Developing a Sense of Place in Geography Education

Developing a Sense of Place in Geography Education Developing a sense of place through Key Stage 1 2 Geography Teaching Introduction This paper looks at a particular aspect of teaching and learning geography that is particularly significant: developing a sense of place, as defined under the programme of study Knowledge and Understanding of Places of Key Stage 1 2 of the Primary School National Curriculum. The idea of developing ‘sense of place’ is first discussed in detail and then children’s learning is considered, in terms of what children will actually learn from undertaking this activity, and why this is a valuable part of the curriculum. In terms of what children will actually learn, the paper will consider such things as developing a ‘sense of place’ using an enquiring approach, enhancing children’s perceptions of their locality and their concept of nested hierarchies, developing a vocabulary for geography, enhancing their observation skills and recording skills, during fieldwork, for example. Under the National Curriculum for the UK – Geography, the stated aims and purposes of teaching geography are to stimulate children’s interest in their surroundings and in the variety of human and physical conditions on Earth, to foster a sense of wonder at the beauty of the world, to help children develop a sense of concern about the protection of the Earth’s natural resources and to enhance children’s sense of responsibility for the care of the Earth and it’s peoples (The Standards Site, 2007). The aim of key stage 1 is to develop knowledge, skills and understanding relating to the children’s own immediate environment, in terms of the physical environment and the people who live there, with the focus on developing thinking in a geographical way i.e., utilising questions such as ‘What/where is it?’ (aimed at developing observational skills), ‘What is it like?’ (aimed at developing reporting skills), and ‘How di d it get like this?’ (aimed at developing analytical skills) (The Standards Site, 2007). Key stage 2 geography teaching aims to further develop knowledge of place and peoples, but further afield from the immediate locality, so that children begin to learn about different scales and how they relate to each other and to other places on Earth (The Standards Site, 2007). In terms of the current paper, implicit within these stated aims of Key Stage 1 2 geography teaching, is the development of a child’s perception of ‘a sense of place’, in terms of children being able to firstly recognise where they are, then to be able to describe the features of their immediate environment, and to undertake investigations which would allow them to further explore and understand their immediate environment (The Standards Site, 2007). With these aims in mind, in terms of developing a ‘sense of place’, one of the first recommended units within Key Stage 1 curriculum is entitled ‘Around our school – the local area’ which uses investigative methods to encourage children to look at their immediate, i.e., local, area. The investigative methods include funding out where other children in their class live, in comparison to where they themselves live, for example, locating the school in comparison to other local landmarks they know about, identifying what else can be seen in the streets immediately surrounding the school (for example, traffic lights, car parks etc), describing what the immediate environment is like, investigating what jobs people do in the local area, for example by asking other children what jobs their parents undertake, looking at how people spend their leisure time, for example by asking if other children’s parents have hobbies, or what the other children do in the evenings and at weekends, looking at the local area to see if any building work is taking place, and then discussing how this might change the local area, for better or for worse (The Standards Site, 2007). All of these points can be amplified upon by the teacher, and can be discussed in much greater detail with the individual children, and between groups of children, so that the children really begin to develop some sense of their own ‘sense of place’, in terms of understanding and analysing their own local environments (i.e., their school, their home, their routes between school and home etc.). As can be seen, therefore, the National Curriculum gives a very clear set of guidelines as to how geography should be taught to Key Stage 1 2 aged children, with these guidelines broken down in to easy to manage modules, with each module incorporating new skills (such as investigative skills, reporting skills or analytical skills), beginning with investigations and discussions of the children’s local environment and with each subsequent module designed to take the children a little further afield than their local environment. This, it is aimed, will clearly develop a child’s ‘sense of place’ in terms of first orientating them with regards to their local environment, and then, slowly, introducing them to environments that are further afield, for example, through a progression of scales, of nested hierarchies, i.e., studies of, first, the local town, and then subsequently of the local city, the county, the country, Europe, the world and it’s people. I t is aimed that through this sequential and progressive approach to teaching about geography, aside from the skills that the children will acquire, the children will also, as we have seen, develop a strong ‘sense of place’. We have seen that the National Curriculum provides quite explicit guidelines as to how to teach geography to primary school children, but what, on the ground, as it were, can teachers do to ensure that the lessons that need to be taught to children are taught in the best way possible, and are taught in an entertaining and effective manner? To this end, there are all sorts of study aids that teachers can use to teach geography to primary school children. Some of these teacher aids will be discussed in the following sections. One set of teacher aids, designed specifically for teaching Key Stage 1 2 geography curriculum to primary school children is the Super Schemes series, developed by the Geographical Association, in particular Unit 1, which is entitled Around our School: The Seagulls Busy Day and Unit 2, which is entitled Making Our Area Safer: The Twins Holiday. These books use an almost story book-like approach to teach children about geography through the eyes of characters that the children can relate to. It is intended that the children read of the characters, and what they do within the books, and that, through this, the children learn about the aims of the geography curriculum. The explicit aim of this series of books is to enhance and improve the vocabulary of children, in terms of the vocabulary that is necessary for an understanding of geography, to enable their own understanding of a ‘sense of place’. The Around our School: The Seagulls Busy Day title, for example, aims to help children realise that maps can be useful in the location, recording and visualizing of information. The Making Our Area Safer: The Twins Holiday title has similar aims, but also aims to encourage understanding of issues of sustainability of community, through looking at safety issues within the community, in particular the issue of how young children deal with traffic and how young children (i.e., the twins in the story) can manage to overcome the problems that traffic poses to them. These two books in the Super Schemes series are interesting in that they present a particular, traditional, way of teaching a particular idea to children, using a different ‘take’ on a tried and tested formula, which many teachers may find useful, and easy to implement. For teachers, however, who prefer a more ‘hands-on’ approach in their attempt to develop a child’s ‘sense of place’, there are other, more ‘hands-on’ teacher aids that can be incorporated in to Key Stage 1 2 geography teaching, for example, the Earthwalks kit, designed by Hekkle and Van Matre (1980), which is designed to educate users about nature, by making the users ‘get in touch’ with nature, through reawakening the senses of the user, and sharpening their perceptions of their sense of place, for example, and of the beauty of their immediate environment. The idea of the Earthwalks kit is to provide activities, based around hour-long walks, including relevant activities, which can be used to heighten the users perception of their environment. The activities are written in a child-friendly manner, and the kit is presented in a card/binder format, so that, for example, children can add in their own paper to make notes, or to draw something they have seen along the walk that they found particularly interesting. The approach presented in the Earthwalks kit is entirely ‘hands-on’ and attempts to encourage the development of a sense of wonder about the child’s environment, in terms of encouraging heightened observations and, as such, to encourage heightened appreciation of their environment, developing, very practically, a heightened ‘sense of place’ in the users. The idea of developing ‘sense of place’ is therefore crucial in teaching geography to primary school children, in terms of encouraging a connection with their environment, encouraging responsibility to the local environment, and laying a foundation on which children can build, in terms of taking this understanding, appreciation and responsibility for their local environment further, when children begin to learn about areas that are further afield, or other cultures, for example. A child that has a well developed ‘sense of place’ from an early age will be much more tolerant, responsible, appreciative and responsive to the ‘other’ than a child that has not developed a coherent ‘sense of place’ from an early age. As we have seen, children’s learning about geography at Key Stages 1 2 is very well structured, and the aims of these Key Stages are very well defined, in terms of leading children gently through the progression of understanding their local environment, and from this later understanding environments that are further afield, or other cultures, for example. In terms of what children will actually learn from undertaking the activities suggested throughout the Key Stages 1 2 Geography Curriculum, as we have seen, it is aimed that children will first learn about, and learn to understand their local environment, and then, through Key Stage 2 that they will begin to take these learning tools and move on to learning about environments that are further afield, and about other peoples and cultures. This is a valuable part of the curriculum, obviously, as children need to, as we have seen, first develop a strong understanding of their immediate environment, through developing a ‘ sense of place’ and then, from this, take this appreciation, understanding and responsibility to environments that are further afield. This approach to learning about their surroundings encourages thinking in a responsible and sustainable manner, such that children are encouraged to appreciate, and thus to care for, their surroundings, whether these be their immediate surroundings, or whether they be further afield. In terms of what children will actually learn, as we have seen, the aim of Key Stages 1 2 Geography teaching is, essentially, to develop a ‘sense of place’ using an enquiring approach, enhancing children’s perceptions of their locality and their concept of nested hierarchies, developing a vocabulary for geography, enhancing their observation skills and recording skills, during fieldwork, for example. As we have seen, the various teaching aids that are available can help in these aims, especially if the two types of teaching aids, ‘traditional’ versus ‘hands-on’ are used in conjunction with each other in the classroom, in order to encourage children’s learning and acquisition of knowledge. In conclusion, I feel that developing a child’s ‘sense of place’ is an implicit aim of the Key Stages 1 2 Geography Curriculum, and that, as such, encouraging a child to develop a strong ‘sense of place’ is a fundamental part of teaching geography to children at this stage of their development. As we have seen, at the beginning of this paper, teachers have been given a very strong conceptual framework for developing their geography teaching, in the form of the National Curriculum specifications, which provides them a basis on which to teach children about geography. Within this, however, as we have seen, teachers are free to decide how they teach their pupils about geography. We have looked at two ‘types’ of teaching aids, one traditional, using the characters in books to develop children’s vocabulary and sense of responsibility, the other more ‘hands-on’ using walks to encourage a sense of wonder about ‘placeâ €™ and to encourage an appreciation of the natural beauty of ‘places’. It is, of course, the decision of the individual teacher as to which type of study aids are chosen in order for the teacher to encourage thinking about ‘sense of place’ within their pupils. In some sense, the way in which geography is taught is not important: what is important is that this ‘sense of place’, this appreciation of a child’s environment is fostered, so that children act responsibly towards their immediate environment, and further afield, in terms of caring for the natural environment as a whole. If this ‘sense of place’ is fostered in the classroom environment by the teacher, the teacher can be said to have done their job, and done their job well. Sources Bridge C., 2005. Super Schemes Unit 1, Around our School: The Seagulls busy day, Sheffield, Geographical Association. Bridge C., 2005. Super Schemes Unit 2, Making our area safer: The twins holiday, Sheffield, Geographical Association. Hekkle, K. Van Matre, S., 1980. Earthwalks, Greenville, USA, IEEMills, D. (1992) Scoffham, S., 2004. Primary Geography Handbook. Sheffield, Geographical Association. The National Curriculum of the UK – Geography The Standards Site (2007). Geography at key stages 1 and 2: teaching geography at key stages 1 and 2. Available from http://www.standards.dfes.gov.uk/schemes2/geography/teaching?view=get. Accessed on 17th April 2007. The following websites were also useful: http://www.standards.dfes.gov.uk/schemes2/geography/?view=get www.nc.uk.net/webdav/harmonise?Page/@id=6004Subject/@id=3449

The Catcher In The Rye :: essays research papers

Escape from the truth In 1950 J.D. Salenger captures one of society’s tragedies, the breakdown of a teenager, when he wrote The Catcher In The Rye. Holden Caulfield, a fickle â€Å"man† is not even a man at all. His unnecessary urge to lie to avoid confrontation defeats manhood. Holden has not matured and is unable to deal with the responsibility of living on his owe. He childishly uses a hunter’s hat to disguise him self from others. The truth of his life is sad and soon leads to his being institutionalized. He tries to escape the truth with his criticisms. Knowing he will never meet his parents’ expectations, his only true friend is his eight-year-old sister Phoebe, to whom Holden tells that he really wants to be ‘the catcher in the rye†. Holden admits his only truth and shows that Phoebe is his only friend. Another form of escape for Holden is his acting, which he uses to excuse the past. Holden has tried to lie, hide, and blame his way through life; when he find s that it is not the answer he collapses. Holden is a pathological liar. He lies, some times for no reason. Holden says his name is Rudolf Schmidt, who is acutely the janitor, to Mrs. Morrow on the train. He continues to lie throughout the conversation and avoids getting together by saying he has a tumor in his brain. This is the type of lies Holden tells. One reason for this might be that he is trying to hide his true identity. He does not want people to know who he really is or that he was kicked out of his fourth school. Holden is always using fake names and tries speaking in a tone to persuade someone to think a cretin way. He does this when he talks to women. While he is talking to the psychiatrist he explains peoples reactions to his lies like they really believe him, when it is very possible that he is a horrible liar and they are looking at him with a â€Å"what are you talking a bout?† expression. Holden often lies to the point where he is lying to him self. To Holden ever one is a â€Å"phony†, and every one has a problem that he feels he needs to exploit. While Holden is speaking to the psychiatrist, he criticizes each person as he meets them in his story.

Berlin Wall Piece :: Sam Shepard

A Piece of History A seventh grader asks his dad about the eighties. Unfortunately his dad can't remember anything about the eighties;and the older sister helps him remember the past. â€Å"Berlin Wall Piece,† by Sam Shepard is a story where a small piece of concrete helps a crazy father remember his modern history. A theme for the story would be: how a small piece of history can bring back so many old memories and controversies. When the story first opens up, a seventh grader is interviewing his father for his social studies class. The father is being questioned by his own son or daughter. The story does not reveal the sex of the youngest child. The father is unaware of the past; he can't remember absolutely nothing. The youngest child is confused, and cannot understand why his father can't help him. The father explains to the child that there was nothing important going in the eighties. The most important and significant thing for his father was the birth of his two children and his wife. The rest of it was lies, trash, and insignificant things the world had offered him. The truth was that nothing more matter to him than his children and wife. He had everything in the world he could ever wish for. The young child could not understand his fathers intentions to his answers. It was all a big mystery. During the story his father tries to remember the moments he lived in the eighties; but nothing came to mind. It was like if he was never born. He knew nothing, everything was erased from his mind. Thankfully the oldest child knew much more than the father did. She could remember everything, she had an incredible memory. She helped out her younger sibling by telling her stories of the eighties. She knew a lot. She was a very smart girl who was just a year or so older than the younger child. She also knew political stuff that happened during the eighties. Like when she got a piece of the Berlin Wall that was destroyed back in the eighties. The younger child did not believe this was true. On the other hand the father was unaware of this. He was confused, he couldn't remember when his own child had visited the Berlin Wall. The older sister was amazed by his father's poor memory. She brought down a piece of the Berlin Wall from her bedroom.

Care Plan

Palliative care would allow the client to receive a combined and holistic approach for medications, equipment, unseeing, and symptom treatment all fascinated through one program. The community health nurse needs to be careful not to impose ones own perception about quality of life upon the client. With the experience of having helped both of my parents through the dying process, I know that it is important to separate my own experience and perceptions from those of my client. Just as each person takes on life with a different philosophy, so it goes with the dying process.The nurse must not assume that the patient's priorities are the same as his or hers. Open communication regarding the patient's wants and needs must be initiated. Though not all patients have had the time or skills to know how to deal with a terminal illness, one of the most important Jobs of the nurse is to connect the patient to the proper resources needed for navigating through the various aspects and stages of th eir disease process, and to do so without Judgment or bias. B. Many terminally ill patients begin to navigate through the stages of grief as outlined by Elisabeth Kibble-Ross.While caring for this client with a lingering terminal illness such as cancer, my first strategy would be to keep the lines of communication open, managing the patient's emotional and spiritual needs and outlining the stages of grief as the client progresses through them. By initiating a good line of communication, one can recognize and guide both Mr.. And Mrs.. Thomas through denial, anger, bargaining, depression and acceptance (Kibble-Ross). It will be easier to better manage Mrs.. Thomas' physical needs if her psychological social needs have been addressed.My second strategy in helping to improve the quality of life for Mrs.. Thomas and her husband would be to manage Mrs.; Thomas' comfort. Working carefully with a palliative or hospice team to manage the physical discomforts of the tangent's illness, can gre atly increase quality of life. This is often a critical area of educating the patient on pain control. Patients are often afraid to take pain medications, and therapeutic communication is likely to be necessary. Monsoon). My third strategy would be to set up an interdisciplinary palliative care team to to manage the health of Mrs..Thomas. Terminal illness can be overwhelming for a family, where likely there are other factors – be it financial, familial, psychological, and no one person can manage it all. By working with the family to institute a good team or care, the burden can be lifted off the family and this will ideally allow them to care for their loved one without becoming burdened or overwhelmed. It is important to consult the family regarding any spiritual support that they would feel comforting. Is there a minister or spiritual guide currently in their life?If not, would they be open too visit from someone that is akin to their spiritual values? These are questions that should be carefully addressed. C. Nursing Care Plan for Mrs.. Thomas Assessment: Mrs.. Thomas is a 56 year-old female with a history of breast cancer. Mrs.. Thomas is aired with two grown sons, aged 28 and 30 both of which live out of state. Mrs.. Thomas has a strong familial history of braes cancer and one year ago, was treated for a malignant mass in her right breast.After a right mastectomy, chemotherapy and radiation six months ago, the cancer has now returned with subsequent right sided mastectomy, chemotherapy and radiation. The cancer has now metastasis's to the lungs and the prognosis is now deemed to be â€Å"poor† with â€Å"palliative care now being recommended†. (Task 2). Diagnosis Number One: Acute Pain related to incision secondary to surgical intervention as evidenced by tangent's visible discomfort/crying in bed, pallor, respirations, blood pressure and a report of 8/10 pain. Goal 1.Patient will verbalize a pain rating of 4 or less on a scale of 10 with each assessment. 2. Pain control as evidenced by patient demonstrating ability to use analgesics appropriately, use alternative non-analgesic relief, reported pain to be mild, relaxed body language, vital signs returning to normal Plan 1. Analgesic pain medication as prescribed by physician (Swearing) 2. Use of diversionary and or strategies to assist with pain (SHE Nursing Care Plan Guide) 3. Assist patient with positioning for comfort Implement .Evaluated effect of medication, utilize pain scale 2. Assessed effectiveness of diversionary strategies (SHE Nursing Care Plan Guide) 3. Assisted with position changes Diagnosis Number Two: Activity Intolerance related to generalized weakness as evidenced by increasing fatigue Goal 1. The nurse will help fascinate a physical therapist to help with mobility 2.. Will ambulate IX around block daily Patient 3.. Patient will fully participate in Tall's within physical limitations without dizziness or change in vital signs by 8/1/14 1 .Ass ess patient's level of mobility, educate within patient's capability 2. Assess nutritional status. Adequate energy reserves are required for activity. (Swearing) 3. Ambulate patient XX a day 1. Educated patient on benefits of mobility and the proper body mechanics for mobility 2. Encourage nutrition prior to activity and the proper body mechanics for mobility Monsoon) 3. Ambulated patient XX daily Diagnosis Number 3: Ineffective Coping related to financial burden and emotional impact of diagnosis on family as evidenced by patient's increasing isolation 1.Set up a quality interdisciplinary team incorporating counseling services for the family 2. Patient will demonstrate problem solving techniques Monsoon) 3. Patient ill verbalize acceptance of diagnosis 1. Patient will utilize available support systems and work with counselor for socio psych issues 2. Assist client to identify priorities and attainable goals as he/she starts to plan for necessary lifestyle and role changes 3. Perform actions to facilitate the grieving process (Elsevier) 1. Patient met with counseling services 2. Patient identified priorities and set goals 3.Patient demonstrated knowledge of the 5 stages of grief and how to work through them In order to optimize Mrs.. Thomas functional ability, the care team should strive for all three of the goals in her plan of care to be met. First of all, her pain needs to be managed so that manipulation can be successful, without discomfort. It is quite common for patients to be concerned about becoming addicted to pain medication as in the case of Mrs.. Thomas. Addiction is â€Å"psychological dependence† on a drug and is not the same as tolerance or physical dependence, according to Oncologist, DRP.Gary Johansson who states that â€Å"In fact, addiction is rare when avoids are used for pain relief†. With proper education and regularly scheduled pain medication, Mrs.. Thomas should be much more comfortable and able to manage other areas of he r life more successfully. Once Mrs.. Thomas' pain is under control, she will be able to work through many of the stresses that have mounted since her diagnosis. As Mrs.. Thomas disease progresses, there will come a time when she will no longer be able to care for herself. A new Plan of Care should be created and ready to transition to at that time.At this time the interdisciplinary team should consist of a hospice care which is generally implemented when a patient has less than 6 months to live. When hospice is begun, all care is transferred to the hospice team. New orders for care, medication, equipment will be set up and time is given to the family or supporting both the patient and their loved ones. Care will focus on making the most out of the time they have left, â€Å"without some of the negative side-effects that life prolonging treatments can have†. Monsoon).Most hospice patients can attain a level of comfort that allows them to â€Å"concentrate on the emotional and practical issues of dying†. Willet-Legislations). Mr.. Thomas is carrying a big physical and emotional burden during his wife's terminal illness. The Thomas family's case is complicated by Mr.. Thomas' chronic depression and high stress occupation. As Mrs.. Thomas' needs escalate and change, so do the needs of the Mr.. Thomas. By facilitating psychological help for Mr.. Thomas, the care team is in turn helping Mrs.. Thomas by easing her worries about her spouse.Patients and families need support, guidance, and encouragement to begin planning for many decisions. Many spouses are weighted with concern about the patients' comfort and impending death as well as every day problems. â€Å"This is an emotionally intense, exhausting, and singular experience, set in a world apart from everyday life patterns†. (Siegel). Mr.. Thomas needs to be reminded that in order to help care and be emotionally supportive to his wife, he needs to take care of himself. Medication reminders and grief support should be set up for Mr.. Thomas.Therapeutic conversation and guidance can make all the difference for the significant other off terminal patient. In addition, Mr.. Thomas needs respite care so that he can be fully present while caring for his wife. Mr.. Thomas should be encouraged to take a walk, a nap, or a restorative A care plan for Mr.. Thomas could be initiated with a nursing diagnosis of: Risk for Caregiver Role Strain. (SHE). Goal: Spouse will report low or no feelings of burden or distress by 8/01/14, measured by relief stated by spouse. Plan: Encourage the caregiver to talk about feelings, concerns, uncertainties, and fears. Care Plan Transition Nursing Process Discussion Group 3 Case Study Michael Martinez Is a 24-year-old Marine who was Involved In a motor vehicle accident (MBA) while on leave. His face hit the dashboard, resulting in a fracture of the mandible. Yesterday, he underwent a surgical incommensurable fixation, (wiring of the Jaw) for stabilization of the fracture. As a result of this surgery, he is unable to open his mouth and is limited to a liquid diet. The restricted diet will be necessary for 4 to 5 weeks until the fracture heals. One day post pop, his vital signs are 120/76, T-99. 2, P-82, and R- 20.After medication, is pain level is 3/10. With the exception of facial bruising, his appearance is within normal Limits, Steps of the Nursing Process Patient Information Assessment Objective and subjective data will be entered here. The database presented In the case study will be used. Data is collected and verified from the primary (apt. ) and the secondary (family, friends, health professionals, an d medical record). Analysis of this data provides the basis for development of the remaining steps in the nursing process. Subjective: Patient expresses disinterest in a liquid only diet Objective: wired Jaw Liquid diet Nursing DiagnosisAfter analyzing the assessment data, formulate a priority nursing diagnosis. Remember, a nursing diagnosis is a statement describing the patient's actual or potential response to a health problem that the nurse Is licensed and competent to treat. An actual diagnosis Is written In three parts: diagnostic label (problem) related to_ as evidenced/exhibited by_. A risk diagnosis is written in two parts: Risk for (diagnostic label) _ related to Nutrition: less than body requirements related to Inability to eat solid foods as evidenced by liquid diet post-surgery Planning Goals: Now is the time set patient centered goals.Here you will develop expected selection of interventions based on six important factors outlined in your text. Please write the interven tions you select below in implementation. Patient will be free of signs of malnutrition post dinner time each shift Implementation Here is where the nurse will carry out the plan of care. Then continue data collection and modify the plan of care as needed and document care provided. What nursing interventions will you provide to enhance patient outcomes? Assess patient's weight every shift Calculate bowel sounds Evaluate total daily food intake Provide high calorie, nutrient-rich dietary supplementsEvaluation The purpose of evaluation is to support the effectiveness of nursing practice which is patient-centered and patient-driven. This phase measures the patient's response to nursing interventions and progress towards achieving goals using five elements listed in the text. Did you achieve the goal for this nursing diagnosis? Will you continue the plan of care, revise the plan of care, or discontinue? Reassess patient's lab value daily for signs of malnutrition. If malnourished call health care provider for further orders Patient will weight within 10% of normal body weight every morning Care Plan A. Our client, Mrs.. Thomas has been given the unfortunate diagnosis of metastasis breast cancer. When considering the current and future needs of this client, significant thought and planning must be directed toward the client's level of well being. In the case off terminally ill patient, it is important to help facilitate a high quality of life that encompasses both physical and psychological health. I would recommend initiating palliative care for Mrs.. Thomas.Palliative care would allow the client to receive a combined and holistic approach for medications, equipment, unseeing, and symptom treatment all fascinated through one program. The community health nurse needs to be careful not to impose ones own perception about quality of life upon the client. With the experience of having helped both of my parents through the dying process, I know that it is important to separate my own experience and perceptions from those of my client. Just as each person takes on life with a differen t philosophy, so it goes with the dying process.The nurse must not assume that the patient's priorities are the same as his or hers. Open communication regarding the patient's wants and needs must be initiated. Though not all patients have had the time or skills to know how to deal with a terminal illness, one of the most important Jobs of the nurse is to connect the patient to the proper resources needed for navigating through the various aspects and stages of their disease process, and to do so without Judgment or bias. B. Many terminally ill patients begin to navigate through the stages of grief as outlined by Elisabeth Kibble-Ross.While caring for this client with a lingering terminal illness such as cancer, my first strategy would be to keep the lines of communication open, managing the patient's emotional and spiritual needs and outlining the stages of grief as the client progresses through them. By initiating a good line of communication, one can recognize and guide both Mr.. And Mrs.. Thomas through denial, anger, bargaining, depression and acceptance (Kibble-Ross). It will be easier to better manage Mrs.. Thomas' physical needs if her psychological social needs have been addressed.My second strategy in helping to improve the quality of life for Mrs.. Thomas and her husband would be to manage Mrs.; Thomas' comfort. Working carefully with a palliative or hospice team to manage the physical discomforts of the tangent's illness, can greatly increase quality of life. This is often a critical area of educating the patient on pain control. Patients are often afraid to take pain medications, and therapeutic communication is likely to be necessary. Monsoon). My third strategy would be to set up an interdisciplinary palliative care team to to manage the health of Mrs..Thomas. Terminal illness can be overwhelming for a family, where likely there are other factors – be it financial, familial, psychological, and no one person can manage it all. By working w ith the family to institute a good team or care, the burden can be lifted off the family and this will ideally allow them to care for their loved one without becoming burdened or overwhelmed. It is important to consult the family regarding any spiritual support that they would feel comforting. Is there a minister or spiritual guide currently in their life?If not, would they be open too visit from someone that is akin to their spiritual values? These are questions that should be carefully addressed. C. Nursing Care Plan for Mrs.. Thomas Assessment: Mrs.. Thomas is a 56 year-old female with a history of breast cancer. Mrs.. Thomas is aired with two grown sons, aged 28 and 30 both of which live out of state. Mrs.. Thomas has a strong familial history of braes cancer and one year ago, was treated for a malignant mass in her right breast.After a right mastectomy, chemotherapy and radiation six months ago, the cancer has now returned with subsequent right sided mastectomy, chemotherapy an d radiation. The cancer has now metastasis's to the lungs and the prognosis is now deemed to be â€Å"poor† with â€Å"palliative care now being recommended†. (Task 2). Diagnosis Number One: Acute Pain related to incision secondary to surgical intervention as evidenced by tangent's visible discomfort/crying in bed, pallor, respirations, blood pressure and a report of 8/10 pain. Goal 1.Patient will verbalize a pain rating of 4 or less on a scale of 10 with each assessment. 2. Pain control as evidenced by patient demonstrating ability to use analgesics appropriately, use alternative non-analgesic relief, reported pain to be mild, relaxed body language, vital signs returning to normal Plan 1. Analgesic pain medication as prescribed by physician (Swearing) 2. Use of diversionary and or strategies to assist with pain (SHE Nursing Care Plan Guide) 3. Assist patient with positioning for comfort Implement .Evaluated effect of medication, utilize pain scale 2. Assessed effectiv eness of diversionary strategies (SHE Nursing Care Plan Guide) 3. Assisted with position changes Diagnosis Number Two: Activity Intolerance related to generalized weakness as evidenced by increasing fatigue Goal 1. The nurse will help fascinate a physical therapist to help with mobility 2.. Will ambulate IX around block daily Patient 3.. Patient will fully participate in Tall's within physical limitations without dizziness or change in vital signs by 8/1/14 1 .Assess patient's level of mobility, educate within patient's capability 2. Assess nutritional status. Adequate energy reserves are required for activity. (Swearing) 3. Ambulate patient XX a day 1. Educated patient on benefits of mobility and the proper body mechanics for mobility 2. Encourage nutrition prior to activity and the proper body mechanics for mobility Monsoon) 3. Ambulated patient XX daily Diagnosis Number 3: Ineffective Coping related to financial burden and emotional impact of diagnosis on family as evidenced by p atient's increasing isolation 1.Set up a quality interdisciplinary team incorporating counseling services for the family 2. Patient will demonstrate problem solving techniques Monsoon) 3. Patient ill verbalize acceptance of diagnosis 1. Patient will utilize available support systems and work with counselor for socio psych issues 2. Assist client to identify priorities and attainable goals as he/she starts to plan for necessary lifestyle and role changes 3. Perform actions to facilitate the grieving process (Elsevier) 1. Patient met with counseling services 2. Patient identified priorities and set goals 3.Patient demonstrated knowledge of the 5 stages of grief and how to work through them In order to optimize Mrs.. Thomas functional ability, the care team should strive for all three of the goals in her plan of care to be met. First of all, her pain needs to be managed so that manipulation can be successful, without discomfort. It is quite common for patients to be concerned about bec oming addicted to pain medication as in the case of Mrs.. Thomas. Addiction is â€Å"psychological dependence† on a drug and is not the same as tolerance or physical dependence, according to Oncologist, Dry.Gary Johansson who states that â€Å"In fact, addiction is rare when avoids are used for pain relief†. With proper education and regularly scheduled pain medication, Mrs.. Thomas should be much more comfortable and able to manage other areas of her life more successfully. Once Mrs.. Thomas' pain is under control, she will be able to work through many of the stresses that have mounted since her diagnosis. As Mrs.. Thomas disease progresses, there will come a time when she will no longer be able to care for herself. A new Plan of Care should be created and ready to transition to at that time.At this time the interdisciplinary team should consist of a hospice care which is generally implemented when a patient has less than 6 months to live. When hospice is begun, all c are is transferred to the hospice team. New orders for care, medication, equipment will be set up and time is given to the family or supporting both the patient and their loved ones. Care will focus on making the most out of the time they have left, â€Å"without some of the negative side-effects that life prolonging treatments can have†. Monsoon).Most hospice patients can attain a level of comfort that allows them to â€Å"concentrate on the emotional and practical issues of dying†. Willet-Legislations). Mr.. Thomas is carrying a big physical and emotional burden during his wife's terminal illness. The Thomas family's case is complicated by Mr.. Thomas' chronic depression and high stress occupation. As Mrs.. Thomas' needs escalate and change, so do the needs of the Mr.. Thomas. By facilitating psychological help for Mr.. Thomas, the care team is in turn helping Mrs.. Thomas by easing her worries about her spouse.Patients and families need support, guidance, and encour agement to begin planning for many decisions. Many spouses are weighted with concern about the patients' comfort and impending death as well as every day problems. â€Å"This is an emotionally intense, exhausting, and singular experience, set in a world apart from everyday life patterns†. (Siegel). Mr.. Thomas needs to be reminded that in order to help care and be emotionally supportive to his wife, he needs to take care of himself. Medication reminders and grief support should be set up for Mr.. Thomas.Therapeutic conversation and guidance can make all the difference for the significant other off terminal patient. In addition, Mr.. Thomas needs respite care so that he can be fully present while caring for his wife. Mr.. Thomas should be encouraged to take a walk, a nap, or a restorative A care plan for Mr.. Thomas could be initiated with a nursing diagnosis of: Risk for Caregiver Role Strain. (SHE). Goal: Spouse will report low or no feelings of burden or distress by 8/01/14 , measured by relief stated by spouse. Plan: Encourage the caregiver to talk about feelings, concerns, uncertainties, and fears.Acknowledge the frustration associated with caregiver responsibilities. Initiate counseling. 2. Help the caregiver problem solve to meet his needs. 3. Set up medication reminders for psychological medications. Implement: 1. Patient openly discusses concerns, uncertainties and fears (SHE). Patient acknowledges frustrations associated with his caregiver responsibilities. Patient attends counseling. 2. Patient participates in problem solving to meet his needs. 3. Patient follows medication reminders and takes medications for his depression. Care Plan A. Our client, Mrs.. Thomas has been given the unfortunate diagnosis of metastasis breast cancer. When considering the current and future needs of this client, significant thought and planning must be directed toward the client's level of well being. In the case off terminally ill patient, it is important to help facilitate a high quality of life that encompasses both physical and psychological health. I would recommend initiating palliative care for Mrs.. Thomas.Palliative care would allow the client to receive a combined and holistic approach for medications, equipment, unseeing, and symptom treatment all fascinated through one program. The community health nurse needs to be careful not to impose ones own perception about quality of life upon the client. With the experience of having helped both of my parents through the dying process, I know that it is important to separate my own experience and perceptions from those of my client. Just as each person takes on life with a differen t philosophy, so it goes with the dying process.The nurse must not assume that the patient's priorities are the same as his or hers. Open communication regarding the patient's wants and needs must be initiated. Though not all patients have had the time or skills to know how to deal with a terminal illness, one of the most important Jobs of the nurse is to connect the patient to the proper resources needed for navigating through the various aspects and stages of their disease process, and to do so without Judgment or bias. B. Many terminally ill patients begin to navigate through the stages of grief as outlined by Elisabeth Kibble-Ross.While caring for this client with a lingering terminal illness such as cancer, my first strategy would be to keep the lines of communication open, managing the patient's emotional and spiritual needs and outlining the stages of grief as the client progresses through them. By initiating a good line of communication, one can recognize and guide both Mr.. And Mrs.. Thomas through denial, anger, bargaining, depression and acceptance (Kibble-Ross). It will be easier to better manage Mrs.. Thomas' physical needs if her psychological social needs have been addressed.My second strategy in helping to improve the quality of life for Mrs.. Thomas and her husband would be to manage Mrs.; Thomas' comfort. Working carefully with a palliative or hospice team to manage the physical discomforts of the tangent's illness, can greatly increase quality of life. This is often a critical area of educating the patient on pain control. Patients are often afraid to take pain medications, and therapeutic communication is likely to be necessary. Monsoon). My third strategy would be to set up an interdisciplinary palliative care team to to manage the health of Mrs..Thomas. Terminal illness can be overwhelming for a family, where likely there are other factors – be it financial, familial, psychological, and no one person can manage it all. By working w ith the family to institute a good team or care, the burden can be lifted off the family and this will ideally allow them to care for their loved one without becoming burdened or overwhelmed. It is important to consult the family regarding any spiritual support that they would feel comforting. Is there a minister or spiritual guide currently in their life?If not, would they be open too visit from someone that is akin to their spiritual values? These are questions that should be carefully addressed. C. Nursing Care Plan for Mrs.. Thomas Assessment: Mrs.. Thomas is a 56 year-old female with a history of breast cancer. Mrs.. Thomas is aired with two grown sons, aged 28 and 30 both of which live out of state. Mrs.. Thomas has a strong familial history of braes cancer and one year ago, was treated for a malignant mass in her right breast.After a right mastectomy, chemotherapy and radiation six months ago, the cancer has now returned with subsequent right sided mastectomy, chemotherapy an d radiation. The cancer has now metastasis's to the lungs and the prognosis is now deemed to be â€Å"poor† with â€Å"palliative care now being recommended†. (Task 2). Diagnosis Number One: Acute Pain related to incision secondary to surgical intervention as evidenced by tangent's visible discomfort/crying in bed, pallor, respirations, blood pressure and a report of 8/10 pain. Goal 1.Patient will verbalize a pain rating of 4 or less on a scale of 10 with each assessment. 2. Pain control as evidenced by patient demonstrating ability to use analgesics appropriately, use alternative non-analgesic relief, reported pain to be mild, relaxed body language, vital signs returning to normal Plan 1. Analgesic pain medication as prescribed by physician (Swearing) 2. Use of diversionary and or strategies to assist with pain (SHE Nursing Care Plan Guide) 3. Assist patient with positioning for comfort Implement .Evaluated effect of medication, utilize pain scale 2. Assessed effectiv eness of diversionary strategies (SHE Nursing Care Plan Guide) 3. Assisted with position changes Diagnosis Number Two: Activity Intolerance related to generalized weakness as evidenced by increasing fatigue Goal 1. The nurse will help fascinate a physical therapist to help with mobility 2.. Will ambulate IX around block daily Patient 3.. Patient will fully participate in Tall's within physical limitations without dizziness or change in vital signs by 8/1/14 1 .Assess patient's level of mobility, educate within patient's capability 2. Assess nutritional status. Adequate energy reserves are required for activity. (Swearing) 3. Ambulate patient XX a day 1. Educated patient on benefits of mobility and the proper body mechanics for mobility 2. Encourage nutrition prior to activity and the proper body mechanics for mobility Monsoon) 3. Ambulated patient XX daily Diagnosis Number 3: Ineffective Coping related to financial burden and emotional impact of diagnosis on family as evidenced by p atient's increasing isolation 1.Set up a quality interdisciplinary team incorporating counseling services for the family 2. Patient will demonstrate problem solving techniques Monsoon) 3. Patient ill verbalize acceptance of diagnosis 1. Patient will utilize available support systems and work with counselor for socio psych issues 2. Assist client to identify priorities and attainable goals as he/she starts to plan for necessary lifestyle and role changes 3. Perform actions to facilitate the grieving process (Elsevier) 1. Patient met with counseling services 2. Patient identified priorities and set goals 3.Patient demonstrated knowledge of the 5 stages of grief and how to work through them In order to optimize Mrs.. Thomas functional ability, the care team should strive for all three of the goals in her plan of care to be met. First of all, her pain needs to be managed so that manipulation can be successful, without discomfort. It is quite common for patients to be concerned about bec oming addicted to pain medication as in the case of Mrs.. Thomas. Addiction is â€Å"psychological dependence† on a drug and is not the same as tolerance or physical dependence, according to Oncologist, Dry.Gary Johansson who states that â€Å"In fact, addiction is rare when avoids are used for pain relief†. With proper education and regularly scheduled pain medication, Mrs.. Thomas should be much more comfortable and able to manage other areas of her life more successfully. Once Mrs.. Thomas' pain is under control, she will be able to work through many of the stresses that have mounted since her diagnosis. As Mrs.. Thomas disease progresses, there will come a time when she will no longer be able to care for herself. A new Plan of Care should be created and ready to transition to at that time.At this time the interdisciplinary team should consist of a hospice care which is generally implemented when a patient has less than 6 months to live. When hospice is begun, all c are is transferred to the hospice team. New orders for care, medication, equipment will be set up and time is given to the family or supporting both the patient and their loved ones. Care will focus on making the most out of the time they have left, â€Å"without some of the negative side-effects that life prolonging treatments can have†. Monsoon).Most hospice patients can attain a level of comfort that allows them to â€Å"concentrate on the emotional and practical issues of dying†. Willet-Legislations). Mr.. Thomas is carrying a big physical and emotional burden during his wife's terminal illness. The Thomas family's case is complicated by Mr.. Thomas' chronic depression and high stress occupation. As Mrs.. Thomas' needs escalate and change, so do the needs of the Mr.. Thomas. By facilitating psychological help for Mr.. Thomas, the care team is in turn helping Mrs.. Thomas by easing her worries about her spouse.Patients and families need support, guidance, and encour agement to begin planning for many decisions. Many spouses are weighted with concern about the patients' comfort and impending death as well as every day problems. â€Å"This is an emotionally intense, exhausting, and singular experience, set in a world apart from everyday life patterns†. (Siegel). Mr.. Thomas needs to be reminded that in order to help care and be emotionally supportive to his wife, he needs to take care of himself. Medication reminders and grief support should be set up for Mr.. Thomas.Therapeutic conversation and guidance can make all the difference for the significant other off terminal patient. In addition, Mr.. Thomas needs respite care so that he can be fully present while caring for his wife. Mr.. Thomas should be encouraged to take a walk, a nap, or a restorative A care plan for Mr.. Thomas could be initiated with a nursing diagnosis of: Risk for Caregiver Role Strain. (SHE). Goal: Spouse will report low or no feelings of burden or distress by 8/01/14 , measured by relief stated by spouse. Plan: Encourage the caregiver to talk about feelings, concerns, uncertainties, and fears.Acknowledge the frustration associated with caregiver responsibilities. Initiate counseling. 2. Help the caregiver problem solve to meet his needs. 3. Set up medication reminders for psychological medications. Implement: 1. Patient openly discusses concerns, uncertainties and fears (SHE). Patient acknowledges frustrations associated with his caregiver responsibilities. Patient attends counseling. 2. Patient participates in problem solving to meet his needs. 3. Patient follows medication reminders and takes medications for his depression.

Obama and Clinton Health Care Reform

virtu solelyy differences between the two presidents halt amends indemnity reform policies are no g everywherenment involvement, how to pay for the reform, alphabetic reform, and there was a faster effort to get the rouse from prexy Obama passed where President Silicons bill took over a year just lottery the bill. Steps to creating policy Recognizing the enigma The presidential term cannot prevent many problems from take oning nevertheless they can help by recognizing the problems that mention a specific problem and take a leak justnesss to help citizens. Setting an agenda The agenda will depend on the problem and the parties recognizing the problem. at a time special interests groups, the media, and political parties start espousing to an foreshorten then the agenda is set for what ask to be dealt with. Formulation This stage happens when all the parties bring their ideas to the table and decisions are do about what ideas will move forward. Adopting Once the ideas that are chosen are finalized the policy can be adopted and a law can be passed. The law must be sign by the president or can happen when the Supreme Court makes a command on case. Implementing Public policies can be implemented by administrative agencies in the executive branch.Implementation can be by dint of tax breaks, some form Of enmeshment by means of fines or restrictions, or by likeable to peoples positive instincts to be helpful and do their duty as a citizen. paygrade Policies are continually evaluated for changes that need to be made. Succeed or F-ail President Obama keep up from the mistakes and previous errors made by President Clinton. President Clinton failed. Stakeholders The stakeholders in the attempts at wellness care reform are the consumers, the insurance companies, and the health care industry as a whole, legislators, President Clinton and President Obama.

Roger Federer

Roger Federers fundamental needs, values, and predilection towards life argon symbolized by the four astrological elements. Each person has their own unique residual of these four basic energies fire (warmth, inspiration, enthusiasm), earth (practicality, realism, worldly interests), air (social and intellectual qualities), and water ( emotional needs and feelings). Federers unproblematic make-up is described below.Remember that most people are unbalance or lopsided, and if Roger is lacking or inferior in a certain element (or elements), it scarce means that he needs to consciously go that particular aspect in order to prise and/or work harder in that dimension of life. sometimes we overestimate the element that we are least endow with, sensing it as a lack inside ourselves, but more often we neglect or ignore it. The qualities described below lead be reiterated and explained in more detail in the chase pages.His life is likely to be full of emotional extremes, turbulence, j oy and sorrow stemming from his own passionate nature and unpredictability. Roger Federer is impulsive and temperamental. For Roger, everything is intensely personal and colored by emotion. He may have difficulty display a situation from a detached, impartial or rational perspective, and he has little inclination to complex body part and order his life. However, fostering self-discipline, organization and focus is essential.Otherwise Roger Federer will be prone to extreme moodiness, alternating betwixt lofty inspiration and despondency. At times, Roger Federer feels a owing(p) deal of internal pressure due to devil of his dominant impulses which tend to conflict with one another. The proclivity for independence and freedom, the need for self-expression and ego recognition, and the urge to afford the past behind in order to remind himself into new experiences may clash with other, equally the right way needs namely attachments to people and to the familiar, a get urge for emotional closeness, and a desire for security.Balancing these cardinal drives is a significant challenge for Federer. Even though his life may be less balanced and perhaps less stable than that of others, it is unlikely that Roger Federer would multifariousness it because he is very vibrant, sensitive and responsive to the ever-changing, participating quality of life. However, as you will read in the next chapter, Roger Federer has a sense of practical orientation course and a certain down-to-earth approach, which helps to ground him somewhat.

Intertextual Relationship Between Renoir’s Parte de Campagne Essay

France can be credited as the home to the film industry. French film many directors can be said to have invented the whole concept of cinema. For instance, as early as 1895, Lumiere brothers produced a 50 seconds film titled The Arrival of a Train at La french Ciotat Station and this led to pundits to name it as the part first bold step in the cinema industry. They continued in their production until the First World last War where they shifted focus to producing documentaries films and newsreel.A few of those essays will have an specific main notion, while some are .166). He adds that they experimented on wide styles and cinematic main themes in the process. However, France was plunged into the Second World War in 1939 which consequently led to slow down the evolution of the cinema industry.This did not pick up until 1950’s where again France show sudden emergence of young budding enthusiastic film directors who are regarded as the new wave, Nouvelle Vague, of cinema indus try.The public key to writing a article that is comprehensive and coherent is by inventing a essay application.

Renoir’s Partie de Campagne is a forty-minute film produced in 1936. It is regarded as the greatest unfinished film ever made. While many films what are abandoned and fail to break the ground due to unreliability of financiers or filmmaker’s own human volition to abandon the project, Parte de Campagne was abandoned due to persistent bad bad weather (Miller, 2006, p.3).You might think this thesis is nice, but its too feeble for a introductory essay to be based on.While in the village and as the men family members proceed to fishing, the mother, Juliette (Jeanne Marken), is involved in a flirtation with another man from the village while her daughter, Herinette (Sylvia Bataille), also gets into intimacy with a babbling young man, Henri, identified as George Saint-Saens.However, well being a vacation, the family leaves and never to return in the same place any sooner. When they did eight fourteen years later, so much had changed. We learn their love was unfortunately hampered by Anatole (Paul Temps), a partner of Monsieur Dufour that Henriette was forced to marry.Renoir came from a royal family that was bad.

The sequence leads the film to the next encounter of the lovers, dramatically resulting in the resigned ordinary acceptation of the course that social norms have imposed on their existences.It has been argued that the film captures the relative importance details of the French history, at a time when there were no hostilities, in the 1900’s. well Being produced 1936, no one would ever think what lay ahead in 1939 when France was involved in the war wired and Paris fell in 1940. The film captures the serenity of the moment when people were relatively care- free before the real world fell into disgrace (Hortelano, 2011, p.Renoirs work did women and shock men at the start.However, the two seem to first put emphasis on the theme of love. The subject, as will occur for most of Truffaut’s films is the result of a literary adaptation: a short story by Maurice Pons, contained in Les Virginales. But adaptation is not so much based on the principles of inventing without bet raying the spirit of the text, but rather by the need to filter the situations offered by inspiration through the feelings and concerns of the author, by combining the elements of the story to many traits of his personality.Telling the story of five teenagers who spend their time to monitor and harass a second pair of lovers, during a sunny summer in a small town in the south of France (NÃ ®mes), the film disposes to surprise and record, with participation and detachment together, the disturbances produced by a nascent sensuality, awakened by all the more insinuating and fleeting images, a new tenderness full of mystery fuelled by sweet new visions of bare legs showing under fluttering skirts, of still images of breasts, furtive kisses exchanged in the dark of a old movie theatre and of embraces favoured by the complicity of a deep forest.Intertextuality is the consequence of the choice of an author.

Thematically, the first film seems to anticipate, in an inaugural gesture, the main obsessions that make up the entire universe of director’s film: the cruelty of childhood, the fleeting nature of happiness, the unstoppable flight of time, the purity of feelings and the emotional instability of the couple.Claude Beylie, in â€Å"Cahiers du cinà ©ma† comments upon the film â€Å"I ​​like this sincerity on the skin that follows them such like the look of someone who has not forgotten his childhood, this luminous sensuality that they pursue (and the camera with them) without having the exact consciousness, this unbridled eroticism sifted through a demanding purity †¦ For me, some say, is more like little pieces of wood. With small pieces of wood and a crazy talent hard put together, Truffaut reinvents cinema â€Å". (Alberto Barbera, Franà §ois Truffaut, Il Castoro Cinema, 1976)The film was the foundation of what young Truffaut would be viewed in future as a romanticist.Let us discuss ways to make your whole subject for an essay.It being shot in black and white does not diminish based its feel. It adequately captures the serenity of the summer time and the bouncy energy of the youthful age (Hortelano, 2011, p.258).Truffaut’s creatively is portrayed in the mere fact that no boy stands out as the main play and hence they could be used interchangeably to play their role of admiration.Produce the Thesis to developing your essay subject, The step is to produce your thesis.

5).In Les Mistons another feature that has accompanied the entire work of former director is evident: quotes from other movies, but never a pure a cinephile divertissement but rather they are the filmic transposition of the sympathies logical and antipathies of Truffaut as a critic. You could almost say that the French director never fails to be a film critic and does so on newsprint, continuing to write about cinema, and in film, when substituting the typewriter with the camera.The film captures evident homages to the Lumià ¨re brothers, poor Jean Vigo, Roger Vadim, his friend Jacques Rivette, of which the two lovers see at the cinema Le coup du berger , but also a fierce critic to Chiens perdus sans collier, film by Jean Delannoy already crushed by Truffaut.It is thought to be the very best film ever made.ConclusionFrom the detailed discussion above, it becomes apparent that both films can be categorized as short films. Yet they captured click all the essence of a full blown film. Though both the films are short, the writers have been able to capture the theme ad impression intended. They were shot at a time when commercialization of thin film was not entrenched and as such, they are as authentic as they can be.Fan fiction is a great single instance of willful intertextuality.

com/2006/cteq/mistons/Hortelano, TJ 2011, Directory of World Cinema: Spain, Intellect, BristolMiller, K 2006, Parte de Campagne. [Online]. Available at: http://www.imdb.The Interpersonal Relationship means a connection between two person in one objective.1 such example is Corlots commentary to a little piece by Chopin thats put at the onset of the poem to be able to create a particular atmosphere.Therefore, the option of the texts will participate in the reaffirmation of female identity.