Female Mill Workers in England and Japan How Similar Were Their Experiences Essay Example

Female Mill Workers in England and Japan: How Similar Were Their Experiences? Essay Female mill workers in England and Japan: How similar were their experiences? Nikita Thompson B period 10/6/11 If a person who thinks they have it tough with their job takes a look at the fact that a young Japanese or British girl worked longer hours, got paid less, and put up with horrendous working conditions, that person might reconsider their statement. Despite the fact that Japan and England had many similarities with female mill workers, they still had a few differences. Young children and women worked in big dangerous factories known as mills, spent more hours then the average working person today, making thread or fixing machines. So how were their experiences different? Female Japanese workers had to work more, got paid less, and accepted the role that their society gave them. Compared to English women mill workers, Japanese women worked more. English female workers only worked about 74 hours a week and Japanese female workers worked 91 hours a week (Document 5). This was because the Japanese workers worked longer each day, had fewer holidays, and worked on weekends (Document 5). English female workers had more breaks, worked shorter hours each day, and did not work on weekends. This is a big difference between female English and Japanese mill workers. We will write a custom essay sample on Female Mill Workers in England and Japan: How Similar Were Their Experiences? specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Female Mill Workers in England and Japan: How Similar Were Their Experiences? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Female Mill Workers in England and Japan: How Similar Were Their Experiences? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Even though in both England and Japan women got paid less than men, Japanese women got paid even less than English women. This is why they had so many workers (document 4). Since Japan paid the female mill workers less, they would be able to hire more workers and increase their production rate. Why would they want to pay women less? They paid women less because the women needed money and they would accept any amount given to them (Document 8). Japan and England had different ways they treated women and because of that the Japanese women accepted almost everything they went through in the mills. In Japan the women were treated a little less fairly. Japanese women were more willing to accept their role in the work force because they couldn’t do much about it (Document 11). This is the reason that female Japanese mill workers got low pay and worked more hours. In their society the men were respected more and got paid twice the amount the female Japanese woman got paid (Document 8). Having few if any rights, Japanese women would be forced to accept the role that society put on them and couldn’t put up a fight against the unfair and unlivable conditions put on them. But like the female mill workers in Japan, female mill workers in England were treated terribly as well. For example, one of the few men in the mill would beat the little children if they didn’t do their work right (Document 10). Though a beating is terrible, it has been recorded that some female Japanese mill workers committed suicide (Document 11). It’s because female Japanese mill workers worked longer hours, got paid less than British female workers, and had less freedom in society that we can conclude to the simple fact even though British and Japanese female mill workers had similarities, the Japanese female mill worker had it worse.

How far was the policy of appe essays

How far was the policy of appe essays The policy of appeasement in the 1920s and 1930s had undeniably been a contributing factor to the Second World War. However, there were many other factors involved such as the expansionist tendencies of Germany and the rise of nationalism. In this essay I will examine how large a role appeasement played as a cause of World War Two. To begin one must understand what is meant by appeasement. The policys main point was to concede to almost any demand as long as war would be diverted. The roots of appeasement started long before Neville Chamberlain (British prime minister) began to promote it so fiercely. It started to be taken into consideration immediately after the First World War. But it was with Chamberlains help that got it so far. Britain, among many other countries lost a huge number of men in the First World War. Chamberlain had even lost a cousin in the war, not a single person was unaffected. Chamberlain took the duty upon himself and the government to prevent another war at all costs. If the fear of such mass murder wasnt enough, many believed that economic collapse was a common feature after such a war. Besides Britain and France were not ready to fight another war militarily nor economically. Also the popular belief in war there are no winners, but all are losers, began to spread rapidly. Whereas the popularity of war decreased massively, the faith in the League of Nations to resolve international conflict increased. So appeasement wasnt difficult to justify to a public that opposed not only war but also rearmament. A more physical proof of the popularity of appeasement was the common sympathy towards Germany and the Treaty of Versailles. Many people viewed the Treaty as being too harsh and therefore c oncessions toward Germany should have been made. This of course involved the permission of Germany to rearm and allow her to reoccupy the Rhineland. Germany appeared to have b...

Business in europe Case Study Example | Topics and Well Written Essays - 3000 words

Business in europe - Case Study Example It is home to some of the world known scholars who have made great contribution to the modern world of education. Greek is a member of the European Unions after joining in 1981. It also a member of the Economic and monitory union of the Europe union which it joined in 200. It is also a member for NATO which it joined in 1952 and OECD since 1961. Greek is credited to be the home of civilization in Europe. This happened in the Aegean Sea which has been shown as the home to the first civilization in Europe. The Minoa civilization in the Crete and Mycenae civilization happened later in the mainland of Greece which emerges with Greek cities of Peninsula and spread to other parts of Europe. At the same time Greece has been able to develop a world class economy. Ti has one of the growing economies in Europe which it has been able to sustain since 1950s. There has been a major shift in the economic constant of Greek for all that time. It has shifted from agrarian economy to a technology driven economy recently. The country has developed a capitalist economy with a GDP of more the $305.595 billion as per the 2006 data. The country has diversified economic activities including tourism, shipping industry, banking, manufacturing and construction, and telecommunications. The country has also been resettled as regional hub for many developing multination companies as they try to venture in the three continents where Greek sits at a juncture. The country has been able to develop a standard economy and there has been an emerging middle class in the country. It has been raked 24th in the 2006 HDI on the quality of life index. According to the IMF, the country has a per capital income of $35,166 which has been places at the same level with other European countries like Germany, France, Italy and others.A historical review of Greece economy Since 1950, Greece stared economic reforms which were aimed at ensuring that the country developed a sustainable economic development plan. From 1950, the country began transforming its economy from an agrarian economy to service and manufacturing industry. Even if there was a slow progress in the economic performance at that time, the government was able to sustain a standard 7% economic growth rate from 1950 to 1970 which has been described as a the economic miracle of the time. At the same time, the government came up with economic policies which were aimed at attracting foreign investors in the country in order stir that economy. Government economic policy there was at the time targeting foreign investors, state intervened in the economic planning and the growth too of tourism. The tourism sector became a major player in the economic growth of the nation. After three decades of economic miracle the economy again stagnated in 1979 and since then it has been struggling to resume it earlier growth without necessarily causing increased inflation rate. (CIA World Fact book, 2006) Until the mid 1970s, the govern policies in Greece had been aimed at ensuring that there was principle look at the growing agriculture and industry sectors, controlling the prices of goods an services and the rate of inflation, improving the financial status of the operating firms, development of natural resources and the creation

Jessica;s Law Essay Example | Topics and Well Written Essays - 500 words

Jessica;s Law - Essay Example That is why most states have passed some sort of variation of Jessicas Law in their area. However, there are still some sectors of society that argue that the law will do our children more harm than good in the long run mainly because these sexual offenders more often than not commit their acts on family members thus making the law inapplicable to the children living in the homes of these predators. They claim that Jessicas Law does nothing to protect those children (Simerman, J.). Nothing could be further from the truth, as Jessicas Law mandates that all sexual offenders be forced to register with the state and live a minimum of 2,000 feet of children. Those opposed to the law thinking that the children are not protected in their own homes obviously have the wrong idea as to how the law is applied to the offenders. The 2,000 minimum rule means that the offender would have to live practically out of state and the lifetime electronic tagging means that the police will constantly be able to monitor their movements and prevent another crime from happening to a child. â€Å"... the Proposition would not focus on the real problem—dangerous sex offenders—but would instead waste limited resources tracking persons who pose no risk. The new law would create an expensive tracking system for thousands of registrants who were convicted of minor, nonviolent offenses, perhaps years or decades ago. Law enforcement’s resources should be directed toward high risk individuals living in our neighborhoods. â€Å" The current state of predator laws in some states is so murky that a sexual offender can actually find a way around the registration law and even worse, get around the location tracking by simply not having a permanent address. Even more sickening is the fact that some probation officers even advise these dangerous criminals as to how to get around the law. There are even certain situations wherein the predator

Reality TV Essay Example | Topics and Well Written Essays - 2250 words

Reality TV - Essay Example In recent decades, the media has covered the analysis that the reality shows almost around the world have brought an enormous popularity as well as profitability, implicating a promising growing trend of such phenomenon in practice (Holmes & Jermyn, 2004, 302 pp.). However, not all the reality shows are very successful in particular, though they bring the attention of mass with its significant increasing popularity as well as cultural prominence. On the other hand, this does not necessarily imply that they are good in societal context or that they ought to be aired. This paper aims at criticising the essentiality of regulatory bodies to effectively ensure the respect for human dignity of participants in reality TV show by providing empirical evidences. The significant part of the popularity achieved by such programmes is primarily due to the involvement of ordinary individuals within extraordinary framework. Reality television shows possess the potentiality to portray an ordinary individual into national celebrities in the sense of encouraging his or her outwardly in endowment as well as making them to participate in performance-based programmes such as Pop Idol, however, programmes like Survivor as well as Big Brother have the capacity to make their participants to accomplish some level of celebrity phenomenon. Some of the critics of reality television shows have argued with its description as a 'r... he potentiality to portray an ordinary individual into national celebrities in the sense of encouraging his or her outwardly in endowment as well as making them to participate in performance-based programmes such as Pop Idol, however, programmes like Survivor as well as Big Brother have the capacity to make their participants to accomplish some level of celebrity phenomenon. Some of the critics of reality television shows have argued with its description as a 'reality-based show' as they explain several reasons for it such as the inclusion of several programmes under single genre. Big Brothers and Survivor, the reality based competitive programmes, as well as living arrangement shows like The Real World, the regulatory bodies essentially design the layout of the show and govern the daily activities of the participants in order to formulate the environment based on which the competition rules out which in essence involves the psycho-drama consisting of challenges, events, behaviours, emotions and conflicts in a pre-defined scenario (Anderson 1995, p.36). Mark Burnett, the originator of Survivor, also elucidates and agrees with the statement of not deszcribing the reality show as 'reality show'. He emphasizes the reality show as being a 'good stories of unscripted dramatization' (online). The second criticism mainly stems from the idea that the reality sho w producers may become highly premeditated in their editing process that may vary from altering chronology and selective appearance of the events to portraying specific participants as heroes or villains in particular (Anderson 1994, p. 8-13). The third criticism may be encountered as the counterpart of the second criticism in which it has been noticed that the participants by themselves modify their behaviour and

Impact of Modernism on Society

Impact of Modernism on Society What is modernism? What impact has modernism had on human society? Discuss the impact of the digital age on the social, economic and political life of societies today Modernism is a philosophical movement that, along with cultural trends and changes, arose from wide-scale and far-reaching transformations in Western society in the late 19th and early 20th centuries. Among the factors that shaped Modernism was the development of modern industrial societies and the rapid growth of cities, followed then by the horror of World War I. Modernism also rejected the certainty of Enlightenment thinking, and many modernists rejected religious belief. Modernism, in general, includes the activities and creations of those who felt the traditional forms of art, architecture, literature, religious faith, philosophy, social organization, and activities of daily life were becoming outdated in the new economic, social, and political environment of an emerging fully industrialized world. The poet Ezra Pounds 1934 injunction to Make it new! was the touchstone of the movements approach towards what it saw as the now obsolete culture of the past. Nevertheless, its innovations, like the stream-of-consciousness novel, twelve-tone music and abstract art, all had precursors in the 19th century. Modernism, here limited to aesthetic modernism (see also modernity), describes a series of sometimes radical movements in art, architecture, photography, music, literature, and the applied arts which emerged in the three decades before 1914. Modernism has philosophical antecedents that can be traced to the eighteenth-century Enlightenment but is rooted in the changes in Western society at the end of the nineteenth and beginning of the twentieth centuries. Modernism encompasses the works of artists who rebelled against nineteenth-century academic and historicist traditions, believing that earlier aesthetic conventions were becoming outdated. Modernist movements, such as Cubism in the arts, Atonality in music, and Symbolism in poetry, directly and indirectly explored the new economic, social, and political aspects of an emerging fully industrialized world. Modernist art reflected the deracinated experience of life in which tradition, community, collective identity, and faith were eroding. In the twentieth century, the mechanized mass slaughter of the First World War was a watershed event that fueled modernist distrust of reason and further sundered complacent views of the steady moral improvement of human society and belief in progress. A notable characteristic of Modernism is self-consciousness, which often led to experiments with form, along with the use of techniques that drew attention to the processes and materials used in creating a painting, poem, building, etc. Modernism explicitly rejected the ideology of realism and makes use of the works of the past by the employment of reprise, incorporation, rewriting, recapitulation, revision and parody. Some commentators define Modernism as a socially progressive trend of thought that affirms the power of human beings to create, improve and reshape their environment with the aid of practical experimentation, scientific knowledge, or technology. From this perspective, Modernism encouraged the re-examination of every aspect of existence, from commerce to philosophy, with the goal of finding that which was holding back progress, and replacing it with new ways of reaching the same end. Others focus on Modernism as an aesthetic introspection. This facilitates consideration of specific reactions to the use of technology in the First World War, and anti-technological and nihilistic aspects of the works of diverse thinkers and artists spanning the period from Friedrich Nietzsche (1844–1900) to Samuel Beckett (1906–1989) MODERISM IMPACT HAS ON SOCIETY Many modernists believed that by rejecting tradition they could discover radically new ways of making art. Arnold Schoenberg believed that by rejecting traditional tonal harmony, the hierarchical system of organizing works of music which had guided music-making for at least a century and a half, and perhaps longer, he had discovered a wholly new way of organizing sound, based on the use of 12-note rows. This led to what is known as serial music by the post-war period. Abstract artists, taking as their examples from the Impressionists, as well as Paul CÃ ©zanne and Edvard Munch, began with the assumption that color and shape formed the essential characteristics of art, not the depiction of the natural world. Wassily Kandinsky, Piet Mondrian, and Kazimir Malevich all believed in redefining art as the arrangement of pure color. The use of photography, which had rendered much of the representational function of visual art obsolete, strongly affected this aspect of Modernism. However, these artists also believed that by rejecting the depiction of material objects they helped art move from a materialist to a spiritualist phase of development. Other Modernists, especially those involved in design, had more pragmatic views. Modernist architects and designers believed that new technology rendered old styles of building obsolete. Le Corbusier thought that buildings should function as machines for living in, analogous to cars, which he saw as machines for traveling in. Just as cars had replaced the horse, so Modernist design should reject the old styles and structures inherited from Ancient Greece or from the Middle Ages. Following this machine aesthetic, Modernist designers typically reject decorative motifs in design, preferring to emphasize the materials used and pure geometrical forms. The skyscraper, such as Ludwig Mies van der Rohes Seagram Building in New York (1956–1958), became the archetypal Modernist building. Modernist design of houses and furniture also typically emphasized simplicity and clarity of form, open-plan interiors, and the absence of clutter. Modernism reversed the nineteenth-century relationship of public and private: in the nineteenth century, public buildings were horizontally expansive for a variety of technical reasons, and private buildings emphasized verticality—to fit more private space on more and more limited land. In other arts, such pragmatic considerations were less important. In literature and visual art, some Modernists sought to defy expectations mainly in order to make their art more vivid, or to force the audience to take the trouble to question their own preconceptions. This aspect of Modernism has often seemed a reaction to consumer culture, which developed in Europe and North America in the late-nineteenth century. Whereas most manufacturers try to make products that will be marketable by appealing to preferences and prejudices, High Modernists rejected such consumerist attitudes in order to undermine conventional thinking. IMPACT OF SOCIAL CHANGES ON EDUCATION Social change refers to an alteration in the social order of a society. It may refer to the notion of social progress or socio cultural evolution, the philosophical idea that society moves forward by dialectical or evolutionary means. It may refer to a paradigmatic change in the socio-economic structure, for instance a shift away from feudalism and towards capitalism. Accordingly it may also refer to social revolution, such as the Socialist revolution presented in Marxism, or to other social movements, such as Womens suffrage or the Civil rights movement. Social change may be driven by cultural, religious, economic, scientific or technological forces. More generally, social change may include changes in nature, social institutions, social behaviours or social relations. EDUCATION AND SOCIAL CHANGE The role of education as an agent or instrument of social change and social development is widely recognized today. Social change may take place when humans need change. When the existing social system or network of social institutions fails to meet the existing human needs and when new materials suggest better ways of meeting human needs. Education can initiate social changes by bringing about a change in outlook and attitude of man. It can bring about a change in the pattern of social relationships and thereby it may cause social changes. Earlier educational institutions and teachers used to show a specific way of life to the students and education was more a means of social control than an instrument of social change. Modern educational institutions do not place much emphasis upon transmitting a way of life to the students. The traditional education was meant for an unchanging static society not marked by any change. But today education aims at imparting knowledge. Education was associated with religion. EDUCATION AND CULTURE Education encompasses teaching and learning specific skills and also something less tangible but more profound: the imparting of knowledge good judgement and wisdom. Durkheim sees education as the socialization of the younger generation .It is a continuous effort to impose on the child ways of seeing,feeling and acting which he could not have arrived at spontaneously. Education has as one of its fundamental goals the imparting of culture from generation to generation. Culture is a growing whole. There can be no break in the continuity of culture. The cultural elements are passed on through the agents like family, school and other associations. All societies maintain themselves through their culture. Culture here refers to a set of beliefs, skills, art, literature, philosophy, religion, music etc which must be learned. This social heritage must be transmitted through social organizations. Education has this function of cultural transmission in all societies. The curriculum of a school ,its extra-curricular activities and the informal relationships among students and teachers communicate social skills and values. Through various activities school imparts values such as co-operation , team spirit ,obedience ,discipline etc. Education acts an integrative force in the society by communicating values that unites different sections of society. The school teach skills to the children which help them later to integrate within the culture of the society. Education in its formal or informal pattern has been performing this role since time immemorial. Education can be looked upon as process from this point of view also. Education has brought phenomenal changes in every aspect of mans life. TYPE OF SOCIAL CHANGE Civilization change It refers to the dress, food habits, production technologies, communication system, etc. Cultural change It is associated with new knowledge. Religion, rituals, arts, literature etc. Change in social relationship. It is the relationship between the father and son, teacher and student, husband and wife, etc. FACTORS RESPONSIBLE FOR SOCIAL CHANGE Geographical factors like climatic conditions that influence the climatic conditions. Psychological factors like motivation, individualisation etc Sociological factors like social conflicts, social oppressions, modernization etc. Explosion of population The environmental factors like newly built cities, industrialised and urbanised natural environment. The scientific and technological factors like technical advancements, new inventions, modern machineries, tools, etc. The ideological factors like social philosophy, political philosophy and religious philosophy. The legislative factors like legislation on temple entry, banning child marriages etc. The impact of western civilisation and cultural diffusion Contact of people with different countries The level of education and literacy attained by the society Modernisation of the society New attitudes to wealth, work, saving and risk taking War, natural calamities, revolutions, migration of people, etc RELATIONSHIP BETWEEN EDUCATION AND SOCIAL CHANGE According to V.R.Taneja Education and social change is a two way traffic. While education preserves, transmits and disseminates the whole culture, social change is the instrument and precondition of educational thought. 1. EDUCATION AS A CONDITON OF SOCIAL CHANGE. It is noted that social change is impossible without education. Education makes the people aware of the inadequacies of the existing system and creates a craze for social reform. Many of the old superstitions, beliefs and outdated customs. Which is retard social progress, can be prevented by education. It is to be noted that many progressive reforms like Hindu Code Bill and Untouchability Removal Act remained ineffective due to the illiteracy of a large number of Indian people. 2. EDUCATION AS AN INSTRUMENT OF SOCIAL CHANGE. Education is considered as a powerful instrument for social change, because it deals mainly with the thought patterns and behaviour patterns of younger generation. The axe of education can cut down the thick roots of traditional superstitions, ignorance and the backwardness. Education prepares the people for social change. 3. EDUCATION AS AN EFFECT OF SOCIAL CHANGE. In the wake of social change, people become aware of the need for educational progress. The changes caused by the political upheaval, industrialisation, technological progress and religious reform movements naturally demands more education in order to maintain social equilibrium. In India the enrolment in educational institutions has increased enormously since independence. We can summarize the following relationship between education and social change in the following way: Education initiates the social change and gives them direction and purpose. Education creates the social reformers and leaders who consciously make all the efforts to bring about social changes. Education prepares the individual for social changes. It brings a change in the need dispositions and also creates frustrations with the status quo. Education determines the nature of social changes, which ought to be brought about.

King Ramses II :: History

King Ramses II Ramses II Usermaatre Setepenre,third ruler of the 19th Dynasty,was born about 1303 B.C in the Eastern Nile Delta, following the death of his grandfather King Ramses I and Father Sethi I, was one of the longest reigning pharaohs of ancient Egypt.He reigned 67 years (roughly from 1290 to 1224 B.C), during the early part of his reign, Ramses fought to regain the territory in Africa and Western Asia that Egypt had held during the 15th and 16th centuries B.C in the beginning as coregent with his father, and lived for more than 80 years, which was very rare in those days.During his life he made quite a reputation as a builder and a warrior, but also as a ladies man.He had 5 or 6 main wives, mostly of all being Nefertari, but is known to have over 100 children with all of his wives.In Ancient Egypt people seems to have made fun of this fact. Ramses II is, however, best known for all the buildings he had constructed in his name across the country.Especially the monumental temples of Karnak and Abu Simbel , and his mortuary temple The Ramesseum give evidence of his love for Grandeur.In all of his monuments he had his name cartouche and texts engraved so deep that no successor would be able to remove it. Ramses’ energetic building activities led to a degrading of Egyptian art as far as the engraving of texts and images on temple walls was concerned, for he demanded the monuments to be erected with greater speed than usual.Otherwise carefully engraved texts and images with many beautiful details were now made superficially, a practice was unfortunately continued by his successors. His most famous military engagement is the battle of Kadesh against the Hittites, which took place Northern Syria, with whom the Egyptians had been struggling for many years.He seems to have escaped by pure luck, as his main force—the pharaoh himself commanding—was ambushed by the Hittites, and was only saved just in time by reinforcements while while retreating.Both sides claimed the victory of this battle, but it seems more likely to have ended in a status quo.Ramses II recorded his victory on several monuments, showing him slaying the Hittites in person.The problems between the Egyptians and the Hittites were finally settled several years later when Ramses married a Hittite princess. After he died, Ramses was buried in the famous royal necropolis of the Valley of the Kings, located in the hills on the west bank of the Nile River near modern of Luxor.

Ell Assessments Essay

With the rise in immigrant students comes a rise in students who do not speak English. Schools are facing the need to not only teach these students their regular academics but also a new language. In Guthrie, Oklahoma, there may seem like there would not be as much need for such programs but the fact is that English language learners are also here. ELL students need assistance from the schools they attend in order to master their English skills and be able to become productive citizens when they graduate. Schools have had to come up with procedures to identify ELL students, assess and monitor their learning and proficiency, keep teachers informed, and ensure ELL students access to grade-level content and develop language simultaneously. When a new student enters school in Guthrie, Oklahoma first they are required to fill out a home language survey form, (Oklahoma Department of Education, 2012). This form basically asks what the primary language spoken at home is. If another language other than English is spoken then students are required to take the WIDA placement test, (Miles, 2013). If a student scores below a 5. 0 they are considered to be an English language learner, (Miles, 2013). That is how they identify ELL students at Guthrie Public Schools. Parents also need to be informed of these tests wither 30 days before school starts or within two weeks of school starting, (Oklahoma Department of Education, 2012). Throughout the school year schools have to assess ELL students to determine their progress. At Guthrie public schools ELL students in elementary school are monitored for progress every quarter by a bilingual tutor, (Miles, 2013). In junior and high school students are monitored daily by their teachers for progress, (Miles, 2013). The tutor and teacher monitor students social activities, their regular classroom environment, their activity in class, behavior, learning comprehension, as well as formal assessments. Formal assessments are tests done every quarter to see how much a student has progressed from the previous quarter. If a student is being social with other students during recess, actively participating in class, and learning the curriculum being taught then the ELL student is considered to be learning and comprehending English. ELL students are exempt from taking standardized tests for two years so they can become proficient in how to read, write, speak, and understand English, (Miles, 2013). Students must show proficiency in English in order to not be considered ELL anymore, (Oklahoma Department of Education, 2012). Another important part of ensuring the progress of ELL student is keeping their teachers informed of ELL student’s status. The way Guthrie public schools inform teachers of the ELL’s status is by sending them and email or letter with a copy of their test scores, (Miles, 2013). Teachers need to make accommodations for the students because they want the ELL students completely immersed in English. ELL students attend regular classes with regular peers, (Miles, 2013). Teachers assess ELL students daily just like they assess non ELL students. They do informal assessments like how they participate and communicate in the classroom to assess how they are progressing in English language proficiency and comprehending the curriculum. Formal assessments teachers may do would be homework sheets where students need to fill in the blank with the correct word or a spelling test. Teachers take the grades ELL students make in their class and assess if students need extra help like a tutor to better their English proficiency skills, (Miles, 2013). The way a school helps an ELL student achieve proficiency will vary depending on the requirements of the school district and state. Guthrie public schools is located in central Oklahoma. In the 2009-2010 Guthrie public schools had 108 English language learners out of 3,309 total students enrolled in the school district, (USA. com, 2011). They have adapted all of the state requirements which meet the federal No Child Left Behind act. Regardless, of the number of ELL students or location of the school, there school always be a way to identify, assess progress and proficiency level, keep teachers informed of ELL’s language proficiency and ensure ELL students have access to grade-level content and develop new language skills simultaneously. Schools should always be prepared to receive new students into their school and welcome them with a positive school spirit. REFERENCES Miles, S. (2013). Phone interview, Head of ELL department for Guthrie Public Schools. Oklahoma Department of Education. (2012). Identification and Exit Criteria for Oklahoma’s English Language Learners. Retrieved from: http://ok. gov/sde/sites/ok. gov. sde/files/Bilingual-ID-ExitCriteria. pdf.

Dyslexia

Dyslexia History of Dyslexia Dyslexia was initially termed by W. Pringle Morgan as ‘congenital word blindness’ in a medical literature in 1886. The phrase was however coined by German ophthalmologist named R. Berlin where dys is a Greek word referring to ‘difficult’ and lexus referring to ‘word’. Berlin applied the name to refer to particular difficulty in reading rather than due to visual interference.Advertising We will write a custom research paper sample on Dyslexia specifically for you for only $16.05 $11/page Learn More Later, James Hinshelwood implied dyslexia to be ‘congenital word blindness.’ He also detailed the condition in his 1917 monograph where he referred to the condition as â€Å"congenital deficiency of the visual memory of words† (Gilman, 2007 p.593). From his observation, the condition was more prevalent in males as compared to females although recent research has proven otherwise. In the cases described, there were lesions that were characterized by similar traits and concluded that the condition was a result of faulty development, leading to a declined processes of left angular as well as supramarginal gyri. Today, this has been asserted by current research which implicates the condition to the temporoparietal region. Additionally, the neurologist Samuel Orton examined children with difficulties to read, write or speak. He improved the idea of developmental reading disorder into â€Å"a graded series including all degrees of severity of the handicap† (Gilman, 2007 p.594). Orton appreciated the presence of comorbid developmental disorders such as speech delay, dysgraphia, repetitive language, stuttering, as well as difficulties with motor coordination. Besides, he described strephosymbolia or syllable reversals like confusing the word saw and was or d and b. he attributed strephosymbolia to deficiency in unilateral left hemisphere cerebral control for languag e rather than the traditional visual perceptual disorder. From current research, individuals with the condition apply extra bilateral cortex when reading as compared to normal ones (Richards, 1999). Definition of Dyslexia Dyslexia is defined as a â€Å"developmental disorder of the neurological system that results in a relatively selective impairment of an individual’s ability to learn to red. It is described as an unexpected difficulty in learning to red in an individual who otherwise possesses the intelligence, motivation and schooling considered necessary for accurate and fluent reading â€Å" (Gilman p. 593).Advertising Looking for research paper on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is a learning disability, which is marked by difficulties in reading since the brain is unable to effectively recognize as well as process particular symbols. An individual’s fluency and comprehensiv eness is affected such that they have hardships while reading and spelling. Their reading standard is lower but varies with individuals. It could result from brain injury in adulthood or what is referred to as dementia. Some of the individual with dyslexia have a genetic predisposition and the condition is linked to particular genes, which predispose them. Dyslexia is managed by identifying the learning problems and teaching methods and learning conditions are changed so as to improve the symptoms that are associated with dyslexia (Leaner Kline, 2006). It is also referred to as Developmental Reading Disorder (DRD) that occurs as a result of difficulties in interpretation of language. Students with such a condition have normal intelligence and are able to understand complex tasks. Individuals with dyslexia could experience difficulties in phonology, pronunciation, and rhyming words which are essential in reading skills hence are unable to understand particular sentences. Dyslexia co uld have an impact on various functions such as visual and auditory where in the former there are difficulties with numbers and letters that could be reversed as well as difficulties in writing symbols sequentially. The latter is marked by difficulties with sounds where they are perceived incorrectly (Leaner Kline, 2006). Prevalence of dyslexia in school aged children is approximately 5 to 17 percent with differences in the sample population studied as well as criteria applied to diagnose. Prevalence is thought to be same irrespective of gender. From longitudinal studies, the condition traits shows difficulties even with improvement of reading skills. Compensatory physiological processes persist in adults who have had previous reading impairment. There are also environmental aspects like type and quantity of reading that has an effect on the results of individuals with dyslexia.Advertising We will write a custom research paper sample on Dyslexia specifically for you for o nly $16.05 $11/page Learn More Specific language impairment (SLI) has been linked to dyslexia where in cohort of children 77 percent scored less on tests involving single word reading while 98 percent scored less on tests involving reading comprehension. Children with dyslexia are implicated with SLD in math and written expression although the highly notable cormobid is attention deficit hyperactivity disorder (ADHD). Significantly, 20 to 25 percent of children with dyslexia have ADHD while 10-50 percent of children with ADHD have dyslexia (Gilman, 2007). Specific and systematic strategies could effectively manage the condition. Etiology and prevalence of the condition is implicated to people with particular genetic disorders like neurofibromatosis as well as klinefelter’s syndrome. Besides, it is prevalent in children with previous medical histories like prematurity, in-utero exposure to drugs, hydrocephalus, congenital illnesses as well as early neurological disorders like neonatal stroke. All the same, people with dyslexia possess none of the risk factors. It is also supposed to be genetic and those with the history of the condition are supposedly a 23-65 percent likelihood of having a child with dyslexia. However, 27 to 49 percent of children with dyslexia notably have a parent with the condition. Dyslexia prevalence in siblings of children with the condition is 40 percent having 84 to 100 percent concordance in monozygotic twins. All the same, genetic processes of the heritability are indicated as heterogeneous and complicated. Currently, research has indicated occurrence of genes liked with chromosomes 1, 2, 3, 6, 7, 15 as well as 18. (Gilman, 2007) Causes of Dyslexia Dyslexia could be caused by brain trauma in the part that regulates reading as well as writing but the condition is rare and this type is called trauma dyslexia. Injuries to the nervous system, which is meant to facilitate communication within the brain, could cause d yslexia. An injury could have resulted due to fever and concussion such that the brain fails to receive signals appropriately.Advertising Looking for research paper on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More Additionally, another type is primary dyslexia that emanates from dysfunction or harm on the cerebral cortex which never modify with age (Richards, 1999). Students with this form of dyslexia discontinues with schooling due to learning difficulties. This form of dyslexia is genetic and occurs more in males as compared to females. Finally, another form of dyslexia is termed as secondary dyslexia. It is also referred as developmental dyslexia and emanates from abnormalities in hormonal growth in early fetal development. It however improves with age and occurs more in boys. Of importance, the Cerebella theory maintains that an impaired cerebellum could lead to dyslexia. The cerebrum facilitates motor regulation in speech expression. The theory infers that expression difficulties could lead to phonological processing difficulties, which are implicated with dyslexia. Cerebellum also affects the automatisation of leant actions that involves learning and reading (Swarbrick Marshall, 2004). Another theory implicates dyslexia with problems in language processing referred to as phonological model. It asserts that the condition emanates from problems failure to break words into language units referred to phonemes e.g. ‘Cat’ has 3 phonemes named kuh, aah tuh (Goldish, 2001). Additionally, poor hearing could cause children with dyslexia to have difficulties in sounding words. This could be attributed to hearing impairment in childhood. Characteristics of Dyslexia There are other learning disabilities linked with dyslexia which are associated with neurological causes. To start with, dysgraphia is one such condition that depicts itself mainly through typing or writing. It also sometimes affects the coordination of eyes and hands orientation in undertaking tasks like tying knots or undertaking repetitive activities. Dysgraphia in individuals with dyslexia is caused by a number of factors as a result of difficulties with writing letters with ease, finger-motor or der impairment, organizational and intricate complexity as well as impaired visual word structure that impair visual picture retrieval needed in wording and spelling. Additionally, Dyscalculia is another neurological impairment marked by having issues with fundamental sense of numerals and quantity hence problems in solving mathematics. However, they comprehend complex math although they experience problems in retrieval of fundamental facts that involves adding and subtracting. Attention Deficit Disorder is yet another condition notable in dyslexia. This is however yet to be established scientifically. Finally, Cluttering is notable in individual with dyslexia. It is impairment of speech fluency that regulates speech pace and rhythms hence affecting speech clearness (Swarbrick Marshall, 2004). Teaching Strategies of Dyslexia Phonemic awareness should be prioritized in managing symptoms of dyslexia. One word has to be taught while disintegrating it into its component phonemes. Phone me or grapheme correspondence, follows where students with dyslexia are given letters and are shown the way to integrate them into one syllable word. The students are then shown how to use the six syllables, which are present in English language. On becoming aware of every syllable they are presented with, they are able to recognize the sound associated with the vowel. Besides, on hearing a vowel sound, students are able to spell it in the correct way. The student is subsequently trained on probability and set of laws in accordance to the language taught. Finally, the student is guided on roots, affixes and morphology, for them to enrich their vocabulary and comprehension in spelling strange words (Hall et al., 1998). To teach these concepts, various strategies have to be employed. To start with, simultaneous multisensory directives are essential for individuals with dyslexia when they apply their entire senses in learning since they have enhanced potential in storage and retrieval of information. The student could see a letter, name, sound and write it. In addition, strong directives followed by sufficient practice would help students with dyslexia to improve their learning skills. The instructions should be direct and explicit since students with dyslexia have difficulties with written information and must be taught explicitly about the rules on written language each at a time, up to the point they become conversant with them to read and spell in order to get into the next rule (Hall et al., 1998). Another strategy should involve being systematic and cumulative since the students have difficulties with written language. Therefore, they have to be initiated with a solid base in teaching logic of language each at a time followed by practice, to fluently spell and read where they have to be reminded every time. This should be done logically from the beginning to the end. Significantly, the teaching should be synthetic as well as analytic in recognizing each let ter/sound and add them to give a word (synthesis). Besides, they should be analytic in the sense that they could split a long word into various parts. Finally, diagnostic teaching is essential for teachers to assess the student’ potential to perceive as well as apply regulations without blindly memorizing a pattern and incase there are difficulties, they have to be re-taught (Hall et al., 1998). Accommodations for students with dyslexia Oral testing where tests have to be read to individuals with dyslexia while they respond orally. Besides, untimed tests help them to enhance their performance. When they are timed and pressured, they fail to do well. They also consume much time in reading questions and composing answers in order to write them down. Teachers should therefore aim at minimizing spelling errors by carrying out spelling tests in tutoring class rather than that of the classroom. They should not oblige these students on loud oral reading in class. When it’s ne eded entirely, students should be given prior notice and the texts they are supposed to read for them to practice. They should also have less homework since they take more time to complete it as compared to other students. They should be graded by content and not penalized on handwriting or spelling since it would be unfair for them. Teachers should recognize dictated work and avoid the students with dyslexia from copying work. In addition, they could be given alternative assignments, which are not written e.g. video presentations and debates. Besides, essay tests have to be minimized and multiple choice questions could be included (Hall et al., 1998). References Gilman, S. (2007). Neurobiology of Disease. London: Academic Press. Goldish, M. (2001). Everything You Need to Know about Dyslexia. New York: The Rosen Publishing Group. Hall, S., Vail, P. and Lyon, R. (1998). Sharing the latest Research results with those who need to know. Bright Solutions for Dyslexia, Inc. Web. Leaner, J . Kline, F. (2006). Learning Disabilities and Related Disorders.10th ed. Boston: Houghton Mifflin. Richards, R. G. (1999). The Source for Dyslexia and Dysgraphia. Moline, IL: Lingui Systems Swarbrick, J. Marshall, A. (2004). The Everything Parents Guide To Children With Dyslexia: All You Need To Ensure Your Childs Success. Avon, MA: F + W Publications, Inc.

Teaching Emotive Language

Teaching Emotive Language Introduction Regardless of the audiences, public speakers and writers use â€Å"some form of emotive language to grab the attention of the listeners† (Carnine, 2007, p. 347). The speakers use captivating words like â€Å"tyranny† and â€Å"savagery† to trigger a reaction from the audience. The primary objective of using emotive language is to elicit an emotional response, thus making the audience more amenable to what is being said.Advertising We will write a custom critical writing sample on Teaching Emotive Language specifically for you for only $16.05 $11/page Learn More Humans have a tendency to endorse or censure things based on emotional attachment. Thus, for one to win the approval of the audience, they have to be calculative in choosing their words. Besides, the speakers have to be cautious of the connotation. They have to avoid using ambiguous words that the audience might misconstrue and result in squabbles. Summary of Observat ion Notes The tone plays a significant role in emotive language. The tone of the speaker determines the level of attention of the audience. Tone entails numerous factors that include pitch and the speed of the speaker’s voice. Tone does not â€Å"necessarily correlate to the message, and if the speaker is not careful, their delivery can result in a confused audience† (Carnine, 2007, p. 349). Debbie OConnells tone is apposite for the target audience. She uses a low tone and does not shout to the audience. Such a tone does not startle the learners, therefore ensuring that they pay attention. Apart from using a low tone, the teacher does not speak very fast. OConnell uses a moderate pace when talking to the learners. The primary objective of using an average speed is to ensure that the learners get every word that comes from her mouth. With such a rhythm, it is easy for the students to understand what the instructor is saying as well as internalize it. To stir the emotion s of the audience, a speaker has to demonstrate confidence and be friendly. OConnell exudes a lot of confidence in what she is saying. Her voice and pronunciation are clear, therefore ensuring that the students understand everything that she teaches. Besides, she does not use sarcastic terms or phrases that might confuse the learners. Word choice is of great importance in emotive language. Speakers must choose words that are easy to understand and attract attention (Carnine, 2007). The speakers must ensure that they use words with favorable connotation. OConnell uses words that are not only easy to comprehend but also have favorable connotation. For instance, she uses the term â€Å"jagged† to describe the nature of the rocks. The word helps the learners to visualize and understand the environment or the habitat of the lion. Besides, she uses the term â€Å"innocent† when describing the cab as a way to evoke sympathy. By using the term â€Å"innocent†, she manag es to trigger the emotions of the learners and make them commiserate with the cab.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In so doing, the students understand the meaning of a sentence. Speakers are supposed to use words that communicate a feeling. For instance, OConnell uses the phrase staring hungrily to signify the strong attachment between the lion and its cab. In return, the students can figure out why a lion guards its cabs fiercely. Nonverbal communication like gestures is vital in emotive language. Gestures not only help to keep students attentive but also understand what the instructor is teaching (Kinnucan-Welsch, 2007). Debbie uses gestures to describe the nature of rocks as well as the lion. The gestures act as a teaching aid to make the learners understand. Debbie pauses as she reads the sentence to allow the students understand how they can use better words to make a sentence understandable. By the time she finishes the lesson, the students can identify the ordinary words that if replaced may lead to an appealing sentence. The students apply the thinking aloud technique that enables them to follow what the teacher is saying and understand. The primary objective of the lesson is to help learners understand the importance of replacing ordinary words in a sentence with better words. Moreover, the teaching aims at nurturing creativity in students by inspiring their imagination. Reflection From O’Connell’s video, it is clear that for one to give instructions effectively, they must adhere to certain principles. One has to purge all possible interruptions that might distract the audience. Besides, it is imperative to maintain eye contact when giving instructions. Maintaining eye contact helps to ensure that the audience remains attentive. Failure to maintain eye contact may lead to the audience not taking you seriously, therefo re ignoring whatever you are saying. The use of a firm voice makes the audience pay attention. A speaker should not use a commanding or shrill voice. Instead, the voice should be appealing to the listeners. One should be clear about what they want the listener to do. OConnell is not only clear about the objective of the lesson but also uses an appealing voice and maintains eye contact with the students. When asking questions, one should ensure that they do not use ambiguous words. The use of words with unfavorable connotation may attract negative answers or confuse a student. Hence, a question should be clear and well structured. A well-structured problem is easy to understand and answer. Summary of Year 5 Class Activity Direct Instruction The class activity entails investigating the idea of probability using marbles. The teacher places a box in front of the class and fills it with marbles of different colors. The teacher instructs one of the students to shake the box to ensure that the marbles get mixed up. The objective of shaking the box is to make sure that no marbles of the same color are close to one another. It increases the chance of picking marbles of different colors every time the students dip their hands into the box.Advertising We will write a custom critical writing sample on Teaching Emotive Language specifically for you for only $16.05 $11/page Learn More In the beginning, the students mix a small number of marbles of each color. The teacher ensures that the students do not put the same number of marbles of each color into the box. After finishing the first experiment, the teacher instructs the students to increase the number of marbles of each color and repeat the experiment. The teacher assists the students to represent the probability of picking a marble of each color on a line. Besides, the students are asked to express the probability as percentages and fractions. After determining the probabilities, the students are requested to create column graphs and pie charts to represent the different possibilities. Purpose of Direct Instruction The primary objective of the direct instruction is to help students understand the likelihood of a particular event happening. Students encounter dilemmas in their daily life. In an event where a student has to choose between multiple options, it becomes difficult to make a viable choice. Having the knowledge of probability may go a long way towards helping a student to weigh between the existing options. Therefore, the objective of the direct instructions is to equip learners with skills in how to assess the possible repercussions of their decisions. Besides, the direct instructions aim at helping the students to learn how to express probabilities as percentages or fractions as well as interpret them. Students are asked to draw pie charts and column graphs to help in determining which type of marbles was dominant in the box. Besides, the students learn how to interpret probabilities using graphs and pie charts. Monitoring the Response of Students Teachers can tell if students have understood a concept by giving them simple exercises. A teacher is not supposed to introduce a new concept if a majority of the learners are not conversant with a previous theory. To know whether students have understood an activity, it is imperative to let them practice the exercise under supervision. Therefore, to monitor the response of the students, the instructor will ask the students to complete a class work that entails determining the probability of picking marbles of distinct colors. Besides, the teacher will give the students different possibilities and ask them to create column graphs and pie charts. Later, the students will interpret the graphs and pie charts to determine if they have understood the concept. The teacher will be keen to determine the accuracy of the answers that the students give. Research indicates that new behaviors are learned mo st rapidly when correct responses are immediately reinforced, and incorrect responses are eliminated (Baumann, 2005, p. 95). Consequently, the teacher will help learners to identify their mistakes and make the necessary adjustments.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Assumptions about Teaching A teachers or students assumptions about teaching contribute to the success of a coursework. Both teachers and pupils have assumptions that they believe if upheld would facilitate the creation of a favorable learning environment (Baumann, 2005). Prior to this semester, students had many assumptions about teachings. While some of the assumptions were right, others were wistful and hard to accomplish or implement. One of the assumptions that were uncovered during this semester is the perception that hands-on experience amounts to effective teaching. There is no doubt that hands-on experience is an integral constituent of effective teaching. Nevertheless, it is important to note that experience cannot work alone (Emerson, 2014). The semester confirmed the importance of encouraging students to think aloud and use imagination. Students should use the experience gained in class to enhance the knowledge by articulating their thinking. The knowledge acquired durin g the semester confirmed that students cannot rely on experience alone. Instead, they ought to reflect on the experience and develop skills. As a teacher, one is supposed to train students in how to make good use of the experience they acquire both in class and outside. They can do this by establishing a participatory environment that challenges students to think (Emerson, 2014). Some teaching guides discuss the concept of the habit of mind. The guides emphasize the importance of pupils using facts to substantiate their claims. In other words, the experience that students gain in class should help to develop their creativity. The activities of this semester confirmed the importance of going beyond hands-on and emphasizing on a â€Å"minds-on† way of teaching. The second assumption that was uncovered during the semester is the notion that a teacher should never leave students to fend for themselves. Previously, a majority of learners assumed that teaching entails a teacher hel ping students in everything that they do (Garrison, 2006). The assumption may hold in some instances. However, it is imperative to allow students to work independently as this instills creativity and confidence. A teacher should only monitor the students and help them when necessary. Failure to let the students fend for them may hamper the capacity to assume responsibilities in future (Garrison, 2006). The activities of the semester revealed that students cannot take responsibility for their studies if they are not given time to work independently. Therefore, teachers should come up with a program that enables them to â€Å"carefully and gradually release responsibilities to the students when they are ready† (Giannakidou, 2006, p. 578). The activities confirmed the importance of allowing students to operate independently. The success of learning and teaching environment depends on the abilities of the teacher. Much of what the teacher does is not instantly apparent to those w ho think that education involves an adult doing most of the talking at quiet students (Hess, 2009, p. 452). Encouraging students to do research independently goes a long way towards enhancing teaching. For effective teaching, a teacher should be well-informed, considerate, and intentional. Moreover, teachers should work with learners and delegate responsibilities to students based on their capabilities. In other words, effective teaching comprises delegating duties to pupils in a gradual manner. The third assumption that was uncovered during the semester is the opinion that an effective teaching involves covering the entire coursework. Most teachers believe that for students to learn, they must cover the entire syllabus. There is no problem in covering the curriculum or sharing as much information as possible with students. However, a teacher is not assured that the students will understand all that is covered. Mostly, students tend to forget if they are fed with a lot of informatio n (Pressley, Johnson, Symons, McGoldrick, Kurita, 2004). A lasting teaching does not entail sharing a lot of information with learners. Instead, it comprises breaking the information into parts and sharing it bit by bit. Covering a lot of content can â€Å"result in students missing the main ideas, trying to memorize everything and recalling little after the test† (Pressley et al., 2004, p. 23). The assumption that effective teaching entails finishing the syllabus is wrong. Rather than covering the entire syllabus, a teacher should focus on the key concepts that students need to learn. Besides, the teacher should identify the various abilities related to those concepts. They should use simple words to explain the concepts or come up with relevant examples. The semester confirmed the importance of intensive teaching. Conclusion Teaching emotive language entails selecting words that stir the emotions of the students. Moreover, it requires encouraging the learners to think alou d and be creative. The success of teaching emotive language lies in the ability to select words that are not only easy to understand but also trigger the imagination. The primary objective of using emotive language is to draw the attention of the students. A teacher has to use words with favorable connotation to avoid misunderstandings. References Baumann, J. (2005). The effectiveness of a direct instruction paradigm for teaching main idea comprehension. Reading Research Quarterly, 20(2), 93-108. Carnine, D. (2007). Diverse learners and prevailing, emerging and research-based educational approaches and their tools. School Psychology Review, 23(2), 341-350. Emerson, G. (2014). Ten common assumptions about teaching: Reflections on Taylor and Miller. Canadian Journal of Education, 11(1), 9-19. Garrison, D. (2006). A cognitive constructivist view of distance education: An analysis of teaching-learning assumptions. Distance Education, 14(2), 199-211. Giannakidou, A. (2006). Only, emotive factive verbs, and dual nature of polarity dependency. Language, 82(3), 575-603. Hess, F. (2009). Revitalizing teacher education by revisiting our assumptions about teaching. Journal of Teacher Education, 60(5), 450-457. Kinnucan-Welsch, K. (2007). Challenging assumptions about teaching and learning: Three case studies in constructivist pedagogy. Teaching and Teacher Education, 14(4), 413-427. Pressley, M., Johnson, C., Symons, S., McGoldrick, J., Kurita, J. (2004). Strategies that improve childrens memory and comprehension of text. The Elementary School Journal, 90(1), 3-32.

Definition of Addiction Essay Example | Topics and Well Written Essays - 500 words

Definition of Addiction - Essay Example Actually, addiction is rampant challenge in the world especially among the young people and has adverse effects on human life. There have been many arguments and researches on addiction with various scholars and researchers drawing diverse definitions and explanations on the reference topic. Philip Stater is one of such scholars that seek to explain addiction. Indeed, in his article, â€Å" Want-Creation Fuels Americans Addictiveness,† Philip Stater argues that addiction is a state of wanting and that it is a condition in which the individual feels he or she is incomplete, inadequate, lacking, not whole, and only the addition of something external can solve satisfy it (Stater 391). Philip Stater argues his point by first drawing us to the probable effects of illegalizing cigarette smoking. He argues that even though tobacco would become expensive in America, people would still smuggle tobacco to the country via Miami and New York because they cannot live without it. Moreover, he argues that even if the federal government ban growing and advertising tobacco, many Americans would consequently try smoking cigarette for the first time since Americans love making laws but hate implementing them. He further argues that Americans are self-centred, restless, dissatisfied, and innovative and love trying new things that will give them comfort with speed and no hustles.

Karl Marx and his Philosophy Coursework Example | Topics and Well Written Essays - 2500 words

Karl Marx and his Philosophy - Coursework Example The observations of Marx and Engels led to their work, which is a critique of capitalism. Karl Marx is the most erudite socialist thinker to emerge in the 19th century. Although he was greatly involved with social, economic and political ideology gained rapid recognition in the socialist movement after his death in 1883. While in Brussels Marx devoted him to an extensive research on the history and elaborated what came to be known as the materialist conception of history He developed in a manuscript (published posthumously as the German Ideology), of which the basic thesis was that "the nature of individuals depends on the material conditions determining their production. Marx pointed out the history of the various modes of production and predicted the abolition of industrial capitalism and its replacement by communism. He devoted himself to the study of political economy in order to determine the causes and conditions of this crisis. Marx discovered the law of development of human history. The simple fact is that mankind must first of all eat, drink, have shelter and clothing, before it can pursue politics, science, art, religion, etc. Therefore, the production of the immediate material means, and consequently, the degree of economic development attained by a given people or during a given epoch. By laying the foundation upon which the state institutions, the legal conceptions, art, and even the ideas on religion, of the people concerned, have been evolved. Karl Marx discovered the special law of motion administering the present-day capitalist mode of production, and the bourgeois society that this mode of production has created. The unearthing of surplus value abruptly threw light on the problem, in trying to solve which all previous investigations, of both bourgeois economists and socialist critics, had been groping in the dark. Marx authentic mission in life was to contribute to the overthrow of capitalist society and of the state institutions, which it had brought into being, to contribute to the liberation of the modern proletariat.