Soldiers Home And How to Tell a True War Story Analysis

Soldiers Home And How to Tell a True War Story Analysis War can be defined as a situation in which competing enemies are involved in an active struggle. Different authors have over time written war stories and their effects on individuals. Tim OBrien wrote How to tell a true war story while Ernest Hemmingway wrote Soldiers Home. Both stories illustrate to readers the effects of war on an average person. Both stories are the same in many aspects because both authors had a stint in the army. OBrien served in the Vietnam War and he chooses a narrator in his story who is the same as him. This makes the reader believe in OBriens stories as if they actually happened. Hemmingway, on the other hand, served in the World War I and bases his story on real life experience such as lies, relationships and death. In both stories, we are told that soldiers in a war do whatever that they like. This is supported in Soldiers Home when Krebs does nothing to get a job or make money throughout the day. In How to tell a true War Story OBrien is of the opinion that a soldier yearns for a perfect world while in the battle zone. On his return home, Krebs is truthful and blunt on his answer not caring how others take it. Themes can be referred to as the fundamental ideas that have been explored in a piece of literature. Both stories have the theme of physical and emotional burden in which the characters are both figurative and literal. Both OBrien and Krebs carry loads that are emotionally heavy. The load is composed of terror, grief, longing and love. Each mans burden is related to their emotions. After the end of the war, both men have psychological burden which continue to haunt and define them. They survived the war but continue to carry grief, and confusion. Fear of shame as a motivation is delved in both stories. OBrien experiences in war shows that the motivating factor in war is the fear of feeling ashamed before peers. Krebs also has the fear of relating to the towns people and even his own family. Both stories explain the complexities of relating war experience to story telling/narration. Tim OBrien chooses to have a fictional narrator who is also known by his name Tim OBrien. He shows that the narrator has the power to shape the opinions of his listeners. In both stories, the authors use the stories to allow the listeners tackle the past experiences .They use narratives to pass their message. Loneliness and isolation features prominently in both stories. OBrien explains that there is loneliness and also isolation in Vietnam during the war. He says that loneliness and isolation are destructive the same way as ammunition. Krebs on the other hand is isolated and lonely in his home town since returning from war. He is disillusioned and is unable to fit in his society or even his family. Both titles Soldiers Home and How to Tell a True war story are both ironical. Soldiers home in real sense refers to a place of rest, a place of retirement but in the story, Krebs does not find rest in his home town, in fact he suffers from post traumatic stress and isolation. In How to Tell True War Story, it is ironical that OBrien starts by saying the story is true only to argue later at the end that one should not believe a true war story since it is even impossible for one to tell a war story that it is true. In Soldiers Home, we find that Krebs lies so much to the extent that when he returns home, lying makes him sick. OBrien backs this theme when he says that one Hs to stretch the truth and lie so as to make the public believe ones war story. Krebs tells his stories of war with other war veterans assembled at the pool room. In the same way, OBrien tells others about his war experiences. Readers of Hemmingway story are told that people do not want to hear Krebs stories while on the other hand OBrien also thinks that war stories are meant for people who do not listen. How to Tell a true War Story is not straight forward and does not follow chronological paths from the start to the end like a traditional story. Instead it has a collection of various small stories that have been interspersed with instruction on war stories. The story also has commentary whereby the narrator says that a war story which is true is never moral. The narrator through commentary also argues that distinguishing on what really happened from what seemingly happened in a true war story is difficult. . The protagonists in both How to Tell a True War Story and A Soldiers Home tell the stories of their lives and also about war and its effects on their lives. This can be seen in the modifications of war stories by OBrien and the social isolation of the protagonist in Hemmingways story. In both stories, the protagonists are traumatized by their time in the military service. OBrien accepts that fabrication is essential and relevant to his stories. He agrees on his stress that is post traumatic and admits to telling lies through his literature. Hemmingways depiction on stress occasioned by war differs from that from OBrien because his war veteran, Krebs is recovering from the effects of war on him. Krebs does not like remembering his time in the military. While OBrien likes embellishing and talking about the truth, Krebs was sick of it. Krebs depicts negative effects of war by emotionally alienating himself from the society. He still lives in his parents home and is not married or has any career. Ernest Hemmingways Soldiers Home is not a story about an old soldier in an old peoples home waiting to die, but it is a story of a young man called Harold Krebs who has just returned from war and is unable to figure out what he wants in life. Although he is at home, he does not feel at home. It is like he did not want to come home. Krebs knows that he has changed but everything else in his hometown seems the same. He is expected to pick up and continue with life from where he had left while going to war but he does not know how to do that. He is confused. He feels no one understands what he is undergoing, the turmoil that is within him. The many atrocities he witnessed in the war zone have made him not to believe in God anymore. One feels sorry and sympathy for Krebs. His troubles can be compared to what other war veterans went through when they arrived back home from war. Krebs is timid and uncomfortable in the company of women except his immediate family members. He depicts a picture on how hard it is to be assimilated back in to ones society after military service. Social acceptance as a theme in Ernest Hemmingways Soldiers Home and OBriens How to Tell a True War Story is significant in both stories. Both major characters are isolated socially and are unable to relate well with all those who are around them. It is fair to conclude that neither Krebs nor OBrien is no better off at the end of these stories than when they started. It is understandable that both writers of these stories- Soldiers Home and How to Tell a true war Story were both scarred in the wars. These stories are therefore very personal and the experiences offer us glimpses into the lives of both the authors, their many trials and tribulations that they faced.

Analysis of Middle Range Nursing Theory Essay

Complex physiological changes during pregnancy have a significant impact on almost every organ on the body system including the oral cavity — these changes are due to hormonal changes. Estrogen causes increased blood flow to the oral cavity, making the gums friable and easy to bleed, contributing to gingivitis. Pregnancy-associated gingivitis is highly prevalent. It affects approximately 30%-75% of pregnant women and resolves after delivery. Nausea and vomiting during pregnancy can also increase the risk of extensive erosion (Varney, Kriebs, & Gegor, 2004; Barak, Oettinger, Machetie, Peled, & Ohel, 2003). In addition, changes in diet, such as increased consumption of carbohydrates, increased acid from vomiting, and changes in oral hygiene may increase the risk of tooth decay during pregnancy (Russel & Mayberry, 2008). Current research and evidence shows the importance of maintaining good oral health during pregnancy. Evidence supports that periodontal infections during pregnancy increases the risk of adverse birth outcomes such as premature deliveries, low birth weight, still birth, miscarriage, and pre-eclampsia (Russell & Mayberry, 2008; Jeffcoat, Geurs, Reddy, Cliver, Goldenberg & Hauth, 2001). Preterm birth is a significant public health problem, as the prematurity rate at in the United States was 12.7% in 2007. Preliminary data for 2008 indicates a slight decline to about 12.3% (Martin, Hamilton, Sutton, Ventura, Mathews, Kirmeyer, & Osterman, 2010). Behrman & Butler (2007) reported that annual societal preterm births cost more than $26.2 billion in 2005, or $51,600 per infant born preterm, including maternal delivery, medical care, early intervention services, and loss of household and labor market productivity. As a midwife, one main goal during antenatal care is to improve pregnancy outcomes. Part of this can be accomplished is by promoting oral health care and healthy  behaviors. It is important to provide oral health education before and during the current pregnancy, as well as educate our clients about the association between poor maternal oral health and adverse pregnancy outcomes. In addition, we must encourage them to see a dentist during pregnancy. Theory To choose a theory to apply to the practice problem, relevant theories must be critically evaluated based on a set of criteria. The author used the three questions posed by Fawcett and Associates (1992) as described by Kenny (2006): â€Å"(1) Does the theory or model address the client problems and health concerns?; (2) Are the nursing interventions suggested by the model consistent with client’s expectations for nursing care?; and (3) Are the goals of nursing actions, based on the model or theory, congruent with the client’s desired health outcomes?† (Kenny, 2006, p.305). Several middle range theories can be used and applied to maximize oral health during pregnancy, as well as the prevention of adverse outcome related to oral problems. The Theory of Reasoned Action and Theory of Planned Behavior focuses on and explores the relationship between behavior and beliefs, as well as attitudes and intention (Montano & Kasprzyk, 2008). The Diffusion of Innovations Theory has been used to study the adoption of health behaviors and programs (Tiffany & Lutjens, 1998). The Precaution Adoption Process Model has been applied to behaviors which require deliberate action and initiating new behaviors (Weinstein, Sandman, & Blalock, 2002). The Transtheoretical Model and Stages of Change are used to guide the individual through the stages of change to action and maintenance (Prochaska, Redding, & Evers, 2002). The Health Belief Model is used to predict and explain health behaviors and promote individuals in engaging health behavior (Champion & Stretcher & Janz, 2002). The best theory that fits this practice problem and author’s values and beliefs about client, health and nursing practice is Health Belief Model. Health Belief Model The Health Belief Model (HBM) was developed by a group of social psychologists at the U.S. Public Health Service in the 1950s in an attempt to understand â€Å"the widespread failure of people to participate in programs to prevent and detect disease.† It was later applied to patient responses to  symptoms and to compliance with prescribed medical regimens (Champion, Stretcher, & Janz, 2002, p. 46). The HBM has four major constructs: Perceived susceptibility, perceived severity, perceived benefit, and perceived barriers. The model has been expanded to include cues to action and self efficacy (Champion, Stretcher, & Janz, 2002). ‘‘Perceived susceptibility† refers to â€Å"one’s subjective perception of the risk of contracting a health condition.† (Champion, Stretcher, & Janz, 2002, p.48). â€Å"Perceived severity† refers to â€Å"feelings concerning the seriousness of contracting an illness or of leaving it untreated includes evaluations of both medical and clinical consequences (death, disability and pain) and possible social consequences (such as effects of the conditions on work, family life, and social relations).† (Champion, Stretcher, & Janz, 2002, p.48). â€Å"Perceived benefits† are beliefs and opinions of the value regarding the effectiveness of the various actions available in reducing the disease threat.† (Champion, Stretcher, & Janz, 2002, p.48). â€Å"Perceive barrier† is a person’s perception of both the difficulties in performing the specific behaviors of interest and the negative things that could happen from performing those behaviors.† (Champion, Stretcher, & Janz, 2002, p.49). â€Å"Cues to action are strategies to activate the one’s readiness.† And finally, â€Å"self efficacy† is â€Å"one’s confidence in one’s ability to take action.† (Champion, Stretcher, & Janz, 2002, p.49). The Health Belief Model is one of the conceptual frameworks for understanding health behavior. Also, the HBM is used for explaining and predicting acceptance and adherence to medical care recommendations (Champion, Stretcher, & Janz, 2002). The Model hypothesis â€Å"that an individual’s decision to change behavior is determined by two elements: (1) One’s perception of a threat to personal health which is determined by two underlying belief, namely perceived susceptibility of the disease and the perceived severity and seriousness of the disease. And (2) Ones perception of the efficacy of treatment proposed to reduce the threat†. (Ramseier, Suvan, 2010). This theory is indicated as a mid-range theory because it is narrow in scope, less abstract, and more applicable directly to practice for explanation and implementation. The early applications of HBM were focused on tuberculosis screening test, and then MBM extended to lifestyle behavioral changes such as condoms use, obtaining vaccination against infectious disease such as  influenza vaccine (Baranowski, Cullen, Nicklas, Thompson, & Baranowski, 2003; Janz & Becker,1984). The HBM model also has been used on screening behaviors such as: mammography screening behaviors for detecting breast cancer, screening program for Tay Sachs disease, as well as in AIDS and high-risk behavior research (Janz & Becker, 1984) Plan for Practice Integration To initiate the use of the Health Belief Model in promoting and maximizing oral health during pregnancy, we might begin with distributing a survey or questionnaire for each woman during the prenatal visit. The purposes of questionnaire are: (1) To explore oral health practices and utilization of dental care; and (2) To examine women’s use of dental service and frequency of dental visits during pregnancy. The questionnaire includes demographic data (i.e., age, marital status, educational level, annual house hold income, and dental insurance). It also includes questions regarding oral health hygiene practices (i.e., frequency of brushing and flossing). In addition, the frequency of dental visits before and during pregnancy, reason for dental visit, questions regarding any instructions received from health care providers about oral health care, safety of oral treatment during pregnancy, knowledge of common oral health problem during pregnancy, and associations between poor matern al oral health and adverse pregnancy outcomes would also be covered. Questions about barriers to dental care or reasons they do not visit the dentist would be explored. After collecting the survey from the women, the midwife or health care provider should discuss and provide teaching about oral health practices, the importance and safety of dental visits, and provide knowledge of oral health and pregnancy outcomes associated with poor oral health. This information should be provided at every prenatal visit. The Health Belief Model would be explained in an educational session for midwife and health care provider (MD and dentist) using visual aids, including posters and handouts of the HBM construct. This educational session includes information about the theory in general, constructs and its relationships, also how this model was used in research and practice previously, and then how this model might be used and applied in maximizing and promoting oral health during pregnancy. A better understanding of the HBM from the midwife will  enable them to use it in predicting and screening a patient’s oral health and related behaviors. In-person counseling could address each woman’s baseline belief regarding susceptibility to oral infection (i.e., gingivitis, peridonitis and dental caries), as well as benefits and barriers to the dental clinic visit and screening. By the end of the educational session, certain outcome objectives should be assessed. These outcome objectives would be: (1) By the end of the session, 100% of the midwives and health care providers will be able to describe the HBM and its constructs in their own words; and (2) By the end of the session, 100% of the health care providers and midwives will be able to assist individual clients to develop and maintain oral hygiene behaviors. These objectives could be measured by assessing learner expectations regarding the sessions, asking questions, and having each one state their answers, as well as provide effective feedback to each answer from the participants. Several factors influencing the practice issues were understood by using the HBM in this practicum situation. The concept of â€Å"perceived susceptibility† includes all pregnant women because of the hormonal fluctuations that occur during pregnancy, in addition to personal characteristics related to income, poor habits, inadequate dental hygiene and related behaviors. The concept of â€Å"perceived severity† is important in that if woman are made aware of poor pregnancy outcomes related to poor oral health, they may be more inclined to engage in healthy behaviors. The concept of â€Å"perceived benefits† are instrumental and correlate with healthy behaviors and healthy outcomes, which is the desire of most pregnant women. The concept of â€Å"perceived barriers† is important to address. While the cost of dental care may be discouraging and many may fear the pain involved in dental health (i.e., injections, fillings), the cost and disappointment of poor pregnancy outcomes may far exceed these perceived barriers. â€Å"Cues to action† are employed through education and counseling the patient regarding the many benefits and risks regarding adequate and a lack of oral hygiene, as it affects their pregnancy outcome. The concept of â€Å"self-efficacy† is important, as women become empowered to make positive life-style behavioral changes which positively impact their pregnancies. References Barak, S., Oettinger, B., Machetie, E., Peled, M., & Ohel, G. (2003). Common oral manifestations during pregnancy: A review. Obstetrical and Gynecological Survey, 58(9), 624-628. Baranowski, Cullen, K., Nicklas, T., Thompson, D., & Baranowski, J.( 2003). Are current Health behavioral change models helpful in guiding prevention of weight gain efforts? Obesity research; 11. Janz & Becker. (1984). The Health Belief Model: A decade later. Health education quarterly.11 (1):1-47. Jeffcoat, M., Geurs, N., Reddy, M., Cliver, S., Goldenberg, R., & Hauth, J. (2001). Periodontal infection and preterm birth: Results of a prospective study. Journal of the American Dental Association,132, 875-880. Behrman, R., & Butler, A. (2007). Preterm birth: Causes, consequences and prevention. National Academic Press, Washington, DC. Retrieved on November 3, 2011 from http://www.nap.edu/openbook.php?record_id=11622&page=398. Martin, J., Hamilton, B., Sutton, P., Ventura, S., Mathews, T., Kirmeyer, S., & Osterman, M. (2010). Births: Final data for 2007. National Vital Statistics Reports. 58(24), 1-88. Montano, D., & Kasorzyk, D. (2008). Theory of reasoned action, theory of planned behavior, and the integrated behavioral model. In K. Glanz, B. Rimer, & K. Viswanath (Eds.). Health Behavior and Health Education Theory Research and Practice (4th ed.), USA: Jossey-Bas, pp. 67-95. Ramseier, C., & Suvan, J.(2010). Health behavior change in dental practice. Ames, Iowa: Wiley-Blackwell. Russel, S., & Mayberry, L. (2008). Pregnancy and oral health: A review and recommendations to Reduce gaps in practice and research. The American Journal of Child Health Nursing,33(1), pp. 32-7. Prochaska, J., Redding, C., & Evers, K. (2002). The Transtheoretical model and stages of change. In K. Glanz, B. Rimer, & K. Viswanath (Eds.) Health Behavior and Health Education Theory Research and Practice (4th ed.). USA: Jossey-Bass, pp. 97-121. Varney, H., Kriebs, J., & Gegor, C. (2004). Varney’s midwifery (4th ed). Sudbury, Mass: Jones & Bartlett Publishers. Weinstein, N., Sandman, P., & Blalock, S. (2002). The precaution adoption process model. In K. Glanz, B. Rimer, & K. Viswanath (Eds.) Health Behavior and Health Education Theory, Research, and Practice (4th ed.). USA: Jossey-Bas, pp. 123-147.

Mighty Ducks: Movie Critique

Movie Critique: The Mighty Ducks – 1 Introduction The first â€Å"The Mighty Ducks† movie raises numerous aspects of sociology in sport that will be analyzed in this paper. The two aspects of sociology in sport that were prevalent in the Mighty Ducks movie were: ethics and gender. This movie provides an example of a character who begins the story as a morally bankrupt individual with a â€Å"win at all cost† attitude. Through his experience coaching a young hockey team, Bombay learns the true meaning of sport and transforms into ethically and morally sound individual.The first installment of the Mighty Ducks trilogy also presents an interesting case of a female skater who fulfills the stereotype that girls should figure skate and boys should play hockey. However, the mere inclusion of a girl on a boys hockey team also served to challenge the stereotype at a time when women’s hockey was not nearly as accepted as it is today. The Mighty Ducks Movie provides a study into an ethical transformation, and provides examples of both conforming and challenging gender stereotypes, while providing an engaging story in which appeals to members of society young and old alike.Ethics: In the sporting world, athletes, coaches, managers, and fans face times when they must make ethical decisions. The moral values and character of the individual may be challenged during many different circumstances. Sometimes this will occur spontaneously within ones subconscious, other occasions it is thought out over a period of time. The Mighty Duck movie poses several situations in which the character’s ethics are in question. Early in the movie, Coach Bombay is sentenced to community service in which he must coach a pewee hockey team.This suggests the idea that sport alone has the capacity to teach morality and that it can eliminate deviance. This thinking leans predominantly on the positive aspects of sport, however in doing so, the movie neglected to quest ion the morality of the â€Å"win at all cost† mentality Bombay demonstrated in the courtroom and during his earlier playing days. Fortunately, in real life, organized hockey associations in Canada would avoid selecting a head coach who has the power to influence and mould young minds in the manner shown in the movie.If a convicted drunk driver were to be ordered to serve community service, he or she would already have demonstrated a lack of judgement and ethical standards required to coach minor hockey. â€Å"The leadership style of a coach and the strategies they employ in decision-making in the sport setting may have a direct and lasting impact youth† (Kowalski et al. , 2007). Ethically, coaches must be held to a higher set of standards than average members of society. It is the standards put in place by sport organizations that is intended to ensure that all coaches meet or exceed the ethical requirements expected of them by society.Realistically, theses standards may not always be attainable, particularly in a situation shown in the movie in which financial hardships serves to limit the resources the team has available. However, the Mighty Ducks movie does raise the question of ethical standards for coaches. Early in the movie, there is a scene in which Bombay recalls his own experience in hockey during a championship game in which he was needed to score on a penalty shot. His old coach stated to him â€Å"If you don’t make this shot you’re not only letting me down you’re letting the team down† (Walt Disney Pictures).This had a profoundly negative impact on the ethical development of Bombay at a young age lead him to the selfish, egotistical, and unethical person the viewer sees at the beginning of the film. Once Coach Bombay was assigned a youth hockey team of his own, he demonstrated this same lack of ethics by ordering a player to fake taking a high stick in order to draw a penalty and stated â€Å"If weâ€⠄¢re going to cheat we have to make the fall look real† (Walt Disney Pictures). While this demonstration of low ethical values demonstrated Bombay’s disregard for the rules, as a coach, these values could easily could have transferred to his players.However, the reality of the game of hockey is that actions such as these are a regular occurrence. Fortunately, through education, clinics, standards and regulations, efforts are continually being made to teach coaches how their actions impact their pupils. As the Coaching Association of Canada states â€Å"when you become a coach, you will help others reach beyond themselves, to reach higher, both in sport and in life. † Fortunately, Coach Bombay develops and grows, both as a person and a coach.Through the guidance of an old mentor, influence of young ethically sound players, and personal growth, Coach Bombay comes to realize that there is more purpose in live than can be gained by winning a hockey game. The lessons and values he gained during his experience with the hockey team in his season of growth, allow Bombay to learn the important requirements of being a coach and a moral person which include: â€Å"encouraging teamwork, commitment, fair play, sportspersonship, and balancing obligations to individual team members and to the team as a whole† (Russell, 2011, 87).Coach Bombay demonstrates these requirements by showing change in his coaching philosophy in the Championship game. Instead of trying to â€Å"win the game at all cost†, Bombay stated â€Å"we may win, we may not†¦ but that doesn’t matter, what matters is that we are here†¦ go have fun† (Walt Disney Pictures). While competitive teams seen in the NHL and the Olympics likely would not take this approach, it is an appropriate coaching philosophy when dealing with 12-13 year old children. Gender: The Mighty Ducks movie makes several references to gender roles and even goes so far as to challenge t he accepted norms.First, the movie initially supported the stereotype that girls figure skate, and boys play hockey. However, when Coach Bombay asked a figure skater named Tammy to join the Ducks because of her excellent skating ability, the male team members initially balked at the idea of having a girl on the team. During the movie, Tammy only had a couple of opportunities to shine, but in each instance it was only to use her figure skating talents for performing a triple axel to get around an opposing player.Instead the makers of this movie should have taken the figure skates off, put the player in hockey skates, then provided scenes where she could use her agility to skate and stickhandle around the opposition. Apart from the dramatic effect of the figure skating jumps during the game, the writers and producers did not go so far as to break down the perceptions within society that boys should play hockey, and girls should figure skate. The girl player still perpetuates the femal e role, as she is a figure skater that was recruited for her grace and agility, not encouraged to transform into hockey player.The vast majority of players in the movie on both the Ducks, and the other teams were boys. This would have reflected what society would have perceived as being very normal at the time this movie was filmed in 1992. While women have participated in hockey since the late 19th century, hockey has predominantly been considered to be a â€Å"man’s game. † However, as Women’s Hockey did not play its first world championship until 1990, and was not introduced to the Olympics until the Japan 1998 Games (McMahon, 2010), it is significant that the writers and producers chose to include a girl on the Ducks hockey team.During the early 90’s, there were significantly fewer girls playing the game, and the few that did were often discriminated against or shunned. This breaking of barrier and perceived stereotypes in a movie targeted towards chi ldren may have influenced these viewers by showing them a girl that is accepted and can contribute to the success of the team. This awareness has also shown women of all ages that they can participate in sports and that it benefits their health and social skills to participate in sports and on a team environment such as is found in hockey.However, the movie does not directly address the issues and challenges faced by women striving to succeed in a male dominated sport. Choicely and Donnelly state that â€Å"strong women challenge the prevailing gender ideology that underlies the norms, legal definitions, and opportunity structures that frame the conditions under which men and women form identities, live their lives, and relate to each other† (226). Conclusion: Through coaching the Ducks, Coach Bombay developed moral and ethical changes and learned to look beyond himself in order to see the greater good.He transitioned from a â€Å"win at all cost† coach, to a teacher w ho guides his players to be better people. In the end of the story, the message was to enjoy the moment and learn from the journey. The ethical journey displayed in this movie highlights the moral values society often witnesses in sport, ending with ideals and values people expect to see in an ideal world. The movie also highlights gender stereotypes, both conforming to the perception that girls should figure skate and boys should play hockey, and breaking stereotypes of what society at the time considered to be the norms by having girl on the team. By directing this movie at children and young adolescents, the message of the positive ethical transformation, and the breaking of gender stereotypes, provide an entertaining and educational journey which has the potential to affect real change in society. References Coaching Association of Canada. (2012). Coaching 101 Retrieved April 6, 2012, from http://www. coach. ca/coaching-101-s1341 Coakley, J. , & Donnelly, P. (2009).Sports in Soc iety:Issues and controversies: McGraw-Hill Ryerson. Kowalski, C. L. , Edginton, C. R. , Lankford, S. V. , Waldron, J. J. , Roberts-Dobie, S. , & Nielsen, L. (2007). Coaching efficacy and volunteer youth soccer coaches. Asian Journal of Exercise & Sports Science, 4(1), 9-13. McMahon, D. (2010). Girls Play to Win Hockey. Chicago: Norwood House Press. Russell, J. S. (2011). The Ethics of Sports Coaching: Routledge. Walt Disney Pictures. (Stephen Herek) (1992). The Mighty Ducks.

The Sport Of Baseball America s Favorite Pastime

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