Performance and Safety of Hydraulic Turbines

Research Paper M.V. Sai Ram AP17110020010 Branch: ECEHYDRAULIC TURBINES:Abstract: The first part of the paper contains the choice of small turbines for run of the river power plants. Then a discussion is given on the optimization of the performance of different types of large turbines. Finally a discussion on the safety and necessary maintenance of turbines is given with special attention to bolt connections.A set of empirical equations has been developed which defines the peak efficiency and shape of the efficiency curve for hydraulic turbines as a function commissioning date for the unit, rated head, rated flow, runner speed, and runner throat or impulse turbine jet diameter. The aim of this investigation was to develop an environmentally friendly nano -hydraulic turbine utilizing waterfalls. A model of an impulse type hydraulic turbine constructed and tested with an indoor type waterfall to arrive at an optimum installation condition. Effects of an installation parameter, namely distance between the rotor and the waterfall on the power performance were studied. The flow field around the rotor was examined visually to clarify influences of installation conditions on the flow field. The flow visualization showed differences of flow pattern around the rotor by the change of flow rate and rotational speed of the rotor.Every single turbine is custom-designed specifically to meet the requirements of a hydroelectric power plant. Performance of a designed turbine is validated, to some extent, by computational fluid dynamics simulations. Field performance testing of hydraulic turbines is undertaken to define the head-power-discharge relationship that identifies the peak operating point of the turbine. This relationship is essential for the efficient operation of a hydraulic turbine. The art of hydraulic turbine design never stands still but always progresses. In recent years major emphasis has been on the materials of construction and on such features of design as will reduce maintenance work and costly outages in the field.LimitationsHydro power plant or we can say that hydraulic turbines are widely used from the last decades. It is an efficient renewable energy source. There are many up and downs. Hence there Some limitations as shown in below,1.It is a renewable energy source. Water energy can be used again and again.2.the running cost of turbine or less compare to other.3.It has high efficiency.4.It does not pollute environment.5.It is to maintain.

Media Ethics and behavior

With the most resent massacre at Virginia Tech the issue of media ethics has once again been brought into question.   This, I believe, is because of the need to understanding why or how this could happen.   Perhaps this understanding could prevent another violent incident from happening to our children and to our society and allow a certain type of closure in our grief. In researching the topic of journalistic ethics and its effects on behavior, I found three distinct concerns that related to the Virginia Tech massacre the first; does the media influence or encourage behavior? And if so, what steps is the media taking to understand this issue?   Is the media industry trying to create a plan to regulate how incidents of this nature are portrayed, or how they will be reported and in what context?   The second is on the issue of gun control; are United States laws on gun ownership not strict enough?   Do we need to get tougher?   Should we create more laws? And third is American society failing when dealing with mental health issues?   Is there enough studies being done or funding for mental health issues?   It should also be noted that in all the information on violent behavior everyone agrees that there is not one single indicator that will predict human behavior and that all avenues must be explored to fully understand human behavior which is very complex. In the United States children and young adults are among the highest at risk for experiencing violent crimes and violence.   We can also claim that a large portion of our time is spent interacting in the world of media.   Some forms of media used by American adolescents have been found to be very violent and this is where the question of media’s effect on behavior comes in.   Shortly after the Virginia Tech incident a USA Today article told of a popular game called â€Å"Assassin†. This game is played on both college and high school campuses across America.   Police officers have been urging students, â€Å"to halt the games, which involve ambushing other players with sometimes realistic looking toy gun or other objects, after the Virginia Tech shooting last week that left 33 people dead†.   The local authorities did this as a preventive measurement for the safety of the kids playing as well as others by mistaken intent (Welch). Serious crime by adolescents rose greatly in the late 1980s, and peaked in 1994. Since then juvenile crime has declined even faster than overall crime, and violent offenses by juveniles have fallen back to 1980s levels. In 2000, juveniles accounted for 17 percent of all violent crime arrests and 32 percent of all property crime arrests.   According to federal statistics juveniles account for only 9 percent of those arrested for murder, but make up one-quarter of all robbery arrests and 53 percent of all arson arrests. Since the number of Americans under the age of 18 is projected to increase, some juvenile justice experts argue the juvenile crime rate may increase as well (Public Agenda.org). But regardless of how the media reports on school killings, society needs to develop better ways of helping their children when viewing or in some cases experiencing violence.   Teaching individuals at a young age that violence in any form is not tolerated and work at understanding why young individuals see violence as a method for solving problems. The Society of Professional Journalists and the Associated Student Press joined together to discuss how school violence is to be covered.   The discussion was to try to see how to balance reporting the news with minimizing harm to students across the country.   If shooters get their â€Å"fifteen minutes of fame†, especially is they are dubbed as the heroic outlaw, then this opens the possible problems of increasingly more disenfranchised â€Å"nobodies† who may view violence as a way to become noticed. Reporters pressured to get the story and make it central on the nightly news may not be sensitive to the effects of their coverage in the larger scheme of things (Fitzgerald and Mitchell).   Members of the Society of Professional Journalists believe that public enlightenment is the important to justice and the foundation of democracy. The organization also believes that the duty of the journalist is to further those ends by seeking truth and providing a fair and comprehensive account of events and issues. They believe that all journalists from all media and specialties strive to serve the public with thoroughness and honesty. They go on to say that professional integrity is the cornerstone of a journalist's credibility. Members of the Society share a dedication to ethical behavior and adopt this code to declare the Society's principles and standards of practice (www.spj.org). This organization, Society for Professional Journalism, believes that ethical journalists treat sources, subjects and colleagues as human beings deserving of respect. Journalists should show compassion for those who may be affected adversely by news coverage. Use special sensitivity when dealing with children and inexperienced sources or subjects.   They must be sensitive when seeking or using interviews or photographs of those affected by tragedy and recognize that gathering and reporting information may cause harm or discomfort. Pursuit of the news is not a license for arrogance. Recognize that private people have a greater right to control information about themselves than do public officials and others who seek power, influence or attention. Only an overriding public need can justify intrusion into anyone’s privacy. Journalist must show good taste, avoid pandering to lurid curiosity, be cautious about identifying juvenile suspects or victims of sex crimes, be judicious about naming criminal suspects before the formal filing of charges and balance a criminal suspect’s fair trial rights with the public’s right to be informed. Journalists should also â€Å"avoid conflicts of interest, real or perceived, remain free of associations and activities that may compromise integrity or damage credibility, refuse gifts, favors, fees, free travel and special treatment, and shun secondary employment, political involvement, public office and service in community organizations if they compromise journalistic integrity.   Journalist should disclose unavoidable conflicts, be vigilant and courageous about holding those with power accountable, deny favored treatment to advertisers and special interests and resist their pressure to influence news coverage and be wary of sources offering information for favors or money; avoid bidding for news† (www.spj.org). The meeting produced many ideals to help reporters and the public when dealing with violence and kids. As juvenile crime increased in the 1990s, nearly every state passed laws making it easier to prosecute juveniles in adult courts for serious offenses. Supporters say many juveniles are hardened criminals despite their youth, and maybe it’s not appropriate to handle serious crimes like murder and rape in the juvenile justice system. Critics say juveniles tried as adults will not get any of the counseling and rehabilitation services that might prevent them from committing more crimes. In surveys, most Americans endorse trying some juveniles as adults, but they also believe rehabilitation programs can be effective. Student journalists hope to educate the professionals about how to deal with people their age and how to be more aware of their concerns.   In turn, the professionals can guide students in how best to cover stories. The theory is that student journalists can get kids to talk without pressuring them or invading their privacy the way many journalists from out of town have done.   Yet working together with the professionals can help them through the process and through the trauma.   It may also be the case that student journalists can get through to other students in ways that adults can't, because students will more willing to read something about violence written by another student. â€Å"We want to read it from the point of view of someone who knows what we're experiencing,† said one student. Professional reporters come in, get the story, and leave, kids at a school where violence has occurred can continue to cover the story in a long-range manner, and with more breadth and depth.   â€Å"Kids know there is more depth,† said Laura Schaub, of the Oklahoma Inter-Scholastic Press Association, â€Å"but they can use professional assistance conceptualizing how to get it into the paper† (www.spj.org). In more resent weeks NBC news has been under fire for the way it handled the pictures and writings of the student who killed 32 people at Virginia Tech.   NBC announced that it would limit its use of images to â€Å"no more than 10 percent of airtime†.   Steve Capus, the president of NBC News, strongly defended the network’s decision to broadcast the material.   Families of some of the victims, some law enforcement officials and executives from competing television news organizations have accused NBC of being insensitive or exploitative in the way it presented the materials on the air. (Carter). In a study from the National Center for Injury Prevention and Control I found that there were 173 incidents between July 1, 1994 and June 30, 1998. The majorities of these incidents were homicides involving the use of firearms. The total number of incidents did decrease steadily since the 1992-1993 school year. But the total number of multiple victim events appears to have increased. During August 1995 through June 1998, there were an average of five multiple victims events per year. This is compared to an average of one multiple victim event per year in the three years from August 1992 through July 1995. While the total number of events of school associated violent deaths have decreased, the total number of multiple-victim events appears to have increased (2007). In a study by the Center for Disease Control named Youth Risk Behavior Survey (YRBS) is a school-based survey designed to produce a nationally representative sample of risk behaviors among students in grades 9-12. This study was completed in 1997 and reported that 18.3% of high school students carried a weapons weather it was a gun, knife, or club during the 30 days preceding the survey, down from 26.1% in 1991. The survey also found that 5.9% of high school students carried a gun during the 30 days preceding the survey, 8.5% of high school students carried a weapon on school property during the 30 days preceding the survey and that 7.4% of high school students were threatened or injured with a weapon on school property during the 12 months preceding the survey. Nationwide, 4% of students had missed 1 or more days of school during the 30 days preceding the survey because they had felt unsafe at school or when traveling to or from school. The prevalence of weapon carrying on school property on 1 or more of the 30 days preceding the survey was 8.5% nationwide. Overall, male students (12.5%) were significantly more likely than female students (3.7%) to have carried a weapon on school property (www.cdc.gov). Research has demonstrated that exposure to both real life and media violence is associated with increased hostility and aggressive behavior and decreased empathy. However, not all adolescents will be affected by violence exposure in the same way. Those who are exposed to personal and community violence, or who have a predisposition to aggressive behavior, may be more at risk for the negative effects of violence exposure. The study explored the effects of real life and media violence exposure on two populations, 216 high school students (109 girls) and 96 adolescents (13 girls) detained in a juvenile detention center. Participants completed seven self-report instruments measuring exposure to real life and media violence, psychopathology, hostile attributions, aggression, empathy, and social desirability. Due to the differences in the samples, results were analyzed separately (Greene). Consistent with the hypotheses and the General Aggression Model, real life and media violence exposure was significantly associated with and significantly predicted increased aggression, increased hostile attributions, and decreased empathy for the high school student sample. Additionally, psychopathology was a significant mediating variable for the relationship between real life violence and aggression. For the detained adolescents, exposure to real life violence was positively associated with aggression and psychopathology, but was not significantly associated with hostile attributions or empathy. Media violence was not associated with aggression, hostile attributions, or empathy. But these results were not consistent with the hypotheses and may reflect desensitization processes or differences in aggressive practices among this high risk sample. Results of this study suggest the need for further work in the areas of prevention and interventions for violence-exposed adolescents in order to reduce negative outcomes. Additionally, future research may wish to focus more attention on high risk individuals to better understand the process through which these adolescents react to violence exposure (Anderson, Berkowitz, Donnerstein, Huesmann, Johnson, Linz, Malamouth and Wartella). Gun control is also part of this discussion.   This was the first topic brought out when the incident at Virginia Tech. was first reported.   The world news made this the center for attention.   Media placed blame for the cause in America on the topic of gun control and placed media’s involvement on the back burner.   New York mayor, Michael Bloomber stated to Newsweek, â€Å"the conversation about guns needs to move beyond the extremes of Second Amendment purity and liberal utopianism. Much of the rest of the world manages to control gun violence better than we do; this is one case where American exceptionalism is nothing to be proud of† (May 4, 2007).   But we shouldn’t forget that blame first should be put on the young man who actually did the killings and secondary blame can then be divided up equally between all other factors involved. General Public in America believes that for the most part other preventive measures are better than owning or carrying a gun.   On the web site Public agenda they conducted a survey on the general population and found that only about 21% believe that guns are useful in preventing crimes.   Most Americans say that tougher laws and punishment would be a better deterrent for crime.   They also found that a majority of Americans feel that school violence is not a serious problem in their schools and in general they feel safe.   They all admit that their community could still be susceptible to an incident like at Virginia Tech. (www.publicagenda.org). Another point the media and the public brought out was the responsibility of helping individuals with possible mental health issues that might have caused someone like Cho Seung-Hui, the killer from Virginia Tech., to behave or react as he did.   In an article in Newsweek dated April 30th, 2007 they looked into the failure of the system and the general population as to seeing the signs, â€Å"Cho had apparently dropped through the cracks of the university bureaucracy. Earlier run-ins weren’t in his records† (31). We need to encourage students who hear one of their friends make a threat to take it seriously, even if they don't believe that person would ever really so it. Look at the problem of bullying by peers in schools is another even though it may never be stopped, but listening to kids that are experiencing the bullying along with the kids bullying might help.   In doing this research I found that media isn’t the only factor in possibly making what has been happening in America worse. But to me it is clear there was an influence.   In an article written by Evan Thomas he did write about Cho Seung-Hui’s video and said he, â€Å"pays homage to â€Å"Eric and Dylan† the two videogame-addled teenagers who killed 13 students at Columbine High School in 1999† (24).   In my opinion this does show a connection between violence and the media.   The Media industry really should acknowledge this fact instead of avoiding or defending their style of reporting.   Conscious efforts and discussion is vital in order to stop a growing trend in America when it comes to crime and violence. Works Cited Anderson, Craig A., Berkowitz, Leonard., Dommerstien, Edward., Huesmann, L.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Rowell., Johnson, James D., Linz, Danniel., Malamouth, Neil M., and Wartella,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Ellen.   â€Å"The Influence of Media Violence on Youth†.   Psychological Science in   Ã‚  Ã‚   the Public Interest.   December 2003. V. 4. Issue 3.   p. 81-118. 30p. Center for Disease Control.   Fitzgerald, Mark, and Mitchell, Grey., Eds.   Society of Professional Journalists.   Retrieved May 3, 2007.   Greene, Kathern. â€Å"Predicting Exposure to and Linking of Media Violence: A uses and    Gratification Approach†.   Communication Studies, March 2005.   V. 56, Issue 1,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   p.71-93. 23p. Meacham, J. â€Å"The Editor’s Desk†.   Newsweek.   April 30, 2007.   p.4,4 National Center for Injury Prevention of Enterprise Communication Media Relation,   Ã‚  Ã‚  Ã‚   April 21, 1999. Retrieved May 3, 2007.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Public Agenda. Retrieved May 2, 2007.    Savage, Joanne. â€Å"Does Viewing Violent Media Really Cause Criminal Violence? A   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Methodological Review†.   Aggression and Violent Behavior.   November 2004. V.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   10, Issue 1, p. 99-128. 30p. Thomas, Evan.   â€Å"Making of a Massacre†.   Newsweek.   April 20, 2007.   p. 22-31 Welch, W.   â€Å"Students Urged to Stop Playing â€Å"Assassin† Game†.   USA Today. May 4,    2007.   Section: News. P. 3A   

Miss Havisham

My beloved sweetheart bastard. Jilted me, destroyed me and crushed me into broken red pieces. I stink and remember the day we were waiting for so long, but you then decide to run away. Why? Why did you do this to me? Was it because of me? Or was there something wrong? The wedding gown that I wore is decaying, rotting and disintegrating away as days past from that heart breaking day. Don't think it's the only the heart that b-b-b-breaks, the soul also b-b-b-breaks. I waited and waited and waited, but no sign from you. Where were you?You malevolent, wicked and corrupt man sent me through hell and allowed me to burn on that day and onwards. Do you really, really love me? I guess you don't pretty much since you incinerated me into sorrowful ashes and now I have nothing. It was you who did this to me; a red balloon bursting in my face. Bang. I stabbed at a wedding cake, hoping not to remember the day you Jilted me. Was it on purpose? I can change for you to come back my love. Please, plea se. I spend whole days in bed cawing Noon at the wall but not a day since then I haven't wished you dead.Prayed for it so hard Vive dark green pebbles for eyes, ropes on the back of my hands I could strangle with. Just give me a male corpse for a long slow honeymoon, better if the corpse was you. There are so much permanent marks on my body that even a whole year wouldn't be enough to count all of it. My mouth is getting drier and drier each day when I think of you, thirsty for your blood. Some nights better, dreaming that you would come back for me, I Just beg you to come back so I can release all the agony and pain you pierced Into my heart onto you.Puce curses that are sounds not words. Some nights better, the lost body over me, my fluent tongue In Its mouth In Its ear then down till I suddenly bite awake. Sometimes I ask myself who did this to me? You see I have so many questions In my mind to be answered but not a single one have been answered for 20 years. My love, all I want to do is to Just strangle you till you feel my agonizing pain and It will soon be your turn but beware there's a burning ember scorching In my heart, waiting to be unleashed and trust me It will be more devastating than what you have done to me.Miss Having By Kent to come back so I can release all the agony and pain you pierced into my heart onto me, my fluent tongue in its mouth in its ear then down till I suddenly bite awake. Sometimes I ask myself who did this to me? You see I have so many questions in my all I want to do is to Just strangle you till you feel my agonizing pain and it will soon be your turn but beware there's a burning ember scorching in my heart, waiting to be unleashed and trust me it will be more devastating than what you have done to me.

Organizational Buying Processes Versus The Consumer Buying Processes Essay

Organizational Buying Processes Versus The Consumer Buying Processes - Essay Example Consumers also go through the same stages of buying process as the organization starting from identifying the need for purchase and ending at building an opinion for future purchases. The difference between the two buying processes is that consumer buying is for personal use, or for the use of family or household; whereas, the organizational buying is either for further production of goods, or sale to consumers, or usage within the organization. Another difference is that business buying involves a few large scale buyers; while in consumer buying, there are a lot of small scale buyers (who are the consumers). Also, the demand of products or services in organizational buying actually depends on the demand of products and services from the consumers, and it is not vice versa. Demand of products in business markets does not depend upon the change in price whereas the demand of products in consumer markets depends upon the change in price because consumers decide upon the purchase after considering the price. Hence, organizational buying is price inelastic; while, consumer buying is price

Hitler and music in the third Reich Essay Example | Topics and Well Written Essays - 3000 words

Hitler and music in the third Reich - Essay Example This "Hitler and music in the third Reich" essay outlines the impact of Richard Wagner's music on Hitler and what that has to do with World War II. All his musical works were made on the assumption that they will be performed on the stage hence called â€Å"Musikdrama. He wrote all the scripts directly and added music to the scripts. Wagner generated a German epic saga combining music and drama in one unified art work. He took inspiration from German mythology and medieval literature. Wagner was motivated by the medieval myths and literature as Lohengrin, Tristan, Ring des Nibelungs (Das Rhinegold, Die Walkure, Gotterdammerung). Wagner brought plots and characters in medieval myths and literature to his music. The structure of the Ring cycle is complicated and has several topics. However, most of his operas’ topics are love stories. As Wagner accepted the subject of German myths, he also accepted religious elements. He extended this to the unique ritual that inspires nationalism. Wagner’s music drama shows the process of ritual when it is on the stage. This means that his music drama reveals strong religious character. Therefore, people cannot forget the scenes of his music drama easily, because of its strong ritual characteristic. Hitler was one of those people who could not forget Wagner’s strong and powerful opera. Wagner indicts the Jews and metaphorically links them to the characters in the operas. Wagner’s music dramas, made during the time when unification of Germany was taking place, reve al patriotic enthusiasm greatly. In Wagner’s Ring drama, there are a lot of metaphorical words that indicate Jewish characters. In Wagner’s ring opera, Nibelungs, the curse, demons, goblins, and the lust for gold refers to Jewish characters. Wagner casts the voices of Alberich and Mime in an abnormally high register and gives them tritons and other awkward internals to sing which made their voices creak, croak, and buzz. Wagner also used Jewish names for his evil characters. Wagner casts the voices of Alberich and Mime in an abnormally high register and gives them tritones and other awkward internals to sing which made their voices creak, croak, and buzz. Wagner also used Jewish names for his evil characters. In Wagner’s opera â€Å"Das Rheingold†, â€Å"gold-hungry† characters are very consonant with Wagner’s writings about how the Jews seek to control the world through their use of money (gold). In Lohengrin, there are inspirational words, such as those of King Henry to h is knights that wakened in them the primal urge of race and nationalism.   â€Å"Let the Reich’s enemy now appear.   We’re well prepared to see him near.

Net Present value Essay Example | Topics and Well Written Essays - 1250 words

Net Present value - Essay Example There are various methods available for appraisal of a project like Net Present Value, Pay back period and others. Here we are using NPV and payback method to analyze the project. Let us start with NPV method. NPV method recognizes the fact that a pound today is worth more than a pound tomarrow. NPV is ‘a calculation in dollars of the present value of all future cash flows from a project. It is roughly analogous to the concept of profit.’(Gary Heerkens, page 59) The total production per week is 1000 units and accordingly 52000 units for the year. As per information provided the contribution or profit per units will be  £0.20 and as the sale for the year is 52000 units, total contributions towards profit is  £10400. As the fixed operation cost will get reduced to  £ 20000 on installation of equipment, the contribution after meeting variable cost would be £ 30400 for each of 10 years except for 5th year, when the unit will be closed for overhauling for 4 weeks. In the fifth year the contribution will be  £29600. As there will also be an overhauling cost of  £8000, the net profit will reduce to  £1600 as compared to  £10400 in each year. However, in the 10th year the residual value of equipments of  £1000 will increase the profits to  £11400. These profits represent cash inflows for each year as depreciation on equipment has not been considered for calculation of such profits. These cash flows have been discounted at the rate of 20% (PVIF table multipliers for each year) in order to calculate the present value of cash inflows from the project.

Conservatism in American Politics Essay Example | Topics and Well Written Essays - 750 words

Conservatism in American Politics - Essay Example For instance, Farmer (2005) clarifies that after the struggle witnessed in the American Civil War where the North fought for the Union to stand while the South were in favor of intensifying slavery, the term conservative signified antagonism against the radical republicans with an intention of giving the freed slaves full citizenship rights (Glenn and Teles, 2009). On the other hand, within the Reconstruction Era, this term signified antagonism against Radical Republicans with an intention of giving the freed slaves political authority after snatching it from ex-confederates. For a long time now, the political history of America has been shaped considerably by conservatism. There are a number of constants that together, sum up the conservatism in American politics including the backing of the republicanism, Christianity and the rule of law, respect for customs, and the defense of westernization against challenges brought in by totalitarian governments and modernist culture (Durham, 2012). The conservative nature of American politics can be traced back to American history and this is very evident while comparing with other nations such as Britain. For instance, the American government is more incredulous of the state’s power stating that it should be left in the hands of an individual who then delivers it upward to the â€Å"government that is at the lowest level possible†. On the other hand, Britons are of the idea that authority starts above and trickles down through the positions. Additionally, Americans consider that the government is responsible for giving them the required freedom to pursue their objectives (Brinkley, 1994). Conservatives have for a long time supported Republicans because they believe they share similar views such as tough foreign policy, a powerful military and backing for Israel. It is important to emphasize that conservatism in American politics is characterized by conflicting ideologies and

Men--Its in their nature Essay Example | Topics and Well Written Essays - 750 words

Men--Its in their nature - Essay Example Conversely, women had a tendency to to be watchful so that they could preserve, maintain, care and nurture their families. Men seem to be risk takers be it professionally or romantically and even in the recreational events, they take part in (Roeser 1039). This goes to explain why it is mostly men that are involved in extreme sports such as car racing, sky diving, rock climbing, just to name a few. It is very common to see men as the centre point of uploaded videos that show, for the lack of a better word, stupid stunts such as car surfing. Exactly as the name describes, it involves a driver climbing and then standing on top of a car as it is being driven and of course not to forgetting to mention the antics displayed on the hilarious but painful to watch two jackass movies. Many men have reported that they generally take risks because it is fun, and this explains why they will be involved in risky past time behaviors. This does not imply that women do not have fun as well, but their idea of fun is less risky. It is also common to observe a man racing his car against a fellow driver on the road, not because it is a rally event but simply because they want to show off or protect their ego (Roeser, 1040). When a male driver is overtaken by another car on the road, chances are that he will step on the accelerator and try to reclaim his glory by overtaking the said driver. This in turn ends up as cycle that will only come to an end when one of the drivers concedes defeat or has to go his separate way. As weird and ridiculous as it may sound, risk taking is a part of men’s way of impressing women. In the presence of a woman, a man who is say, involved in a sport will perform a riskier stunt to show off and impress the ladies. When they know that women are watching, men tend to take up more risky behavior than they normally would. In addition, it is in the nature of men to be polygamous, that every man is unfaithful or will be at some point in his life despite how good he seems. Over the years, it seems like it has been the norm, marriages breaking up due to infidelity. It would be unfair to make it seem as if women are always the victims but statistics show that more men than women tend to stray in relationships. Many reasons have been given as to why this is the case, with some dating as far as the biblical times. During the earlier centuries, before Christ that is, men had more than one wife and it was widely accepted. A famous case is of King Solomon, who had more than seven hundred wives and one thousand concubines. How does one man handle all these women? Even in Africa, many households still embrace polygamy. It is only recently that men have started to shed the one man, many wives attire. Nowadays, after moving from the polygamy scenario, it seems that most men are now taking up unfaithfulness. Many times the statement that men are unfaithful by nature has been used, that they are like animals and will stray, although, it would b e unfair to generalize that all men are unfaithful. It is important to consider that there are natural reasons or some genetic coding that makes a man lust after more than one woman. Furthermore, men are by nature sexual creatures who are easily visually stimulated, thus man might be happily married or in a relationship,

Principle-based ethics Essay Example | Topics and Well Written Essays - 750 words

Principle-based ethics - Essay Example According to the deontological principle, one ought to do an action that upholds his/her moral obligation without what the other people consider appropriate (Shaw, 2008). America is a capitalistic state whose economy is guarded by the laws of demand and supply, which determine the price of commodities in the market (Futrelle, 2012). From a deontological perspective, market forces can suddenly increase demand of commodities without a corresponding increase in supply; implying that people are demanding more than the market supply. Thus, this implies prices of commodities will automatically rise because of other factors other than those affecting demand and supply (Shaw, 2008). Thus, merchants often base their argument on this notion by arguing that they do not cause price gouging but the situation arises from the forces of demand and supply. Conversely, the principle of justice agitates for fairness to all involved entities in price gouging situations. It is widely known that if demand is more than supply, the prices of commodities will increase steadily to counter the deficit in the market. For this reason, merchants with sufficient stock during this particular time, can leverage from the situation since it is a rare case that may never happen again. Thus, according to this principle, it is fair for them to be allowed to benefit from the economic situation since it is not their making but because of market forces (Wicks, 2010). On the other hand, there are ethical principles that are against the act of price gouging because they consider such acts as selfishness that are only meant to benefit a few individuals at the opportunity cost of others (Bredeson, 2012). For instance, the principle of beneficence states that, whenever you are doing anything, the ratio of good should always supersede the quota of evil not only to one’s self but also to the entire world. Therefore, in the case of this particular situation,

Starting a small business Essay Example | Topics and Well Written Essays - 500 words

Starting a small business - Essay Example Small businesses are of advantage because they can be started on a very low cost and investment and also on a part time basis. These businesses are mostly popular in all the countries but they exceed in number in developing countries. There are many organizations which offer help while developing and starting a new business in the market. Internet businesses can very well be termed as small businesses and can be established easily because of their nature. When starting a small business, one of the major important decisions one has to take is the selection of the location. This is one of the riskiest decisions an individual takes while starting the business. Usually the trend has been observed that people prefer to install their businesses in the area of their hometown. This place is closer to their family and friends. There are many reasons for this choice. The first or the foremost is the personal reason according to which people usually don't want to leave their hometown and develop a business away from their families when they can happily to do in their own vicinity closer to people they love and care about. While taking such a crucial step in life, one needs their family the most (Perri, 2006).

Case Analysis Essay Example | Topics and Well Written Essays - 750 words - 3

Case Analysis - Essay Example The customers do not need to participate in the problem-solving process. If there is no way through which customer relationship is examinable without biasness, then it is better not to talk to any of them to avoid misleading information. This is because there is a danger of over-emphasizing the relevance of the whole process by dismissing its importance. It is better to have less information than misleading information (Kipping & Clark, 2012). The second project shock is that the AVS deal with renewable contracts, which are renewable every year, over a three- to five-year period unlike the parent company whose contracts fixed for at least fixed for at least five years. To find the efficiency of the current plan, the overall effects of consulting project in the short, medium and long-term effect are evaluated. First, the impact of the consulting project encompasses assessment using analyses and the methods appropriate for the evaluation design and the level of measurement for the outcome variables. Secondly entails use of quantitative and qualitative data in explaining the results and efficacy of the problem. Third, is the conducting of cost and resource analysis to appraise the efficiency of the project and its components (Buono, 2009). The initial scope of the consulting project was to review the AVS management team’s business plan to ascertain whether it is a good investment for the medium term. After speaking with the manager at Martins Private Equity, the scope changed to preparation of a more robust business plan with the management team. This would involve changing the way AVS operates to ensure longer, more sustainable contracts. A consultant, who is an expert in the field, must be equipped with knowledge on how to prepare for all types of changes and how to bring the right people together in ensuring the change is set up for success from the beginning

History of Special Education Essay Example for Free

History of Special Education Essay It was not until the middle decades of the eighteenth century that Europe turned, for the first time, towards the education of persons with disabilities. The spirit of reform, crystallized in the philosophy and precepts of the European Enlightenment, created new vistas for disabled persons and the pioneers who ventured to teach them. Although special education emerged in a number of national contexts, France was the crucible where innovative pedagogies to assist those deaf, blind, and intellectually disabled emerged and flourished (Winzer, 1986). Following the French initiatives, movements to provide services for those in the normative categories of deaf, blind, and intellectually disabled were contemporaneous in continental Europe, Britain, and North America. Prior to the mid-eighteenth century, individual deviations were rarely tolerated and little was done for those who in some way disrupted the norms of a society. Disability was not an innocuous boundary; rather, it was a liability in social and economic participation. People perceived as disabled – whatever the type or degree – were lumped together under the broad categorization of idiot, scorned as inferior beings and deprived of rights and privileges. This early period is replete with innumerable stories of healing, many imbued with an Indeed, many special educators seem curiously disinterested in the foundations of the field; historical knowledge is learned incidentally and unintentionally (Mostert Crockett, 1999–2000; Winzer, 2004). To some, history becomes increasingly selective, with the past made over to suit present intentions; others speak to the ‘lack of history’ (Renzaglia, Hutchins Lee, 1997, p. 361). At the same time, some contemporary writers disparage earlier events, programmes, and pioneers in favour of contemporary models. Some point to fossilized traditions; others hold that if today’s inclusive movement embodies the best ideals of social justice then the past, by extension, had to be unjust (Winzer, 2004). Implicit to this position is a steadfast unwillingness to learn from the wisdom of the accumulated past. The middle decades of the eighteenth century witnessed the pervasive influence of the European Enlightenment. While the intellectual project of the Enlightenment was to build a sound body of knowledge about the world, its humanitarian philosophy prompted ideas about the equality of all people and the human responsibility to take care of others, particularly individuals outside the private circle of the home and the family. Reform movements sprang up, aimed at the improvement of the well-being of groups of individuals, varying from poor people and slaves to prisoners, the insane, and disabled people. In France, the Abbe Michel Charles de l’Epee (sign language) assimilated Enlightenment ideals of equality, as well as novel concepts about language and its development. He joined these to the sensationalist philosophy of John Locke and the French philosophers to promote innovative approaches to the education of deaf persons. If de l’Epee’s doctrine promoting a silent language of the hands was not unprecedented, it was nevertheless revolutionary in the context of the times. In devising and instructing through a language of signs, the Abbe gave notice that speech was no longer the apex of instruction in the education of deaf persons. Simultaneously, he influenced and guided innovations for other groups with disabilities, specifically those blind, deaf blind, and intellectually disabled. Following de l’Epee’s successful mission with deaf students, Valentin Hauy in 1782 initiated the instruction of blind persons using a raised print method. Somewhat later, in 1810, Edouard Seguin devised pedagogy for those considered to be mentally retarded. The French educational initiatives travelled the Atlantic to be adopted by pioneer educators in US and Canada. Rejection of French innovations did not imply that British advances were minor. On the contrary. Building on the prerogatives of earlier pioneers, teachers and clergy such as Thomas Braidwood and John Townsend promoted education for deaf persons. Schemes to assist other groups soon followed. By the close of the eighteenth century in Europe and Britain, the instruction of disabled persons was no longer confined to isolated cases or regarded merely as a subject of philosophic curiosity. Permanent facilities were established, staffed by a cadre of teachers experimenting with novel and innovative pedagogical methods. The French endeavors formed the core of systems and methods adopted in the United States and much of British North America (Canada). In the latter, however, the Maritime provinces of Nova. Scotia and New Brunswick initially adopted British pedagogy (see Winzer, 1993). Founded on a humanitarian philosophy, evangelical commitment, and unbounded philanthropy, they established from 1817 onwards a complex of institutions designed to cater to the unique needs of exceptional individuals. Pedro Ponce de Leon(1578) in Spain created the first documented experience about education of deaf children (from nobility) AbbeCharles Michel de l’Epee(1760) in Paris created the â€Å"Institutpour sourds†(Institute for deaf) Louis Braille invented â€Å"Braille script†(1829). Pioneers in Special Education Jean-Marc Itard [pic] DECS Order No. 1, s. 1997 Organization of A Regional SPED Unit and Designation of Regional Supervisor in-charge of Special Education -DECS Order No. 14, s. 1993 Regional Special Education Council -DECS Order No. 26, s. 1997 Institutionalizing of SPED Programs in All Schools -DECS Order No. 5, s. 1998 Reclassification of Regular Teacher and Principal Items to Special Education Teacher and Special School Principal Items DECS Order No. 11, s. 2000 Recognized Special Education (SPED) Centers in the Philippines. -REPUBLIC ACT NO. 7277 AN ACT PROVIDING FOR THE REHABILITATION, SELF DEVELOPMENT AND SELF-RELIANCE OF DISABLED PERSONS AND THEIR INTEGRATION INTO THE MAINSTREAM OF SOCIETY AND FOR OTHER PURPOSES http://www. deped. gov. ph/default. asp SPED teachers to sharpen tools in a national conference PASIG CITY Teachers and school administrators handling children with special learning needs are expected to further hone their skills during the 2013 national conference on Special Education (SPED) being put together by the Department of Education (DepEd). â€Å"We are opening the conference to public and private school teachers and administrators and other SPED service providers in line with our policy to continue to create a culture of inclusive education,† said Education Secretary Br. Armin A. Luistro FSC. The conference aims to engage teachers and school administrators in the discussions of the evolving practices in handling SPED learners with the end-view of producing inclusive policies. Preparations are now underway for the conference to be held in November in Iloilo which carries the theme â€Å"Special Education: A Bridge to Inclusion. † One of the conference highlights is the awarding of prizes to the winners of the Search for the Most Outstanding Receiving Teachers, as well as Outstanding SPED Teachers and SPED Centers. The national finalists will be awarded certificates while the national winners will receive plaques of appreciation and cash prizes. The conference will also be a venue to discuss current trends, skills and practices on the management of inclusive education schools. â€Å"We can also expect presentations on researches on inclusive education which others may adopt or adapt,† added Luistro. The Philippines, as a signatory of the Salamanca Statement of Action on. Special Needs Education, recognizes the principle of equal educational opportunities for â€Å"all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions† (Salamanca Statement, 1994). This framework was adopted in the Philippines through the Department of Education Culture and Sports (now DepEd) Order no. 26 which institutionalized inclusive education. The order required the organization of at least one SPED center in each division and implementation of SPED programs in all school districts where there are students with special needs. Special education started in the Philippines in 1907 with the establishment of the Insular School for the Deaf and Blind. The school started with 92 deaf persons and one blind person. Today, DepEd serves 11 types of children with special needs in public schools. As of school year 2006-2007, there were 162,858 students with special needs at the elementary level, 51% or 83,231 of whom are in the gifted program. The remaining 49 % were students with various disabilities such as hearing impairment, visual impairment, learning disability, mental retardation, behavior problem, autism, and cerebral palsy. Students with learning disabilities comprise 25% of students with special needs. However, up to this date, many children with learning disabilities, mental retardation, and autism remain unidentified in public schools (DepEd, 2006a). The inclusion of children under these three categories of special cases were among the major concerns of the TEEP-SBM-Inclusive Education (IE) project. Historical Foundation of Inclusive Education Based on the book of Teresita G. Inciong, Yolanda S. Quijano, Yolanda T. Capulong, Julieta A. Gregorio, and Adelaida C. Jines entitled Introduction To Special Education, it was during the year of 1902 and under the American regime that the Filipino children with disabilities were given the chance to be educated. Mr. Fred Atkinson, General Superintendent of Education, proposed to the Secretary of Public Instruction that the children whom he found deaf and blind should be enrolled in school like any other ordinary children. However, the country’s special education program formally started on 1907. Mr. David Barrows, Director of Public Education, and Miss Delight Rice, an American educator, worked hard for this program to be possible. Mr. Barrows worked for the establishment of the Insular School for the Deaf and Blind in Manila and Miss Rice was the administrator and at the same time the teacher of that school. Today, the school for the Deaf is located at Harrison Street, Pasay City and the Philippine National School for the Blind is adjacent to it on Polo Road. During the year 1926, the Philippine Association for the Deaf (PAD) was composed of hearing impaired members and special education specialists. The following year (1927), the Welfareville Children’s Village in Mandaluyong, Rizal was established. In 1936, Mrs. Maria Villa Francisco was appointed as the first Filipino principal of the School for the Deaf and the Blind (SDB). In 1945, the National Orthopedic Hospital opened its School for Crippled Children (NOHSCC) for young patients who had to be hospitalized for long periods of time. In 1949, the Quezon City Science High School for gifted students was inaugurated and the Philippine Foundation for the Rehabilitation of the Disabled was organized. In 1950, PAD opened a school for children with hearing impairment.

Examining the theory of mind hypothesis for autism

Examining the theory of mind hypothesis for autism The Theory of Mind (TofM) hypothesis for autism has been investigated extensively in the last 30 years. This essay will review the literature which examines this theory, considering a wide range of methodological and theoretical approaches. It will be argued that whilst there are several strengths of the theory, the TofM hypothesis cannot account for the non-social symptoms of ASD, and therefore cannot be considered to provide a comprehensive account of the disorder. Cognitive evidence (including a range of TofM tests), theoretical issues, and alternative hypotheses of autism will be considered. What is the Theory of Mind Hypothesis for Autism? The TofM hypothesis of autism was first proposed by Baron-Cohen, Leslie and Frith in 1985. It proposed that individuals with autism lack a TofM, leading them to have specific deficits, such as an inability to partake in pretend play and impairment in social skills. The theory has been controversial since its proposal, with several alternative hypotheses being suggested. Cognitive Evidence The earliest tests of TofM ability often relied heavily on tests of false belief, in which participants are required to understand that other people do not necessarily know (or believe) the same as them. For example, Baron-Cohen, Leslie and Frith (1985) investigated TofM ability in children with autism and children with Downs syndrome, and found those with autism were significantly impaired in their understanding of false belief, suggesting a deficit in TofM ability in autism, and thereby supporting the TofM hypothesis for autism. Similar tests involving false belief, such as those carried out by Happe (1995), have supported findings by Baron-Cohen, Leslie and Frith (1985), providing strong support for the TofM hypothesis of autism. The principle problem in using false belief tests is their reliance on language use. (Bloom and German, 2000). Colle, Baron-Cohen and Hill (2007) investigated concerns that a potential inability to understand language associated with false belief tasks may result in individuals with autism failing these tasks, despite have the TofM ability required to pass tests (e.g. Bloom and German, 2000). They used a non-verbal false belief test to compare the TofM understanding of children with ASD to children with SLI, and found that autistic children have specific deficits in TofM which were not present in the SLI control group. They concluded that previous findings of a TofM deficit by research using standard tests of false belief (e.g. Surian and Leslie, 1999) were unlikely to have been confounded by language ability, thereby revalidating claims made by this research. However, there are other issues associated with the reliability of false belief tasks. For example, Bloom and German (2000) have suggested that a single test of TofM is unlikely to comprehensively test all elements of TofM ability in an individual. Furthermore, whilst research in the field shows the majority of autistic participants fail tests of false belief, a small minority of high-functioning autistic individuals pass the test (e.g. Baron-Cohen, Leslie and Frith, 1985). This has raised questions regarding the ability of false belief tests to recognise subtle deficits in TofM ability potentially shown in the high-functioning autistic population (Rutherford, Baron-Cohen and Wheelwright, 2002). As a result, new research in the field has often focused on using alternative tests of TofM. The Reading the Mind in the Eyes test (Baron-Cohen et al., 2001) is an alternative to false belief tasks, in which participants are required to recognise emotions based on images of a persons eyes. To pass this test, participants must rely on subtle cues indicated in the eyes, thereby indicating ability in mental state understanding, or TofM. Baron-Cohen et al. (2001) used this test to show that individuals with ASD are significantly impaired in their ability to recognise emotions using subtle cues, thereby indicating a deficit in TofM ability. A similar test was used by Rutherford, Baron-Cohen and Wheelwright (2002) and Golan et al. (2007) in which participants were required to establish how a person was feeling after listening to a phrase spoken by that person. This test also indicated social impairments caused by a deficit in TofM ability in ASD, as participants with ASD were significantly impaired in their ability to recognise emotions using vocal cues. Research into TofM ability using the Reading the Mind in the Eyes test is particularly beneficial in supporting the TofM hypothesis. Methodologically, the test does not rely on language comprehension, and therefore passing or failing the test is based purely on TofM ability. Both the Reading the Mind in the Eyes test and the Voice variation are able to detect subtle differences in participants social sensitivity, allowing for deficits to be identified in populations that often pass false belief tasks (such as individuals with high-functioning Autism, Baron-Cohen, Leslie and Frith, 1985), and thereby suggesting the TofM hypothesis is generalisable and universal across the highly varied autistic population. The Faux Pas test was also developed by Baron-Cohen et al. (1999), and assesses recognition of faux pas (defined as being when something is said without consideration of whether the information may be something that the listener does not wish to hear or know, Baron-Cohen et al., 1999). In 2009, Zalla et al. investigated faux pas recognition ability in individuals with Aspergers syndrome using the Faux Pas test, and found these individuals made significantly more errors in detecting faux pas than typically developing individuals, were unable to correctly justify the speakers behaviour and were unable to comprehend the impact of this behaviour. Zalla et al. (2009) concluded that this showed a specific deficit in TofM ability in individuals with ASD. Methodologically, research using tests of faux pas lend strong support for the ToM hypothesis for autism by using an alternative test to false belief tasks. Using faux pas tests helps to revalidate claims made by the theory, which could have been considered questionable if relying purely on false belief tests. As a result, these tests provide strong support for the theory that individuals with autism have deficits in TofM. The TofM hypothesis for autism is also strongly supported by research into joint attention ability in autism (Baron-Cohen, 2009). Evidence suggests that joint attention and TofM ability are linked, such that early joint attention ability is a precursor to TofM ability (e.g. Charman et al., 2000). Furthermore, research has indicated that joint attention skills are significantly impaired in infants with ASD. For example, Charman (2003) investigated joint attention ability in infants (aged 20 months) with autism, and found significant deficits. Charman then assessed the social and communication symptoms of these infants at 42 months, and found that symptom severity was correlated with joint attention disability indicated at 20 months. Colombi et al. (2009) also found that young autistic children show joint attention deficits. As joint attention ability is considered to be a precursor for TofM ability, this suggests that TofM deficits are present from infancy or birth in individuals with ASD. This thereby provides support for the TofM hypothesis as a causal account of autism, by suggesting that a TofM deficit may be a primary deficit. This concept is supported by research into symptom severity and TofM ability. In 2003, Tager-Flusberg et al. used a battery of tests to assess TofM ability and symptom severity in autistic participants, and found that severity of social and communication symptoms was partially explained by TofM impairment. These conclusions imply that TofM deficits are causal in producing the social and communication impairments shown in ASD, thereby supporting claims made by the TofM hypothesis that a deficit causes symptoms associated with the condition. In 2007, Tager-Flusberg presented one of the most comprehensive reviews of the hypothesis to date. She assessed evidence which addressed key issues associated with the theory (for example, why some children pass false belief tasks, and whether a TofM deficit can account for all deficits associated with autism), evaluating a wide range of evidence (including cognitive testing and neurological evidence). She concluded that whilst there is a TofM deficit in autism, the hypothesis cannot account for all deficits in social-affective information processing associated with the condition. The issue raised by Tager-Flusberg (2007) is perhaps the most important weakness in the TofM hypothesis. Whilst the theory provides an explanation for social and communication deficits typically found in ASD (as successful communication skills require TofM ability, Baron-Cohen, 2009), there is no evidence to suggest that a TofM deficit may account for symptoms such as repetitive behaviour, obsessively pursued interests, and dislike of change (Baron-Cohen, 2009). Joseph and Tager-Flusberg (2004) investigated TofM deficits and repetitive behaviour in ASD, and found no correlation between deficits and severity of repetitive symptoms, thereby supporting the suggestion that the TofM hypothesis cannot account for repetitive behaviour. As a result, the theory cannot be considered comprehensive in terms of explaining all possible symptoms associated with autism. Another issue associated with the TofM hypothesis is that individuals with other disorders have also shown deficits in TofM. For example, Brune (2005) found that individuals with schizophrenia showed significant impairment in TofM, and associated impairments in social behaviour and emotion recognition, similar to deficits shown by individuals with autism. The TofM hypothesis for autism provides no explanation for how autistic individuals are unique in their symptoms, when other conditions exist which show similar TofM impairment. A theoretical constraint associated with the TofM hypothesis is the potentially ambiguous nature of the term TofM. The hypothesis is complicated by debates surrounding the nature of TofM ability in typical individuals. The two principle theories of TofM (Theory Theory and Simulation Theory) explain autism in terms of an inability to form thoughts, representations, and hypotheses about the social world (Theory Theory), or alternatively in terms of an inability to simulate the mental states of others (Simulation Theory) (Currie, 1996). Until an absolute theory of TofM can be established, any evidence in support of a TofM hypothesis for autism remains ambiguous in terms of exactly what deficits individuals with autism have (i.e. deficits described by Theory Theory or deficits suggested by Simulation Theory). When considering the literature investigating the TofM hypothesis, it is worthwhile acknowledging the wide body of neurological research. Research in this field provides strong support for a TofM deficit in ASD, with studies such as those by Kana et al. (2009), Mason et al. (2008), and Dapretto et al. (2006) suggesting abnormal brain activation in autistic participants in brain regions associated with TofM. However, research into a neurological basis for autism has also emphasised the issues associated with the TofM hypothesis. For example, Hadjikhani (2007) state that it is unclear whether dysfunction in brain regions associated with TofM could explain behavioural symptoms shown in autism (such as repetitive behaviour and concrete thought), or how structural and functional brain abnormalities originate in autistic individuals. This research highlights the key strengths and weaknesses associated with the TofM hypothesis as a cognitive account of autism, and reinforces cognitive resea rch suggesting the hypothesis cannot be considered as a comprehensive account of the condition. Summary The preceding review provides strong evidence to support a deficit in TofM in autism, which is likely to be present from birth. The review also suggests that symptom severity can be at least partially accounted for by degree of TofM deficit. However, there are significant issues when considering the TofM hypothesis for autism. These issues include an inability of the hypothesis to explain how non-social symptoms can be accounted for by a TofM deficit, a lack of explanation of the significant symptom variability shown in the autistic population, as well as theoretical constraints. Until these issues are addressed, the TofM hypothesis cannot be considered as a comprehensive account of autism. Alternative Theories of Autism The issues associated with the TofM hypothesis led to a range of alternative theories of autism being developed, which must be considered when reviewing literature investigating the TofM hypothesis. One of the first theories to be proposed since the TofM hypothesis was the Executive Dysfunction theory (Ozonoff, Pennington and Rogers, 1991). This theory contradicted the TofM hypothesis, in that it proposed that individuals with autism have deficits in executive function ability (Yerys et al., 2006). This theory became popular in autism research, as the theory appeared to provide more comprehensive accounts of the autistic traits (both social and non-social) presented in these individuals daily (Hill, 2004). Furthermore, a large number of investigations found executive dysfunction in autistic individuals. For example, Ozonoff and McEvoy (2008) examined cognitive development in autistic individuals over a three-year period, and found significant deficits in executive functioning. McEvoy , Rogers and Pennington (2006) also found a deficit in executive functioning in autism. However, recent research has suggested that executive dysfunction may be secondary to the autism. Yerys et al. (2006) investigated executive function in young children with ASD and found no evidence of dysfunction, suggesting that executive dysfunction in adults with ASD has developed gradually and is not a causal factor of the condition. Dawson et al. (2002) also found evidence for normal executive function ability in young autistic children, and concluded that dysfunction found at a later age was a consequence of living with the disorder. As a result, whilst this theory initially appeared to provide a valid and reliable alternative to the TofM hypothesis for autism, there is now strong evidence to refute executive dysfunction as a causal account of autism, and this research cannot be considered to provide evidence to invalidate the TofM hypothesis. A more successful theory was proposed by Baron-Cohen (2008) as a development of the TofM hypothesis of autism. The Empathizing-Systemizing theory proposes that individuals with autism have deficits in understanding others mental states and responding appropriately (empathy), but have an average or above average systemizing ability (i.e. using rules and regularities to analyze and construct systems). As a result, autistic individuals show deficits in social ability (caused by empathy deficits) and non-social symptoms such as repetitive behaviours, obsessively pursued interests, and dislike of change (caused by average or above systemizing ability) (Baron-Cohen, 2009). This theory is particularly successful for several reasons. From a methodological perspective, the theory provides an explanation for both social and non-social symptoms of autism, a key issue in the TofM hypothesis. The theory also explains the uniqueness of autism, such that whilst other conditions may show deficits in empathy (e.g. schizophrenia, Montag et al., 2007), no other condition also shows average or above average systemizing ability (Baron-Cohen, 2009). The theory is also strongly supported by research. For example, Lawson et al. (2004) investigated empathizing and systemizing in participants with ASD and typically developing controls, and found those with ASD were significantly worse at empathizing than controls, but were not significantly different in their ability to systemize. Wakabayashi et al. (2007) found individuals with ASD were impaired in their ability to empathize, but significantly better than typical controls in their ability to systemize. This theory has therefore become a valid and reliable alternative to the TofM hypothesis for autism. Conclusions This essay has reviewed the literature which critically examines the TofM hypothesis for autism. It is clear that whilst there is adequate evidence to suggest a TofM deficit in autistic individuals, the hypothesis cannot account for non-social elements of ASD. New theories of autism must incorporate the concept of TofM deficits, whilst aiming to account for all social and non-social symptoms, as well as symptom variability and severity. A greater emphasis on the understanding how cognitive deficits associated with autism generate the symptoms shown in the condition would have important implications for the development of interventions aimed at improving social skills and symptom management in individuals with autism.

Ontology And Epistemology The Growth Of Motivation Psychology Essay

Ontology And Epistemology The Growth Of Motivation Psychology Essay Ontology A theory concerning the nature of social phenomena as entities that are to be admitted to a knowledge system .ontology gives an idea about the nature of reality. Ontology is concern the kinds of things that assume to exit in the world, and how those things should be viewed and studied. Ontology helps to maintain the research and helps to understand that there are different ways of viewing the world .Ontology is consists of two aspects .Those are objectivism and subjectivism. These two aspects were describe about both devotes among business and management researchers and it can be accepted as producing valid knowledge by many researchers. Objectivism is an ontological position that asserts that social entities exits in a reality external to, and independent of, social actors concerned with their existence. Subjectivism is an ontological position that asserts entitles, that is created from the perceptions and consequent actions of those social actors responsible for their creation. Smi rcich (1983) noted that objectives would tend to view the culture of an organisation as something that the organisation has. The subjectivist view point would be to reject as too simplistic and argue that culture is something that is created and re-created through a complex array of phenomena which include social interactions and physical factors such as office layout to which individuals attach certain meanings, rituals and myths. Epistemology is the branch of philosophy that studies the character of knowledge and when constitutes acceptable knowledge in a field of study. The most important distinction is what they consider important in the study of the manufacturing process. The researcher who considers data on resources needed is likely to be more asking to the position of the natural scientist. This may be position of the operations management specialist who is comfortable with the collection and analysis of facts. Positivism is an epistemological position that advocates working with an observable social reality. The emphasis is on highly structured methodology to facilitate replication, and the product can be law- like generalisations similar to those produced by the physical and natural scientists. Realism is an epistemological position that objects exits independent of our knowledge of their existence. The essence of realism is that what the senses show us is reality, is the truth: that objects have an e xistence independent of the human mind. The interpretivisim is an epistemology that advocates that is necessary for the researcher to understand the difference between humans in our role as social actors. The ontological position will be taking a subjective object approach. This is because researches viewpoint is subjective in nature. Assuming that there is relationship among different elements like motivation and experience of the employees or other factors. Therefore the researcher is of the opinion in different entities in the system interact and can have depend or relationship between them. What do you understand by the concept of ethics in the context of a taught Masters dissertation? How may it affect your research design or methodology? Research ethics Research ethics is the appropriateness of the researchers behaviour in relation to the rights of those who become the subject of a research project, or who are affecting by it. Blumberg et al. (2005: 92) define ethics as the moral principles, norms or standards of behaviour that guide moral choices about our behaviour and our relationships with others. Therefore research ethics relates to the questions how to formulate and clarify the topic, design our research and gain access, collect data, process and store our data, analyse data and write up research findings in a moral and responsible way. Predictably, what is morally defensible behaviour, as researchers will be affected by broader social norms of behaviour (Zikmund, 2000). The first stage of a research project is translating the business problem into a well-defined research problem. It represents the researchers first and best opportunity to anticipate potential ethical problems. Ham to others: some hard thinking about the underlying problem and business objectives should suggest whether the results are likely to be harmful to other persons or organisations. Violations of accepted research practise: the researcher has an ethical obligation to the manager to indicate whether a research project is feasible or whether the results are likely to be so tentative as to be worthless. Violations of community standards of conducts: The manger has an ethical obligation to the researcher to disclose as fully as possible the nature of the question, decision, or problem facing the business. The main ethical problems in masters dissertation are given below. Privacy of possible and actual participants Maintenance of the confidentiality of data provided by individuals or identifiable participants and anonymity Reactions of participants to the way in which way to collect data, including embarrassment, stress, discomfort, pain and harm To avoidance of harm can be seen as the cornerstone of the ethical issues that confront those who undertake research. The expression netiquette has been developed to provide a heading for a number of rules or guidelines about how to act ethically when using internet. Potential ethical issues should be recognised and considered from the outset of the research and be one of the criteria against which research proposal is judged. Ethical concerns are likely to occur at all stages of the research project. When seeking access, during data collection, analyse data and when it will report them. Ethical concerns are also associated with the power relationship between the researcher and those who grant access, and the researchers role. Ethics is highly affecting the research work. There are mainly three kinds of ethical issues affects in surveys as well as interviews. Those are informed consent, confidentiality and anonymity and contact effects. The informed consent is important to survey and interview ethics. Respondents have right to know the content or topic of the survey and the right to refuse to participate if they object to its true purpose. Confidentiality can make sure that maintain the promise or not, ensure that data are not available to unauthorized persons and that they are not misused. Questionnaires should be kept safely locked up when not in use. Guarding respondent identities is particularly important for repeated -measure surveys. Researchers conducting personal or telephone interview have direct contact with the individuals who are ultimately the sources of data. To avoid surprise and embarrassment, interviewers must prepare respondents for the questions they are going to ask. Research will be done based on a firm or an organisation. For doing research in a firm or in an organisation the main factor which we need is that the help and support from the employees and he managers. The research will be done by focusing the employees. The senior employees are never ready to disclose the details about their experience in their firm. The managers are not ready to disclose the details about the firm and employees working their. They are not even ready to share their experience which they get while they conduct the interview. For selecting the firm or organisation the main support and the permission for a student should be provided by the college or the university. The officials of the firm can get influenced by the performance of the person who does research in the firm and this can lead to the recruitment of the person to the firm. Explain, compare and contrast the following terms: proposition; hypothesis; theory; model? Propositions are of great interest in research because they may be used to gauge the truth or falsity of relationships among observable phenomena. When advance a proposition is testing, its are hypothesizing. A hypothesis describes the relationship between or among variables. A good hypothesis is one that can explain what it claim to explain what it claims to explain ,is testable , and has greater range , probability, and simplicity than its rivals. Sets of interrelated concepts, definitions and propositions that are advanced to explain and called theories. Models differ from theories in that models are analogies or representations of some aspect of a system or of the system as a whole. Models are used for description, prediction, and control. Proposition Proposition as a statement about observable phenomena that may be judged as true or false .when a proposition is formulated for empirical testing. It is call as hypothesis. The relationship between two or more variables, a hypothesis is of a tentative and conjectural nature (Cooper et al: 1198:43). Hypothesis Hypothesis is a testable proposition about the relationship between two or more events or concepts. Hypothesis is related in to different areas in research .Descriptive hypothesis is dealing with existence, size form and distribution. Relational hypothesis is type another type of hypothesis and its dealing with the research question format in less frequently. The role of hypothesis is very important in the research program. Hypothesis gives a good direction to the research study and it can identify the facts and these facts are related are relevant and those are not. The environment of this hypothesis and implications of the declaration propose that the best research design is a communication- based study, most likely a survey or interview. A strong hypothesis has three conditions like adequate for its purpose, testable and better a rival. Theory A theory is a set of systematically interrelated concepts, definitions, and propositions that are advanced to explain and predict phenomena. Theories are sound and fit for the condition is triumphant in expiations and predictions. The main challenge of the theory area is to build comprehensive and predict how modifying the product and other variables. Understanding the relationship between the variables are very important in theory. It should help to develop the researcher scientific knowledge. In a theory areas hypothesis has a good role.lt may cause confusion to differentiate between the theory and hypothesis. Theories are related to be complex, be abstract and involve multiple variables. Hypothesis on is more simple, limited-variable statements involving concrete instances. Model Model is defined as a representation of system that constructed to study some aspect of the system as whole. Model and theories are entirely different. The role of the theory is explanation perhaps models role is representation. Future and present conditions can characterize by models. It will helpful for the researchers and mangers. The main endeavour of the models the increase the understanding, predictions and to manage the complexities of the environment. 4. Give a detailed explanation and illustration, using a diagram, your anticipated research design, otherwise utilise a hypothetical research design process. Research design: A research design is the strategy for a study and plan by what the strategy is to be carried out. It specifies the methods and procedures for the collection, measurement, and analysis of data. Unfortunately, there is no simple classification of research designs that covers the variations found in practise. The major descriptors of design are given below. Exploratory versus formalized Monitoring versus communication study Experimental versus ex post facto Descriptive versus causal Cross-sectional versus longitudinal Case versus statistical Field versus laboratory versus simulation Subjects perceive no deviations, some deviations, or researcher -included deviations. Exploratory research is appropriate for the total study in topic areas where the developed data are limited. In most other studies, exploration is the first stage of a project and is used to orient the researcher and the study. The objective of exploration is the development of hypotheses, not testing. Formalized studies, including descriptive and causal, are those with substantial structure, specific hypothesis to be tested, or research questions to be answered. Descriptive studies are those used to describe phenomena associated with a subject population or to estimate proportions of the population that have certain characteristics. Causal studies seek to discover the effect that a variable has on another or why certain outcomes are obtained. The concept of causality is grounded in the logic of hypothesis testing, which in turn, produces inductive conclusions. Such conclusions are problematic and thus can never be demonstrated with certainty. Current ideas about causality as compels processes improve our understanding over Mills canons, though it can never know all the relevant information necessary to prove causal linkages beyond doubt. Research designing will mainly occur based on the causal studies. Research is mainly based on the quantative and qualitative techniques. Data for the research will be collected with the help of questionnaire and the interview conducted. Questionnaire is prepared with the help of qualitative analysis and interview is prepared based on quantative analysis. Both questionnaire and interview will help to us to do research in a proper way. What is the role of the research question? How would you formulate a research question? (Illustrate by constructing a hypothetical research question from your possible topic area). Research question is a specific query to be addressed by this research that sets the parameters of the project and suggests the methods to be used for data gathering and analysis .Research question is important because it determines, largely, the research methods that are used to answer it. A research question will provide the flexibility and freedom to explore a phenomenon in depth. It is not so narrow and concentrated that it excludes discovery. The research question in a qualitative study is a statement that recognises the phenomenon to be studied. It gives idea to the readers what the researcher specifically wants to know about the subject. The important thing in the research question is setting the boundaries on what will be studied. This is because researcher cannot cover the all aspects of the problem. Research question helps them to narrow the problem down to a workable size. Research questions should replicate plausible hunches, suspicions, and suggestions of those involved with or knowledgeable about the business problem. General settlement of the research problem is to set of specific research questions. (ref 1). Research questions .research questions mainly three types. Questions about Primary Variables The primary variable materializes in the translation process. In this part, looking to the relationships between the key and primary variables that research is to test. For example, seasonal variations in sale important? Key Variables It may present additional variables to be investigated. For example Are turnover rates showing the same patter? It may also focus alternative measures of a key variable. Boundary Questions It involves the research boundaries and are usually included when the researcher is unsure of the boundaries of the business problem. It may suggest other cases to be investigated or may seek to decide temporal or other boundaries of the problem. Boundary questions are the least ordinary specific research questions. The research questions focus specific aspects of the problem to be investigated and ideas to be tested. These questions are distilled from the results of the researchers investigation of the business problem. The original research question and the approach in which it is phrased lead the researcher to scrutinize data from a specific perspective and to use certain data-gathering techniques and modes of data analysis. The questions set the tone for the research project and help the researcher to stay focused, even when there are masses and data. The original question in a qualitative study open is broad and open-ened.the original research question .the original research question may be suggested by a professor or college, obtain from the researchers experience. Whatever the source of the problem, it is important that researcher have enthusiasm for the subject because he or she will have to live with it for some time(REF). The ability to achieve a certain degree of distance from the research materials and to represents them fairly. The capability to listen to the words of respondents and to give them voice independent of the researcher. In qualitative research, objectivity does not mean controlling the variables. Objectivity have developed some techniques to increase our responsiveness and to help us control intrusion of basis into analysis while retaining sensitivity to what is being said in the data. The first procedure is to think comparatively. Another method for gaining distance is to obtain multiple viewpoints of an event , that is, to attempt to determine how the various actors in a position view it. Also, it is important to periodically step back and ask, what is going here? and does what I think I see fit the reality of the data?. Another technique for obtaining objectivity is sustaining an attitude of scepticism. The final piece of recommendation is to follow the research procedures, it can m aking comparisons, asking questions, and sampling based on evolving theoretical concepts are mandatory features of the methodology. Objectivity enables the researcher to have assurance that his or her findings are a reasonable, impartial representation of a problem under investigation, whereas sensitivity enables creativity and discovery of new theory from data. One of the main factors for the research is motivation. It depends on the work of the person. The growth of the motivation mainly depends on the work experience we have in a firm. Here, in this research, we do consider mainly two important factors, namely, service and the motivation. Questionnaires are prepared in relation to both this factors. Research is done in two ways with the help of questionnaire and interview. Data collection Preparation Data collection Design Proposal Approved Sampling Design Instrument Development Research Design Strategy

Why I Have No Hero Essay -- essays research papers

Why I Have No Hero   Ã‚  Ã‚  Ã‚  Ã‚  What is a hero? Does one have to have superpowers, special abilities or incredible talent to be considered one? Well, some of us seem to think so. Then there is the everyday teacher or local figure that is considered a hero to selected individuals in their community. To me a hero has to have a few selected qualities, and I haven't met anyone who can fulfill all three.   Ã‚  Ã‚  Ã‚  Ã‚  First, a hero must be good at heart. A hero has to know how to give and take accordingly. When he/she is needed to make a great sacrifice to help the community, their closest friends, or even their greatest enemies, they need to know that it is okay to make that sacrifice and know they did the right thing. That person also needs to go out and make a difference in their community and not need any more motivation than the good feeling they feel when they've made a positive impact on the few people they met with and helped. A person that is to be considered a hero must be naturally good and work for good and be there when they are needed most. They should not have to feel guilty about the negative effects of something they have done if the good it causes out weighs the bad.   Ã‚  Ã‚  Ã‚  Ã‚  Honesty is a good trait to have if you want to be a hero. A hero needs to be honest with the public so that he/she will get the public's support to retain that hero status among them, and possibly gain that stat...

English Media Coursework (Saving Private Ryan) Essay examples -- essay

Analyze the methods used to make the opening battle sequence of ‘Saving Private Ryan’ both shocking and realistic, and say how effective you find it as an introduction to the film Steven Spielberg’s master piece Saving Private Ryan earned itself 5 academy awards, including the best director award in 1998. The all star cast starring Tom Hanks, Matt Damon, Tom Sizemore and Edward Burns brings to life the horror of war. Seen through the eyes of a squad of American soldiers, the story begins with World War 2’s historic D-Day invasion, then moves beyond the beach as the men embark on a dangerous special mission. Captain John Miller (Tom Hanks) must take his men behind enemy lines to find Private James Ryan, whose three brothers have been killed in combat. Faced with impossible odds, the men question their orders. Why are eight men risking their lives to save just one? Surrounded by the brutal realities of war, each man searches for his own answer-and the strength to triumph over an uncertain future with honor, decency and courage. Saving Private Ryan earned its awards for bringing back the realism of World War 2 and for portraying what the shocking chances of survival were at the historic battle of Omaha beach on D-Day in June 1944. Omaha beach was only one of the invasion sites of the American, British and Canadian coalition forces. The special reason why Steven Spielberg chose to direct his movie with Omaha beach as its backdrop was due to the fact that out of all the other landing sites, Omaha beach was the bloodiest battle field and it took 15,000 lives of young American soldiers to capture the beach. In the past, war genre films meant hardcore action and a hero waging a one man war against an army, a typical movie would be Rambo 3. Although it is based on a true story, it did not take one American to battle the whole Russian army with a bow and arrow. Saving Private Ryan brings back to life the real heroes that fought in a war, men who were willing to give up their lives just to make a difference, now tha t ultimate sacrifice is what true heroism is. In a way Saving Private Ryan was finally able to create a difference between action genre films like Rambo 3 and war genre films like Black Hawk Down, and define completely new conventions of war genre films. The realism of the movie is what gave the movie its academy awards. A few explosions cannot bring back ... ...n the beach. Hundreds of bodies lay dead, the music although creates a peaceful effect, the first reaction of a sentimental audience would be tears dripping out of their eye’s. The final shot of the scene is the close up on Peter Ryan laying dead on the beach with a bloody tide rushing in. The ending scene was probably the most effective scene of all because it immediately shows the reality and chaos war brings to mankind and what kind of courage it takes people to rise up against it. Overall I think Steven Spielberg has created a masterpiece in re-creating D-Day. Not only that, the way the whole battle sequence followed and linked each other was remarkable. I mean to say the graveyard, the old veteran crying, the music, really prepared me to expect the next scene to be a battle. But I did not know it was going to be that chaotic and brutal that it literally shocked and surprised me. The accuracy and the, idea of hand held cameras really involved me with the movie and I think that’s what I enjoyed the most, the realism of the movie convinced me that, that is how D-Day happened. Saving Private Ryan was definitely worth watching, it has taken the war film genre to a whole new level.

American Political Theory

The Jacksonian Period is usually associated with Andrew Jackson. Basically Jackson followed in what Thomas Jefferson already started. The Jacksonian era valued the rights of common man. The democracy in this particular era endorsed the power of the executive branch as well as that of the president’s. It also allowed a broad range of public involvement in the government. Thus during these times different rights were respected such as women’s rights, economic rights for factories and the like.Thus, the Jacksonian era showed more concern on common man and thus they did not see them merely as a tool or as a means towards some ends as can be seen nowadays. Nowadays the same kind of values and beliefs are slowly dissolving. Usually the Bush government treats their subjects simply as means to achieve his goals. He is more concerned on profits rather than on man himself. This is basically present on the act on immigration that he supports, the S.1348 wherein he gives false hope s to immigrants and giving prime importance to profit rather than on the immigrants themselves. Another aspect which could be found is the 5-4 vote pattern. During the election the pattern five is to four is very dominant. There are still 175,000 ballots that were not yet counted and still they already proclaimed Bush as the winner. 5 associates of the US Supreme Court interfered with the manual count in Florida.These five are Justices Rehnquist, Scalia, Thomas, O'Connor, and Kennedy. These five conservatives are also responsible for some violations of human rights such as banning of abortion even though the mother’s and the fetus life are in danger, rejecting appeals from prisoners and the like. Thus in this regard we could see how very undemocratic our government had become as compared from the Jacksonian era. The decisions on votes and other rights are no longer decided by the common people.Those in power are very manipulative taking their own interests first more than tha t of the public’s. Liberty and equality is basically no longer on the people’s hands rather it was on the hands of the select few. Thus dealing with terms like liberty and equality are rather difficult especially if they fall on deaf ears as could be seen on the 5-4 voting patterns. (Toobin). References: Doherty, Kieran. Andrew Jackson : America's 7th President. New York: Children's Press, 2003. Toobin, Jeffrey. â€Å"Five to Four. † The New Yorker 2007.

Hinduism and Buddhism vs. Confucianism and Taoism Essay

Hinduism is, some would say, the world’s most ancient and sprawling religion. Its scriptures and teachings are voluminous and wide-ranging, addressing everything from science and history to philosophy, art and, of course, spirituality. Comparatively speaking, the Hindu teachings are uniquely inclusive rather than exclusive. One of its early Vedas openly recognizes the universality of the spiritual path: â€Å"Truth is one; sages call it by different names.† As in Buddhism, Hinduism stresses the necessity of letting go our compulsive attachment to, and fascination with, the ego or the self, so that we can realize The Self, or selflessness. The differences in supreme beings between Hinduism and Buddhism show two extremes of the same idea. Hinduism believes in one Supreme Being, but separates its characteristics into many different Gods. Everything is a part of the Supreme Being. Buddhism sees the individual’s thought and nature as supreme, and therefore does not ha ve a single God, and so turns inward instead of outward. Similarities between views of man and nature greatly show the progression from Hinduism to Buddhism as the same ideas of everything being one and the same are expressed in different contexts. Both religions are also similarly based on attaining certain knowledge in order to reach salvation or Nirvana. Taoism and Confucianism have to be seen side-by-side as two distinct responses to the social, political and philosophical conditions of life two and a half millennia ago in China. Whereas Confucianism is greatly concerned with social relations, conduct and human society, Lao Tzu emphasized the need to look beyond the promises and treaties of human beings for a source of peace and contentment; and he urged to return to nature’s way, that is, a simple and harmonious life. Chuang Tzu developed Taoism emphasizing on the natural way as opposed to the artificial and contrived way of persons. The Tao is similar to the Christian God in that is omnipresent and all powerful. It is also an impersonal, impartial force, however, much like â€Å"the force† of George Lucas’ Star Wars. Tao means, more or less, â€Å"the way of things,† both material and immateria l, not dissimilar to the Buddhist term dharma. Taoism centers upon the absolute necessity, uniqueness, pervasiveness and indefinable elusiveness of this peculiar â€Å"way.† The following passage from the Tao Te Ching is a typical description of the Tao. â€Å"The Tao that can be told is not the eternal Tao. The name that can be named is not the eternal name.† Confucius thought that the problems of his time originated from  sovereign power used without moral principle. To cure this problem, he urged that the government should be administered for the benefit of all the people; and this is possible if the government officials were of the highest personal integrity and cared about the people as much as they did about themselves. (Do unto others as you would have them do unto you). 3. Perfection can be realized by following the inner Way (Tao) of nature. Tao is manifested in the workings of nature, for what individual things possess of Tao is the te, or function, of Tao. Tao, as a source, provides for the very existence of beings, but the function of Tao provides for their distinctness. Nonaction (wu-wei) is what things inherit from Tao as their function. â€Å"Tao invariably takes no action, and yet there is nothing left undone.† Non (artificial) action is letting things be accomplished in a natural and spontaneous way. The word â€Å"jen† means ‘virtue,’ ‘benevolence,’ ‘true humanhood,’ ‘moral character,’ ‘love,’ ‘human goodness,’ and ‘human-heartedness’. What makes us human is a matter of feeling as well as thinking; Chinese emphasize on the heart, rather than the reason, as the central feature of human nature. To realize jen, guides to action in everyday life are needed. Confucius found these guides in the rules of li (propriety). Li governs customs, ceremonies, and relationships established by human practice over the ages; and jen is realized through li. Jen is the ground of li; what makes li a standard of conduct is the fact that it is in accord with jen. Customs and regulations not in accord with jen are not really li. By li, we tame our unruly impulses and transform them into civilized expressions of human nature: that is, li is the means by which our humanity (jen) can be evoked and developed. â€Å"†¦ Li is the principle by which the ancient kings embodied the laws of heaven†¦Ã¢â‚¬  The word â€Å"li† means propriety in everything: moral discipline in personal conduct, the general principle of the social order, ritual and ceremony, a system of social relationships with definite attitudes toward one another, love in the parents, filial piety in the children, respect in the younger brothers, friendliness in the elder brothers, loyalty among friends, respect for authority among subjects, and benevolence in rulers.

Macbeth and R+J Essay

Shakespeare communicates many moods in Macbeth and Romeo & Juliet; the main moods are love, and hate fuelled betrayal, and in my work these are the themes I will analyse. In Romeo & Juliet and Macbeth, vital characters have had to betray in order to achieve love, for example; In Romeo and Juliet; Juliet has to betray the authority of her father in order to fulfil her affection for Romeo. In terms of love this would mean that: The Storge (unconditional love, shared amongst family) that Juliet once felt for her father was met by misogyny (Hatred for Women) upon his realisation of Juliet’s Eros (love between two people) towards Romeo. Despite her subdued character, Juliet is adamant on not marrying Paris and betraying her family for Romeo. A quote to support this is; â€Å"If all else fail, myself have power to die† – This signifies that Juliet would rather die than enter something that it not right. A quote from Juliet’s Father; â€Å"How now, how now, chop-logic! What is this? † – His use of repetition emphasises his fury in response to Juliet’s new found aggression in character, and his rhetorical question presents his dominance and highlights the hierarchy that was in place at the time to allocate superiority to male’s in a family, in this scene; the breakdown of Juliet’s Father and Mother’s relationship is most apparent. Furthermore this is a point where Juliet is most isolated from her family and becomes closer to Romeo. My alternate interpretation is that Juliet did not betray her family, but her family were betrayed by there own pride, Pride was the cataclysmic barrier between acceptance and condemnation. The most potent character development is Juliet’s, throughout the play she matures and becomes a lot more retaliant to authority and starts to become herself rather than obedient to thers, this process is strengthened because of the speed she has had to become responsible; due to the mandatory pressures she is expected to comply with and the swift 7 day time period in which the story is conveyed, this development in character gives her the willpower to betray her family; which also ultimately supports my point. The dramatic techniques used in Romeo and Juliet create a hastily strong impact due to the play being condensed into a week and an ambience of anxiety. In Macbeth there are several similarities that also support my point; Macbeth has to betray King Duncan despite his loyalty and Philia (The love of Friendship) has to betray him in order to acquire the Eros from the ever superior Lady Macbeth, this situation contradicts all convention as society was heavily patriarchal which suggests that women should be submissive to men; however in this occurrence Macbeth conforms with Lady Macbeths demands to murder King Duncan, this is the main contrast between Macbeth and Romeo & Juliet. A quote that coincides with this is; â€Å"But screw your courage to the sticking-place, and we’ll not fail† – Lady Macbeth challenges Macbeth to murder King Duncan, presenting her dominance and ambition over Macbeth. A quote from Macbeth after when placing the blame on the guards for King Duncan’s murder; â€Å"Here lay Duncan, his silver skin laced with his golden blood†¦ the murderers, steeped in the colors of their trade† – This illustrates the betrayal that Macbeth has committed, as his use of alliteration strengthens the deviation of this line and the fact that he is further betraying King Duncan post his death by laying the culpability on the guards; simultaneously justifying there execution. Additionally an alternative interpretation of betrayal is explained using this quote; â€Å"Who can be wise, amazed, temp’rate, and furious† – Macbeths use of antithesis (underlined) displays how he has slowly become contradictory since his brutal murder of King Duncan which I believe indicates he has betrayed his own nature. The main dramatic technique used in Macbeth is dramatic irony, dramatic irony is where something that is indicated at the start of the play will either become true or change at the end of the play or furthermore could mean the opposite of hat might happen. An example of this is that; â€Å"This castle hath a pleasant seat; the air nimbly and sweetly recommends itself unto our gentle senses. † – This is a significant use of dramatic irony, the description of the environment is pleasant; however unbeknown to King Duncan, this is where he will be murdered, and this also links in to betrayal. Moreover, at the start of the play, Macbeth describes Banquo to be a â€Å"Friend† however later in the play we know that Banquo becomes his enemy and has to be killed due to the fact he is a great threat to Macbeth’s throne; which is a further deception that Macbeth has carried out. Conclusively; I believe Shakespeare’s whole use of dramatic irony links in to betrayal directly, because the constant use of dramatic irony means that the plot keeps changing; effectively displaying that the plot betrays itself continually. This constantly conveys a mood of false anticipation and an eerie sense of the unknown. Reading more in depth into both plays, there are further comparisons; Such as the use of fate, when Romeo and Juliet fall in love we know that because of their backgrounds; it will lead to death, and similarly in Macbeth the witches tell a prophecy in which Macbeth becomes king and then dies both plays contain different forms of tragedy however both plays meet the same end. Evidence to support this in Romeo and Juliet is: â€Å"A pair of star-cross’d lovers take their life† – Meaning that two different sided (Montague/Capulet) lovers take their life. And for Macbeth: â€Å"All hail, Macbeth, thou shalt be king hereafter! † – This is the prophecy of Macbeth becoming king and then dying. Furthermore, in Romeo ; Juliet and Macbeth, death is a necessary price to be paid for peace, for example, Romeo and Juliet have to die in order for the Capulet’s and Montague’s to live in tranquillity, to support this, a quote from the beginning soliloquy: â€Å"What here shall miss, our toil shall strive to mend† – This means that where we have failed before we will strive to succeed now, signifying that Romeo and Juliet’s death were essential to the ‘Fair Verona’ achieving peace, likewise in Macbeth, Lady Macbeth and Macbeth’s death was also fundamental to harmony being restored to the ingdom, an additional quote to support this is: â€Å"The usurper’s cursed head: the time is free† – the quote is about Macbeth’s severed head, and diverts attention to the fact that with his death ‘the time is free’ which implies it is peaceful. However contrary there are many differences, for example the types of love/relationship between the two couples in each play; In Macbeth there relationship is very unstable and Lady Macbeth is very domineering over Macbeth; also there love for each other is not through passion; but through the lust for greed and power as Lady Macbeth is desperate for Macbeth to become king by killing King Duncan and betraying his loyalty to him: â€Å"And take my milk for gall, you murd’ring ministers† – This suggests she will do anything to become Queen and accentuates her ruthless nature; it also underlines the imbalanced relationship in which the position of superiority continuously changes dramatically. At the start Macbeth is a brave and noble hero and he is superior however as the play goes on and when Macbeth’s manhood is questioned by Lady Macbeth â€Å"are you not a man? † he then becomes submissive and is dictated by Lady Macbeth. In Romeo and Juliet