Karl Marx's Communist Manifesto Essay Example | Topics and Well Written Essays - 750 words

Karl Marx's Communist Manifesto - Essay Example This paper purports to analyze Marx’s stances on the practical and idealist form of democracy, and the reasons the idealist form of democracy can not be established in the current social set up. He also does not uphold individualism and personal freedom (Marx), and this aspect of his manifesto will also be analyzed. The basic theme running in the background of his text, and which forms the basis of all his arguments and much discussion, is Marx’s concept that man is not genuinely free in the society (Marx). He compares the current state of man’s condition in the capitalist society with that of the feudal society in which there were hierarchical classes and divisions in the society, so that the poor and oppressed, and the workers and peasants (Marx), could not rise above their standards ever, and were stuck in a vicious circle in which they were destined to forever serve the ruling class (Marx). Although this feudal system of government and society has been change d in most of the countries of the world, it is unfortunately replaced by the capitalist government and businessmen (Marx). The concept of classes and divisions in the society still remains, the strata are just as well demarcated as they were before, the only difference is that now whereas it might appear that man is free in the society (Marx), he is basically just a customized worker for the huge industry that the capitalist has set up (Marx) in order to benefit from the hard work of his workers (Marx). Marx has identified the social strata as the bourgeoisie and the working class (Marx), with the former being the oppressor and the latter being the oppressed (Marx). He claims that unless and until the oppressed recognize that they are being oppressed, and rise above their social conditions against the ruling class, they will never be able to claim true personal freedom, and so would never be a part of democracy (Marx). True democracy is based on truly free people, who are free in th ought as well as in person, and are not bound by work and service to a ruling class. It is only when society has its foundations based on such free people that it can hope to bring in democracy and it is only then that the democracy would work. The worker is still in shackles, and although he might seem to be a freeman, he is not (Marx). Marx submits that free trade and paper currency are the bane of the society (Marx), and the chains that bind the workers. He likens society to a big factory set up by the bourgeoisie capitalist (Marx), in which he has hired an army of customized workers (Marx) to work for him around the clock in order to increase the sales, from which only the capitalist manager would benefit (Marx); the increased sales would only mean more machinery for the workers, whose working hours would be increased based on the ease that the machines bring with them (Marx). He has also identified sub-strata in the ruling class, such as the factory onlookers (Marx), the superv isors (Marx), the middlemen, and other divisions within an organization which rule over the workers (Marx). Marx does not uphold individualism and personal freedom (Marx). His concept is that individualism is the characteristic of the bourgeoisie, as he only thinks of himself and makes the workers work for his own profits and benefits (Marx). What Marx proposes is the exact opposite of this

Education quiz 2 Essay Example | Topics and Well Written Essays - 1500 words

Education quiz 2 - Essay Example A concrete example of this can be made by comparing the speed of reading between a learner who uses the Braille slate and a student who is not visually-impaired. According to healthguidance.org, the average reading speed of an adult is 250 words per minute. On the other hand, the Braille reading speed registers an average of 125 words per minute according to RIDBC Renwick Center for Research and Professional Education. In short, people who use the Braille slate demonstrate a 50% decrease in reading efficiency which has a significant impact in learning. Aside from causing reduced efficiency in reading, visual impairment limits the mobility of an individual. Limited mobility translates to inability to do tasks or perform actions that can be crucial for field learning. Observation, experimentation and interactive activities that can likely enhance learning cannot be accomplished. Additionally, a visually-impaired individual needs to rest the eyes in between tasks more than an individual with good eyesight. 2. B. There are different approaches which can be used to enhance the instructional accommodation of students with visual impairment. Some of these remedies are guided by the lessons from Master Differentiators. The first approach is to classify the students according to the following criteria: functional blindness, low vision and blindness. These varying degrees of visual impairment can serve as guide in preparing more learner-oriented curriculum and materials. The process begins by placing the learners in different classrooms. Then, targeted instruction can be administered which can heighten the learning experience. The second approach would utilize different learning materials for more effective instruction. Technology can be harnessed by using digital projectors as substitute for the traditional blackboard. Even software programs that come with a tablet for writing could aid the students to write. All these enhancements not only assist the learners to overco me their disability but also provide more time for instructors to attend to other instructional activities. The third accommodation is related to the second option although this one does not employ technology. Learning materials with a high-contrast would be used so learners can easily differentiate objects. There are two purposes for using high-contrast material: to reduce eye strain and possibly improve information processing. If national standards would come up with recommendations on color combinations ( as result of study or research ), this would greatly be a step forward in helping these learners. References Cox, P. R., & Dykes, M. K. Effective Classroom Adaptations for Students With Visual Impairments. (pp. 68-74). Vancouver: The Council for Exceptional Children. Craig, C. J., Hough, D. L., Churchwell, C., & Schmitt, V. (2002, June). A Statewide Study on the Literacy of Students with Visual Impairments. Journal of Visual Impairment & Blindness , pp. 452-455. Mark, T. (n.d.). What Is the Average Reading Speed and the Best Rate of Reading? Retrieved February 16, 2011, from Health Guidance: http://www.healthguidance.org/entry/13263/1/What-Is-the-Average-Reading-Speed-and-the-Best-Rate-of-Reading.html RIDBC Renwick Center for Research and Professional Education. (n.d.). Reading Braille. Retrieved February 16, 2011, from http://www.ridbcrenwickcentre.com/louisbraille/ facts/reading-braille/ 2. A. Challenges in reading