Carl Marx And Friedrich Engels - 1292 Words

After a strong analysis of society’s current conditions, Carl Marx and Friedrich Engels knew that something had to be done, and Marx was already on the path to the right idea (Kemerling 2011). The idea of communism began in 1844 with a set of books titled German-French Annals written by Marx. This was the beginning stage of Marx and Engels lifelong friendship as scholars and critics of ideas. Although all did not appreciate their criticism, Marx was ultimately expelled from France for his writings. He then moved to Belgium where he would write arguably one of the most notable documents in the world, the Communist Manifesto (Editors). They were fed up with the typical situation of the bourgeoisie having most of the power, and the proletariats struggling for a chance to even make a living. They wanted a society not based off of social class, and in return they wanted to create a society with no sign of private property or social classes (Hunt 2013). These conditions were the major fueling factor for the idea of communism, and although this idea was not adopted immediately into society it gave the world a whole new look on the way societies could be organized. The current system in place at the time was Capitalism, and Marx refused to recognize anything good that could ever possibly come about from it. There were other countries that were prospering in many different ways off of Capitalism, but Marx never had anything positive to say about the system. He claimed thatShow MoreRelatedCarl Marx : The Untouchable Dream Essay977 Words   |  4 PagesCarl Marx; The Untouchable Dream Carl Marx has been criticized and slandered due to his views on economy and how it should be approached. The disdain towards his beliefs are understandable with all the corrupt political systems that have risen in the name of Marxism. Marx’s views, however, are not as terrible as society makes them out to be. Marx thoughts on economy are a dream that even he did not know how to achieve. Marx saw how the world worked based on historical patterns and only wished toRead MoreTheory And All Essential Elements863 Words   |  4 Pagesmade his contribution to the research behind conflict theory by focusing on the consequences and forms of conflict rather than the causes of conflict (Lilly, Cullen, Ball, 2015, p. 178). Additionally, Simmel focused most his research in contrast of Carl Marx’s views on conflict. It was not until Edwin Sutherland that his concept of differential social organization was fastened to conflict theory as a conflict perspective (p. 180). Lilly, Cull en, and Ball (2015) point out that Sutherland was alreadyRead MoreSocialism Is A Political Movement1130 Words   |  5 Pagesreligious denominations. They would gather and listen to lectures and sing songs about equality and brotherhood. In 1843 a 22 year old by the name of Friedrich Engels a journalist and radical would soon become a part of the Socialist organization. He was a young man who rebelled against his parents and joined the Socialists movement. Friedrich was an intellectual his interest included the military, sports and alcohol. His father sent him to England thinking it would keep him out of trouble. ItRead MoreKarl Marx : An Atheist And Materialist1204 Words   |  5 PagesHUM-2249-06Z September 29, 2014 Karl Marx Karl Heinrich Marx was born on May 05, 1818 in Trier, Germany to Heinrich Marx, a lawyer, and Henriette Presburg Marx, a Dutchwoman. The eldest of five children, Marx was baptized Jewish as his parents however; attended a Lutheran elementary school. He soon rejected both the Christian and Jewish religions, becoming an atheist and materialist. Marx claimed that Religion is the opium of the people† (Karl) He later attended Friedrich Wilhelm Gymnasium where he metRead MoreSocial Theory : Roots Branches2122 Words   |  9 Pagesclass structure of capitalist. Kivisto, with the help of Karl Marx and Friedrich Engels, is able to identify such dissimilar and contrasting classes. These two classes involved the bourgeoisie and the proletariat. Here, Karl Marx and Friedrich Engels not only analyzed the discrepancies amongst the two conflicting classes, but the affectedness they had on alienation, low pay, and economic exploitation as well. Additionally, Marx and Engels elaborated in fa vor of the bourgeoisie due to the fact thatRead MoreThe Philosophy Of Mind And The Body1646 Words   |  7 Pagesthe material world. Descartes was lead to the expression of dualism that the mental and the physical are both realities and interact with each other. Descartes dualists often keep a distance between the mind and the matter object. Humanists such as Carl Rogers believe that one’s experiences is the one technique in which could be used to study human behavior. Dualism would apply within modern psychology as humanists do not deny that the real world exists, rather they believe it is each person’s uniqueRead MoreCrime And Deviance Essay1649 Words   |  7 Pagesbeliefs and values within a society, and a deviance would go against them (Moore, 2008, p.331). This translates into functionalist perspectives. The founder of functionalism and a supporter of the Normative approach is Emile Durkheim, 1958 – 1917 (Carls, n.d.). It is a belief of functionalists th at society is made up of different components that work systematically with each other to maintain balance and social equilibrium for all (Schacht et al., 1997). When approaching crime and deviance DurkheimRead MoreCleanth Brookss Essay Irony as a Principle of Structure9125 Words   |  37 Pagesstatements of Engels’ are made the object of a polemical attack this has been done, as every perceptive reader will observe, in the spirit of the system as a whole. On these particular points the author believes, rightly or wrongly, that he is defending orthodox Marxism against Engels himself. We adhere to Marx’s doctrines, then, without making any attempt to diverge from them, to improve or correct them. The goal of these arguments is an interpretation, an exposition of Marx’s theory as Marx understoodRead MoreMy Thoughts About Worldviews Essay2497 Words   |  10 Pagesbelieve in supernatural. Secular Humanists believe the mind is a â€Å"manifestation of the brain.†[7]If you do not believe in the supernatural, you could not think because it is not made of matter. Some famous Secular philosophers are Corliss Lamont and Carl Sagan. The ethics of a Secular Humanist is that everyone has their own ethics. Unlike in Christianity or Islam, Humanists avoid absolutes. Everyone chooses what is right by what they think is right or whatever fits the situation. This is also calledRead MoreHealth and Social Care Issues: Social Model vs Medical Model Essay4587 Words   |  19 Pagesreceive less funding and care, they are not productive members of society therefore receive less expenditure. The Marxist theory views Marxism (1895–1900) is the economic and political theory and practice originated by Karl Marx and Friedrich Engels that holds that actions and human institutions are economically determined, that the class struggle is the basic agency of historical change, and that capitalism will ultimately be superseded by communism. They include the notion of economic

Boyz N The Hood Criminological Theories - 1450 Words

Criminological theories have evolved considerably in terms of their interpretations of crime and deviance. Shifting away from the classical and neoclassical schools of criminology, we move towards a scientific approach that explains criminal behaviour as â€Å"determined by biological, psychological and social† (William McShane, 2018: 25) factors. The question of what causes conformity and deviance is one that is asked by all positivist theorists. It is through the various positivist theories that we are able to answer this question and analyze both conforming and deviant behaviour, while simultaneously providing explanations for such behaviour. In the film Boyz N the Hood, we can see that crime is rampant, and through the multiple positivist†¦show more content†¦Even though Tre joins Doughboy, his inner containment prevails as he gains â€Å"self-control† (Williams McShane, 2018: 139) and decides to get out of Doughboy’s car. Tre’s inner and ou ter containment demonstrate reckless containment theory. Evidently, Tre drifts from conformity to deviance, but through his self-control he is able to renegotiate that deviant behaviour back to conforming behaviour. Additionally, in Merton’s modes of adaption, Tre can be seen as a conformist. Merton maintains that conformity is the most common method used to adapt to strain (Merton, 1938: 677). Although Tre drifts between conformity and deviance, he is most notably recognized as a conforming character. Unlike Doughboy who rejects both means and goals, Tre strives to obtain the ultimate goal of wealth through approved means of working at a clothing store in the mall. Also, Ricky demonstrates Tre’s conforming behaviour when he says, â€Å"I’ve got this friend named Tre that’s always talking about going into business and all† (Singleton, 1991). Clearly, in strain theory, Tre is a conformist as he accepts both goals and the legitimate means to achieve those goals. Certainly, Tre’s positive parental influences, especially his father, can be credited for his pro-conformingShow MoreRelatedTheory Paper Based on Boyz N the Hood1007 Words   |  5 Pagesfilm Boyz ‘n the Hood, directed by John Singleton is more than just a Hollywood blockbuster. The film incorporates numerous criminological theories and also demonstrates the concepts of conformity and deviance. This paper will analyze the characters of Tre, Ricky, Doughboy, Furious and other friends and family and show how criminological theories and the concepts of conformity and deviance play a part in their lives. The Learning Approach/ Social Learning Theory Edwin Sutherland’s theory of Differential

Why Foreign Language Should Be a Core Subject Free Essays

Silvana Domaz Professor Hussein ENG108: Writing Project #4 22 April 2012 Why Foreign Language Should be a Core Subject in Public Elementary School The benefits of learning a foreign language go beyond learning a different culture or being able to communicate with people of different backgrounds. It is essential that Americans speak languages other than English in order to compete internationally, keep the country safe, and prepare children to be world citizens. Several language organizations, educators, and policy makers have recommended the introduction of a second language at the elementary school level as a way of assuring a high level of language proficiency (Pufahl and Rhodes 273). We will write a custom essay sample on Why Foreign Language Should Be a Core Subject or any similar topic only for you Order Now However, the reality of foreign language education in the United States is far from that goal. The Center for Applied Linguistics conducted a nationwide survey of public and private schools in 2008 and discovered that â€Å"since 1997, the percentage of elementary and middle schools that offer foreign language courses has fallen significantly, from 31 percent to 25 percent at the elementary level and from 75 percent to 58 percent at the middle school level† (Pufahl and Rhodes 261). One of the reasons for the decline could be attributed to the No Child Left Behind (NCLB) Act of 2001 signed by President George W. Bush. The NCLB act is a framework aimed at improving the performance of America’s elementary and secondary schools, with a stronger emphasis on reading. About one third of all public schools with foreign language programs reported being affected by NCLB (Pufahl and Rhodes 270). Educators and politicians see the need for improving students’ achievement in reading and math and for a better score on standardized tests (Stewart 11). For that reason schools are under pressure to allocate time and resources to math and English-language arts instruction. Educators and school administrators are left with no budget, resources or time to use for foreign language education (Pufahl and Rhodes 273). In contrast, in June 2004, the Department of Defense and the University of Maryland joined for a summit on National Language Policy. It became very clear that â€Å"there is an immediate need for governmental personnel who can function at the advanced proficiency level in foreign languages† (Byrnes 247). The government needs people who are able to communicate in other languages, people who can understand different cultures and analyze critical content and ideas from other countries. Projections for the total numbers of speakers of various languages for the year 2050 indicate that Mandarin will surpass English (Byrnes 254). Thus, it is likely that trade and diplomacy will be increasingly conducted with those who speak languages other than English, such as Mandarin. In 2000, the Center for Applied Linguistics conducted a study to collect data from 19 countries on their foreign language programs and methodologies so that the results could help improve language teaching in the U. S. Those countries were Australia, Austria, Brazil, Canada, Chile, Czech Republic, Denmark, Finland, Germany, Israel, Italy, Kazakhstan, Luxembourg, Morocco, Netherlands, New Zealand, Peru, Spain, and Thailand. Some of the recommendations drawn from the study results are: 1) start language education early; 2) push for stronger federal leadership in language teaching; 3) improve teacher education; and 4) take advantage of the rich sociolinguistic context in the United States (Pufahl and Rhodes and Christian 3). Starting language education at an early age will lead to higher levels of language proficiency not only in one language but also in multiple languages. Based on the survey, most countries begin foreign language instruction in the elementary grades, while most schools in the U. S start at age 14. In Arizona, foreign language courses are not a requirement. According to Jill Campos, World Language Academic Coach for the Scottsdale School District, â€Å"foreign language is introduced for a semester at 6th and 7th grades as an exploratory course. Eight graders can take the first year of a world language for high school credit and continue, if they so choose, through the 5th year†. Researchers at the University of California, Los Angeles (UCLA) report that â€Å"the language areas of the brain seem to go through the most dynamic period of growth between the ages of 6 and 13† (qtd. in Talukder 3). The UCLA study instead suggests that â€Å"the elementary and middle school years are the biologically most advantageous times for acquisition of a second language† (qtd. in Talukder 3). It is during the first years of life that â€Å"the foundations for thinking, language, vision, attitudes, aptitudes, and other characteristics are laid down,† says Ronald Kotulak, author of Inside the Brain (qtd. in Dryden and Voss 266). Studies of the brain show that a second language is stored in the same part of the brain as a first language when learned by age 8. After that age, a second language is stored in a different part of the brain. However, simply introducing a program at the elementary level is not enough. The second recommendation is that a successful language program has to be consistent and coherent among all organizations and educational sectors. The federal government can provide leadership in developing long term policies for enhanced teacher training, incentives for school districts to offer early language instruction, and conduct long term research on language education (Pufahl and Rhodes and Christian 16). Effective teaching strategies must be implemented such as foreign language as a medium of subject instruction, immersion or dual-language programs. Foreign languages should have the same status as other core subjects such as math and reading and they should be carried through elementary to college (Pufahl and Rhodes and Christian 17). The third recommendation is enhanced teacher training. Based on the survey results, teacher training that integrates academic subject studies with pedagogical studies and teaching practice, was one of the most successful aspects of foreign language education in their respective countries (Pufahl and Rhodes and Christian 10). The fourth recommendation is that educators need to take advantage of our ethnic diversity by promoting the learning of heritage languages. The United States is one of the world’s largest Spanish-speaking countries; however, we don’t capitalize on this powerful human resource or in any other heritage languages. The majority of public schools don’t offer programs for immigrant students to build on their home languages even when there’s a large group in the community who speaks the same language. Promoting strong bilingual programs such as dual-immersion where half the students speak another language than English and both groups study together and become bilingual in both languages of instruction (Pufahl and Rhodes and Christian 19). A major change needs to happen in the United States in regards to foreign language education, from the national to local level. Besides personal and academic achievement, being proficient in foreign languages is extremely important for international trade, diplomacy, and national security. It is important that the federal government creates a sizable budget for language education and establishes foreign language as a core subject. Educators and teachers should benefit from the country’s sociolinguistic context and promote bilingual programs that capitalize on heritage languages. Schools should create long term programs so that students can continue their foreign language education all the way to college if they so choose. Works Cited Campos, Jill. â€Å"Re: foreign languages in elementary schools. Message to the author. 04 Feb. 2012. Email. Hines, Marion E. â€Å"Foreign Language Curriculum Concerns in Times of Conflict. † Delta Kappa Gamma Bulletin 70. 1 (2003): 15-21. Academic Search Premier. Web. 26 Mar. 2012. Larew, Leonor. â€Å"The Optimum Age for Beginning a foreign Language. † Modern Language Journal 45. 5 (1961): 203. Academic Search Premier. Web. 24 Mar. 2012. Meyers-Scotton, Carol. â€Å"Why Bilingualism Matters. † American Speec h 75. 3 (2000): 290-292. Academic Search Premier. Web. 26 Mar. 012. Pufahl, Ingrid, and Nancy Rhodes. â€Å"Foreign Language Instruction in U. S. Schools: Results of a National Survey of Elementary and Secondary Schools. † Foreign Language Annals 44. 2 (2011): 258-288. Academic Search Premier. Web. 26 Mar. 2012. Pufahl, Ingrid, Christian Donna, and Nancy Rhodes. â€Å"Foreign Language Teaching: What the United States Can Learn from Other Countries. † ERIC Clearing House on Languages and Linguistics (2000):1-35. Eric Digest. Web 18 Apr. 2012 (2011): 258-288. Academic Search Premier. Web. 26 Mar. 2012. Schick, Jo-Anne E. , and Paul B. Nelson. â€Å"Language Teacher Education: The Challenge for the Twenty-First Century. † Clearing House 74. 6 (2001): 301-304. Academic Search Premier. Web. 26 Mar. 2012. Talukder, Gargi. How the Brain Learns a Second Language. 2001 Brain Connection. Web. 21 Apr. 2012. Zehr, Mary Ann. â€Å"Elementary Foreign Language Instruction on Descent. † Education Week 28. 23 (2009):8-8. Academic Search Premier. Web. 27 Mar. 2012. How to cite Why Foreign Language Should Be a Core Subject, Essay examples

Imagery in Macbeth Essay Example For Students

Imagery in Macbeth Essay The snake has long been used as a symbol of sly subtlety. A serpents presence has been characterized by cunning cynicism dating as far back as biblical times, when the snake persuaded Eve to eat the forbidden fruit of Edens garden. Even the phrase snake in the grass expresses latency. Shakespeare uses this treacherous reptile in Macbeth to convey the same evil. In his poetic prose, Shakespeare may not speak of a characters malevolence directly; rather, he alludes to it through serpentine imagery. Macbeth contains four separate images of this type. What is their purpose, and what do they signify? A deep undercurrent of meaning flows beneath each image. In act one, scene five, Lady Macbeth tries to instill invisible evil into herself and her husband in preparation for Duncans murder. She asks for supernatural unsexing, for a thickening of her blood that will stop up th access and passage to remorse. She fears her husband is too weak to murder Duncan, which she believes is Macbeths only path to the crown. After tauntingly questioning her husbands manhood, she convinces him to follow her gory plan and gives him instructions to do so. To beguile the time, look like the time. Bear welcome in your eye, your hand, your tongue. Look like the innocent flower, but be the serpent under t. She says that to succeed, they must feign mediocrity amongst their guests, concealing their sinister desires. Appearing normal will not invoke suspicions. The serpent Lady Macbeth speaks of is the evil ambition Macbeth has, craftily slithering out of the shade of the virtuous flower when the deed is to be done. This image is used in a traditional manner, denoting mischief and concealment. It represents Macbeths hidden ambitions and his wifes plans. This is the first example of an extensive amount of scheming that will occur in an effort to cover the bloody truths of Macbeths rise to the throne. It also follows the theme of appearance versus reality- fair is foul and foul is fair. What Duncan thinks to have a pleasant seat is actually the poisonous serpent underneath, waiting till nighttime to prey on its docile victim. Macbeth expresses his suspicions about Banquo and Duncans murder in act three, scene two. When Lady Macbeth says things without all remedy should be without regard, he disagrees. We have scorched the snake, not killed it. Shell remain close and be herself whilst our poor malice remains in danger of her former tooth. Here, the snake is a metaphor for the obstacles impeding his rise to power. He says they have merely injured these hindrances, not eliminated them. In time, theyll reassemble just as strong, while Macbeth and his wife will be vulnerable to them again. He feels his work is not yet done, and hires murderers for Banquo to finish it. The former tooth of the snake Macbeth fears will get revenge on him foreshadows the remainder of his life. Upon scorching Duncan, Macbeth sets off his devilish ambitions and begins butchering his way through a downward spiral. His scorching of the snake ultimately leads to he and his wifes painful demises and a loss of all he had gained. The snake Macbeth was apprehensive about earlier is eliminated by the murderers when they kill Banquo in act three, scene four. Macbeth thought that his impediments would dissipate with the General; instead, they remain in Fleances escape. About the incidents, Macbeth says: There the grown serpent lies. The worm thats fled hath nature that in time will venom breed, no teeth for th present. .u31393cf6c1b0da86804358684d811262 , .u31393cf6c1b0da86804358684d811262 .postImageUrl , .u31393cf6c1b0da86804358684d811262 .centered-text-area { min-height: 80px; position: relative; } .u31393cf6c1b0da86804358684d811262 , .u31393cf6c1b0da86804358684d811262:hover , .u31393cf6c1b0da86804358684d811262:visited , .u31393cf6c1b0da86804358684d811262:active { border:0!important; } .u31393cf6c1b0da86804358684d811262 .clearfix:after { content: ""; display: table; clear: both; } .u31393cf6c1b0da86804358684d811262 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u31393cf6c1b0da86804358684d811262:active , .u31393cf6c1b0da86804358684d811262:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u31393cf6c1b0da86804358684d811262 .centered-text-area { width: 100%; position: relative ; } .u31393cf6c1b0da86804358684d811262 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u31393cf6c1b0da86804358684d811262 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u31393cf6c1b0da86804358684d811262 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u31393cf6c1b0da86804358684d811262:hover .ctaButton { background-color: #34495E!important; } .u31393cf6c1b0da86804358684d811262 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u31393cf6c1b0da86804358684d811262 .u31393cf6c1b0da86804358684d811262-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u31393cf6c1b0da86804358684d811262:after { content: ""; display: block; clear: both; } READ: Trifles EssayThe serpent that has plagued him is lying still in a ditch, certainly not a bother to him any more. He is now troubled by its spawn, the presently innocent worm that he knows will become a danger in time. Even after more bloodshed, Macbeth is not free of the weighty snake. Fleance will mature into a threat, fathering a son that will begin the seven generations of Scottish kings Macbeth wanted to kill off. A final serpentine image is used in act four, scene one. The Weird Sisters initiate their brew with a fillet of a fenny snake. The serpent, along with many other animalian ingredients, is used to show vileness. It is not a particularly significant image in th e full play, yet in this scene it precedes twenty-six lines of further ingredients. Heading the filthy brew with a snake, easily the most loathsome of all animals, the Witches set the revolting tone of their potion. If a picture tells a thousand words, consider the importance of an image upon a play as short as Macbeth. Shakespeare colorizes his play with contrasting dark images of snakes. The four examples of serpentine imagery in Macbeth illustrate the theme of appearance versus reality, foreshadow coming events, and set the tone of passages, all the while maintaining the deceptive finesse that characterizes the snake in all literary works.