorders are associated with dysfunction in a broad range of neurocognitive domains and processes. Deficits have been reported to occur in symptomatic states (depression, [hypo]mania) as well as in remission, negatively impacting psychological well-being and impairing social and occupational functioning. Multiple studies have investigated the potential of pharmacological and nonpharmacological (psychological, behavioural and neurostimulatory) interventions for the amelioration or prevention of neurocognitive impairments. In this chapter, we present an overview of these approaches. We focus particularly on their underlying mechanisms of action and discuss the relative advantages of each approach.