What Techniques Does Auden Employ to Narrate Victorand?

In both ‘Victor' and ‘As I Walked Out One Evening', Auden utilise techniques such as the personfication of time to suggest to the reader that life is a journey and it waits for no one. The use of the first person singular in As Iwalked suggests that it is quite a personal experience, however, in Victor, third person is used to distance the narrator for tge events. W. H. Auden's ‘Victor' includes three different voice through out the poem, his dad, the narrator and Victor himself.Auden uses Victor's dad, who has direct speech during the opening stanzas, to imprint a controlled and biblical lifestyle with no feeling of love. This is further emphasises through the quoatation ‘Don't dishonour the family name'. It is then the narrator who tells the reader about Victor's growing up and his life before and after Anna. Auden does this by the use of the third person when refering to Victor, Anna and the other minor characters through out the play. It is then Victor tha t speaks when asking his father questions such as ‘†¦Ã¢â‚¬ ¦. †¦. ‘ The fact that Victor is asking questions to his afther suggests that he is still trying to please him, which further suggest that Victor is seeking for love in his father. The poem ‘As I Walked Out One Evening' consists of three separate speakers: the lovers, the clocks and the narrator. Each speaker represents a different measure and attitude towards time. The lover’s song paints time to be conquerable and ignorable – no more than a passing annoyance that they are outside of.The soliloquy of the clocks demonstrates time as a product of society, there to keep its subjects in line, and ultimately a ruling force. Finally, the narrator speaks of love as being outside of both of these things. Time is a constant flow than brings change and opportunity, and any claim to deny or control it is an illusion. To begin, the months in ‘Victor' parallel and dictate the events that s hape the poem. The poem begins in ‘frosty December', a vivid image symbolizing Victor's father and his lack of heart for his son.Victor initially meets Anna, the love of his life, in April, a time of rebirth for him. But because it was the first of April, it is Victor who is the fool as the narrative progresses. Victor eventually marries Anna in August symbolizing the warmth Victor feels for the first time in his life. Unfortunately by September, an indicator of the end of summer and the termination of warmth in Victor's life, he jumps to the conclusion that Anna has cheated on him despite the fact that no evidence exists to support his conclusion.Poetic devices add to the overall meaning and interpretation of the poem immensely. The â€Å"Time† spoken of seems to symbolically relate to death, which may, in turn, be a forewarning of Victor's future destructive streak. That leads to the â€Å"Ace of Spades reversed†   the very dagger which Victor slaughters Anna with. The ,coat of fur, Anna wears appears to symbolize her cold, bitter actions, which harm Victor just as Helen of Troy harmed citizens in her time. The simile â€Å"She gave him a kiss like a blow on the head† illustrates that Victor doesn't have the capacity to comprehend real affection.His lack of capacity and lack of warmth is what sparks his jumping to the conclusion that Anna has cheated on him. Meanwhile, Anna is referred to as Victor's Helen of Troy, an ironic allusion to the beautiful wife of Menelaus who began the Trojan War, suggesting that she is beautiful yet dangerous. When Victor persists in asking God questions, he does so at a variety of localities. The vast irony is that from the time he stood in the sunset to the time he came to the river, the locations of his pleas gradually fall from the greatest to the least powerful points.And by the end of the poem, the only thing poor Victor can relate to is the â€Å"woman of clay† ,   personification whi ch represents the only thing Victor can possibly relate to in life. Time is depicted as being something that lurks in the shadows â€Å"time watches from the shadows† and something that creeps up on you when you least expect, and even interrupts couples and lovers when they are at their most intimate  times â€Å"And coughs when they would kiss† this line also again, personifies time. Into many a green valley, Drifts the appalling snow† the first part of this quote represents the beginning of love, before time has interrupted. The word ‘green’ has connotations of summer or spring, the time of year when new things begin to come to life, just like when love begins to blossom. However over time the green valley is taken over by the ‘Appalling snow’ killing all the plants which have blossomed in the summer, time takes its toll on the valley. This is a metaphor for love, love starts of wonderfully, new and fresh.However as time drifts in an d begins to interrupt the love slowly begins to fade and change. The word ‘drifts’ again suggests that time sneaks up on unsuspecting people. In Conclusion, Auden uses techniques such as first person singular, the use of third person and the personification of time. Auden uses these techniques to suggest to the reader that time waits for no one and that it can interrupt at any time. This is further conveys by the quotation ‘and coughs when you kiss'

High School Students Participating In Extra

High School Students Participating In Extra Introduction The number of high school students of between 15 and 18 years of age who are reportedly involved in various types of antisocial behavior has been on the increase over the past few years (Conduct Problems Prevention Research Group, 2002).Advertising We will write a custom research paper sample on High School Students Participating In Extra-Curricular Activities Have Fewer Discipline Problems? specifically for you for only $16.05 $11/page Learn More Disruptive behavior has a negative effect on high school students and this could result in rejection by teachers and other students. In addition, high school students who are involved in antisocial behavior are also more likely to fail or drop out of school, and abuse alcohol and drugs (Gilman, Meyers Perez, 2004) in comparison with other students who do not engage in antisocial behavior. Moreover, such students could interfere with the normal schooling process. In a bid to overcome this problem, scho ols try to encourage students to participate in various forms of extracurricular activities. This paper is an attempt to determine whether high school students who are actively involved in extracurricular activities have fewer disciplines issues in school compared with their counterparts who do participate in extracurricular activities. Effects of High School Students’ Participation in Extracurricular Activities on Discipline Problems in Schools Traditionally, schools have relied on extracurricular activities as a means of providing leadership and development opportunities to students. In addition, schools have banked on extracurricular activities as a way of building the school spirit (Share 2005). Numerous studies conducted in the past few years have tried to determine the impact of students’ participation in extracurricular activities on the academic performance and social behavior of such students. In his study, Campbell (2006) found out that students who participa te in extracurricular activities are more likely to have better attendance records, higher grade point averages, fewer discipline issues, and lower dropout rates in comparison with their counterparts who do not participate in extracurricular activities.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More On the other hand, researchers like Share (2005) report that by participating in cocurricular and extracurricular activities, students are less idle, meaning that they have no time to entertain truant behavior. In addition, these kinds of activities connect students with other students, their teachers, and the school as well. Other than building resilience in the youth by supporting their engagement in poor-social behaviors, extracurricular activities aid students’ growth on their subjective well-being (Mahoney, 2000). Michaelson and Nakamura note that students who participate i n extracurricular activities also tend to have a sense of belonging (Michaelson Nakamura, 2001). Similar sentiments have also been echoed by Gilman et al. (2004) who note that extracurricular activities enable students to have a positive outlook towards life, and this could result in constructive outcome for adolescents. Active participation in school extracurricular activities also enhances the emotional wellbeing of students. On the other hand, students who do not actively participate in school extracurricular activities are at risk of various negative outcomes including antisocial behavior (Mahoney, 2000). Mazza and Eggert (2001) further note that such students could end up engaging in a variety of self-destructive behaviors like illicit substance abuse, self-destructive behaviors like suicide attempts and engaging in antisocial behaviors. Separately, Cousins (2004) noted that by reducing the quality and number of extracurricular programs in a school, this could lead to the loss of useful avenues for directing students away from violent activities. In addition, this also reduces the capacity of a school to handle negative social and personal behaviors that would have otherwise been prevented if only students had participated in extracurricular activities. Cousins (2004) further observes that cutting such programs from the school budget denies students the chance to socialize and improve their mental, physical, and social developmental skills.Advertising We will write a custom research paper sample on High School Students Participating In Extra-Curricular Activities Have Fewer Discipline Problems? specifically for you for only $16.05 $11/page Learn More In another study conducted by Dick (2010) to assess the impact of students’ participation in extracurricular activities on student behavior, achievement, and attendance, the researcher found out that those students who took part in extracurricular activities tended to receive more disciplinary referrals in comparison with their counterparts who did not participate in extracurricular activities. According to Danish (2002), students who are actively involved in extracurricular activities rarely participate in crime and delinquency, not to mention that they act as a role model for the other students in high school and the community at large. The research findings of a study conducted by Braddock (2001) revealed that students who take part in extracurricular activities end up developing various valuable traits that are crucial not just for their success in school, but for their future endevours as well. Some of the beneficial character traits that Braddock (2001) observed include striving for excellence, working with others, making sacrifices for the common good, following directions, and self-discipline. In their study, Feldman and Matjasko (2005) endeavored to examine the role played by school-based extracurricular activities in enhancing development amon g adolescents. The authors discovered a strong link between students’ involvement with extracurricular activities and reduced delinquent behavior, as measured by substance abuse, antisocial behavior, and criminal arrests. Additionally, students who participated in extracurricular activities were also showing improvements in their academic performance. Pate et al (2000) carried out a study in which they endeavored to examine the relationship between health-related behaviors and sports participation among US high school students. The study design was cross-sectional in nature with a sample of 14,221 students as participants, all of whom were students from various high schools in the US. The study’s key outcome measure was to determine the prevalence of male and female students’ participation in sports, and how this was connected to such health behaviors as tobacco use, diet, illegal drug and alcohol sue, weight loss practices, sexual activity, and violence.Adverti sing Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More According to the research findings of the study, male and female respondents who took part in various sports activities were more likely to have healthy eating habits. In addition, participants who took part in sporting activities were also less likely to embrace such unhealthy habits as smoking, and taking of drugs and alcohol. Also, participants who reported taking part in sporting activities were likely to be on a weight loss program, an indication that they wished to improve their self-esteem. Based on these findings, the researchers concluded that high school students in the US who take part in sports activities are more likely to benefit from positive health behaviors than negative health behaviors (Pate et al., 2001). Tassitano et al (2010) also conducted a research study that was aimed at determining whether there was a link between participation in physical activity and the adoption of health-related behavior. The study’s respondents included 4,210 high school studen ts who were randomly selected from various high schools in northeastern Brazil. The key findings of this study was that students who attended psychical education classes reported increased consumption of vegetables and fruits and reduced consumption of soda. This is a sign that students who participated in extracurricular activities also tended to have healthier eating habits. In addition, students who participated in physical education were also less likely to watch television during weekdays, thereby leaving them with ample time to do their homework and study for examinations. In addition, such students were also less likely to watch violent programmes or movies on television that would influence their behaviors negatively. Based on these research findings, the researchers concluded that improved enrolment of students in psychical education classes plays a crucial role in enhancing healthy behaviors among high school students. Adolescents who participate in structured extracurricu lar activities are more likely to benefit from emotional, civic, and social development than their counterparts participating in unstructured extracurricular activities (Mahoney et al., 2005). Some of the examples of structured extracurricular activities include drama clubs, sporting teams, service activities, and church groups. On the other hand, examples of unstructured extracurricular activities include passive forms of leisure like listening to music and watching television. A study conducted by Mahoney and Statton (2000) revealed that those participants who reported talking part in unstructured leisure activities also demonstrated high levels of antisocial behavior in comparison with their counterparts who reported taking part in structured activities. Besides enhancing positive outcomes, students who participate in different forms of extracurricular activity also appear to be immune to numerous developmentally negative behaviors. For instance, students who participate in struc tured extracurricular activities are also less likely to skip school (Rose-Kransnor et al., 2006). According to Fredricks and Eccles (2005), students who are actively involved in performing arts and prosocial activities like volunteer work are less likely to abuse drugs and alcohol. The idea that high school students’ participation in extracurricular activities hinders the development of antisocial behavior has also been supported by a research study conducted by Mahoney (2000) in which the author sought to examine the moderating role played by participation in school extracurricular activities in the development of antisocial behavior among high school students. The research study conducted by Mahoney was longitudinal in design and included 695 girls and boys who were interviewed every year from childhood up to when they had completed high school. Based on the research findings of his study, Mahoney (2000) concluded that the participation of high school students in extracurr icular activities was strongly linked to a decline in the reported cases of criminal arrests. In addition, students who were actively engaged in extracurricular activities were less likely to drop out of school than their counterparts who were not actively involved in extracurricular activities. Conclusion Research findings from numerous studies conducted over the past few years seem to draw a link between the participation of high school students in extracurricular activities and reduced delinquent activities. Besides showing improved academic performance, high school students are also actively involved in extracurricular activities also tend to have a positive outlook towards life, improved emotional wellbeing, and reduced involvement in such self-destructive behaviors as illicit substance abuse. On the other hand, students who do not take art in extracurricular activities are at a higher risk of various negative outcomes, including antisocial behavior. There is need therefore for high school administrators to advocate for participation of students in extracurricular activities as this would be beneficial to not just the students, but also their peers, teachers, the school, and the community as well. Reference List Braddock, J. H. (2001). Sports make the grade. NEA Today, 19(5), 21. Campbell, C. W. (2006). The Fayette County Board of Education’s philosophy on  athletics. Retrieved from https://www.fcboe.org/ Conduct Problems Prevention Research Group. (2002). Evaluation of the first 3 years of the Fast Track Prevention Trial with children at high risk for adolescent conduct problems. Journal of Abnormal Child Psychology, 30, 19–35. Cousins, M. E. (2004). The relationship between student participation rates in Texas  public school extracurricular activity programs and related factors of academic  achievement, attendance, drop outs and discipline. Austin, Texas: University of Texas Press. Danish, S. J. (2002). Teaching life skills through s port. Pp. 49-60 in Paradoxes of Youth  and Sport, edited by M. Gatz, M.A. Messner, and S.J. Ball-Rokeach. Albany, NY: SUNY Press. Dick, A. D. (2010). The relationship of participation in extracurricular activities to student  achievement, student attendance, and student behavior in a Nebraska school  district. Retrieved from https://digitalcommons.unl.edu/dissertations/AAI3398096/ Gilman, R., Meyers, J., Perez, L. (2004). Structured extracurricular activities among adolescents: findings and implications for school psychologists. Psychology in the  Schools, 41(1), 31-41. Feldman, A. F., Matjasko, J. L. (2005). The role of school-based extracurricular activities in adolescent development: A comprehensive review and future directions. Review of Educational Research, 75(2), 159-210. Fredricks, J., A., Eccles, J. S. (2005). Developmental benefits of extracurricular involvement: Do peer characteristics mediate the link between activities and youth outcomes? Journal of Youth and Adolescence, 34, 507-520. Mahoney, J. L. (2000). School extracurricular activity participation as a moderator in the development of antisocial patterns. Child Dev., 71(2),502-16. Mahoney, J. L., Statton, H. (2000). Leisure activities and adolescent antisocial behavior: The role of structure and social context. Journal of Adolescence, 23, 113 127. Mahoney, J. L., Larson, R., Eccles, J. S., Lord, H. (2005). Organized activities as developmental contexts for children and adolescents. In J. L. Mahoney, R. Larson J. S. Eccles (Eds.), Organized Activities as Contexts of Development:  Extracurricular Activities, After-School and Community Programs. Mahwah, New Jersey: Erlbaum. Mazza, J.J., Eggert, L.L. (2001). Activity involvement among suicidal and nonsuicidal high-risk and typical adolescents. Suicide and Life-Threatening Behavior, 31, 265 281. Michaelson, M., Nakamura, J. (2001). Supportive frameworks for youth engagement. San Francisco, CA: Jossey-Bass. Pate, R. R., Trost, S. G ., Levin, S., Dowda, M. (2000). Sports participation and health related behaviors among US youth. Arch Pediatr Adolesc Med., 154(9), 904-11. Rose-Krasnor, L., Busseri, M. A., Willoughby, T., Chalmers, H. (2006). Breadth and intensity of youth activity involvement as contexts for positive development. Journal  of Youth and Adolescence, 35, 385-499. Share, J. (2005). The cutting-edge challenge. School Arts: The Art Education Magazine  for Teachers, 104(5), 23–25. Tassitano, R. M., Barros, M. V. G., Tenorio, M. C. M., Bezerra, J., Florindo, A. A., Reis, R. S. (2010). Enrollment in Physical Education is associated with health related behavior among high school students. Journal of School Health, 80(3), 126 133.

Explain and assess Haidts ‘moral foundations’ theory The WritePass Journal

Explain and assess Haidts ‘moral foundations’ theory Introduction Explain and assess Haidts ‘moral foundations’ theory ) ‘think of this innate organization as being implemented by sets of related modules which work together to guide and constrain responses to each particular problem.’ The final claim is that morality is influenced by cultural learning. This takes places through a set of ‘learning modules’, which are innate and can be used to build on one’s genetic inheritance. For example, the tendency to bow in deference or respect is common to many cultures, but this is adapted to locally-specific cultural contexts and by ‘the time a Hindu girl reaches adulthood, she will have developed culturally-specific knowledge that makes her automatically initiate bowing movements when she encounters, say, a respected politician for the first time.’ In an American household, however, this foundation might be dropped early on. Despite both girls starting off with the ‘same sets of universal learning modules†¦.the universal (and incomplete) first draft of the moral mind gets filled in and revised so that the child can successfully navigate the moral â€Å"matrix† he or she actually experiences.’ Different societies us e different foundations to build their moralities, and some use all of them. MFT, therefore, is an intuitionist theory contending that human moral systems are the combination of innate predispositions and cultural learning. Additionally, judgements are made rapidly on the basis of a plurality of in-built mechanisms, which have been ‘hardwired’ into humans over the course of our species’ evolution. The rest of this essay will present, explain, and assess, in no particular order, the specific foundations postulated by MFT. There are supposedly five or six empirically supported ‘foundations’ for moral judgements, but MFT allows for others being discovered in the future. The first is the care/harm foundation. Human offspring ‘are unusually dependent, and for an unusually long time’ and the intuitive reactions of females have been ‘optimized to detect signs of suffering, distress, or neediness’ for the purpose of raising more offspring. ‘The original triggers of the Care/harm foundation are ‘visual and auditory signs of suffering, distress, or neediness expressed by one’s own child’, but they can be activated by other children, baby animals, stuffed toys with childlike qualities, or descriptions of suffering. This foundation leads to the creation of terms such as ‘kind’ and ‘cruel’, which are valued differently by different cultures (e.g., classical Sparta vs. Buddhist societies). The second is the fairness/cheating foundation. Social animals face non-zero-sum games in which it is advantageous to cooperate. Creatures ‘whose minds are organized in advance of experience to be highly sensitive to evidence of cheating and cooperation, and to react with emotions that compel them to play â€Å"tit for tat†, had an advantage over those who had to figure out their next move using their general intelligence.’ Social partners with reputations for certain types of behaviour are therefore labelled with words such as ‘fair’, ‘just’, and ‘trustworthy’. The third is the loyalty/betrayal foundation. It was advantageous for our ancestors to form cohesive groups when competing for territory and resources. This same behaviour can be seen in troops of chimpanzees. So humans have developed an innate predisposition to form groups. This manifests today in numerous areas, from nationalism to sports and brand loyalty. The fourth is the authority/subversion foundation. Dominance hierarchies are common among many primates, and the ability to recognise and react by forming strategic relationships yielded an evolutionary advantage. Modules of the human mind in this foundation explain why we submit to many useful but constraining societal structures, such as the police force and political leaders. The varied development of this foundation explains why different societies (modern-day China vs. America) or groups (social conservatives vs. liberals) value authority in different ways. The fifth is the sanctity/degradation foundation. Human evolution carried adaptive challenges, such as moving from tree-based to ground-based living, living in larger, denser groups, and eating more meat, some of which was scavenged. This exposed us to a greater number of pathogens and parasites, and we therefore developed a pre-emptory, in-built sensitivity to factors other than the ‘sensory properties of potential foods, friends, and mates.’ ‘Disgust and the behavioral immune system have come to undergird a variety of moral reactions, e.g., to immigrants and sexual deviants’ There are numerous criticisms of MFT, most of which are directed at one of the four main claims undergirding it: nativism, plurality, cultural learning, and intuitionism. One problem with nativism, for example, is that it is difficult to determine the extent to which the mind is ‘hardwired’. As Graham et al., put it: ‘opinions range widely from minimalist positions, which say that there is hardly any writing on the â€Å"first draft† of the mind, to maximalist positions such as massive modularity’ Indeed, the ambiguity here has led some to criticise MFT, and nativism in general, on the grounds that it lacks empirical neuroscientific evidence for the existence of modules. However, this is not reasonable at present. Given that the field is yet to ‘find a set of genes that, collectively, explains 5% of the variance in how tall people are what chance is there that anyone will find a set of genes that code for mental modules (such as loyalty or sanct ity) whose expression is far more subject to cultural influence than is height?’ There is also considerable criticism of the emphasis MFT places on intuitionism. For example, some argue ‘that that intuition and reasoning are best seen as partners in a dance, in which either partner can lead and the other will follow.’ However, whatever the prominent role of reason, this seems misleading at the very least. As has been referenced already in this essay, and as Hume showed in his Treatise, it is not clear how reason can establish the first principles from which logical argument follows. Moral axioms cannot be given a logical foundation, and to the extent that they exist in nature and are ‘hardwired’, they cannot be expressed. Therefore, they are beyond realm of reason by their very nature. To say that reasoning can lead when it is necessarily guided by intuitive first principles is therefore unsupportable. Interesting critiques come from the monists, who disagree with the pluralism hypothesis. Gray et al. believe that the care/harm foundation is the only one that is truly foundational. Graham et al. (2012) call this Procrustean, citing the fact that certain moral judgements, such as disgust, appear not to be accounted for by the care/harm foundation. Their confidence in this matter, however, is arguably misplaced. Disgust over, say, a dirty environment could be seen as a cause of harm. Perhaps those creatures with a predisposition to avoid unclean environments encountered fewer pathogens, for example, or were at less risk of being exposed to small but dangerous creatures such as spiders and snakes. Clearly, emotions, such as disgust, can potentially be explained by the care/harm foundation. The difficulty here arises in attempting to make bold comment about the way our ancestors perceived the links between various phenomena and their effects. While it is possible to argue that matters of disgust have little to do with harm, perhaps there is link that has not yet been discovered. Some critics suggest that there should also be an oppression/liberty foundation. This is the potential sixth foundation being worked on by Haidt. Others point to the fact that MFT might be missing a waste/inefficiency foundation. These critiques focus on the particular pluralisms chosen for MFT. This is really a matter of fine-tuning, rather than any fundamental. This essay has sought to explain and assess Haidt’s MTF. It has emerged that its central claims are extremely well-founded. The SIM has strong roots that date back to the empirical tradition in Britain and which still have not been successfully overturned. With the developments in psychology, neuroscience, and evolutionary biology, both intuitionism and nativism rest on firm foundations. There are philosophical and other objections that can be targeted at the pluralism element of MFT. This is not to say that it is incorrect but rather that the confidence with which the claim is made is not justified. This essay has not sought to address deontological critiques of the MFT. There are those who would argue that MFT is asking the wrong questions, namely what morality is rather than what it should be. However, given that this problem was so adequately dealt with by Hume in his Treatise, it seems appropriate that scholars building on his legacy should develop a descriptive moral the ory instead. Bibliography Berlin, Isaiah, ‘My intellectual path’ in H. Hardy (ed.), The Power of Ideas 1-23, Princeton, NJ: Princeton University Press, 2001 Bruner, Jerome, The process of education, Cambridge, MA: Harvard University Press, 1960 Davis, Jody L.., Rusbult, Caryl, E. ‘Attitude alignment in close relationships’, Journal of Personality and Social Psychology, 81 (2001), pp. 65-84 Edwards, Kari., von Hippel, William, ‘Hearts and minds: The priority of affective versus cognitive factors in person perception’, Personality and Social Psychology Bulletin, 21 (1995), pp. 996-1011. Graham, Jesse, Haidt, Jonathan, Koleva, Sena., Motyl, Matt., Iyer, Ravi, Wojcik, Sean P. and Ditto, Peter. H, ‘Moral Foundations Theory: The Pragmatic Validity of Moral Pluralism’, Advances in Experimental Social Psychology (2012) Gray, Kurt, Young, Liana, and Waytz, Adam, ‘Mind perception is the essence of morality’, Psychological Inquiry, 23, (2012), pp. 101-124 Greenwald, Anthony. G., and Banaji, Mahzarin. R, ‘Implicit social cognition’, Psychological Review, 102, (1995), pp. 4-27 Haidt, Jonathan, The righteous mind: Why good people are divided by politics and religion. New York: Pantheon, 2012 Haidt, Jonathan, ‘The Emotional Dog and Its Rational Tail: A Social Intuitionist Approach to Moral Judgment’, Psychological Review, Vol. 108. No. 4 (2001), pp. 814-834 Joyce, Richard, The Evolution of Morality, MIT Press, Cambridge, MA, 2005 Mineka, Susan, Cook, M., ‘Social learning and the acquisition of snake fear in monkeys’, in Thomas. R. Zentall John. B. G. Galef (Eds.), Social learning: Psychological and biological perspectives (pp. 51-74). Hillsdale, N. J.: Lawrence Erlbaum, 1988 Narvaez, Darcia, ‘Moral complexity: The fatal attraction of truthiness and the importance of mature moral functioning’, Perspectives on Psychological Science, 5 (2010), pp. 163-181 Perkins, David. N., Farady, Mike., Bushey, B., ‘Everyday reasoning and the roots of intelligence’ in Voss, James F., Perkins, David N., and J. W. Segal (Eds.), Informal reasoning and education (pp. 83-105). Hillsdale, NJ: Erlbaum, 1991 Skitka, Linda J. ‘The psychological foundations of moral conviction, in Wright, Jennifer and Sarkissian Ryan H (eds) Advances in Moral Psychology (pp.267-281), Bloomsbury Academic Press, 2010 [Accessed 09/03/2014] http://tigger.uic.edu/~lskitka/Foundations.pdf Suhler, Christopher. L., Churchland, Patricia, ‘Can innate, modular â€Å"foundations† explain morality? Challenges for Haidts moral foundations theory’, Journal of Cognitive Neuroscience, 23(9) (2011), pp. 2103-2116 Williams, Bernard, ‘Rationalism’ in P. Edwards (Ed.) The encyclopedia of philosophy (Vols. 7-8, pp. 69-75) New York: Macmillan, 1967

Admiral Graf Spee - World War II - Kriegsmarine

Admiral Graf Spee - World War II - Kriegsmarine Admiral Graf Spee - Overview: Nation: Germany Type: Heavy Cruiser/ Pocket Battleship Shipyard: Reichsmarinewerft , Wilhelmshaven Laid Down: October 1, 1932 Launched: June 30, 1934 Commissioned: January 6, 1936 Fate: Scuttled on December 17, 1939 Admiral Graf Spee - Specifications Displacement: 14,890 tons Length: 610 ft., 3 in. Beam: 71 ft. Draft: 24 ft. 1 in. Speed: 29.5 knots Complement: 951-1,070 men Admiral Graf Spee - Armament Guns (as built) 6 Ãâ€" 28 cm (11 in.) SK C/28 (2 x 3)8 Ãâ€" 15 cm (5.9 in.) SK C/288 Ãâ€" 53.3 cm (21 in.) torpedo tubes Admiral Graf Spee - Design Construction: A Deutschland-class panzerschiffe (armored ship), Admiral Graf Spees design was intended to nominally conform to the naval restrictions set forth by the Treaty of Versailles which ended World War I. These limited future German warships to 10,000 long tons. Though the vessels of Deutschland-class exceeded this displacement, the German designers devised numerous methods to reduce weight. These included the incorporation diesel propulsion and the large-scale use of welding. The class armament centered on six 11-inch guns mounted in two triple turrets. As a result, the Deutschland-class ships were able to deliver a potent attack despite their relatively small size. As a result of this, they became know in other navies as pocket battleships. Capable of around 28 knots, they were able to out-gun many of the foreign warships that were fast enough to catch them. Laid down at Reichsmarinewerft in Wilhelmshaven on October 1, 1932, the new panzerschiffe was named for Vice Admiral Maximilian Reichsgraf von Spee who had defeated the British at Coronel on November 1, 1914, before being killed at the Battle of the Falklands a month later. Launched on June 30, 1934, the vessel was sponsored by the late admirals daughter. Work continued on Admiral Graf Spee for another eighteen months. Commissioned on January 6, 1936, with Captain Conrad Patzig in command, new cruiser drew much of its crew from the old battleship Braunschweig. Departing Wilhelmshaven, Admiral Graf Spee spent the early part of the year conducting sea trials. Upon their completion, it was designated flagship of the German Navy. Admiral Graf Spee - Prewar Operations: With the outbreak of the Spanish Civil War in July 1936, Admiral Graf Spee entered the Atlantic Ocean and commenced non-intervention patrols off the coast of Spain. After conducting three patrols over the next ten months, the cruiser put into Spithead in late May 1937 to take part in the Coronation Review for King George VI. At the conclusion of the ceremonies, Admiral Graf Spee returned to Spain where it relieved its sister ship, . Returning home late in the year, it participated in fleet maneuvers and made a goodwill call to Sweden. Following a final non-intervention patrol in early 1938, command of the ship passed to Captain Hans Langsdorff in October. Embarking on a series of goodwill visits to Atlantic ports, Admiral Graf Spee also appeared in a naval review in honor of Hungarian regent Admiral Miklà ³s Horthy. After visits to Portuguese ports in the late spring of 1939, the ship returned to Wilhelmshaven. Admiral Graf Spee - World War II Begins: Anticipating the beginning of World War II, German leader Adolf Hitler ordered Admiral Graf Spee to sail for the South Atlantic to be in position to attack Allied shipping. Departing Wilhelmshaven on August 21, Langsdorff steered south and rendezvoused with his supply ship, Altmark, on September 1. Alerted to the beginning of hostilities, he was directed to stringently adhere to prize law when attacking merchant vessels. This required the raider to search ships for war materials before sinking them and ensuring the safety of their crews. On September 11, one of Admiral Graf Spees floatplanes spotted the heavy cruiser HMS Cumberland. Successfully evading the British ship, Langsdorff received orders on September 26 directing him to initiate a campaign of commerce raiding against Allied shipping. On September 30, the cruisers floatplane sank the steamer Clement. To ensure the crews safety, Langsdorff radioed Brazilian naval authorities and informed them of the attack. Alerted to the pre sence of a German raider in the South Atlantic the Royal and French Navies formed eight groups consisting of four carriers, two battleships, one battlecruiser, and sixteen cruisers to hunt down Langsdorff. Admiral Graf Spee - Raiding: On October 5, Admiral Graf Spee captured Newton Beach and two days later sank the cargo vessel Ashlea. Though the former initially was used as a prisoner transport, it proved too slow and was soon discarded. Taking Huntsman on October 10, Langsdorff retained the steamer and took it to a rendezvous with Altmark a week later. Transferring prisoners to his supply ship, he then sank Huntsman. After sinking Trevanion on October 22, Langsdorff steered for the Indian Ocean in an attempt confuse his pursuers. Sinking the tanker Africa Shell on November 15, Admiral Graf Spee turned for the Atlantic in order to refuel from Altmark. While rendezvousing on November 26, the cruisers crew made efforts to alter the ships silhouette by building a fake turret and a dummy funnel. Continuing his campaign, Langsdorff sank the freighter Doric Star on December 2. In the course of the attack, the Allied ship was able to radio for aid and relay its position. Receiving this, Commodore Henry Harwood, commanding the Royal Navys Force G, steered for the River Plate anticipating that this area would be Admiral Graf Spees next target. Harwoods command consisted of the heavy cruiser HMS Exeter and the light cruisers HMS Ajax (flagship) and HMS Achilles. Also available to Harwood was Cumberland which was refitting in the Falkland Islands. The sinking of Doric Star was quickly followed by an attack on the refrigerator ship Tairoa. Meeting a final time with Altmark on December 6, Langsdorff sank the freighter Streonshalh the next day. On board, his men found shipping information that led him to decide to move against the River Plate estuary. Admiral Graf Spee - Battle of the River Plate: On December 13, Admiral Graf Spee spotted masts off the starboard bow. While Langsdorff first believed these to be convoy escorts reports soon informed him that it was a British squadron. Electing to fight, he ordered his ship to maximum speed and closed with the enemy. This proved a blunder as Admiral Graf Spee could have stood off and hammered the out-ranged British warships with its 11-inch guns. Instead, the maneuver brought the cruiser within range of Exeters 8-inch and the light cruisers 6-inch guns. With the enemys approach, Harwood implemented a battle plan which called for Exeter to attack separately from the light cruisers with the goal of splitting Langsdorffs fire. At 6:18 AM, Admiral Graf Spee opened the Battle of the River Plate by firing on Exeter with its main guns while its secondary armament targeted Ajax and Achilles. Over the next half hour, the German vessel hammered Exeter disabling both its forward turrets and starting several fires. In return, the British cruiser hit Admiral Graf Spees fuel processing system with an 8-inch shell. Though his ship appeared largely undamaged, the loss of the fuel processing system limited Langsdorff to sixteen hours of usable fuel. To aid their compatriot, the two British light cruisers closed on Admiral Graf Spee. Thinking the British ships to be making a torpedo attack, Langsdorff turned away. The two sides continued the fight until around 7:25 AM when the action came to an end. Pulling back, Harwood decided to shadow the German ship with the goal of attacking again after dark. Admiral Graf Spee - Scuttling: Entering the estuary, Langsdorff made a political error in anchoring at Montevideo in neutral Uruguay rather than the friendlier Mar del Plata, Argentina to the south. Putting in a little after midnight on December 14, Langsdorff landed his wounded and asked the Uruguayan government for two weeks to make repairs. This was opposed by British diplomat Eugen Millington-Drake who argued that under the 13th Hague Convention Admiral Graf Spee should be expelled from neutral waters after twenty-four hours. Advised that few naval resources were in the area, Millington-Drake continued to press for the ships expulsion publically while British agents arranged to have British and French merchant ships sail every twenty-four hours. This action invoked Article 16 of the convention which stated A belligerent warship may not leave a neutral port or roadstead until twenty-four hours after the departure of a merchant ship flying the flag of its adversary. As a result, these sailings held Admiral Graf Spee in place while additional naval forces were gathered. While Langsdorff lobbied for time to repair his ship, he received a variety of false intelligence which suggested the arrival of Force H, including the carrier HMS Ark Royal and battlecruiser HMS Renown. While a force centered on Renown was en route, in reality Harwood had only been reinforced by Cumberland. Completely deceived and unable to repair Admiral Graf Spee, Langsdorff discussed his options with his superiors in Germany. Prohibited from allowing the ship to be interned by the Uruguayans and believing that certain destruction awaited him at sea, he ordered Admiral Graf Spee scuttled in the River Plate on December 17. This decision infuriated Hitler who l ater directed that all German ships were fight until the end. Taken to Buenos Aires, Argentina with the crew, Langsdorff committed suicide on December 19. Selected Sources Panzerschiffe Admiral Graf SpeeGerman Navy: Admiral Graf SpeeLangsdorff of the Graf Spee

Implications of Social Media in Organizations Essay

Implications of Social Media in Organizations - Essay Example As the research findings all these factors contribute a lot towards defining the success of any organization. This is because, for any organization to succeed in the competitive world markets, it is necessary for such an organization to meet these diversities in cultures, beliefs, as well as races relevant to their interests on products alongside meeting their changes in attitudes and tastes. It is important to note that social media is available in several forms for the companies as well as organizations to chose from. The major host is the internet. There are a number of websites including Facebook, Twitter, and My Space amongst others, which greatly influence the organizational communication. As the paper discusses majority of the organizations nowadays employ the use of social media predominantly for communicating to their customers and to the general public for a number of reasons. These may involve the fact that social media hosts a large number of people, ranging to millions. The millions of users of such social media is a good representative indicator of success of any business organization since they always determine the customer base of such organizations. It is of critical significance to acknowledge the fact that social media is one of the increasing phenomena in the current society. Social media has a lot of influence in the organizations progress relevant to communication.

Globalisation and Identity Crisis Essay Example | Topics and Well Written Essays - 2750 words

Globalisation and Identity Crisis - Essay Example However, according to me it has gained momentum in the past couple of decades due to the advancement of technology and evolution of the ways of communication especially the role of the media. Since its mere existence, it has provoked controversies and debates all across the world. Some people are true proponents of this philosophy and they have various reasons for their beliefs, for instance, they believe that it has accelerated the sharing of information and transfer of knowledge from one pole of the world to the other. On the other hand, there are people who view this phenomenon with suspicion and see it as a method by which the developed countries are reaping the poor ones of their valuable resources. Some claim that this is the modern form of barbarism that the British practiced in the subcontinent and many other parts of the world in the 19th century. This essay is written to discuss both sides of the coin and to evaluate the effects of globalization with facts and figures. We w ill separate on this work into three parts to see the holistic picture and be able to evaluate it in a better way. These three divisions will be as follows: Individual, micro level and macro level. Examples will also be given at each level to support the point of view presented. In the end, there will be a brief conclusion to sum up our finding and to express my own opinion this particular topic. Individual Level Under this heading, we will discuss both the advantages and disadvantages that are there for a simple citizen from the advance of globalization. I will also share some of my personal opinions and view points with regards to globalization and its influence on students such as me. The aspects of globalization are important to touch base with because these bring to surface the necessary pointers which will mean success for the sake of the business. My viewpoints are based on the understanding that customers need to move ahead with the passage of time, and for that their expans ion is a must (Harvey, 2005). This will ensure that they grow and develop their own selves and thus the organizations that they are reporting to, be it an institution of global repute or simply a street business that they have come to be a part of. 1. Individuals as Customers: Globalization has tremendously increased the options that an individual has. He can obtain any good from any part of the world. Online shopping is just an example of this aspect of globalization. Also as discussed later in this essay globalization also results in healthy competition which in turn provides the customers with improved product and services. For instance, when I go online I even have the option of purchasing from Monsoon which is a Bangladeshi brand. It is a wonderful opportunity for me to view what new products and brands are available online and how I am able to make the best use of these brands for my own benefit. 2. Knowledge Workers: All the universities’ curricula now include a course on global management and cultural diversity. This is due to the global challenges that the current workforce has to face inevitably. This is an interesting challenge for the global savvy individuals and a hurdle for ethnocentric ones. The outlook is made more global with each passing day which helps the people to grow beyond their means and gives them an opportunity to look at areas where they have still not paid any heed as such. The knowledge workers help the

Philosophy on how you will teach students who have autism Essay

Philosophy on how you will teach students who have autism - Essay Example Teaching using visual aids is the most effective means of teaching autistic student. This is because students with this disorder are visual thinkers; they rely heavily on pictures to comprehend something. Pictographic and written cues assist these students learn and communicate (Arwood, Brown and Kaulitz 2009). The main advantage of using visual aids is that, an autistic student will be in a position to remember a he have the chance of making relationships and recall easily later unlike the oral teaching strategy. Furthermore, visual approach assists to combat attention failure by facilitating focus on the message. Teachers should use visual supports to teach autistic students how to: It is also imperative that a teacher understands autistic student motivators are different from normal students. This refers to the teaching method whereby there is the use of reinforces such as praise. This is because these students often develop an attachment to a single topic, object, Thus in order for the teacher to create learning interest he should clearly know these students preferences. In a scenario, whereby a student likes cars, then a teacher can for instance while teaching mathematics illustrate using cars. Teachers should objectively offer structured or predictable classroom environments. This environment should be structured to provide consistency and clarity. This will ensure that autistic students know exactly where things belong and what is required of them in a specific state, and can anticipate what comes next. Teachers should ensure that the personalized plan for a student with autism should fit well into the overall classroom timetable. Teachers should vary tasks to prevent boredom, and alternate-group, difficult- activities to reduce anxiety and possibly prevent some inappropriate behavior. In addition, incorporating physical activity and exercise at points throughout the day is