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Hay Fever: Response

Hay Fever was a comical play with a strong message. The actors throughout this play steadily used others to gain their own attention. The message this play left behind after many laughs was do not use others, plain and simple.

The space was a well-constructed thrust stage however, the stage was not raised off the ground and the seats appeared to be mobile which lead to the belief that this is an Environmental Theater. As for the layout of the stage, there was a couch and a table in center stage for the first two acts, a door to the unseen outside front of the house upstage right, there were two large double doors upstage center leading to the backyard garden, and a raised floor upstage left containing a piano, a bookcase and a door leading to the home library. Stage left there was a half spiral staircase that lead up to the second floor which had a painting and lights that extended across to stage right. The second floor also contained the bedrooms for the house but the doors were not in sight. The detail was greater than expected: the hardwood floor throughout the first floor seemed to be genuine, the actual bookcase filled with real books not stage books, and the extremely large double doors with translucent glass and floral designs lead to the Garden, which featured an array of plants behind the doors. The entire space was well lit for the duration of the play; the stage took place inside the Bliss' home so the bright lighting added a confortable feel to the inside of the house. The theatre was nearly sold out; it was hard to spot an empty seat, including the balcony and lower level seating. The crowd contained nearly an even amount of student audience members and senior citizens; there was few in the audience that appeared middle aged.

The play was well cast, the entire Bliss family did a great job showing how overly dramatic and deceitful the family had become. Each actor portrayed their character accurately; there were no standouts that didn't match the character. Each visitor in the first act seemed to be feasible as far as the possibility of a relationship was concerned. All of the family members acted genuine. There was one actor who stood out as a perfect fit for his character. Taylor Rascher played Simon Bliss and played him perfectly. Rascher's character Simon was a young man who was dramatic and romantic so much so it was almost to the point of ridiculousness. Rascher stole the show in the first act when he was romancing with Michelle Luz, who plays Myra Arundel. Rascher was displaying his love for Michelle Luz (Myra) in the most dramatic of fashions; he was playing the Bliss' game of pretending to be in complete love with someone and then a moment later change his mind. Rascher was proclaiming his love with elegant speeches and coddling up next to her and eventually kissing her. Rascher made this scene particularly hilarious because he was completely over the top in typical Bliss fashion. Of course, all of this was for naught because Luz ended up kissing Joe Hubbard's character David Bliss in act two and also Rascher proclaimed his engagement to Caitlin Stagemoller's character, Jackie Coryton. Rascher made his voice more shrill and audible to appear to be more dramatic and create more attention for himself. In the same way, Rascher used grander gestures with his arms (flailing, waving, etc.) to cause a more dramatic effect.

The play was well interpreted by all whom were involved. Steven Wrentmore, the Director, kept the 1920's feel by dressing in all 1920's costumes and everyone spoke as if they were living at the time. Michelle Bisbee, the scene designer, made the inside of the home appear 1920's because everything was grand. The Bliss' home was grand with the spiral staircase, the very large backdoors, and the eloquent piano. The actors' mannerisms seemed like they were portraying a silent film. In older movies, actors seemed very dramatic and had flamboyant actions to prove so; the actors in Hay Fever shared the same feel for the dramatics. As far as Stephen Wrentmore's directing goes, he did an excellent job. The scene when Chris Karl (Richard) and Caitlin Stegemoller (Jackie) enter and are left alone to make small talk with each other is the best pertaining to directing. The two actors used the entire stage in this scene and were very awkward with one another. This was Wrentmore's doing because you could tell he had a vision for this scene in particular because it seemed very crisp and well rehearsed. The actors played it perfect with the excessively long pauses in their awkward small talk that the crowd was laughing through the entire scene. It appeared that Wrentmore instructed the actors, to keep their pauses longer than natural to heighten the awkward tension in the scene, which made it brilliant.

The blocking throughout the play worked with the floor plan very well. All of the blocking worked seamlessly; the actors were never out of sight or in awkward positioning (ex. turned around, talking to someone behind them while face forward, etc.) even during the second act in the first scene while all eight actors were on set. One part of the set that stood out was the staircase, it is obviously very large, but the way Owen Virgin followed Megan Davis up the stairs was seamless. They both walked up the stairs with footsteps I unison, and Owen Virgin was so focused on every detail of Davis, it almost screamed out how much he was infatuated with her.

The artistic intent of this production was to entertain, and it fulfilled that intent completely. The entire audience was laughing during most of the production, I was even laughing out loud, which doesn't happen very often. Every interaction between the characters was comical at one point during the production. An example of this playing out would be in the second act when Rascher busts through the door and proclaims his engagement. The only purpose of this is to entertain and entertain it did. The actors seemed natural moving along with their blocking and engaging with each other on stage. There was no point at which it was confusing why someone moved here or there, every movement made sense.

The overall mood that was portrayed by the combination of lighting, sound, set, and costumes was very light and cheerful; at no point did the mood drop to something darker or saddening. This is common with many comedies because it becomes hard to laugh if the overall mood is down and dreary. The theatre space was very personal. First of all, it takes place in someone's home so it is immediately personal. Also, the stage was built into the crowd just about so the audience felt like they were living the action out as it unfolded. The scenic design showed the audience without a doubt it was the 1920's, with the barometer on the wall, the staircase, the piano, and the lights upstairs. However, there was little evidence to show what location the play took place.

All of the costumes were well designed for the appropriate characters. Adam Espinoza did a fine job of showing how these people were all upper class with nice dresses and suits and tuxes, even when they were home alone with only each other as company. Megan Davis' costumes represented her personality very well by drawing all attention to her with bright colors and silk-like texture. As far as the lighting goes, there were no changes to the lighting during the play, except for at the end of each act. The lighting emphasized a bright and cheerful mood throughout the play.

This production was definitely representational because it doesn't break the fourth wall into the audience. The actors never had any asides or soliloquies that were directed toward audience. The set and lighting were representational due to the realistic feel throughout the house, everything was relatable to the average person. The Bliss' home looked like an ordinary home from the 1920's.

The overall message seemed to be: do not mislead people or play games with their emotions, or they will leave you. This was most clear during act three when Luz, Karl, Stegemoller, and Virgin were all discussing how uncomfortable they all had felt the day before in the house and decided to leave as soon as possible. This was due to the way the Bliss' had romantic engagements just to get attention for themselves and did not care about the feelings of the people they were hurting.

Analysis: Buried Child By Sam Shepard

Buried Child is a play by Sam Shepard first premiered in 1978 at the Magic Theatre in San Francisco, California. Sam Shepard won the 1979 Pulitzer Prize for Drama because of this play. The play was performed on Broadway from April 30, 1996 through June 30, 1996 at Brooks Atkinson Theatre.

This play is fairly recent and takes cuts at American Culture, more specifically, the American Dream. Throughout the play, everyone is constantly reminiscing on how great they were and now they are all have fallen from their former glory. For instance, Tilden, the eldest son, used to be an All-American Halfback with a bright future and now he is in his forties and living with his parents with no family of his own. Audiences of today would be able to relate to this play and how people can show promise early in their life and one event can change it all for the worse. If anything the audience could relate to a family that is growing old and growing apart. There are many problems in this family that still plague families today, even as basic as infidelity. The plot structure of this play is Episodic. There is a clear linear story of events. The action of the play occurs in the first Act at lunchtime, in the spring due to the heavy rain. The second Act takes place on the same day as the first at dinnertime, and the third Act takes place the following morning. The entire play takes place inside the family's house in Illinois. The climate within the play is against the American stereotypes of having everything your heart desires and live happily ever after. It has a dark aspect which suggests all families have secrets and no one is truly happy.

If I were to produce this play myself, there would be one simple setting, the house. Within the house is a staircase leading up out of sight, a couch and TV and a kitchen on the other side of the stairs. The needs for costumes are fairly straightforward, everyone in the play wears one costume the entire play except the mother who changes from Act 2 to Act 3. The lighting for the first 2 Acts is simply giving the illusion of rainy, dark, dreary day, and for the final Act it is a bright morning, signaling a new beginning. The sound is an important aspect of this play, the first two Acts are very sad and hopeless with the sounds of constant raining, the final Act begins with the chirping of birds singing their morning songs to brighten up the mood of the play.

If I had to choose one character I would personally play it would be Tilden. Tilden is the lost son of the family who has come back home after getting into "trouble" in New Mexico. They never say exactly what trouble he gets into, just that he goes to jail and has to return home. He states that he felt like a foreigner and he was alone during his time in New Mexico. I choose Tilden because he is very troubled by the loss of his child, and he never recovers. This character would be a challenge for anyone to portray due to his severe emotional issues. If was to act, I would choose a character who would be the biggest challenge, and Tilden is that character.

All Tilden wants in this play is to have his old life back, everything used to be perfect for him. He was a bright, attractive, football player that had his own son who he adored. He would walk around all day with it in his hands singing to it and telling it stories. There was a slight problem; the baby was born out of wedlock. Not only out of wedlock, but Tilden conceived the child with his own mother, Haile. Tilden's father who was still married to Haile, drowned the baby and buried it's body in the fields in the back, never to be found without Tilden's knowlege. The family made a pact to never talk about the incident ever again. Tilden never was the same after that, he would wander around in the fields in which he used to sing to his child. He was empty, always staring off into the distance and never had much to say. He just wanted his old life back and he didn't know what to do to get it back, so he did nothing. Tilden's objective is to be happy. He has no purpose in life, no friends, no son, and a family that disrespects him. He has no idea how he can be happy without his son so instead, he stares into nothing.

If he is to ever become happy or normal again he will need to start by leaving his family and becoming independent. He is treated like a child by his mother, despite being over 40 years of age. His father gives him useless tasks to do such as fetch him water because he is old and can barely stand. His brother treats him like an idiot and relishes in the fact that Tilden has long faded from his golden boy past so he can get some respect from his family. His family constantly holds him back and he never has a chance to grow and become his own man. He is living in the past and he needs to let that dark past go. There is one problem; he never wants to leave his baby boy who is buried in the field behind their house. He can never leave until he finds his boy who was taken from him.

Tilden acts like a Golden Retriever. If you look into his eyes they seem lifeless and there is not much going on. He obeys the orders of his father to fetch him this and that. He is coddled by his mother and treated like he is still a puppy, never allowed outside to wander. He is abused by his brother and Tilden despises him. Yet he stays around the house just for the opportunity to run away and search for his beloved bone that someone stole and buried a long time ago. The Retriever is very loyal and will not wrong you but if you treat him wrong, you will lose him forever.

The above picture is taken in the Mojave's airplane graveyard. It shows planes that at the time when they were built, were the top of their class, the best technology had to offer. Now they just sit there neglected and waiting to die, long forgotten by the people who once loved them. This is a very good representation of Tilden. Tilden was once an All American Football player with a bright future, no telling how high he would fly. Stories were written in the newspaper of how great he was going to become. Now he is back in his mother's house with his family all rotting away next to him.

Tilden is an athletically built man who is in his forties, with a terrible haircut from his brother, and looks like the typical farm boy. He was known as a very intelligent man growing up, the smartest of his brothers. He hasn't been that way recently, he has been quiet, keeps to himself, and obeys orders. This is a man who conceived a child with his own mother only to have it killed by his father and hidden from him so he is troubled to say the least. In the play Shepard states, "Something about his is profoundly burned-out and displaced." (18) He acts like a child. Wanders in the back field all day pretending he has no responsibilities, such as taking care of his father and getting a job of his own. He cannot support himself, he tried when he lived in New Mexico, but failed and is currently living with his parents. He is in a deep dark depression that he may never recover from.

This character would present anyone who would try to play him with a great deal of challenges. The most difficult of all would be to represent all of his aforementioned emotional and psychological problems accurately and to a point where the audience would have apathy for you. Throughout most of the play he is very short with his responses and he stares off appearing to be thinking nothing. But he has multiple points where he expresses deep emotion. Such as when his mother threatens to kick him out of the house again and all of the sudden he goes from a long stare to a slow soft sob. Also, when Bradley chases him out of the house he freaks out and starts crying and runs out of the house not to be seen until the end of the play. These emotional spikes would be hard to create because there is no emotional build up, he goes from zero to crying in no time, that takes extreme emotional discipline from the actor.

There is some research needed by the actor to understand this character. He seems simple but he is actually very complicated. The actor would need to observe a football star in the late 1970's and see how that person would carry themself. Also, the actor would need to go to Illinois and try to recreate an accent or movement by a farmer. Research would be needed to see what a man acts like if he were to tragically lose his only son. Lastly, they would have to try to act like a former All American mixed with a man who has no hope for his future.

I noted every single detail throughout this play I could think of to help me understand what the playwright was trying to convey to his audience. It helped me have a greater respect of the theatrical process that goes into every single play. I noticed little things like how lighting and sound have a huge effect on the setting and mood of the play. I would not have notice these things if I wasn't instructed to watch carefully for these details as I studied the play.

Book in Review: Crossing the Rubicon By: Michael Ruppert

Crossing the Rubicon

By: Michael Ruppert

In Crossing the Rubicon: The Decline of the American Empire at he End of the Age of Oil, there are three main points where Mr. Ruppert tries to blame the entire tradjety of September 11, 2001, better known as 9/11, on the acting Vice President at the time, Dick Cheney. At first glance this seems to be a bold if not insane accusation against the Vice President of the United States of America, but Ruppert does make a few points that will make you think.

The first point of Ruppert is Dick Cheney had the Ability to pull off this plan if he wanted to. According to Ruppert, Cheney was acting as Commander in Chief on 9/11 due to the terrible threat on the United States. This means he was in control and was calling the shots. Ruppert also has reason to believe that Cheney was leading a "completely separate chain of Command & Control via the Secret Service, assuring the paralysis of Air Force response on 9/11. The Secret Service has the technology to see the same radar screens the FAA sees in real time." (Kane) Ruppert claims that President Bush was kept out of a leadership position on purpose by the Secret Service men around him as he was reading to school children the morning of 9/11. He also claims that the Secret Service, acting through Cheney, had control over the FAA, Airforce (including the Fighter Jets), and President Bush. One question I would ask Ruppert is "Why?"

Why would Cheney and the Secret Service go through all of this trouble to attack his own country? The answer, according to Ruppert, is simply Oil. Cheney's plan was to start a never-ending war to take control of the Middle Eastern oil and use it for American purposes. Ruppert claims that there was a peak in the oil reserves around the world from 2000-2007. After 2007, oil will become more rare and extremely more expensive. "By way of confirmation, people in and close to the oil industry are reporting that increased drilling is not resulting as yet in significantly increased supply." (Ruppert) Upon hearing of this news, Cheney had to go into action. He just needed the right time to plan his so called "Attack".

According to Ruppert, the "right time" was any time that Cheney chose because as of May 8, 2001, Dick Cheney was put into control of all training exercises of all branches of military and government. This means he could set up "fake" hijackings by calling them training situations just in case anyone would ever want to hijack airplanes and fly them into buildings. Cheney did call for these training simulations, except he did it on the morning of 9/11. Also, Cheney called for another training simulation that send all the fighters from D.C. into Canada and Alaska to train just incase an attack came from Russia. This meant that the Air Force could not do anything to prevent the hijacked airplanes from crashing into anything they pleased. Also, the Secret Service had control over the FAA flight path screens and put fake hijacked airplanes in the air to confuse air traffic control. At one point the FAA thought there was 11 hijacked airplanes.

All of this was put into motion by Dick Cheney and people taking orders from Cheney. He is guilty for singlehandedly putting this plan into motion and being successful. The scary part if these accusations by Ruppert are true, is that Bush and Cheney were re-elected the following term.

Works Cited

Ruppert, Michael, Crossing the Rubicon: The Decline of the American Empire at he End of the Age of Oil, Gabriola Island, B.C., Canada, New Society Publishers, 2004

Kane, Michael. "Crossing the Rubicon Simplifying the case against Dick Cheney." From the Wilderness. (2004): n. page. Web. 3 Oct. 2011. .

Grief, Loss, and Suffering at end of Life: Masters in Palliative CareTopics: Palliative Care, Suffering Words: 5001 Pages: 19 Updated: Apr 24th, 2023Introduction

<p data-protect="">In the world today millions of people are suffering from severe and complex diseases that are terminal or chronic in nature. The aftermath of these diseases is normally pain, distress, suffering, early death and grief to the people affected. Some of these diseases are "cancer that is chronic, terminal ailments, progressive pulmonary disorders, fetal heart failure, AIDS, and to some extent progressive neurological conditions". (Jones, 2002) These conditions have become wide spread of late affecting mainly the young and elderly persons bringing about grief, loss and suffering at end of life. Diseases of this nature have triggered measures to be put in place for care giving and comforting purposes. The measures for curbing these situations are in the employment of hospice and palliative care for the people suffering from these ailments together with their families.

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<p data-protect="">Palliative care is "any kind of care that lessens symptoms improves the quality of life of an ailing individual together with his/her family and provides physical, psychological and professional support." (Eagan &Labyak 2001) On the other hand "hospice care is a kind of care that centers upon palliating symptoms in critically ill individuals." (Eagan & Labyak 2001) Hospice care again "includes palliative care for the incurably ill given in institutions such as hospitals or nursing homes but also care provided to those who would rather die in their own homes" (Worden, 2002)

<p data-protect="">Nurses are highly recommended to carry out palliative and hospice care. This is because they are professionally trained to handle such situations; they can offer better care giving services needed in the day to day activities of the patients and to some extend offer psychological support. The issue of employing nurses is again supported by the American Association of Colleges of Nursing (1998) in their recommended competencies and curricular guidelines for end of life nursing care. Competency #11 states that nurses are to "Assist the patient, family and colleagues to cope with suffering, grief, loss, and bereavement in end of life care." Therefore this paper will be focusing on loss of life, suffering, grief and bereavement experienced by families, patients and care givers at end of life. The paper will discuss on the type of care to be administered in these situations (Palliative & hospice care), talk about two cases studied and finally conclude by showing how to effectively deal with this issue.

Palliative Care

<p data-protect="">Palliative care in the home environment is gaining attention due to the high quality of services it provides as well as the costs and efforts with regard to the personnel it requires. Current research in this area is focusing on various drugs, devices, ethical and moral issues related to death and dying. This is an evidence of a constant effort to improve the quality of care in the palliative home care setting.

<p data-protect="">In the past, "the most common method of caring for dying patients was to admit them to a hospital or nursing home. While this method may have relieved some burden of family members and care givers, patients may not have been satisfied (Jacobson, 1998). Most patients at end of life would prefer to be surrounded by familiarity and with family members. Therefore, it is not surprising that many of them ask for home palliative care. In many cases, living at home until end of life is possible, and therefore home palliative care does take place.

<p data-protect="">Another reason why palliative care has become important especially in the American health care system is that, many Americans die of chronic and terminal diseases. The cost of medical care for these patients has increased considerably when care is to be provided in a hospital. Therefore, palliative caring at this stage becomes essential (Blakemore, 1998).

<p data-protect="">There has been a lack of development in the palliative care sector in the medical field. In the past, policy makers did not consider it as an important subject. However, with the aging baby boomer population and the increase in life expectancies, palliative care is becoming a large and important part of medical care. Mostly, chronic complications begin at around the age of forty prompting this kind of care which continues until death of the patient. The question in this regard is how well the American health care system is equipped to provide health care to older generations and what arrangements it has made to serve the increasing aging population.

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<p data-protect="">Palliative care is very different from routine care provided to patients either in hospitals or at home within the traditional home care environment. The codes that acknowledge the responsibilities of palliative care differ considerably from other routine methods. For example, it is of utmost importance to consider not only the patient, but also the family members and the caregivers. This kind of setting addresses the family problems and needs as adequately as the needs of the patient. Therefore, coping therapies, counseling and bereavement becomes a fundamental part of the total care exercise (Mathews, 2002). Patient autonomy and confidentiality must also be maintained; consequently a thorough evaluation of the patient from all aspects must be carried out and taken care of accordingly. This encompasses physical, mentally, spiritually and ethically needs.

End Stages of Life and Palliative Hospice Care

<p data-protect="">The patients in the end stages of life may require more understanding and humane communication, therefore, relevant people should be ready to provide the necessary attention and devotion. As noted by Peschel (1997) "suggested domains for measuring quality at end of life should include the patient and family satisfaction, family burden, including financial and emotional burden". Finally, any symptom that the patient has must be addressed immediately and professionally. A team approach and proper planning towards a patients welfare helps in avoiding confusion and coordinates better outcomes. (Faull, Cater & Daniels, 2005)

<p data-protect="">In most cases predicting the stages at end of life are not difficult, as almost all follow a similar pattern with some variability. Cancer patients usually show a decline that may range from weeks to months. While these declines may be predicted, the lack of reserve due to multiple organ failure is indicative of an unpredictable time of death. The type of disease and its progression is very indicative of the time it will take for the person to die (Strang, 2004). The severity of the condition also dictates the length of stay and how it will affect the family members or care givers. Hospice has become a larger sector of palliative care, and this can include a variety of settings. Hospice may be the home of the patient, an assisted living facility, long term care facility, or a hospice residence of some kind (Radulovic & Person, 2004). This concept was embraced when doctors came to realize that in the end stages of life, patients preferred to be at home instead of a hospital setting. There are genuine reasons for such wishes, for example a hospital makes the patient feel more vulnerable and depressed. Being in comfortable surroundings helps the patient to cope better with the inevitable.

<p data-protect="">In this kind of setting caregivers are often given the tremendous task of caring for a patient who is nearing death. Even if this is individual effort, a team effort is highly recommended in providing a good care at this dying stage. Palliative care is related to a lot of concerns; one of them is medical care, where the patient must be given relief from various pain and anxiety issues. Another one is the moral and ethical principles that require attention throughout the processes. Clinicians highlight the basic concerns in this care to be, "preventing and treating pain and other symptoms, supporting the family or those who are caring for the patients, ensuring continuity, making informed decisions, attending to emotional well being which may include ethical, religious and spiritual areas and sustaining functions". (Lorenz, 2008)

<p data-protect="">While medical care is an essential tool for the care of dying patients, many of these patients undergo depression. The five stages of dying, and depression is another important element in the palliative care of the patient. Non pharmacological therapies usually involve individual and group therapies for the patients as well as their families. These include, "Education, cognitive and non cognitive group behavior therapy, informational interventions and individual and group support" (Lorenz, 2008).

<p data-protect="">Hospice care in this regard is considered a very good option for those who are aware of their terminal conditions and do not wish to receive any more treatments. Hospice care at home may in fact help reduce the degree of depression, because the patient is in his/her own comfort zone. This care helps patients feel somewhat in control of their situation. Other interventions are also being incorporated in this care to improve outcomes by decreasing complications and death approaches. Involving all stakeholders has also shown to increase outcomes and improve end of life care (Lovell, & Cordeaux, 1998).

Trends in Palliative Care

<p data-protect="">In the past, family and care givers were kept at bay when medical care was being administered. This resulted in increased complications and early death. The care givers and family members felt cut off, in the event medical personnel were suddenly without information about the mental state or psychological aspect of the patient. In short, the physician focused on the patient, leaving behind the family which could help in improving the outcomes. Such methods in the past were considered professional, but now they are being questioned. Currently the medical personnel are realizing the importance of family, the ethical and ethnical variations and the need of the patient's psychological needs in the complete palliative care. The palliative care team believes in order to improve outcomes and avoid any confusion; the family or relevant persons must be involved in the end of life plan. It is said that among the many trends that may have taken place in palliative care, perhaps the most significant one was the inclusion of family in the various decision making process of the patient. (Lorenz, 2008)

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<p data-protect="">With clearer understanding about the needs of dying patients, home based palliative care systems are now increasing to address this issue. There are now specific practices and protocols being developed to standardize the provision of palliative care in the home environment. The utilization of nurses in the provision of care is also paramount.

<p data-protect="">It is again important to understand the hospice concept from the patient's point of view. Patients during their final days wish to spend their last moments at home and die there. In this regard, the role of the primary care setting is important in providing the patients with their wish. This is however not an easy task to conduct, as caring in the home is far more difficult than giving care in a hospital. The care takers or family members may possibly be unprofessional and therefore, may not understand the importance of various signs and symptoms of the patient. (Faull, Cater & Daniels, 2005)

<p data-protect="">Among the various factors that encourage the patients to prefer hospice care include being close to the family and other care givers, adequate nursing care and familiar surroundings. The disadvantages of hospice care to the family may be disruption of normal activities, financial strains, and providing intensive support multiple times a day. (Faull, Cater & Daniels, 2005) Home based palliative care program is a very ethical method of providing adequate care while respecting the patient's wishes though. Such programs are useful in reducing costs, because emergency care and hospitalization are considerably reduced. With rising costs of health care, home based palliative care programs are very good options for near death patients. (Brumley, 2002)

Development of the Hospice System

<p data-protect="">During the last 30 years, there have been a lot of efforts placed on increasing awareness among the public on the hospice option. The increased support in various forms led to its evolution and growth. Not only has the number increased in current hospice settings, but the organizational complexity has also been achieved. Now there are many palliative care service providers. With the improvements in the care provided, many patients prefer to remain at home with hospice care (Seymour, 2004).

Introduction of Palliative Care and its Advantages

<p data-protect="">Currently individuals are shifting from hospital based care to home based palliative care program. These program aims to integrate palliative care earlier than did previous programs. Attempts to blend these two different fields and kinds of care are often difficult and therefore, training of professionals to ensure a smooth transition is important. Again the benefit of such a program is twofold. It helps the patients remain with their primary physician, which many patients prefer, while getting regular visits from the palliative care team and physician. (Brumley, 2002) Contrary to the initial methods of care, where the patient was not included in the decision making process, the current programs aim to support the patients by making them active participants in various interventions and actions that take place.

<p data-protect="">Programs such as ours are very flexible intended to help ease the difficulties encountered in palliative care, including the medico legal ones. The program has very flexible guidelines, and helps to include even those patients who may have less or more than six months to live. The program also supports and encourages curative care alongside palliative care.

<p data-protect="">The program follows five main rules in carrying out palliative care. It works by a team effort, which is responsible to constantly monitor various needs of the patients, and monitors various signs and symptoms. The team conducts numerous home visits, which provide nursing, personal care, support and education to the patients and care givers. Ongoing care management and telephone support is given around the clock to improve outcomes. The program is aimed at encouraging patients into accepting hospice care instead of hospitalization. The program also helps the patient in staying at home in the final days of life. This program has resulted in higher patient satisfaction, with many patients dying at home rather than in the hospital. The other advantage is in its cost effectiveness. The program has considerably reduced the number of emergency room and hospital visits as well as costs for specialized and professional care. The only cost factor is an increase in the number of team visits to the home.

Conclusion

<p data-protect="">Current increases in the number of older patients and the aging baby boomer population requires a comprehensive care program for the provision of palliative care. As much as they are destined to death, it is important to note that life of these patients does not stop abruptly. In this regard the introduction of hospice is important as well as a prudent and cost saving option. This care makes sure the patient is allocated a care giver who will call the doctor when; the patient experiences a lot of pain, "when he/she is having difficulties breathing, has difficulty passing urine or is constipated, is depressed and wants to harm him/herself, when he/she will not take the medications prescribed and when the caregiver does not know how to handle a situation" (Whiteman, 2000).

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<p data-protect="">Therefore, as shown in this paper, improvements in the service provision as well as in the making of policies can help improve the outcomes for the dying patients. Hospices can become the centers for palliative care and therefore more expertise and concentration is required to make them better places for care. Hospice care also makes it possible for families and caregivers of these patients to ensure that there is an efficient pain and depression management, there is enough discussions regarding the aftermath of the illness, the patient's wishes are honored, all decisions made are in the favor of the patient and lastly the family makes sure that all important goals are completed (Green, 2003). When this is done the patient and the family at large would not feel the harsh effects of grief, loss, suffering and end of life.

SWOT Analyisis of Nicholas

<p data-protect="">A personal analysis of a patient is very difficult because of strong factors of judgment, empathy, routine, societal perception, as well as individual and psychological aspects. Therefore, the analysis can be carried out from both the patient's perspective as well as the medical management perspective.

Strengths

<p data-protect="">The strength of this case may be taken in the form of experiences that Nicholas had. A positive experience reduces tension, and fears that many patients experience and may even help in their compliance. When it become evident that Nicholas was deteriorating he was admitted to the hospice program where he had already established a good relationship with the team. Nicholas received a great deal of support and love from his mom, sisters and the extended family as well as a faith community. His physician from the cancer centre where he was treated called on a weekly basis and made sure she was available to both the patient's mom as well as the hospice staff. At times when Nicholas felt well, his family took advantage of this allowing him to attend Camp Hole in the Wall. This gave him an opportunity to interact with other children.

<p data-protect="">The provision of nursing and social services in the initial stages of treatment was a good plan to help the family adjust to various stages that lay ahead of them. During this stage helping the patient stay at home with his family was good for everybody's mental and psychological state. Through social support, the family was taken care of by being given the necessary guidance and help regarding the patients care and mental preparations for the impending death.

Weaknesses

<p data-protect="">From the patient's perspective, the situation did not work well. Discharge from hospice was something to be happy about, but the readmission and continued decline of the patients' state pointed out the physical inability of the body to respond to the cancer treatments. Such slow decline in the patient's condition often causes anxiety and depression as well as fear, especially in a pediatric patient such as Nicholas. Nicholas presented his fear especially of being isolated, secluded, and the fear of being alone.

<p data-protect="">Another weakness identified is the support system which had provided Nick with his emotional and psychological needs all through his illness was not part of his end of life care. Nick lived a distance from the large cancer centre and essentially all communication, except with his primary treating oncologist ceased. The psychological support that Nick and his family had received from the empathetic and understanding physicians and nurses as well as social workers at the treatment centre stopped. Children as well as adults have a difficult time understanding the changes taking place around them, which may also cause fear, and decreased confidence. Nicholas and his family received their end of life care from a dedicated skilled hospice team but clearly all were aware that this meant the future looked bleak.

<p data-protect="">The gradual decline in his physical condition meant more reliance on others and realization of the fact that death was near. This proved to be fearsome for this nine year old boy and his family. Nicks mom continued to work and care for his sisters which meant that she was out of the house for extended periods of time each day. His grandparents provided supervision and some care to him but it was clear that nick wanted his mom to be always present. The whole issue of Nick's care was difficult to come to terms with. Nick's family needed him home but they also had other responsibilities which prevented them from being together as a family at all times. Nick's sisters were fearful and began spending time around his frail declining body. The hospice social worker and bereavement counselor spent significant amounts of time each week discussing the girls fears and helping them develop coping mechanisms.

Opportunities

<p data-protect="">Strategies should be explored and developed to consider separate funding for the care of pediatric hospice patients that would be designed in a way to provide 24 hour care and supervision that some of these patients and families so desperately need. Various programs have been introduced in recent years that promote the palliative care of children and are trying to rid the various loop holes in the US Health care system. Among these is the introduction of the Essential Care Program or ECP. This program has been at work since 1988 and is providing in house care along side of hospice care. As in the case of Nicholas the initial decision of the family to have him receive care at home was efficient. The ECP tries to provide just that to families in order to minimize the anxiety associated with admission to hospital. This program includes among other things, counseling and various kinds of support for both the patient and the family. (Field and Behrman, 2003)

Threats

<p data-protect="">The biggest threat to the palliative care system is the lack of care providers relevant to the field. Many of the providers in this area are general health care providers. There is also lack of understanding on how palliative care is different from normal medical care. The doctors and nurses may have to put more time and energy, not only from the medical and professional aspect but also to the human side of their nature of duty, which is the prime need of the patient. The lack of health care specialists in this area is therefore the biggest threat that exists. With increased trends towards palliative care the need for such individuals is greater. Another big threat that causes complications for many palliative care patients is the "six month until death regulation." (Field & Behrman, 2003) The waiver of this policy is essential to improve the quality of palliative care. However the replacement of the regulation was based on the anticipation that palliative care is more expensive than normal programs that are used for children with life threatening conditions.

SWOT Analyisis of JoeStrengths

<p data-protect="">Hospice care programs are especially ideal for cases such as Joe's, whose family members may not be able to provide required care at all times. In his debilitating state, Joe required constant care. With physical limitations Joe received the help he required from trained nurses, social workers, chaplains as well as volunteers. He received the equipment required, drugs for symptoms management as well as the home health personal care and homemaking aid. Various therapies such as respiratory, physical and occupational were also administered. With patients like Joe who are isolated for most of the day, anxiety levels are increased considerably. In such cases, they should not be left alone for long periods of time. The kind of care that Joe received was important as it reduced his anxiety. Joe also complained about lack of motor coordination, which meant that for his daily tasks such as eating and bathing he needed help. Family members were not able to provide that kind of assistance in this case therefore; the hospice care was a good option for Joe. Hospice care allows for patients such as Joe to be maintained in their own home, surrounded by people and things that mean most to them.

Weakness

<p data-protect="">Joe had difficulties in expressing himself orally which proved to be a big weakness. Joe would have benefitted from 24 hour care supervision but his wife worked therefore she was away most of the time. Although the hospice staff, including several volunteers, provided a great deal of care and supervision to Joe, the staff felt more supervision was required. Joe was declining physically and his ability to provide any self care changed considerably. He was also at risk when alone as he would not have been able to leave the home on his own in an emergency. While the staff worked very hard to maintain Joe's autonomy, the evaluation from both a physical and psychological standpoint had to be closely evaluated and taken care of accordingly.

Opportunities

<p data-protect="">There is an opportunity to better organize in more formalized ways, how care is coordinated with various organizations throughout the country. Through better coordination of care perhaps we could start to get a grip on hospice associated with healthcare. Creating partnerships in care through collaboration and cooperative efforts we effectively address and assess local needs which could lead to a more comprehensive approach. Patients with motor decline are in more need of constant care since they are unable to fend for themselves. An inpatient setting therefore would be an ideal situation where nurses and other health care providers are present to provide round the clock comfort and care to patients. Hospice inpatient should be encouraged to provide long term care as an ethical manner of care provision. By giving the field of palliative care autonomy, palliative and hospice care can work according to what I seen as fit for the provision of good cost effective and ethically fulfilling option over expensive hospital stays and admissions. (Cassel & Demel, 2001)

Threats

<p data-protect="">The limited reimbursement provided for home hospice appears to be the greatest threat for this kind of care. The lack of funding in this sector is also a major problem. Other threats include the loss of key personnel, retention of key staff, limited resources and lack of funding and availability of 24 hour care (Portnoy & Bruera, 2001). Another problematic issue is the lack of health care providers for palliative care. Introduction of many acts related to palliative care is also increasing the complexity of these issues.

Planning for educational inclusion in palliative care programs

<p data-protect="">Palliative care programs could be enhanced by formal education programs during orientation periods as well as ongoing scheduled educational requirements. These would include "establishing continuous quality improvement committees responsible for end of life care, collecting data as a catalyst for change, reviewing existing outcome measures and data sources and experimenting with new ones." (Field and Behrman, 2003)

<p data-protect="">Recent studies have shown that there are certain areas which patients and families feel are important to address when administering palliative care. In each case, the patient needs to be treated with dignity, demands honesty, confidentiality and appreciates being treated as a person rather than a patient. The sense of self respect increases as the patient nears death and therefore, providing the patient with such is a very positive influence during this crucial time. (Field and Behrman, 2003)

<p data-protect="">Critically ill patients are in more need of physical comfort than any other patient. In palliative care, the provision of this particular need to the patient is basic and all else is secondary. The patients in palliative care are generally in need of effective and consistent management of their pain. Psychological support is required extensively by the patients and the patients need to be with their family members requiring constant attention and care (Marita & Kashiwagi, 2003). The family is the most common need for such patients, along with friends, peers and medical staff. The accessibility of these services to the family of an inpatient is also another factor that patients claim they require. (Field & Behrman, 2003)

<p data-protect="">The four priorities of a palliative care currently are to carry out "clinical interventions including symptom management, methods that improve decision making and communication, arrangements that improve the quality of care and introducing different strategies to bereavement care" (Field and Behrman, 2003)

<p data-protect="">The patient and family are in constant need of staff compassionate feelings to the patient. Now nursing articles and texts are focusing on palliative care. Various monographs and other publications are also being introduced to increase competency of nurses in these fields.

<p data-protect="">Educational programs must provide sensitization about the various stages of palliative care and the biological mechanisms that accompany it pertaining to the age and condition of the patient. Since pain is the most common symptom experienced by the patient, an understanding about the pain mechanism and how it affects the emotional and psychological status of the patient should be understood. Both pharmacological and non pharmacological case management must be learned, and various tools that help assess the patient's symptoms must be mastered. For nurses, the ability to coordinate the various aspects of palliative care practice with other health care professionals is another important area requiring mastery. Finally, an understanding of the potentials and limitations of the various life sustaining procedures and treatment should be learned alongside the ability to make informed decisions about prognosis. (Field & Behrman, 2003)

<p data-protect="">Palliative care providers must also learn to not only master the professional aspects but be able to provide competent compassionate care to the patient and family while trying to minimize severity of the emotional stress that affects the parties. They must be able to gently convey any difficult or bad news to the patient or family members, keep them up to date on developments, anticipate the type of response that the family and patient may have and manage it accordingly. Sharing goals, responsibilities and decisions with family members before carrying out any decisions is again recommended. (Field & Behrman, 2003)

Conclusion

<p data-protect="">Current increase in the number of older patients and the aging baby boomer population requires a comprehensive care. In this regard the introduction of palliative care programs is a prudent cost saving option. With increased awareness about palliative care programs as good alternatives, there is a swelling interest in diverting to these services. Improvements in the service provision as well as policy making can help develop care giving outcomes. However more expertise is needed to make palliative care programs better options. Palliative care provision is a relatively new field with lack of specialties as well as lack of proper educational resources. Identifying these challenges and managing them is important for future provision of palliative health care.

<p data-protect="">Nurses form an important component of palliative care and therefore must be adequately educated in this area. Their competency in the field is essential for smooth function of the entire program, since they are the most important stakeholders in this field. Nurses are usually the first people who are approached by the family of the patient and therefore the right compassionate and competent attitude ensures confidence for the family. These and many more interventions are required before palliative care can be embraced and considered an advanced and efficient care provision specialty.

References

<p data-protect="">American Association of collages of Nursing. (1998) Recommended competencies and curricular guidelines for end of life nursing care. Boston: Houghton Mifflin.

<p data-protect="">Blakemore, K. (1998) Importance of Palliative care (1st ed.). Philadelphia: Open University Press.

<p data-protect="">Brumley, R. (2002) The Palliative Care program. The Permanente Journal, 7(2), pp. 54-74.

<p data-protect="">Cassel, K., & Demel, B. (2001) Remembering Death: Public policy in the USA. Journal of Royal society of medicine, 94 (9), pp. 433-436.

<p data-protect="">Eagan, K.A., & Labyak, M. J. (2001) Hospice Palliative Care: A model for quality end of Life care. New York, NY: Oxford University Press.

<p data-protect="">Faull, C., Carter, Y., & Daniels, L. (2005) Handbook of palliative care. Blackwell Publishers.

<p data-protect="">Field, M., & Behrman, R. (2003) When Children Die: Improving Palliative and End life Care for Children and their Families. National Academy Press.

<p data-protect="">Green, P. (2003) When does the responsibility of our care come to end. The Oncologist 7 (3), pp. 251-258.

<p data-protect="">Jacobson, A. F. (1998) Can hospitals have a "good death"? American Journal of Nursing, 98 (9), pp.24-32.

<p data-protect="">Jones, K. (2002) Terminal illness. Journal on coping with terminal diseases, 26 (1), PP. 12-14.

<p data-protect="">Lorenz, K. (2008) Evidence for improving Palliative Care at End of Life. A systematic Review, 148 (2) pp.147-149.

<p data-protect="">Lovell, T., & Cordeaux, C. (1998) Hospice Health Care (1st ed.). London: Hodder Headline.

<p data-protect="">Marita, H., & Kashiwagi, T. (2003) Effectiveness of psychological Interventions for terminally ill patients. Palliative medicine, 17 (8), pp. 658-694.

<p data-protect="">Mathews, M. (2002) Therapies, counseling and bereavement in palliative Health care. Community Health Affairs, 87 (1), pp. 34-38.

<p data-protect="">Peschel, C. (1997) Empathy and practice of medicine. New Haven, CT: Yale University Press.

<p data-protect="">Portnoy, R., & Bruera, E. (2001) Serious threats to palliative Care. JAMA Publishers.

<p data-protect="">Radulovic, J., & Person, L. 2004. Trends in Hospice and Palliative Care in the United States and Kansas. Web.

<p data-protect="">Seymour, J. (2004) Hospice care development. New York, NY: Oxford University Press.

<p data-protect="">Strang, C. (2004) End stages of life in terminally ill patients. Journal on palliative health Care, 9 (12), pp. 153-162.

<p data-protect="">Whiteman, B. (2000) Caring for the terminally ill. International journal on terminal illness, 14 (4), pp. 172- 191.

<p data-protect="">Worden, W.J. (2002) Principles and Practice of Palliative and hospice Care (2nd ed.). Berger & Weisman Publishers.Ecological Thinking and Transformative LearningTopic: Environment Words: 5005 Pages: 19 Oct 24th, 2020Introduction

<p data-protect="">The significance of nature and its purposive relationship with humans have been prevalent throughout the history of mankind. Its aspects affect human life in one way or another. For nature means more than just material abundance of the money-worshiping civilization. It represents an inexhaustible fons et origo (the source and the origin) of many cultures. It nourishes and it teaches. It brings a moral force into the utilitarian motives and interests versus gain and greed and grasping selfishness.

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<p data-protect="">That it can mean more than just political or even social excellence proves a letter addressed to the president of the United States, George Washington, by Chief Seattle. In it, Chief Seattle replies to the President's offer to buy the Native land and says: "Every part of this land is sacred to my people. Every shining pine needle, every sandy shore, every mist in the dark woods, every meadow, every humming insect. All are holy in the memory and experience of my people."

<p data-protect="">Reflecting on the prevailing environmental concerns, scholars have developed theories and principles that attempt to explain the human-nature relationship and how to reduce environmental degradation. One of the areas that such theories have paid substantial attention is on transformative learning and its position in the ecological context. This paper reviews several works completed by transformative learning theorists with the purpose of answering two major questions: How transformative learning would assist in knowledge acquisition under the present and future challenges?

<p data-protect="">Have transformative global and environmental educators gone far enough to suppress mechanism and reductionism? The primary focus of the paper is on human-Earth relations. In it, I will try to reveal what they are, what they mean to us, how they are developed, nurtured or destroyed, what knowledge counts and its place in "moral" discourse, how those relationships shape the cultural, social, economic, and political aspects of our lives.

<p data-protect="">Transformative learning and cosmology

<p data-protect="">Unless we live our lives with at least some Cosmological awareness, we risk collapsing into tiny worlds. For we can be fooled into thinking that our lives are passed in political entities, such as the state of a nation; or that the bottom-line concerns in life have to do with economic realities of consumer lifestyles. In truth we live in the midst of immensities, and we are intricately woven into a great cosmic drama. (Swimme 1996: 60 as cited in O'Sullivan, 1999)

<p data-protect="">Our elevated understanding of cosmology should be a good direction towards the necessary education vision that would help adults to change their thinking about a better environment. In this understanding, we mean that the universe is indeed the platform in which to build our thinking, justify our efforts and reach contentment with the efforts of transformative education. This view of the universe offers us the opportunity to define our failures and the destruction we have caused to the environment as we strive for betterment through economic and political activities. Indeed, the present environmental situation is a result of our emphasis on insignificant systems which deny us the chance to value the alternative provisions of nature.

<p data-protect="">The current revelations about the universe demonstrate how human beings have ignored its richness. Our mindsets centered on the Earth as to be a global village deviates the important view of the Earth as a planet. That is a planet that entails more than just human activities in their constant pursuit of profit without meaning. It is the planet that supports other forms of life that we greatly depend on. The constant pursuit of profit has "become the ultimate goal in life, no longer subordinate to the satisfaction of other needs" (Piotr Sztompka, 1994).

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<p data-protect="">"Ideas as historical forces", in the sociology of social change (pp. 235-249). Therefore, we can say that the human mind has gone to the extent of prioritizing things that make moral and social life meaningless. Why should men assume that material things can make life better? Why should he endeavor to overexploit the Earth that is so important to him? These and many other questions seem to be the motive and interest behind the transformation ideas described by O'Sullivan (1999). A man should take as much as his real needs are in the variety of provisions that nature appropriates (O'Sullivan, 1999).

<p data-protect="">Our keen understanding should then be used as a useful tool to change our economic and political interests for the sake of the planet. In fact, the dichotomy between the current situation and our understanding of the universe should be considered as the first step in transformative learning. Humans have realized their destructive actions in pursuit of profit at the expense of the Earth, which can be compared with Mezirow's first phase of meaning in transformative learning as a "disorienting dilemma". Our planet Earth is just like a tiny drop in the ocean when compared to the Solar system which then is similarly small when compared with the Universe.

<p data-protect="">We bear the universe in our being as the universe bears us in its being. The two have a total presence to each other and to that deeper mystery out of which both the universe and ourselves have emerged (Swimme and Berry 1992, cited in O'Sullivan, 1999). We must accept this reality and conform to the laws of the Universe whether it favors our way of thinking and doing things or not. The Earth stereotypes would then be more objective and embrace a broader perspective as the realization grows. Indeed, developing our perceptions on the basis of the planet as a constituent part of the Universe would be more appropriate to our transformed thinking. Literature confirms this fact when it insists that the natural elements that man has ignored such as diverse cultures, climates and geographic traits will also emerge to have a meaning in life. Such a viewpoint is central for the understanding of ecology, of our present and future environmental problems.

<p data-protect="">Transformative learning and conservation

<p data-protect="">In the recent past, the area that has demanded a serious transformation is the environment conservation. There are solid pieces of evidence that the environment is threatened by human activities. Many regulatory bodies have come up with measures to halt environmental degradation and save the environment. How far these regulators and other parties have gone is not enough to contain this degradation. It is apparent that conservation efforts have become unsuccessful. The growing concerns are clear indicators of the stubbornness of the issue. Therefore, it can be argued that there are inherent factors that challenge these efforts.

<p data-protect="">First, negative effects on the environment compel everyone to be responsible due to their universal consequences. Regardless of the principal cause of the problem, the responsibility escalates across all spheres. In terms of economy, as much as we refuse to protect the environment, so much we have to pay for the efforts put in it by others. In mathematic terms, when the deviations from the natural laws escalate, the sum will always be zero because of the negative effects in the sum of deviations. Consider people who destroy forests to expand the land for cultivation. It is clear that the agricultural produce will increase in the meantime, yet the climate will change in the long run. As the direct consequence of a forceful change of the complex biotic community, the change will attract the attention of environmental conservation programs that must be funded continuously.

<p data-protect="">In such a cyclic system of events, it can be argued that the issue of conservation is far beyond individual emphasis and efforts. It is a collective effort that compels everyone regardless of their desires and interests. The reason we find problems of ecology to be unavoidably political is that "they have to do with who gets what, when and how" (Orr, 2004). In an environment characterized by politics, many other influencing factors also emerge due to diverse politically oriented views. Therefore, conserving the environment will first require the elimination of these deficiencies by rebuilding the political systems to include everyone in the conservation efforts with a positive worldview directed towards a sustainable environment.

<p data-protect="">Eco-feminism

<p data-protect="">An important weakness in the conservation effort has been the segregation and dismissal of women as dormant players. Merchant observes how the environmental and women liberation movements have tried to save the situation under the blind eye of a capitalistic society. Women today could perhaps recapture this earlier age of nature worship through ceremonies, rituals, poetry, and a new language and thereby reinstate the ancient ideal. A revolution in symbol structures could help to transform the patriarchal-technological culture that brought about the separation of people from nature and the lower status of women, in a new age of consciousness, the earth as a symbol of life, beauty, and spiritual fulfillment could regenerate respect for nature and reunify all human beings with other organisms and the planet (Merchant, 1980).

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<p data-protect="">The word woman is synonymous with Mother Nature. She links human beings to the vital elements of nature such as warmth, freshness, satisfaction and dependence. During our childhood period, when we acquire and cherish first traditional ecological knowledge, who is there for such important times of our lives but the mother? Yet the male-oriented society does not consider the effects of human activities on women.

<p data-protect="">It has happened that the woman has taken the task of leading the society towards improving the environment through environmental and women liberation movements. Her vigor and knowledge are very evident in these movements and we now know that nuclear technology, radioactivity wastes, chemical wastes, pesticides and herbicides are more important to her than the environmentalists assumed. The proposition that emerges in this new eco-feminism ideal is that rebuilding the political systems for a better environment should heed the voice of the woman.

<p data-protect="">A darker shade of green: the importance of ecological thinking in global education and school reform

<p data-protect="">One promising suggestion put forward by Selby and Clover about achieving ecological literacy is to transform schools into collaborative learning communities. A collaboration that reflects a vibrant living system that imitates the values and principles held intrinsically in natural ecosystems (Selby, 2000). Such a call is evident in the recent trends where schools are increasingly incorporating ecological themes and topics in curriculum development.

<p data-protect="">A positive response or support is an opportunity to build a school philosophy in which environmental awareness and sensitivity are considered a priority. It is an important opportunity to give young learners, and maybe other community members who are stuck in unyielding worldviews, the chance to make the desired change. The key reason is that the collaboration will allow the integration of diverse ideas and consequently acknowledge beliefs and values held by diverse individuals.

<p data-protect="">David Selby is one of the scholars who support collaborative learning or creating vibrant learning communities in schools (Selby, 2000). At this juncture, a learning community becomes more of a process than a place where academic knowledge is reinterpreted for a passing mark only. Reflecting on Mezirow's steps of transformative learning, this process will grow systematically from "exploration of options for new roles, relationships, and actions to planning a course of action, acquiring knowledge and skills for implementing one's plans" (Mezirow, 1999).

<p data-protect="">Selby has joined Mezirow's steps through what he calls strands. Insofar, the next strand is awakened by the achievement of the previous strand similar to Mezirow's steps. Here, the process is clearly triggered by the new ethic in which aggressive, plundering human beings have abandoned their destructive ways, recognized their dependence on Planet Earth and attempted to live on more equal traction with the rest of nature (Selby, 2000). The chance to sustain the ecology lies in the fact that, people are presenting a deep and transformative, as in opposition to shallow and reformist ecological worldview within which the principal conjectures underlying the prevailing economic approach are nullified and changes identified.

<p data-protect="">With the growing perception, it is important to develop collaborative learning with a bio-centric philosophy. The reason is that such a philosophy would embrace the idea of human versus nature in which relationship is characterized by events that are processes rather than the place where academic knowledge is reinterpreted for an economic point only. As such, environmental themes and topics that have been left out for science classes only will be solicited. Moreover, they will be balanced with other themes that leverage ecological understanding such as culture, spiritual, social and political aspects. The inclusion allows for the agreement of the diverse ideas and beliefs noted earlier.

<p data-protect="">In a collaborative learning environment, the most important is the convergence of ideas and interests. Successful and sustainable school change, Fullan (Fullan,1997 as cited in Selby, 2002) suggests, "requires coherence, integration, diversity, continuous skills development, the creation of collaborative work cultures, … and a broadening of the leadership net to include as many teachers, parents, and students as possible.

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<p data-protect="">The reason being is that the ecological values held by students are embedded in the subjects they learn and those of parents are described by societal obligations. As it has been suggested by Selby (2002) that most of the educators have resisted changes through learning initiatives that are fragmentally developed and implemented, it is essential to bring the new philosophies to our schools in order to prepare the future society for a sustainable environment. Inasmuch as the present and future environmental threats are to be fought, educators must also be challenged to develop a curriculum and other programs that instill the importance of a better environment for the students.

<p data-protect="">Transformative learning and traditional ecological knowledge

<p data-protect="">Perhaps traditional ecological knowledge (TEK) has the highest and direct consequence of transformative learning in an ecological context. The case is much evident in all societies, ages, inclinations and levels of learning where traditional knowledge plays a central role. It is apparent that the larger part of transformation an individual perceives is a result of the traditional knowledge acquired. It is also a fact that an adult is aware of many occurrences and knowledge acquired during childhood years which acts as a directive towards future approaches. Transformation is also enriched by what we learn from traditional knowledge acquired by acquaintances through mutual interactions.

<p data-protect="">Therefore, transformation through traditional knowledge acquisition can as well be seen as a process of transferring and acknowledging what has been considered valuable for years such as the plants or animals that were adapted to living in particular environments. Although the process does not correlate much of Mezirow's steps of transformative learning, it however acknowledges the elements of a reflective discourse. The similarity suggests that the learning that occurs through traditional knowledge acquisition is through the integration of collective experience, groping alternative perspectives, and arriving at a tentative best judgment (Mezirow, 1999).

<p data-protect="">In regard to traditional ecological knowledge, a culture emerges as an important factor in determining the kind of learning an individual would acquire. Feinstein (2004) has no doubts about this assumption as he found cultural diversity among his participants to influence knowledge acquisition differently. Therefore, it can be argued that cultural aspects must be embraced when acquiring knowledge in the ecological context through transformative learning. The present and future environmental challenges are consequences of the ignorance we make about cultural diversity.

<p data-protect="">In fact, while responding to the criticism of Mezirow's theory that it is restricted by western culture, Merriam and Ntseane (2008) observed how we can promote transformational learning by understanding the cultures that are in many cases ignored such as those in Africa. According to this observation, it can then be concluded that understanding other cultures leads to understanding traditional ecological knowledge within the region inhabited by particular people. By understanding the environmental aspects that are valued traditionally, it is possible to sustain this value which has always been the target of degradation.

<p data-protect="">The biggest mistake we can make in transformational education is to assume that traditional ecological knowledge is irrelevant in shaping our present and future learning about the environment when environmentalists have identified its importance (Clover, 2002). The reason is that we will lose both the primary focus of conservation (which is to restore the original face of the environment) and the purpose of conservation (to enhance our lifestyles).

<p data-protect="">It is apparent that the knowledge bears the fundamental elements of conservation: the original environmental aspects and the relationship between human beings and nature. The latter element is much reflected in the cultural context. For instance, a culture where hunting and gathering are the central occupations relates people to vegetation while a culture of fishing will relate people to water bodies. The importance of these relationships is reflected in the following discussion.

<p data-protect="">People must understand and value the people-nature relationship in order to enable transformative learning in an ecological context. There is no justification enough to dismiss a particular relationship valued in a specific culture as inferior. No wonder critics such as Bowers (2005) explain the biggest mistake transformative theorists such as Freire and Dewey have made when developing their theories was to ignore a variety of cultures. The ignorance eliminated the many benefits people would perceive as to stem from the theory even in relation to the ecology-the the core purpose of transformation learning. Therefore, traditional ecological knowledge should be embraced as the keeper of knowledge acquisition required to face present and future challenges.

<p data-protect="">Many-voiced landscapes

<p data-protect="">We are aware of the deteriorating environment especially due to the climatic changes we observe and the inability of the earth to satisfy our basic needs and this is the reason many environmental agencies and educators identified by Lange (2010) have raised their voices regarding environmental protection. It is obvious that further deterioration of the environment may even put human existence at risk considering the intimate relationship we have with nature. While many people have voiced their concerns openly, the spiritual sense and conscience of many people are lamenting on the weakening of the environment as the backbone of life. It seems that the spirit is at will, but our efforts are inhibited by intrinsic factors which could be correlated to our lack of the desired knowledge. As I have put it, we need to make learning about the environment more accommodating and replace the response obstructions with new information linkages.

<p data-protect="">Adult education is the most important area to consider when enhancing the transformative learning desired to appropriate proactive measures regarding the escalating environmental problems. Why should the emphasis be put on teaching only K-12 classes about the environment when the very sources of destruction – adults and their economic activities are presumed? To K-12 classes, knowledge acquisition is a routine and not a learning transformation. Therefore, the urgency we yearn for in regard to environment responses will never be achieved through such learning. As much as adults are responsible for the poor environment, the higher responsibility in reviving it lies with them. Adults with their life experience are even in a better position to understand the deep ecology that environmental reformists suggest being imperative.

<p data-protect="">Transformative and environmental educators have gone the highest level ever in history in responding to mechanism and reductionism. At this level, transformative learning especially for adults has taken the center stage. They suggest learning that integrates the many components identified to be relevant such as ecopsychology, ecospirituality, ecofeminism and ecosociology.

<p data-protect="">The dilemma that emerges from the educator's discourse reflects a similar situation that led Mezirow to develop the transformative learning theory. That is, people are living under uncertain circumstances that need a systematic turning around to have the necessary focus of reality (Mezirow, 1999). In actual sense, many efforts have been put in place to reform the environment, yet it is little or no progress observed especially due to lack of the necessary transformation.

<p data-protect="">One of the areas that have taken the center of environmental discourse is sustainable education. Environmentalists have regarded sustainable development as the way forward towards a better environment (Lange, 2010). This opinion is echoed by Räthzel& Uzzell (2009) when they coined that the vagueness of the sustainability dialogue has resulted in the elevation of the concept to various levels such as moderate and strong sustainability. In the developing discourses, strong sustainability assumes the role of solving the existing environmental problems as well as the ones perceived in the future. Only discussions have not reached a universal agreement on how to go about bringing strong sustainability. Should the efforts start at an individual level or should it be initiated simultaneously are questions that are yet to be solved if the kind of sustainability suggested is ever to be achieved?

<p data-protect="">Nonetheless, as Lange (2010) notes, neither have the sustainability discourse or efforts taken the right track towards solving the environmental problems. The reality is that the so-called sustainable environment reflects an environment that will sustain the same purposes that led to environmental degradation. The observation is confirmed by the fact that sustainable development as discussed is a situation where the environment goes green whether it is through organic agriculture or extensive tree planting. It is clear that the idea of bringing the environment to sustainability is not yet strong as it lacks the necessary integration. The proponents of sustainability have failed to understand that the heart of the environmental problems is not about going green but reclaiming the vigor that once existed in our environment.

<p data-protect="">The signature of the whole

<p data-protect="">In order to understand the loss that human beings and their activities have caused on the environment, we just need to reflect on how the environment looked like several years back. The once valued aspects or qualities of the environment such as vast vegetation areas, serene atmosphere and consistent seasons have been completely lost as a result of man's activities in the name of development and efficiency (Selby, 2002). The viewpoint that we have adopted only makes us acknowledge the existence of the observable elements of the environment such as plants, water bodies, and animals, but does not allow us to consider the most important question: as to why these things exist or of what value are they to human beside the commodity value?

<p data-protect="">To consider the question, there must be a transformation in human understanding; a transformation that is purposely designed for the environment. Selby (2002) proposes global and environmental education as the most appropriate response to the mechanistic mindset. The reason is that transformative educators have adopted a metaphor that overlooks the important elements of reality or presence that is deeply important to an ecological worldview.

<p data-protect="">In this line, the transformation that is required should not pursue to eliminate the metaphor completely but to fill the gaps and unfold the being and becoming of the whole reality. The effort will be primarily involved in bringing to light the natural things that have been ignored by reductionists such as rocks, cultures, and animals, and digging their interconnectedness with human beings. In this manner, people will 'see' the value of such things and the importance of preserving them as elements of the environment.

<p data-protect="">Such a concept of radical interconnectedness will lead to the creation of the disorienting dilemma that marks the beginning of transformative learning suggested by Mezirow (1999). People will realize that the initial purpose of living in harmony with nature has been distorted in the modern world. The world will then be at one level of presence where everything relates to everything else reflecting the progressive nature of Mezirow's transformation steps. In the end, the world will reach a deep level where everything is embedded in everything else at which the persistent worldviews will come to a halt. At this final stage, environment protection will never be a discourse dilemma, but a priority and inherent obligation to all people-real transformation.

<p data-protect="">However, Selby (2002) presents the implications associated with radical interconnectedness. We have to admit that the ongoing discourse regarding environmental crisis per se cannot satisfy the deficiencies that are associated with the global environmental worldviews. The dilemma calls for more proactive measures such as helping our learning communities to understand and experience the interconnectedness of nature and human beings.

<p data-protect="">Despite most of the educators not engaging in multicultural education by recognizing the interchange of various cultural perspectives around understanding environmental issues, the environment education they are to preach must at least combine with anti-discriminatory education to some extent. Through this, even the cultural weaknesses observed by Merriam and Ntseane (2008) regarding Mexirow's theory might be resolved.

<p data-protect="">Ecological perspectives for adult education

<p data-protect="">Ecological perspectives for adult education have been reflected in the environmental discourse as a kaleidoscope of notions that are ultimately centered on the relationship between human beings and nature. The clear analysis of these perceptions reveals a focus on human-earth relations: a myriad of questions regarding the meaning, development, nurturing and understanding of these relations. Clover (2002) identifies these perceptions as to include ecological knowledge and cultural identity; consumptions, production, and cultural homogenization; environmental racism and classism; ecofeminism standpoints; the intrinsic value of nature; and sustainability. Notably, these perceptions place concerns for the planet at the forefront and promote transformative learning by widening our knowledge and understanding.

<p data-protect="">Ecological knowledge acquisition is a process that can be a transformative learning process described by Mezirow. First, adults must fight the forces that push them away from acknowledging the intimate relationship between humans and nature in order to attain a starting point for learning and knowledge creation. Human beings have lost the real touch of nature that is relevant to understanding the relationship. Feinstein (2004) would presume that people lack the traditional ecological knowledge which regards nature as the most valuable part of human life. It is through this knowledge that human-nature relation is nurtured through the land and its provisions such as vegetation, animals, rivers, hills and so on. A nurturing where nature influences the lifestyle instead of our lifestyles determining how nature will look like-the referencing point in life rather than the referenced point.

<p data-protect="">As Clover (2002) thinks, when adults are made to revive the lost ecological knowledge, the kaleidoscopic perceptions will become clearer. Instead of unending discussions about the protection of the environment, adults will start eliminating the obstacles that stand on the way towards a better environment. In eliminating obstacles that are against progressive ideas such as echo-feminism standpoints, Merchant (1980) suggests that the role of women in environmental issues should be identified.

<p data-protect="">In regard to women and ecology, Merchant (1980) observes how feminists have believed that women today could perhaps recapture the earlier age of nature worship through ceremonies, rituals, poetry, and new language and thereby reinstate the ancient ideal. Indeed, women have been closest to nature especially because of their role of reproduction. They must also bring up children in a way that they respect and adore nature for the sake of the future. The places where women work are as well the places where men will reside in after the male chores and require special attention that will keep the places safe, conducive and peaceful. Therefore the women-nature relationship is particularly special because it entails the present and future considerations in terms of nature.

<p data-protect="">By playing the wider role of reproduction and child-rearing as well as being exposed to the threats of capitalistic societies, women have become the most vulnerable victims to destructive activities. Radioactive wastes and potential hazards have penetrated the places where women work. Women have been victims of technological advancement as it has been applied to disadvantage their safe living by facilitating activities like abortions. Chemical wastes, pesticides and herbicides are everywhere a woman is working or living.

<p data-protect="">According to Merchant (1980), the feminism movements have resulted from these concerns about women and their safe living. The movements have called for gender equality as a way of giving women the power to ensure that nature is protected. They have called for women inclusion in our education system in order to facilitate them with the necessary knowledge that would enhance their participation in environmental protection. Feminism movements have sort to ensure the use of appropriate technology that might reinforce the traditional sex roles and save the women.

<p data-protect="">In as much as adult education will integrate environmental education, echo-feminism standpoint must be taken into consideration. Adults will certainly assume roles that are focused on taking the environment back to where it was. Therefore, the adults' ecological knowledge will be transformed in a manner that they talk about their relationship with nature in ways that are not purely about meeting their physical needs.

<p data-protect="">Reflective epilogue

<p data-protect="">The course on education theories has significantly changed or transformed my understanding of education in general. Education is not just about knowledge acquisition but is about developing our thinking and identifying our unique roles in shaping a positive living. It is an endless process that can sometimes be broken prematurely if one fails to grow his/her focus accordingly. The focus is on the reflective dialogue of the existing ideas with a sole emphasis on where and how they apply in the present and future world. Therefore, education as well includes an individual contribution to the growing discourse.

<p data-protect="">As I progressed through this course, I made some realizations that changed my way of thinking completely. As human beings, we are interested in petty things that make us selfish and unruly to our life such as economic satisfaction. As a matter of fact, we attempt to justify actions that our conscious mind has a negative opinion about. What I have realized is that there are more important things explained in theories and if our focus could be on them, the other things that we strive for will automatically come. As such, education becomes the source and opportunity to acquire the necessary knowledge for the desired change.

<p data-protect="">Transformation and education are two intertwined concepts and one can stand for the other sometimes. There will never be a transformation without education, or true education without traces of transformation. When we acquire new knowledge, we are transformed in that we take a new direction of thinking or acting. Similarly, when we are transformed, we desire to learn more and justify the transformation. In so doing, we move education to a new level of enlightenment which eventually becomes the basis for all other levels that follow close behind.

<p data-protect="">Reference List

<p data-protect="">Bowers, C. A. (2005). Is transformative learning the Trojan horse of western globalization? Journal of Transformative Education, 3(2), 116-125.

<p data-protect="">Clover, D. E. (2002). Toward transformative learning: Ecological perspective for adult education. In E. O'Sullivan, A. Morrell, & M. A. O'Connor (Eds.), Expanding the boundaries of transformative learning (pp. 159-172). New York, NY: Palgrave.

<p data-protect="">Feinstein, B. C. (2004). Learning and transformation in the context of Hawaiian traditional ecological knowledge. Adult Education Quarterly, 54(2), 105-120.

<p data-protect="">Lange, E. A. (2010).Environmental adult education: A many-voiced landscape. In E. C. Kasworm, A. D. Rose & J. M. Ross-Gordon (Eds.), Handbook of adult and continuing education (pp.306-316). Los Angeles, CA: SAGE.

<p data-protect="">Merchant, C. (1980). The Death of Nature: Women, Ecology and the Scientific Revolution. San Francisco, CA: Harper & Row.

<p data-protect="">Merriam, S. & Ntseane, G. (2008).Transformational learning in Botswana: how culture shapes the process. Adult Education Quarterly, 58(3), 183-197.

<p data-protect="">Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco, CA: Jossey-Bass.

<p data-protect="">Orr, D. W. (2004). Conservation in Context. Conservation Biology, 18(6), 1457-1460.

<p data-protect="">O'Sullivan, E. (1999). Transformative learning: Educational vision for the 21″ century. Toronto: University of Toronto Press.

<p data-protect="">Räthzel, N. & Uzzell, D. (2009).Transformative environmental education: a collective rehearsal for reality. Environmental Education Research, 15(3), 263–277.

<p data-protect="">Selby, D. (2000). A darker shade of green: the importance of ecological thinking in global education and school reform. Theory into Practice, 39(2), 88-96.

<p data-protect="">Selby, D. (2002). The signature of the whole: Radical interconnectedness and its implications for global and environmental education. In E. O'Sullivan, A. Morrell, & M.A. O'Connor (Eds.), Expanding the boundaries of transformative learning (pp. 77-93). New York, NY: Palgrave.