A kid who currently doesn't have insurance and is being transported to Research Paper

A kid who currently doesn't have insurance and is being transported to another hospital with asthma and pneumonia - Research Paper Example These include the patient’s health condition, the mode of transport, and distance between the two hospitals, among others (University of Maryland, 2009, p. 47). The type of medical equipment required to transport a patient has an impact on the financial weight of patient transport. The sort of medical equipment needed is dependent on the health condition of the patient. A patient with a condition of heart disease would require adequate systems to be present within the transport vehicle; enabling the staff to deal with any complications that may arise during transport. This translates into a larger financial burden on the patient. In this case the child transported has asthma and pneumonia. Asthma and pneumonia are not as severe and critical as heart disease. However, the equipment required for transportation still consists of expensive devices such as Cardiac monitors, pulse oximeter, oxygen delivery system, and intubation equipment including others (Jaimovich & Vidyasgar, 200 2, p. 236). The distance between the two hospitals is crucial in deciding the means of transport. For small distances; intra city transport, ground vehicles are ideal. For large distances; intercity transport, air transport is preferred.

Assignment Research Paper Example | Topics and Well Written Essays - 750 words

Assignment - Research Paper Example The main classical genres under Hindustani music include dhrupad, khyal, sadra, dhamar, and tarana. Carnatic music dates back to the 15th century AD and began in south India mainly in the kanataka State. Carnatic music is melodic and pays more emphasis on the vocals since it is sung or performed using a singing style (Lavezzoli, (2007, pp 54). Arabic music is the music practiced by Arabic people from the Arab world, mainly the Arabian Peninsula. This music is said to have been translated and developed from Greek musical theory and works of music. Arabic music has also been influenced ancient Persian, Kurdish, Egyptian, Indian, Assyrian, North African, European, and Turkish music. The earliest form of Arabic music dates back to the pre-Islamic era when the music comprised of recited poems that had high notes (Racy, 2004, pp 96). The early Islamic period saw the development of the maqam system that forms the foundation of Arabic music. Modern Arabic music began in Egypt in the early 20 th century, replacing Turkish music played then with new nationalistic music. As any other type of music, Arabic music has interacted with other musical genres and styles practices in other regions. This has resulted in the creation of new Arabic music variations such as Arabic jazz, Franco-Arabic music, Arabic electronica, Arabic pop, and Arabic Rock. Cairo is the major cultural center of the Arab world and has been the main musical center as well. Many Arab musical trends have originated from this town, especially following the change from the music played under Turkish rule to a new form of nationalistic music adopted in Egypt (Touma, & Touma, 2003, pp 153). Both Arabic and Indian music have some common similarities, especially based on the significance they have in their cultures as well as the impact they have on the listeners. Conversely, there are some differences between Arabic and Indian music, mainly concerning the place in which they are performed and the instruments that are used in each style. Similarities between Arabic and Indian music The Indian subcontinent and the Arabian Peninsula border each other and there have been numerous interactions over the years between the peoples from these two regions. This has resulted in the sharing and exchange of various cultural aspects unique to the cultures present in these two regions. One such area of exchange has been music, with Arabic and Indian music having some similarities between them. The major areas of similarities are the impact they have on the listeners and the significance they have in their cultures. In both the Arabic and Indian cultures, music is a major unifying aspect that enables people to come together and have a common feature to which they all appreciate. Music is also used to pass on teachings, educate, and pass on various cultural aspects of the Arabic and Indian cultures. Both Arabic and Indian music have a healing and relaxation feeling on their listeners. Both Arabic and Indian music have a meditative characteristic resulting in improved health, concentration, and general happiness. Differences between Arabic and Indian music There are major differences between Arabic and Indian music, mainly about the instruments that are used in each style and the places in which they are performed. Both Arabic and Indian music have major differences in the instruments used in each culture. Both Arabic and

Denzel Washington Essay Example | Topics and Well Written Essays - 500 words

Denzel Washington - Essay Example hington is an inspiring figure to me as an African-American fan of his movies, because he shows just how much anybody can achieve if they work hard and are passionate about their work. One of the most inspiring things about Denzel Washingtons career is the story of his early childhood. When he was only 14, his parents got a divorce and he and his sister had to be sent to a boarding school for the rest of their education. Obviously, this must have had a big effect on the young mans life, but he did not let it bother him and he then went on to Fordham University, where he studied Journalism for a while (â€Å"Denzel Washington,† 2012). Beyond his parents problems, Denzel Washington also had some of his own, although they were not major. Basically, he could not decide what he wanted to do, and even dropped out of school for a semester because of being on academic probation (Washington, 2006, p16). However, after he worked as a camp counsellor over the summer at a YMCA camp and from a friends comment there â€Å"became as passionate about drama and acting as [he] had ever been† about anything else (Washingon, 2006, p18). Many people might have been satisfied with completing a bachelors degree in drama, but Denzel Washington did not stop there. Instead, he went to the American Conservatory Theater in San Francisco, even winning a scholarship which allowed him to continue his studies further (â€Å"Denzel Washington,† 2012). No doubt this extra education played a big part in his later success, but it also shows that he was already accepted as a skilled actor, or he would not have gotten a scholarship for such an important school. Because of his ability to â€Å"disappear into a role and mesmerize audiences† (â€Å"Denzel Washington,† 2012 ) which probably comes from this time and education, he has been able to win several Oscars and Golden Globes, and also play in theatrical parts of all sorts. One of the most important things to take away from this story of Denzel

Discipline and Management Essay Example for Free

Discipline and Management Essay Included in this essay is a comparison between discipline and management also behavior and misbehavior. Beginning the essay is a short definition and a short word picture of discipline, management, behavior and misbehavior. Next is a comparison of how each are different, similar, related. Discipline is described in the Merriam-Webster online dictionary as first being â€Å"punishment† or then further down states it is â€Å"training that corrects, molds, or perfects the mental faculties or moral character. † In our text book, Building Classroom Discipline, C. M. Charles states that discipline in the classroom is â€Å"Teachers’ efforts to maintain classroom decorum and secure student’ cooperation and exercising self-control. † Discipline should not be thought of as punishment but instead a learning road of self-control. Discipline is a person’s ability to conduct appropriately or a short word picture could be[pic]. With in the classroom, management is a written plan of action so that class runs smooth. Webster dictionary describes management as â€Å"conducting or supervising of something†. Management is the process of controlling and discipline is the act once management has failed. Management and discipline are interrelated and work together to for a common plan and a smooth ran class. If there was no [pic] (management) designed the discipline would not work. Webster’s dictionary states that behavior is â€Å"the manner of conducting oneself†. Behavior described in our text book Building Classroom Discipline â€Å"is the totality of one’s physical and mental activities. † Behavior is everything that we do whether good or bad. One word that best describes this is[pic]. Misbehavior is considered as a person’s actions â€Å"that disrupt teaching, interfere with learning, demean others, or otherwise violate the moral codes of society. † (C. M. Charles 2008 p13) In Webster’s dictionary they describe misbehavior as â€Å"a bad manner of conducting one self. † Both of the terms are related however [pic] (misbehavior) is the disruption of behavior as a whole. Behavior is the bigger picture and misbehavior is a smaller unit within behavior. The two are interrelated and you can not have one with out the other. With the appropriate action taken in advance misbehavior could be minimized. There are different types of misbehavior and some are more serious than others but none of the less takes away from instruction. This is why it is very important to have a discipline plan devised. In the above essay is a comparison between discipline and management also behavior and misbehavior. Beginning the essay is a short definition and a short word picture of discipline, management, behavior and misbehavior. Next is a comparison of how each are different, similar, related. To complete this essay is a short description of why it is important to have a discipline plan.

The Canadian Occupational Performance Measure

The Canadian Occupational Performance Measure Introduction Paediatric is a field which comprises of many complex and interesting issues which always related with child development. The development of child that begins from simple to complex that revolves on each of components such as physical, sensory, psychological, cognitive and social issues have always being discuss by many researcher who always doing their studies to understand more about the earliest stage of mankind in the world. Many researchers have used a lot of approaches and practises to evaluate and understand about the human development. One of the professionals who always take advantage on researching the child is Occupational Therapy. Occupational Therapy is one important professional in the rehabilitation process. In occupational therapy, a lot of efforts have been made to implement and improve client centred practice which defined as an approach to providing occupational therapy which embraces a philosophy of respect for, and partnership with, people receiving services (Eyssen, Beelen, Dedding, Cardol, Dekker, 2005). The concept is focused on respect for the clients and their families, who have the ultimate responsibility for decisions about daily occupations and who should be provided with information emphasising person-centred communication (Rodger, Braithwaite, Keen, 2004). This concept can be useful for all client-centred rehabilitation to evaluate and give intervention to the clients. Paedi atric rehabilitation seems to focus increasingly on client-centred care. (Verkerk, Jeanne, Wolf, Louwers, Meester-Delver, Nollet, 2006). Client-centred care implies addressing the problems that an individual experiences (Verkerk, Jeanne, Wolf, Louwers, Meester-Delver, Nollet, 2006; Law M., 1998; Sumsion, 1999). These problems might concern a broad spectrum of areas, including the performance of daily activities. (Verkerk, Jeanne, Wolf, Louwers, Meester-Delver, Nollet, 2006; Hendriks, De Moor, Oud, Franken, 2000). Earlier studies have suggested that a client-centred approach leads to an improvement in client satisfaction, functional outcome and better compliance (Verkerk, Jeanne, Wolf, Louwers, Meester-Delver, Nollet, 2006). Due to that, there are similarities that present in the field of researching of the paediatrics with client centred approach. The similarities make it suitable for the use of Canadian Occupational Performance Measure. This especially design evaluation form from Occupational Therapy is now widely used throughout the world. As the data that this assessment provides are credible, outcome based and accepted as evidence throughout the world (Pendleton Schultz-Krohn, 2006). Mainly, it is also can be used by multidisciplinary teams to understand and identifies the needs and priorities of the child and their parents by expanding the focus of the interview (Siebes, Ketelaar, Gorter, et al., 2007). Although that, there are research done to make COPM have the ability to evaluate child below the range of previous version (Rodger, Braithwaite, Keen, 2004) to make it more user friendly and sensitive towards the clients situations. Thus, the modified version of COPM is born and refers as Modif ied COPM which researcher now being extensively done studies on it (Rodger, Braithwaite, Keen, 2004). Description As stated by Law, Baptiste, Carswell, McColl, Polatajko, Pollock in 2005, the original COPM is an individualized measure that is specially design to detect any changes in clients self perception on their occupational performance over time as this assessment is based on Canadian Model Of Occupational Performance. It is an Occupational Based Assessment Model which uses a client centred approach and have criterion referenced measure (Pendleton Schultz-Krohn, 2006). COPM also have its concepts as it emphasized more on its standardizations and its effectiveness. As stated (Pendleton Schultz-Krohn, 2006), the concepts of COPM are based on: The primary priority is given towards the client and then later on their condition. Choices and supports are offered to clients as it directly directed in Occupational Therapy Process. Clients needs, satisfactory and importance towards their occupation have to be treated in acceptable, flexible and accessible manner during providence of interventions. Interventions contextually are given in appropriate and relevance. It have clear respect on the differences and varieties towards the clients as in Occupational Therapy Process As stated by Rodger, Braithwaite, Keen in 2004, Modified COPM have undergoes two major modifications that were made to ensure its avaiability and effectiveness towards assessing children. First, it relates on working with children (and their parents) by reframing of occupations as the things children need to do, want to do and are expected to do in their daily lives are important. Parents and caregivers are the best to knows on their child performance as they are the most close person thats directly relates with the child. Issues, priorities, abilities, problems and importance towards the child occupational performance are some of the topics that can be share and discuss between parents and multidiciplinary teams to identify the most realistic intervention goals. Second, the substitution of occupational area Productivity/Work with Communication/Behaviour have been done as the children from two to four years do not engage and involve in formal school activities. Parents were asked to consider and identify how their childs communication and behaviour difficulties impacted on the childs ability to engage in their daily occupations. This to ensure that it can helped parents consider communication, behaviour, play, self-care, routines and transitions, as well as family socialisation among their children. Purposes Mainly, COPM is used to identify problems in clients performance area with regards to their occupational performance, to gives rates on clients priorities towards their occupational performance, to evaluate performance and satisfactory levels that is related with their occupational performance problems area, measuring the changes in clients perception of their occupational performance over the courses of occupational therapy intervention programmes and its mainly to measure any changes in clients self perception of occupational performance which have variety of disabilities comprises of all developmental stages. Suitable Condition For Using COPM Pervasive Developmental Disorders which are Aspergers Syndrome and Autism Spectrum Disorder (Phelan, Steinke, Mandich, 2009). Congenital Syndrome And Deformities (Verkerk, Jeanne, Wolf, Louwers, Meester-Delver, Nollet, 2006) Developmental Delayed (Rezze, VirginiaWright, Curran, Campbell, Macarthur, 2009) Acquire Brain Injury (Rezze, VirginiaWright, Curran, Campbell, Macarthur, 2009) Cerebral Palsy (Nijhuis, et al., 2008). This is due to the requirement of these children towards their needs and problems in order to achieve their goal in their rehabilitation programmes. The studies done by Nijhuis, et al. in 2008 shows there is no optimal of the integration of child with their rehabilitation programmes. Note that, COPM have been accepted and approved its effectiveness on these conditions as these conditions have the most obvious proof by researcher. COPM can still be use to all disability groups and conditions (Law, Baptiste, Carswell, McColl, Polatajko, Pollock, 2005). This is refers to the Canadian Model of Occupational Performance as stated in Law, Baptiste, Carswell, McColl, Polatajko, Pollock on 2005 which shows that the results between interaction of persons, environment and occupation will affect their occupational performance. Domains The test consists of three divided area which have been further subdivided as follows: Occupational Performance Self care, Functional Mobility, and Community Management Productivity/Work Paid/Unpaid work, household Management, Play/School Leisure Quite recreation, active recreation, socialization While the Modified COPM comprises of Self Care, Communication/Behaviours, and Leisure. The domain for Modified COPM (Rodger, Braithwaite, Keen, 2004): Communication: To ask before going to the fridge. To increase ability to make needs known. To communicate need for toilet. Requesting food and toys. Responding to come here. Social Interaction: To improve eye contact. To join in more with Mum and siblings. To share and take turns with sibling. To improve tolerance of others engaging in play. Behaviour: To express frustration in appropriate ways. To reduce the frequency of unusual behaviour. To sit down for snack time at kindy. To react calmly when mess/spills made. To reduce amount of time spent selfstimulating. Play: To stay beside parents when walking in open spaces. To play by him/herself for five minutes. To play with nominated friend for five minutes. To play calmly alongside sibling. To engage in functional play with a doll. To increase play skills with other children. Self-care: To tolerate hair-brushing (tolerate parting and bunches) To sit on toilet for five minutes. To tolerate sitting on toilet properly. To establish a regular toilet routine Age Range The minimum age range of person who can be assessing with COPM is 8 years old. But, according to Law, Baptiste, Carswell, McColl, Polatajko, Pollock, 2005, the age can be as young as 5 years old to 6 years old as during this age, the child are able to be self assessing, self awareness and self understanding. In other words, the children are able to express their feelings and thoughts towards their occupations (Case-Smith OBrien, 2010). But if the child is unable to be assessing by their own, parents and caregivers can help therapist to assess their child. The recognition of family roles in the development of child with respect to the child occupational goal outcomes during early intervention should be implemented and concentrated on (Rodger, Braithwaite, Keen, 2004). Procedures and Scoring The administration of COPM is following on 4 major steps which important on obtaining the correct, reliable, valid and understandable data. The steps are: Problem Definition Rating Importance Scoring Reassessment COPM Cover Page The cover page consist of Clients Name, Age, Gender, Identification Number, Respondent (if assessment is done with people who relate with client), Date of Assessment, Planned date of Reassessment, Date of Reassessment, Therapist Name, Facility or Agency the Therapist situated, and Program that offers to the client. Therapist should complete the cover page as it used for identifying the client or the respondent as well as to provide some demographic information with respect to the rehabilitation that administered to the client. Other than that, some therapist use this initial information gathered from client to encourage and help clients to discuss issues relates with their disabilities and the effects towards their daily functioning. Law M. , Baptiste, Carswell, McColl, Polatajko, Pollock in 2005, are encouraging therapist to performing these interviews as it can assist in the COPM interview process and the back page of the COPM can also be used to record the information that gathers at the COPM. Step 1: Problem Definition The first step is essential as COPM is relatively unstructured assessment process. The steps are begins with interview the clients about their latest occupational performance with regards to their disability or current conditions. Intensive skills of interviewing, probing for the full response of client, validating assumptions and motivates the clients or respondent is the most essential skills that therapist have to care most as it requires to obtain the most thorough and comprehensive assessment. The therapist have to make this step crucial during assessing the clients as its can make clients indentify their occupations that they want to do, need to do and expected to do in their daily life. Encouraging the clients to think about a typical day and describe their occupations that they are typically do, also have to be taken care of by therapist. Therapist then asks the clients about their ability and satisfactory towards performing those occupation that they have stated early. In simpler words; Knows about clients needs, performance and satisfaction. At this stage, it is important for therapist to identify the areas of occupational performance that make difficulties to the client by administering the COPM with as comfortable as therapist and client as can with regards to any style that therapist considers appropriate with the interview. The test consists of three divided area which have been further subdivided that is simple and helpful for the therapist during interview process that only provide some structure and ensure therapist to covers all the required areas and not put the effort to the clients itself. However, therapist needs to review each area to ensure all occupational performance problems are identified. Follow the clients lead when deals with different areas as they may response in their own manners of telling during the interview Note that, not all of the areas have to be cover by therapist as it is use for ensuring the importance of certain occupation for the client have been discussed with them. Some areas may present during reassessment, so, take note on that area too. Step 2: Rating Importance This is the important steps in this assessment. Clients have to rate on their occupational problems that they have chosen in previous interview in terms of the occupational importance in their life. The importance is rated on a ten point scale and enters it on the score sheet at beside of the defined problems. By doing this, it gives immediate understanding on the engagement of the client in the setting of providing and facilitating the intervention and the priorities that should be taking care of. Example: IMPORTANCE How important is it to you to be able to do this activity? Not important at all Extremely Important 1 2 3 4 5 6 7 8 9 10 Step 3: Scoring Based on step 2, assist client to find and choose the top 5 most problematic and important occupations. Therapist may assist on showing the highest rates on importance of the occupation that they have chosen recently and help to identify and understand the relations of the occupation, problems and issues for intervention the client. This allow client to get opportunities to confirm and agreed with their most important problems or to choose other problems that is less important if they wish to focus on the intervention that relates with the problems. The top 5 chosen problems is suggested to be enters in the scoring section which will be the basis for the intervention goal that later then implemented towards client. Contrarily, those target goals are not the only outcomes that therapist have to work with. In fact, therapist has to covers beyond the goals to achieve the maximum ability of the client. Simplify, at this step, the client should have complete their self evaluation towards their current performance in that area as well as complete their self evaluation towards their satisfaction towards their current performance. The scoring rating for performance and satisfaction on each problem are easy, but it is not necessarily to do it first and move to the next problem. Gains of at least 2 points on the COPM are considered clinically important (Rezze, VirginiaWright, Curran, Campbell, Macarthur, 2009). Example: PERFORMANCE How would you rate the way you do this activity? Unable to do at all Extremely Well Do 1 2 3 4 5 6 7 8 9 10 Example: SATISFACTION How satisfied are you with the way you do this activity? Not satisfied at all Extremely Satisfied 1 2 3 4 5 6 7 8 9 10 Therapists have to enter the clients score in appropriate box. Then, therapist has to follows the rules below: Total Score=Total Performance Score / Number of Problems OR Total Score=Total Satisfaction Score / Number of Problems The data obtained is then enters on the TOTAL section. Step 4: Reassessment Reassessment is done at appropriate time interval such as in between initial assessment and therapeutic intervention. The time interval is varied which depends on the agreement and judgement that have been done by therapist and client. During reassessment, the Performance and Satisfaction have to be evaluating again by following the previous ways and enters it on reassessment sections. Then, therapist has to follows the rules below: Change In Performance=Performance Score 2-Performance Score 1 OR Change in Satisfaction=Satisfaction Score 2-Satisfaction Score 1 Then, in order to get total change in performance or satisfaction, therapists have to calculate based on rules at below: Total Change In Performance=Total Performance Score 2-Total Performance Score 1 OR Total Change in Satisfaction=Total Satisfaction Score 2-Total Satisfaction Score 1 The Administration for Modified COPM also have four steps which is same as the previous, but in this modified version, the steps is mainly refers to interviewing parents and caregivers. The steps are: Parents asked to identify occupations that were difficult for their son/daughter with regards to self-care, play, rest and relaxation. Parents rated these difficulties using a 10-point scale to identify priorities for intervention. Parents rated current performance and satisfaction of their son/daughter on three to five of the priority areas using a 10-point scale. Parents rated performance and satisfaction post-intervention. Administration Time 15 minutes to 30 minutes depends on the experience of the therapist to gain information. Psychometric Properties Reliability Based on the research done by Eyssen, Beelen, Dedding, Cardol, Dekker, 2005, The ICC for the mean scores for performance and satisfaction were respectively 0.67 (95% CI 0.54-0.78) and 0.69 (95% CI 0.56-0.79). The limits of agreement for the mean values of performance and satisfaction were in the range of respectively -2.5 to 2.4 (d -0.05, SD 1.2) and -2.3 to 2.7 (d 0.01, SD 1.4). Cohens weighted kappa for each of the five problems ranged from 0.37 to 0.49 for performance scores and 0.38-0.49 for satisfaction scores. Inter Rater Reliability For original COPM, Verkerk, Jeanne, Wolf, Louwers, Meester-Delver, Nollet, 2006 have stated that, The comparison between two interview was done which the first COPM interviews identified 392 prioritized problems and the second 390. In the first COPM only two problems were prioritized for one child, four problems for five children and five problems were identified for 74 children, while in the second COPM interview only three problems were prioritized for three children, four problems for four children and five problems for 73 children. Of the 392 prioritized problems identified in the first interview, 290 were prioritized again in the second interview. Of the problems that were prioritized at the first assessment, the median percentage that were also prioritized at the second assessment was 80. No systematic differences were found in the mean scores for performance and satisfaction of the problems that were prioritized in both interviews. The limits of agreement for performance scores were -2.4 to +2.3 (d ¯_/0.7, SD 1.2) and for satisfaction scores -2.3 to +2.6 (d ¯ 0.18, SD 1.2). For Modified COPM, Rodger, Braithwaite, Keen, 2004 shows that, Inter-rater agreement for goal domain classification was 92.2 per cent. For specific domains, inter-rater agreement was 100 per cent for self-care, 97.3 per cent for communication, 94.7 per cent for behaviour, 91.7 per cent for play, and 69.2 per cent for social interaction. No goals were classified as Other. Parents identified between three and six goals. The mean number of goals was 4.09. The domain of communication represented the highest priority area of goals identified by parents. Validity Construct Validity Research of Verkerk, Jeanne, Wolf, Louwers, Meester-Delver, Nollet in 2006 have found that, For 196 (50%) problems prioritized in the first COPM there was a comparable item in the PEDINL and for 151 prioritized problems (39%) there was a comparable item in the TAP(C)QOL; and 144 (95%) of these corresponding items were also ticked by the parents on the TAP(C)QOL. For 142 (36%) prioritized problems in the COPM no comparable item could be found in either the PEDI-NL or the TAP(C)QOL. These problems concerned a great variety of activities, the majority of which were play activities, preschool skills, outdoor activities and activities which were not formulated specifically enough in the PEDI-NL or the TAP(C)QOL. Criterion Validity Verkerk, Jeanne, Wolf, Louwers, Meester-Delver, Nollet in 2006 also have found that, A total of 157 (71%) of the 221 problems reported in the replies to the open-ended question matched the prioritized problems reported in the COPM. However, 66 (30%) of the 221 matched problems concerned temperament or impairments and behaviour of the child, but not activities. Case Study Clients Name: MH Jr. Age: 5 years Gender: Male Id #: 123456 Respondent: Mrs. NH (mother) Date of Assessment: 31st August 2010 Planned Date of Reassessment: September 2010 Date of Reassessment: 14th September 2010 Therapist: Mrs. NB Facility/Agency: Dept. of Occupational Therapy Program: Step 1: Identification of Occupational Performance Issues Step 2: Rating Importance Step 1A: Self Care Personal Care: Dressing Feeding Functional Mobility: Sitting Standing Community Management: IMPORTANCE 8 8 9 8 Step 1B: Productivity Paid/Unpaid Work: Household Management: Play/School: Play with peers Drawing 7 5 Step 1C: Leisure Quite Recreation: Active Recreation: Socialization: Emotional outburst when play 7 Step 3 and 4: Scoring Initial Assessment and Reassessment Initial Assessment: Reassessment: Occupational Performance Problems Performance 1 Satisfaction 1 Performance 2 Feeding Dressing Sitting Standing Drawing 4 3 5 3 5 2 1 3 3 4 5 4 5 4 6 Scoring: Total Score = ÃŽÂ £Performance @ Satisfaction # of problems (4+3+5+3+5) 5 = 4 (2+1+3+3+4) 5 = 2.6 (5+4+5+4+6) 5 = 4.8 Change In Performance = Performance Score 2 (4.8) Performance Score 1 (4) = 0.8 Change in Satisfaction = Satisfaction Score 2 (5) Satisfaction Score 1 (2.6) = 2.4 Additional Notes and Background Information Initial Assessment: This child have mild Spastic Cerebral Palsy with affected all four limbs. Reassessment: This child have motivation to do the activities provided although may sometime present frustration and emotional outburst. Appendices

How McCabe and Mrs Miller and Blade Runner Subvert Their Genres and Def

How McCabe and Mrs Miller and Blade Runner Subvert Their Genres and Defy Audience Expectations Two genres which have always been Hollywood staples are science-fiction and the western. The genres can be seen in films made as early as Le Voyage Dans la lune (Georges Melies 1902) and The Great Train Robbery (Edwin S. Porter 1903). On the surface the two genres are very different, however if one looks closely at them they are similar in many ways. Both genres usually feature uncharted frontiers, strong silent protagonists, frightening savages (played by either space aliens or Native Americans) and damsels in distress. The formula for these two genres was established many decades ago and in recent years it takes a film that defies and subverts those expectations such as Unforgiven (Clint Eastwood 1992) or Alien (Ridley Scott 1979) to receive an enthusiastic critical and box office response. Two other films which subvert the traditional genres of westerns or science fiction films are McCabe and Mrs. Miller (Robert Altman 1971) and Blade Runner (Ridley Scott 1982). These films use archetypal settings, characters and action in a way which is substantially different from our expectations and the results are extremely memorable films. McCabe and Mrs. Miller is the story of a man, John McCabe (Warren Beatty) who tries to set up a whorehouse/tavern in a small town in the Pacific Northwest in 1901. He meets an astute madam, Mrs. Miller (Julie Christie) who runs his business and shares in his profits. The business thrives and they develop a relationship. A mineral deposit draws powerful mining company men to the town to try and buy McCabe's holdings. He refuses to sell and they retaliate. He ultimately is mortally wounded in a bloody showdown with the mining company's thugs leaving Mrs. Miller all alone. Robert Altman created a film which Pauline Kael called "a beautiful pipe dream of a movie -- a fleeting, almost diaphanous vision of what frontier life might have been." The film certainly feels different from most Westerns, featuring the distinctively different music of Leonard Cohen and a washed-out style of cinematography which Altman claimed "was trying to get the feeling of antiquity, like the photographs of the time." The cinematography is starkly different from the vibrant colours of The Searchers (John Ford 1956) or Rio Bravo (Howard Hawks 1959... ...ells him to do but he does it anyway. This is a stark difference from Captain James T. Kirk or Luke Skywalker. Scott is clearly trying to create a film which does not fit into traditional science-fiction formulas and he has succeeded with Blade Runner. Both McCabe and Mrs. Miller and Blade Runner are excellent films, they manage to succeed in subverting traditional genres in a way that creates fresh and different movies which both critics and movie goers have not seen before. This kind of genre shifting has grown more and more popular in recent years as movie goers have grown tired of seeing formulaic films filled with stock characters. In the future as young filmmakers look to the past for inspiration to create fresh and unique films which subvert genres and defy audience expectations hopefully they will look to the work of Robert Altman and Ridley Scott as prime examples. Bibliography: Jacobs, Diane. Hollywood Renaissance: The New Generation of Filmmakers and their works. 1977. New York. Dell Publishing. Sammon, Paul M. Future Noir: The Making of Blade Runner. 1996. New York. Harper Collins. Sklar, Robert. Movie-Made America. 1994. New York. Vintage Books. How McCabe and Mrs Miller and Blade Runner Subvert Their Genres and Def How McCabe and Mrs Miller and Blade Runner Subvert Their Genres and Defy Audience Expectations Two genres which have always been Hollywood staples are science-fiction and the western. The genres can be seen in films made as early as Le Voyage Dans la lune (Georges Melies 1902) and The Great Train Robbery (Edwin S. Porter 1903). On the surface the two genres are very different, however if one looks closely at them they are similar in many ways. Both genres usually feature uncharted frontiers, strong silent protagonists, frightening savages (played by either space aliens or Native Americans) and damsels in distress. The formula for these two genres was established many decades ago and in recent years it takes a film that defies and subverts those expectations such as Unforgiven (Clint Eastwood 1992) or Alien (Ridley Scott 1979) to receive an enthusiastic critical and box office response. Two other films which subvert the traditional genres of westerns or science fiction films are McCabe and Mrs. Miller (Robert Altman 1971) and Blade Runner (Ridley Scott 1982). These films use archetypal settings, characters and action in a way which is substantially different from our expectations and the results are extremely memorable films. McCabe and Mrs. Miller is the story of a man, John McCabe (Warren Beatty) who tries to set up a whorehouse/tavern in a small town in the Pacific Northwest in 1901. He meets an astute madam, Mrs. Miller (Julie Christie) who runs his business and shares in his profits. The business thrives and they develop a relationship. A mineral deposit draws powerful mining company men to the town to try and buy McCabe's holdings. He refuses to sell and they retaliate. He ultimately is mortally wounded in a bloody showdown with the mining company's thugs leaving Mrs. Miller all alone. Robert Altman created a film which Pauline Kael called "a beautiful pipe dream of a movie -- a fleeting, almost diaphanous vision of what frontier life might have been." The film certainly feels different from most Westerns, featuring the distinctively different music of Leonard Cohen and a washed-out style of cinematography which Altman claimed "was trying to get the feeling of antiquity, like the photographs of the time." The cinematography is starkly different from the vibrant colours of The Searchers (John Ford 1956) or Rio Bravo (Howard Hawks 1959... ...ells him to do but he does it anyway. This is a stark difference from Captain James T. Kirk or Luke Skywalker. Scott is clearly trying to create a film which does not fit into traditional science-fiction formulas and he has succeeded with Blade Runner. Both McCabe and Mrs. Miller and Blade Runner are excellent films, they manage to succeed in subverting traditional genres in a way that creates fresh and different movies which both critics and movie goers have not seen before. This kind of genre shifting has grown more and more popular in recent years as movie goers have grown tired of seeing formulaic films filled with stock characters. In the future as young filmmakers look to the past for inspiration to create fresh and unique films which subvert genres and defy audience expectations hopefully they will look to the work of Robert Altman and Ridley Scott as prime examples. Bibliography: Jacobs, Diane. Hollywood Renaissance: The New Generation of Filmmakers and their works. 1977. New York. Dell Publishing. Sammon, Paul M. Future Noir: The Making of Blade Runner. 1996. New York. Harper Collins. Sklar, Robert. Movie-Made America. 1994. New York. Vintage Books.

Female Submission in Time of the Temptress :: Temptress Essays

Female Submission in Time of the Temptress      Ã‚  Ã‚   From the onset, the underlying theme in Violet Winspear's romance novel, Time of the Temptress, is female submission and powerlessness, especially in the sexual tension between Eve Tarrant and Wade O'Mara. Although no explicit sexual relations are allowed in the line of "Harlequin Presents..." romances, the overall tone and interpersonal dynamics of the novel infer a rape motif. Eve is completely at the mercy of Wade to save her from the jungle and she yearns to express her gratitude in a sexual manner, but contrary to the original biblical outcome, this Eve has no power over her Adam.    The first step to conceive a sexually submissive woman is to equate female powerlessness with normality in her mind. To simplify the procedure, Winspear has bred Eve with that mindset. Eve believes men and woman have always had "functions in life" --"very dissimilar" ones which "accounted for the fact that men had aggressive ways to which women submit either willingly or unwillingly." As long as Eve retains those lessons, Wade has no qualms about aiding her escape from the jungle. Wade quickly informs Eve that she must adopt the frame of mind of an Indian squaw because "Squaws are humble and obedient creatures." Simone de Beauvoir, while discussing the theory of a superior "One" and a submissive "Other," explains that the "Other . . . must be submissive enough to accept . . . [an] alien point of view," the view of the superior "One" (244). Eve readily accepts her role as the oppressed and finds nothing odd about the unspoken caste system.    Thus we come to the second step, passive-aggressive behavior: degrade her and then apologize; or repeatedly remind her that she failed, but then reassure her it's resolved and see if she agrees with your reasoning. After Eve takes a dip in the river while Wade sleeps and monkeys steal her clothes, Wade screams at her, "dammit, Eve, we'll lose about an hour of our trek because of your female irresponsibility!" (64). While looking for her clothes, Wade also loses his compass, doing what a "raw recruit would have avoided" (74). Of course this also is all Eve's fault and she is reminded of it repeatedly throughout their jungle trek.