Analysis Essay Example | Topics and Well Written Essays - 500 words - 6

Analysis - Essay Example The stories tell about a group of soldiers engaged in wartime activities. Most of them are there since they have been compelled to do so. The narrator himself feels that the war is not worth sacrificing his life for. Although the book is filled with stories of the Vietnam War, but it is not a war story. It does not tell about the battles fought or the causes behind them. It is about search of answers by man about the logic behind wars and making sense of the brutality that one sees during war. The Vietnam War shattered the idea of American culture because of the enormity of evil celebrated during the entire period of war. The war and its consequences changed a soldier’s philosophy of life. The author states that a war story can never give a message on morality because of the grave sins that are committed by the soldiers in the battlefield – â€Å"A true war story is never moral. It does not instruct, nor encourage virtue, nor suggest models of proper human behavior, nor restrain men from doing the things men have always done† (O’ Brien, 65). A war can never be a solution to anything and can never be moral and nor can the incidents related to a war be justified. The only thing that a war is capable of doing is cultivating hatred in the hearts that were innocent before joining the war. This emphasizes upon the uselessness of a war as long as a nation’s dreams are concerned. The dreams, which could have blossomed amongst the young people of a nation, finally end in facing the harsh truth of a war and fighting for a cause which could never be moral. In the chapter Good Form, he drew the line between â€Å"happening-truth† and â€Å"story-truth†. He recounted a soldier he once killed near the village of My Khe. In this context the author portrays the real image of the war he witnessed. The author illustrates the frightful sight of a man he killed in the war. In his

Persuasive Speech Essay Example for Free

Persuasive Speech Essay I. Introduction â€Å"The surest way to corrupt a youth is to instruct him to hold in higher esteem those who think alike than those who think differently.† This quote by Friedrich Nietzsche speaks volumes toward the importance of individuality and self-expression. It shows how conformity can lead to complacency and â€Å"corrupt† our most valuable resource, our youth. School uniforms do just that. The requirement of school uniforms can cause more problems than they solve ranging from elevated stress levels to legal issues. People will always have their opinions on the benefits of school uniforms though it’s important to consider both sides of the argument as well as considering other options such as the option of a dress code. Growing up in Salina, Kansas left me with only a few educational options; of three schools, two are public. Which public school you attend is determined by where your residence is in correlation with pre determined district zones. Having never been subject to uniforms I can’t personally speak for their pros or cons, I can however give insight into the liberty and self-expression I experienced by attending a public school that implemented the use of a dress code instead of a strict uniform policy. II. More harm than good A. As more and more people are beginning to associate with the opinion of school uniforms being a beneficial policy, they neglect to take into account how it individually affects each of the students. B. School uniforms are usually expensive and are often times, expected to be purchased by the student’s family. This can raise stress in the home environment due to economic strain on the household creating a less than satisfactory place to study. C. According to Scholastic Scope, another point to consider is that of vanity. Uniforms can be uncomfortable and less flattering to certain body types than others causing the student to become more stressed and anxious than before. D. In addition many researchers believe that uniforms inhibit self-expression and can cause more problems through students â€Å"acting out† (Lauren, Tarshis, 2011). III. Effect on Behavioral Problems A. It’s hard to pinpoint what makes a student behave inappropriately. What’s even more difficult is finding a solution for what’s causing them to do so. For years, people had thought school uniforms could be the solution to behavioral problems with in our academic system stating that they would make it an equal environment where a student didn’t have to worry about what they wore, and how they would stand out in a positive or negative way. B. Initially, in a study conducted from school years 1995-1997 at the elementary school level researchers found that after implementing school uniforms, behavioral problems within the schools studied actually declined. C. Though this argument seems logical, further research proved this theory to be incorrect. In a 1998 study, researchers D. Brunsma and K. Rockquemore found that when other factors were taken into account school uniforms had little to no effect on behavior within the school. They also found that uniforms had no effect on such things as substance abuse, school attendance, and crime within the academic institutions researched (Tanner, 2010). D. School uniforms do provide an equal setting to learn, that much is true, but the problem lies within. If a student feels suffocated by conformity, the student may act out in an attempt to individualize him or herself and stand out in the crowd. E. Without a proper foundation built on research, it’s impossible to say uniforms are beneficial. IV. Legality A. In addition to a lack of a strong foundation built on research, the requirement of school uniforms brings up a legal debate, one of constitutional rights. B. In the case of Tinker v. Des Moines, (1969) it was ruled unconstitutional to force the requirement of school uniforms on the public school system. This was ruled unconstitutional due to infringing on the first amendment right of freedom of speech. It’s stated that you have the right to express your thoughts and opinions on a controversial topic through the attire you choose to wear. (Tinker, 1969). C. A school uniform policy may also force someone to wear something that goes against their religious beliefs, adding fuel to the controversy. D. It’s important to keep in mind how wide of a variety of students attend public schools. If they are truly available to anyone, then you must make the policies flexible for everyone. V. Other options A. To allow for individuality as well as maintaining an equal learning experience for every student, there’s another option to take into consideration. B. One option is tightening dress codes within the school. Instead of a strict uniform based policy, this would allow students to express themselves and remain individuals while still being able to relate with one another, not alienating any student from the other. C. Some of the inner cities that have adopted the uniform policy are finding many students have difficulty paying for the expensive attire. This would also allow for students to have the option to purchase cheaper clothing, still within the dress code. VI. Other argument A. Though there isn’t a strong foundation for research of the subject, many remain convinced that uniforms are the best way to help our public school system. They believe how a student perceives their academic institution plays a major role in how the student performs. B. A students perception of their academic institution and the environment within them is referred to as school climate and is determined with the use of surveys categorized into subscales. C. The National Association of Secondary School principals conducted a study that with the use of surveys such as this, attempted to determine if school climate was better within schools that required the use of uniforms. D. The study proved uniforms to be beneficial with students reporting climate as more positive in 9 out of 10 subscales (Murray,1997). E. With that being said, a students perception of their schools environment is only a fraction of what makes an equal and efficient learning environment for the entire studen t body. VII. Conclusion As John F. Kennedy once said, â€Å"Conformity is the jailer of freedom and the enemy of growth.† Whether or not the requirement of school uniforms is a beneficial addition to the public school system will continue to remain a controversial issue though the true controversy lies within the uniform policy itself. Self-expression is an important aspect in shaping a person into who they are. So in order for our public school system and the pupils within it to grow and develop through success, it’s our responsibility to keep uniforms out of our public school system.

Immanuel Kant Metaphysics of Morals Essay Example for Free

Immanuel Kant Metaphysics of Morals Essay Kant argued that moral requirements are based on a standard of rationality he dubbed the Categorical Imperative (CI). Immorality thus involves a violation of the CI and is thereby irrational. This argument was based on his striking doctrine that a rational will must be regarded as autonomous, or free in the sense of being the author of the law that binds it. The fundamental principle of morality ? the CI ? is none other than this law of an autonomous will. Thus, at the heart of Kants moral philosophy is a conception of reason whose reach in practical affairs goes well beyond that of a Humean ?slave to the passions. Moreover, it is the presence of this self-governing reason in each person that Kant thought offered decisive grounds for viewing each as possessed of equal worth and deserving of equal respect. In Kants terms, a good will is a will whose decisions are wholly determined by moral demands or as he refers to this, by the Moral Law Kants analysis of commonsense ideas begins with the thought that the only thing good without qualification is a ? good will. While the phrases ? hes good hearted, ? shes good natured and ? she means well are common, ? the good will as Kant thinks of it is not the same as any of these ordinary notions. The idea of a good will is closer to the idea of a ? good person, or, more archaically, a ? person of good will The basic idea is that what makes a good person good is his possession of a will that is in a certain way ? determined by, or makes its decisions on the basis of, the moral law The idea of a good will is supposed to be the idea of one who only makes decisions that she holds to be morally worthy, taking moral considerations in themselves to be conclusive reasons for guiding her behavior. This sort of disposition or character is something we all highly value. Kant believes we value it without limitation or qualification. First, unlike anything else, there is no conceivable circumstance in which we regard our own moral goodness as worth forfeiting simply in order to obtain some desirable object Second, as a consequence, possessing and maintaining ones moral goodness is the very condition under which anything else is worth having or pursuing. Intelligence and even pleasure are worth having only on the condition that they do not require giving up a commitment to honor ones fundamental moral convictions In Kants terms, a good will is a will whose decisions are wholly determined by moral demands or as he refers to this, by the Moral Law A holy ordivine will, if it exists, though good, would not be good because it is motivated by thoughts of duty. argues that a dutiful action from any of these motives, however praiseworthy it may be, does not express a good will and other outcomes of lawful behavior. Indeed, we respect these laws to the degree, but only to the degree, that they do not violate values, laws or principles we hold more dear. Yet Kant thinks in acting from duty that we are not at all motivated by a prospective outcome or some other extrinsic feature of our conduct. We are motivated by the mere conformity of our will to law as such Kant holds that the fundamental principle at the basis of all of our moral duties is a categoricalimperative. It is an imperative because it is a command (e. g. , Leave the gun. Take the cannoli.) More precisely, it commands us to exercise our wills in a particular way, not to perform some action or other. It is categorical in virtue of applying to us unconditionally, or simply because we possesses rational wills, without reference to any ends that we might or might not have. It does not, in other words, apply to us on the condition that we have antecedently adopted some goal for ourselves. Kants first formulation of the CI states that you are to act only in accordance with that maxim through which you can at the same time will that it become a universal law. First, formulate a maxim that enshrines your reason for acting as you propose. Second, recast that maxim as a universal law of nature governing all rational agents, and so as holding that all must, by natural law, act as you yourself propose to act in these circumstances. Third, consider whether your maxim is even conceivable in a world governed by this law of nature. If it is, then, fourth, ask yourself whether you would, or could, rationally will to act on your maxim in such a world. If you could, then your action is morally permissible. Kant held that ordinary moral thought recognized moral duties toward ourselves as well as toward others. Hence, together with the distinction between perfect and imperfect duties, we recognize four categories of duties: perfect duties toward ourselves, perfect duties toward others, imperfect duties toward ourselves and imperfect duties toward others Kants example of a perfect duty to others concerns a promise you might consider making but have no intention of keeping in order to get needed money At the heart of Kants moral theory is the position that rational human wills are.

The Leisure Ability Model

The Leisure Ability Model Therapeutic Recreation seeks to promote the capacity and ability of groups and individuals to make self determined and responsible choices, in light of their needs to grow, to explore new perspectives and possibilities, and to realise their full potential. (reference) Within this assignment I am going to critically compare and evaluate the use of the following models in the Therapeutic Recreation Service: The Leisure Ability Model and the Health Promotion/ Health Protection Model. In doing so I will firstly describe the two models in detail and then critically compare and evaluate them both and their use in the therapeutic recreation service. The Leisure Ability Model: Every human being needs, wants, and deserves leisure. Leisure presents opportunities to experience mastery, learn new skills, meet new people, deepen existing relationships, and develop a clearer sense of self. Leisure provides the context in which people can learn, interact, express individualism, and self-actualize (Kelly, 1990). A large number of individuals are constrained from full and satisfying leisure experiences. It then follows that many individuals with disabilities and/or illnesses may experience more frequent, severe, or lasting barriers compared with their non-disabled counterparts, simply due to the presence of disability and/or illness. The Leisure Ability Models underlying basis stems from the concepts of: (a) learned helplessness vs. mastery or self-determination; (b) intrinsic motivation, internal locus of control, and causal attribution; (c) choice; and (d) flow. Learned Helplessness: Learned helplessness is the perception by an individual that events happening in his or her life are beyond his or her personal control, and therefore, the individual stops trying to effect changes or outcomes with his or her life (Seligman, 1975). They will eventually stop wanting to participate in activity or participate in any other way. They will learn that the rules are outside of their control and someone else is in charge of setting the rules. Their ability to take a risk will be diminished and they will learn to be helpless. Learned helplessness may present a psychological barrier to full leisure participation and it may, conversely, be unlearned with the provision of well-designed services. Intrinsic Motivation, Internal Locus of Control, and Causal Attribution: All individuals are intrinsically motivated toward behaviour in which they can experience competence and self-determination. As such, individuals seek experiences of incongruity or challenges in which they can master the situation, reduce the incongruity, and show competence. This process is continual and through skill acquisition and mastery, produces feelings of satisfaction, competence, and control. An internal locus of control implies that the individual has the orientation that he or she is responsible for the behaviour and outcomes he or she produces (Deci, 1975). Typically individuals with an internal locus of control take responsibility for their decisions and the consequences of their decisions, while an individual with an external locus of control will place responsibility, credit, and blame on other individuals. An internal locus of control is important for the individual to feel self-directed or responsible, be motivated to continue to seek challenges, and develop a sense of self-competence. http://dw.com.com/redir?tag=rbxira.2.a.10destUrl=http://www.cnet.com/b.gif Attribution implies that an individual believes that he or she can affect a particular outcome (Deci, 1975; Seligman, 1975). An important aspect of the sense of accomplishment, competence, and control is the individuals interpretation of personal contribution to the outcome. Without a sense of personal causation, the likelihood of the individual developing learned helplessness increases greatly. Choice: The Leisure Ability Model also relies heavily on the concept of choice, choice implies that the individual has sufficient skills, knowledge, and attitudes to be able to have options from which to choose, and the skills and desires to make appropriate choices. Lee and Mobily (1988) stated that therapeutic recreation services should build skills and provide participants with options for participation. Flow: When skill level is high and activity challenge is low, the individual is quite likely to be bored. When the skill level is low and the activity challenge is high, the individual is most likely to be anxious. When the skill level and activity challenge are identical or nearly identical, the individual is most able to achieve a state of concentration and energy expenditure that Csikszentmihalyi (1990) has labeled flow. Treatment Services During treatment services, the client generally has less control over the intent of the programs and is dependent on the professional judgment and guidance provided by the specialist. The client experiences less freedom of choice during treatment services than any other category of therapeutic recreation service. The role of the specialist providing treatment services is that of therapist. Within treatment services, the client has minimal control and the therapist has maximum control. The specialist typically designates the clients level and type of involvement, with considerably little input from the client. In order to successfully produce client outcomes, the specialist must be able to assess accurately the clients functional deficits; create, design, and implement specific interventions to improve these deficits; and evaluate the client outcomes achieved from treatment programs. http://dw.com.com/redir?tag=rbxira.2.a.10destUrl=http://www.cnet.com/b.gifThe ultimate outcome of treatment services is to eliminate, significantly improve, or teach the client to adapt to existing functional limitations that hamper efforts to engage fully in leisure pursuits. Often these functional deficits are to the degree that the client has difficulty learning, developing his or her full potential, interacting with others, or being independent. The aim of treatment services is to reduce these barriers so further learning and involvement by the client can take place. Leisure Education: Leisure education services focus on the client acquiring leisure-related attitudes, knowledge, and skills. Participating successfully in leisure requires a diverse range of skills and abilities, and many clients of therapeutic recreation services do not possess these, have not been able to use them in their leisure time, or need to re-learn them incorporating the effects of their illness and/ or disability. Leisure education services are provided to meet a wide range of client needs related to engaging in a variety of leisure activities and experiences. (Howe, 1989, p. 207). The overall outcome sought through leisure education services is a client who has enough knowledge and skills that an informed and independent choice can be made for his or her future leisure participation. Leisure education means increased freedom of choice, increased locus of control, increased intrinsic motivation, and increased independence for the client. Recreation Participation: http://dw.com.com/redir?tag=rbxira.2.a.10destUrl=http://www.cnet.com/b.gif Recreation participation programs are structured activities that allow the client to practice newly acquired skills, and/or experience enjoyment and self-expression. These programs are provided to allow the client greater freedom of choice within an organized delivery system and may, in fact, be part of the individuals leisure lifestyle. The clients role in recreation participation programs includes greater decision making and increased self-regulated behaviour. The client has increased freedom of choice and his or her motivation is largely intrinsic. In these programs, the specialist is generally no longer teaching or in charge per se. The client becomes largely responsible for his or her own experience and outcome, with the specialist moving to an organizer and/or supervisor role. As Stumbo and Peterson (1998) noted, recreation participation allows the client an opportunity to practice new skills, experience enjoyment, and achieve self-expression. From a clinical perspective, recreation participation does much more. For instance, recreation opportunities provide clients with respite from other, more arduous, therapy services. Leisure education programs may focus on: (a) self-awareness in relation to clients new status; (b) learning social skills such as assertiveness, coping, and friendship making; (c) re-learning or adapting pre-morbid leisure skills; and (d) locating leisure resources appropriate to new interests and that are accessible. Recreation participation programs may involve practicing a variety of new leisure and social skills in a safe, structured environment. In designing and implementing these programs, the specialist builds on opportunities for the individual to exercise control, mastery, intrinsic motivation, and choice. The ultimate outcome would be for each client to be able to adapt to and cope with individual disability to the extent that he or she will experience a satisfying and independent leisure lifestyle, and be able to master skills to achieve flow. Health Promotion/ Health Protection Model: The Health Protection/Health Promotion Model (Austin, 1996, 1997) stipulates that the purpose of therapeutic recreation is to assist persons to recover following threats to health, by helping them to restore themselves or regain stability. (health protection), and secondly, optimising their potentials in order that they may enjoy as high a quality of health as possible (health promotion). Within this model (Austin, 1997, p. 144) states that à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€¦Ã¢â‚¬Å"the mission of therapeutic recreation is to use activity, recreation, and leisure to help people to deal with problems that serve as barriers to health and to assist them to grow toward their highest levels of health and wellness The health promotion, health protection model is broken up into four broad concepts which are the humanistic perspective, high level wellness, stabilisation and actualisation and health. Humanistic Perspective: Those who embrace the humanistic perspective believe that each of us has the responsibility for his or her own health and the capacity for making self-directed and wise choices regarding our health. Since individuals are responsible for their own health, it is critical to empower individuals to become involved in decision-making to the fullest extent possible (Austin, 1997). High-Level Wellness: High-level wellness deals with helping persons to achieve as high a level of wellness as they are capable of achieving (Austin, 1997). Therapeutic Recreation professionals have concern for the full range of the illness-wellness continuum (Austin, 1997). http://dw.com.com/redir?tag=rbxira.2.a.10destUrl=http://www.cnet.com/b.gif Stabilization and Actualization Tendencies: The stabilizing tendency is concerned with maintaining the steady state of the individual. It is an adaptation mechanism that helps us keep stress in a manageable range. It protects us from biophysical and psychosocial harm. The stabilizing tendency is the motivational force behind health protection that focuses on efforts to move away from or avoid negatively valence states of illness and injury (Pender, 1996, p. 34). The actualization tendency drives us toward health promotion that focuses on efforts to approach or move toward a positively valence state of high-level health and well-being (Pender, 1996, p. 34). Health: King (1971) and Pender (1996) health encompasses both coping adaptively and growing and becoming. Healthy people can cope with lifes stressors. Those who enjoy optimal health have the opportunity to pursue the highest levels of personal growth and development. Under the Health Protection/Health Promotion Model, therapists* recognize that to help clients strive toward health promotion is the ultimate goal of therapeutic recreation. Further, therapists prize the right of each individual to pursue his or her highest state of well-being, or optimal health. TR practice is therefore based on a philosophy that encourages clients to attempt to achieve maximum health, rather than just recover from illness (Austin, 1997). The Component of Prescriptive Activities: When clients initially encounter illnesses or disorders, often they become self-absorbed. They have a tendency to withdraw from their usual life activities and to experience a loss of control over their lives (Flynn, 1980). Research (e.g., Langer Rodin, 1976; Seligman Maier, 1967) has shown that feelings of lack of control may bring about a sense of helplessness that can ultimately produce severe depression. At times such as this clients are encountering a significant threat to their health and are not prepared to enjoy and benefit from recreation or leisure. For these individuals, activity is a necessary prerequisite to health restoration. Activity is a means for them to begin to gain control over their situation and to overcome feelings of helplessness and depression that regularly accompany loss of control. At this point on the continuum, Therapeutic Recreation professionals provide direction and structure for prescribed activities. Once engaged in activity, clients can begin to perceive themselves as being able to successfully interact with their environments, to start to experience feelings of success and mastery, and to take steps toward regaining a sense of control. Clients come to realise that they are not passive victims but can take action to restore their health. They are then ready to partake in the recreation component of treatment. The Recreation Component: Recreation is activities that take place during leisure time (Kraus. 1971). Client need to take part in intrinsically motivated recreation experiences that produce a sense of mastery and accomplishment within a supportive and nonthreatening atmosphere. Clients have fun as they learn new skills, new behaviors, new ways to interact with others, new philosophies and values, and new cognition about themselves. In short, they learn that they can be successful in their interactions with the world. Through recreation they are able to re-create themselves, thus combating threats to health and restoring stability. http://dw.com.com/redir?tag=rbxira.2.a.10destUrl=http://www.cnet.com/b.gif The Leisure Component: Whereas recreation allows people to restore themselves, leisure is growth promoting. Leisure is a means to self-actualisation because it allows people to have self-determined opportunities to expand themselves by successfully using their abilities to meet challenges. Feelings of accomplishment, confidence and pleasure result from such growth producing experiences. Thus leisure assumes an important role in assisting people to reach their potentials (Iso-Ahola, 1989). Core elements in leisure seem to be that it is freely chosen and intrinsically motivated. The Recreation and Leisure Components: Although recreation and leisure differ in that recreation is an adaptive device that allows us to restore ourselves and leisure is a phenomenon that allows growth, they share commonalities. Both recreation and leisure are free from constraint. Both involve intrinsic motivation and both provide an opportunity for people to experience a tremendous amount of control in their lives. Both permit us to suspend everyday rules and conventions in order to be ourselves and let our hair down. Both allow us to be human with all of our imperfections and frailties. It is the task of the therapeutic recreation professional to maintain an open, supportive, and nonthreatening atmosphere that encourages these positive attributes of recreation and leisure and which help to bring about therapeutic benefit (Austin, 1996). http://dw.com.com/redir?tag=rbxira.2.a.10destUrl=http://www.cnet.com/b.gif According to Bandura (1986), bolstered efficacy expectations allow clients to have confidence in themselves and in their abilities to succeed in the face of frustration. Thus, clients feel more and more able to be in control of their lives and to meet adversity as they move along the continuum toward higher levels of health. It is the role of the TR professional to help each client assume increasing levels of independence as he or she moves along the illness-wellness continuum. Of course, the client with the greatest dependence on the therapist will be the individual who is in the poorest health. At this point the stabilizing tendency is paramount while the client attempts to ward off the threat to health and to return to his or her usual stable state. At this time the therapist engages the client in prescriptive activities or recreation experiences in order to assist the client with health protection. During prescriptive activities the clients control is the smallest and the therapi sts is the largest. During recreation there is more of a mutual participation by the client and therapist. With the help of the therapist, the client learns to select, and participate in, recreation experiences that promote health improvement. Approximately midway across the continuum, the stabilising tendency reduces and the actualising tendency begins to arise. Leisure begins to emerge as the paramount paradigm. As the actualisation tendency increases, the client becomes less and less dependent on the therapist and more and more responsible for self-determination. The role of the therapist continues to diminish until the client is able to function without the helper. At this point the client can function relatively independently of the TR professional and there is no need for TR service delivery (Austin, 1997). Comparison of the use of the Leisure Ability Model to the Health Promotion/ Health Protection Model in Therapeutic Recreation Services: The role of the therapeutic recreation specialist, in order to reverse the consequences of learned helplessness, is to assist the individual in: (a) increasing the sense of personal causation and internal control, (b) increasing intrinsic motivation, (c) increasing the sense of personal choice and alternatives, and (d) achieving the state of optimal experience or flow. In theory, then, therapeutic recreation is provided to affect the total leisure behaviour (leisure lifestyle) of individuals with disabilities and/or illnesses through decreasing learned helplessness, and increasing personal control, intrinsic motivation, and personal choice. This outcome is accomplished through the specific provision of treatment, leisure education, and recreation participation services which teach specific skills, knowledges, and abilities, and take into consideration the matching of client skill and activity challenge. Another strength is the Models flexibility. One level of flexibility is with the three components of service. Each component of service is selected and programmed based on client need. That is, some clients will need treatment and leisure education services, without recreation participation. Other clients will need only leisure education and recreation participation services. Clearly, services are selected based on client need. In addition, programs conceptualized within each service component are selected based on client need. flexibility allow the specialist to custom design programs to fit the needs of every and any client group served by therapeutic recreation. The ultimate goal of leisure lifestyle remains the same for every client, but since it is based on the individual, how the lifestyle will be implemented by the individual and what it contains may differ. As such, the content of the Leisure Ability Model is not specific to any one population or client group, nor is it confined to any specific service or delivery setting. Some authors, including Kinney and Shank (1989), have reported this as a strength of the Model. According to the model, intervention may occur in a wide range of settings and addresses individuals with physical, mental, social, or emotional limitations (Peterson Gunn, p. 4). The intervention model is conceptually divided into three phases along a continuum of client functioning and restrictiveness. The three phases of therapeutic recreation intervention are arranged in a sequence, from greater therapist control to lesser therapist control, and from lesser client independence to greater client independence. This arrangement is purposeful and is meant to convey that the ultimate aim of the appropriate leisure lifestyle is that it be engaged in independently and freely. Summary The Health Protection/Health Promotion Model contains three major components (i.e., prescribed activities, recreation, and leisure) that range along an illness-wellness continuum. According to their needs, clients may enter anywhere along the continuum. The model emphasizes the active role of the client who becomes less and less reliant on the TR professional as he or she moves toward higher levels of health. Initially, direction and structure are provided through prescriptive activities to help activate the client. During recreation, the client and therapist join together in a mutual effort to restore normal functioning. During leisure, the client assumes primary responsibility for his or her own health and well-being. Evaluation of both models and there use in therapeutic recreation services: The overall intended outcome of therapeutic recreation services, as defined by the Leisure Ability Model, is a satisfying, independent, and freely chosen leisure lifestyle. In order to facilitate these perceptions, therapeutic recreation specialists must be able to design, implement, and evaluate a variety of activities that increase the persons individual competence and sense of control. In relation to leisure behaviour, Peterson (1989) felt that this includes improving functional abilities, improving leisure-related attitudes, skills, knowledge, and abilities, and voluntarily engaging in self-directed leisure behaviour. Thus, the three service areas of treatment, leisure education, and recreation participation are designed to teach specific skills to improve personal competence and a sense of accomplishment. Csikszentmihalyi (1990) summed up the importance of these perceptions: In the long run optimal experiences add up to a sense of mastery-or perhaps better, a sense of participation in determining the content of life-that comes as close to what is usually meant by happiness as anything else we can conceivably imagine (p. 4). The therapeutic recreation specialist must be able to adequately assess clients skill level (through client assessment) and activity requirements (through activity analysis) in order for the two to approximate one another. Given Decis (1975) theory of intrinsic motivation which includes the concept of incongruity, therapeutic recreation specialists may provide activities slightly above the skill level of clients in order to increase the sense of mastery. When this match between the activity requirements and client skill levels occurs, clients are most able to learn and experience a higher quality leisure. To facilitate this, therapeutic recreation specialists become responsible for comprehending and incorporating the: (a) theoretical bases (including but not limited to internal locus of control, intrinsic motivation, personal causation, freedom of choice, and flow); (b) typical client characteristics, including needs and deficits; (c) aspects of quality therapeutic recreation program delivery process (e.g., client assessment, activity analysis, outcome evaluation, etc.); and (d) therapeutic recreation content (treatment, leisure education, and recreation participation). These areas of understanding are important for the therapeutic recreation specialist to be able to design a series of coherent, organized programs that meet client needs and move the client further toward an independent and satisfactory leisure lifestyle. Again, the success of that lifestyle is dependent on the client gaining a sense of control and choice over leisure options, and having an orientation toward intrinsic motivation, an internal locus of control, and a personal sense of causality. The Leisure Ability Model provides specific content that can be addressed with clients in order to facilitate their development, maintenance, and expression of a successful leisure lifestyle. Each aspect of this content applies to the future success, independence, and well-being of clients in regard to their leisure. http://dw.com.com/redir?tag=rbxira.2.a.10destUrl=http://www.cnet.com/b.gif The client has reduced major functional limitations that prohibit or significantly limit leisure involvement (or at least has learned ways to overcome these barriers); understands and values the importance of leisure in the totality of life experiences; has adequate social skills for involvement with others; is able to choose between several leisure activity options on a daily basis, and make decisions for leisure participation; is able to locate and use leisure resources as necessary; and has increased perceptions of choice, motivation, freedom, responsibility, causality, and independence with regard to his or her leisure. These outcomes are targeted through the identification of client needs, the provision of programs to meet those needs, and the evaluation of outcomes during and after program delivery. A therapeutic recreation specialist designs, implements, and evaluates services aimed at these outcomes Austin (1989) objected to the Leisure Ability Model on the basis that is supporting a leisure behaviour orientation, instead of the therapy orientation. A number of authors have objected to the Leisure Ability Model, having observed that its all-encompassing approach is too broad and lacks the focus needed to direct a profession (Austin, p. 147). Austin advocated an alignment of therapeutic recreation with allied health and medical science disciplines, rather than leisure and recreation professionals The Model in Practice The Health Protection/Health Promotion Model may be applied in any setting (i.e., clinical or community) in which the goal of therapeutic recreation is holistic health and well-being. Thus, anyone who wishes to improve his or her level of health can become a TR client. TR professionals view all clients as having abilities and intact strengths, as well as possessing intrinsic worth and the potential for change. Through purposeful intervention using the TR process (i.e., assessment, planning, implementation, evaluation), therapeutic outcomes emphasize enhanced client functioning. Typical therapeutic outcomes include increasing personal awareness, improving social skills, enhancing leisure abilities, decreasing stress, improving physical functioning, and developing feelings of positive self-regard, self-efficacy and perceived control (Austin, 1996). Conclusion: In conclusion to this assignment on the critical comparison and evaluation of the use of the Leisure Ability Model and the Health Promotion/ Health Protection Model in the therapeutic recreation services I found that.. Reference Page:

States v. Feds :: essays research papers

One of the most important cases pending before the Supreme Court this term is Printz v. United States. On the surface, Printz appears to be a gun control matter because it involves a constitutional challenge to the hotly debated Brady law, but the underlying issue transcends the debate over gun control. The Printz case is, at bottom, a bare-knuckle fistfight between the federal and state governments over their respective turf. Make no mistake, the ruling in this case will have profound consequences for constitutional federalism in America. The provisions of the Brady law are straightforward. The law requires the prospective buyer of a handgun to wait five business days before taking physical possession of the firearm. During the five day waiting period, local law enforcement officials are supposed to check the background of the prospective buyer for a criminal record or mental instability. The ostensible purpose of the law is "to keep guns out of the hands of criminals." The issue before the Supreme Court is whether Congress can saddle state and local officials with federal legal responsibilities. The constitutional challenge was brought by Jay Printz, who is a sheriff in Ravalli County, Montana. Sheriff Printz claims that his understaffed office will be dangerously overextended if it must conduct time-consuming background checks on individuals who wish to purchase handguns. Printz’s county has thirty thousand residents spread over 2,400 square miles; only two deputies are on patrol at any given moment. According to Printz, deputies will have to be taken off patrol and investigative duties in order to do "Brady work." The Justice Department has countered that the Brady law only requires local law enforcement officials to make "reasonable" efforts at background checks. The outcome in Printz, however, will not turn upon whether the Brady Law is "unduly" burdensome. The issue to be resolved is one of principle: Can the federal government conscript state agencies and resources for its own purposes? The answer to that question is resolvable for anyone who takes seriously the text, history, and structure of the Constitution. The Constitution creates a federal government of enumerated powers. Most of the federal government’s powers are set forth in article I, section 8, and a few others are dispersed throughout the constitutional text. The Tenth Amendment was appended to the Constitution to make it clear that the powers not delegated to the federal government "are reserved to the States respectively, or to the people.

Essay --

Joey Kuhlmann Mrs. Aeschilman Creative Writing 12 December 2013 A Faithful Draft The arrival of winter was well on its way. The colorful leaves had turned to brown and fallen from the branches of the trees. The sky seamed bigger with the disappearance of the leaves. As Robert drove down the long country road he was much more aware of all his surroundings. He grew up in this small town and always thought he would never leave. He knew every inch of the area. This place is where he grew up and had some of the best times of his life. The new chapter of his life was exciting, but then he also had a sick feeling in the pit of his stomach of something not right. Three weeks ago Robert, twenty four years old, finished his second year of college. He enjoyed college life, fraternity friends, parties, and everything that goes along with college. Because of some family problems a couple years ago, he did not start college on time like most of his friends, but he was working his way through. Earlier in the year Robert had a little trouble in a couple classes. Then the cursed letter arrived in the mail. Robert was being drafted; he was going to war. Colleges notify the draft board when students fail classes. Which is exactly what happened to Robert. Robert would have to travel to an army base for his basic training, and then he would later find out that he was to be assigned directly to Pakistan to fight in the war. Robert was in shock. Although he felt like he must serve his country, the little boy in him kicked in and he didn’t want to leave. If he had only tried a little harder, or gone to a professor for extra help, he would probably still be only worried about school. But these were the choices he made and the consequences he would ha... ...though it was war, he had still taken lives; and this thought bothered Robert greatly. Today Robert realized he was doing his country a great deal of duty as he drifted off for a short sleep. The next day, Robert awoke to yet another sequence of loud noises. Only this time they were a lot worse and all he could see was fire. The next thing Robert knew he was rolling on the ground with an unbearable pain. The next week Robert’s closes friend and family broke down as he walked off the plane with permanent scars all across his face. Robert immediately hugged his parent’s and pulled out a little book. This book was his pocket Bible that he carried with him always in Pakistan. He went over to Father Miller and handed him the burnt book and broke down and thank Father Miller. Father Miller was in awe and he explained that he had done nothing and God was what saved him.

Hamlet :: essays research papers

William Shakespeare (1564-1616) was born in Stratford-upon-Avon, England. He was the son of John and Mary Shakespeare. William attended his town's local grammar school at age six and graduated ten years later. When he was eighteen, he married a woman named Anne Hathaway who gave birth to twins, Hamnet and Judith. Hamnet drowned a few years later. It is said that William named his famous play Hamlet after his son and included a drowning scene in his honor. After the loss of his son, William left his family behind and headed for London to write plays. He was a poet and playwright. He wrote many famous plays, including Macbeth, Hamlet, and Romeo and Juliet. His stories were very popular with the English people because some of them were about English kings, like Henry IV. One of the characters from Henry IV was Falstaff, a drunk and crude knight. People liked him so much that William wrote another play using Falstaff, entitled The Merry Wives of Windsor. Shakespeare lived during the Ren aissance period, and was one of the most influential playwrights of his time.   Ã‚  Ã‚  Ã‚  Ã‚  Hamlet is set in medieval times and relates the story of Hamlet, who is the son of the dead King of Denmark, which appears as a ghost. The ghost appears at midnight and hints to Hamlet and his two friends Horatio and Marcellus about his murder. Hamlet’s mother, Gertrude, quickly marries Hamlet’s Uncle Claudius barely before the King’s body is even cold. Hamlet finds out that Claudius poisoned his father while he was sleeping to gain control of the throne. Hamlet confronts his mother about knowing about the murder of his father, and her affair with Claudius. Claudius attempts to kill Hamlet on a â€Å"vacation† voyage to England, by getting Rosncrantz and Guildenstern, Hamlet’s boyhood friends to carry a letter to the King of England to chop off Hamlet’s head. Hamlet intercepts the letter, and sends a letter to the King of England, telling him to immediately cut off the heads of the messengers. Hamlet then plots to kill Cla udius because â€Å"He†¦ killed my king and whored my mother.† Laertes is allowed a duel against Hamlet to revenge his father, Polonius’, murder. Halfway into the duel, Claudius toasts the duelers, and drops a poison-coated pearl into the wine as an inducement for Hamlet to finish the drink. However, Gertrude decides to drink it herself.