Karl Marx :: essays research papers

Karl Marx was born on May 5, 1818, in a place called Trier in Prussia. Marx attended the university of Bonn and later the university at Berlin, where he studied in law, while majoring in history and philosophy. Marx handed in his doctoral thesis of the philosophy of Epicures, and finished college in 1841. After his education, Marx associated himself with the "Left Hegelians," along with Bruno Bauer, which were a group who formed atheistic and revolutionary ideas from Hegel's philosophy. In 1842 Marx and Bruno Bauer were asked to contribute to the Rheinische Zeitung, an opposition paper, in Cologne. Marx in October of 1842, became editor-in-chief, and decided to move from Bonn to Cologne. As the paper became more and more distinguished the government decided to censor, and eventually wasn't allowed. This paper stopped operation in March of 1843. Karl Marx was married to his childhood friend Jenny Von Westphalen, in 1843. Later in the fall of that year Marx along with another Left Hegelian, Arnold Ruge moved to Paris and began publication of a radical journal entitled Deutsch-Franzosische Jahrbucher. However due to the difficulty in distributing such a radical paper, only one issue appeared. Karl met his closest friend in September of 1844, when Frederick Engels arrived in Paris. Together they participated in the activities of many revolutionary societies, and formed the theory and ideas of revolutionary proletarian socialism, also known as communism. Finally in 1845 Marx was banished from Paris as a dangerous revolutionary. He decided to head for Brussels, where he and Engels joined, in 1847, a group called the Communist League. At the leagues request Marx and Engels drew up the Communist Manifesto in 1848. Once the Revolution of February 1848 took place, Marx was again banished, except this time from Belgium. He briefly returned to France for the March Revolution, and then traveled to Germany where he published the Neue Rheinische Zeitung, from June 1, 1848 to May 19, 1849. Again Marx was banished from Germany, and again he returned to Paris. After the demonstration of June 13 1849 Karl Marx was banished once again. That would be the last time Karl Marx was banished anywhere. His last voyage would take him to London where he would live for the rest of his life. Marx lived a hard life in London. If it had not been for the financial help from his good friend Engels, he would have not been able to continue his lifelong struggle.

Integration and Disintegration: Indians in South Africa Essay

The story of Indians in South Africa is both a story of integration and disintegration into the national space. The processes and patterns of integration and disintegration of Indian community as a minority ethnicity is closely linked to the larger reality of South African freedom struggle and the subsequent efforts of building the new nation of South Africa as a post-apartheid democracy. On the other hand, it is important to remember that the very existence of Indians in South Africa itself is a result of the colonisation of South Africa. It is through the protracted decolonization process of South Africa, the Indian community too got assimilated into the national space. Struggles against both racism and colonisation have played an important role bringing the Indians and the black natives together in their fight against the white colonial masters. The purpose of the essay is to provide an overview of the experiences of Indians in South Africa and their participation in the nation building with special reference to the post-1994 period of democratic development. The Indian Community and the ‘New’ South Africa It is the British colonial rule in nineteenth and early twentieth century that catalysed the Indian immigration to South Africa. Therefore, the Indian community in South Africa includes people from countries such as Pakistan and Bangladesh as well since they were part of India until Indian independence. There are other cleavages in the Indian community in South Africa as they are divided in the lines of religion, caste and language. Obviously, the idea of an Indian community in South Africa is essentially problematic due to the extreme heterogeneity within the Indian diasporas. However, it is still possible to identify Indian South Africans as a racially distinct group. Ironically, even there is no consensus in the very way for the Indians in South Africa to be addressed. According to Singh, â€Å"people of Indian origin varyingly refer to themselves in one of three classificatory ways: ‘South Africans’, ‘Indian South Africans’ or ‘South African Indians† (2008, p. ). It is just a reflection of the openness of identity against the idea of identity as a closed concept. The Indians in South Africa are originated from the diverse regions of colonial India, including today’s Pakistan and Bangladesh. Hindi, Tamil, Gujarati, Telugu and Urdu are the major languages spoken by the Indians in South Africa. They also follow different religions such as Christianity, Hinduism and Islam besides their particular individualist beliefs. Within South Africa, Indians have the highest concentration in Durban. In the beginning, it is the â€Å"the development of the sugar industry in Natal necessitated the immigration of indentured labourers to South Africa in the 1860s† (Jithoo, 1991, p. 344). If they were mainly from South India, then came the ‘free’ Indians from Gujarat after 1874, who were largely into business and commerce. Hofmeyr has pointed out that even a single religious group like the â€Å"South African Hindu community is concentrated in four linguistic groups, these being the Gujarat, Hindi, Tamil, and Telugu. As in India, each has its favoured system of religious ritual, belief, and literature† (1982, p. 139). The processes of modernization has changed the nature of the identity formation of these groups; although, it has not altered the internal diversity of Indian community in South Africa. And, as a minority within the new nation of South Africa, processes of globalisation and trans-nationalisation too have started marking their influence on the (re)definition of the identities of South African Indians. It is important to note that identity building among any community, especially among the Indians in South Africa is an ongoing process shaped by multiple factors and largely amenable to (shifts in) historical processes. Identity is revealed at first through self classification and self reference. Importantly, classificatory references are â€Å"politically loaded, for historical reasons, in that they demonstrate the individuals’ affinity or lack of it either to India or to South Africa. When a person makes reference to being ‘South African’, ‘Indian South African’ or ‘South African Indian’, they are usually making a statement about how they wish to be seen in the context of their personal beliefs and identity formation† (Singh, 2008, p. 5-6). As a subject race, in the apartheid times, the South African Indians defined themselves against the master race of whites and placed themselves adjacent to the social position(ing) of blacks and other natives. However, at present, South African Indians are seeing themselves distinct from the blacks and complains that the state which is dominated by the blacks discriminating them for not being black enough. However, it is not fair to undermine the complexities involved in â€Å"the dynamics of the cultural politics that is inherent within the heterogeneous population of Indian origin† (Singh, 2008, p. ). The fluidity of the identity of the Indians in South Africa resist any idea of total classifications and binaries as â€Å"such categorizations are broad based and tend to ignore the dynamics of regional, religious and linguistically based politics that are intrinsic to the politics of belonging among Indians overseas† (Singh, 2008, p. 6). The crucial point is that India ns in their huge diversity are (being) differently integrated into the South African democratic space of post-apartheid era. For instance, it has been argued that â€Å"the ‘high caste’ Gujarati speaking Muslim household of passenger origin, differs from the ‘low caste’ Tamil speaking Hindu household of indentured origin† ( Jithoo, 1991, p. 347). The very invention of racial categories in the South Africa was induced by the early decades of twentieth century by the British rule. To perpetrate the colonial rule, in this period, â€Å"formal distinctions were introduced among Whites, Bantus (Africans), Indians/ Asians, and Colored† (Mabokela, 2001, p. 205). From this point, the practice of racial segregation acquired a new momentum as it was put into legislation by the National party’s implementation of apartheid system. Extreme forms of racial segregation were integrated into the education policy and education system. it has been argued that â€Å"the Bantu Education Act of 1953 created a hypersegregated education system, mandating a different system of education for each racial group in the nation. In accordance with apartheid ideology and policies, White students received the best academic training, followed by that for Indians, Coloreds, and last, Africans. Although Africans have comprised the majority, about three-fourths, of the South African population, they historically have received the smallest share of educational resources compared to Whites, who comprise 15% of the total population; Coloreds, who make up less than a tenth (7%); and Indians, who comprise about 3%† (Mabokela, 2001, p. 206). Until the independence in 1994 and the subsequent election of African National Congress, the black majority had very limited access to education in comparison to all other social groups in South Africa. Importantly, Indians got access to compulsory education in the 1980s itself. It has been noted by many theorists that the ethnic roots of Indian South Africans are often revoked and mobilised by the competitive democratic environment of post 1994 period. At present Indian ethnic minorities have a tendency to juxtapose themselves with Whites for a number of reason such as â€Å"affirmative action in employment and the rapid escalation of violent crime are widely seen in racialized terms- especially in the sense that Africans are viewed as the culprits and Indians and Whites as the victims† (Singh, 2008, p. ). It means that the Indian perception of being part of the majority of blacks gives way to the new perception of being part of white minority. This is the disintegration of Indian community from the Black majority and re-integration to the white minority national space. Moreover, Jithoo (1991) has argued that the Indian community in South Africa has undergone tremendous inte rnal changes related to joint family structures and the caste institution which in turn is reflected in their relations to the external world. The infamous Group Areas Act (1950) was central to defining the Indian family structures as it involved many restrictions such as compulsory segregation on them. Although a minority, the Indian community cannot be termed as less privileged, especially in comparison to the black majority in the sphere of education. It is true that Indian community were as oppressed and exploited by the white apartheid regime but the point is that they enjoyed a relatively better position than the black majority. Lindsay has noted that, even after the end of apartheid, â€Å"the presence of â€Å"Blacks† (African, Indians/Asians, and colored groups) and women of all races and ethnicities in South African universities as students, faculty, and professionals is still limited in various disciplines, faculties and administrative areas† (1997, p. 522). Although classified into a single group for the purpose of affirmative action policies, it is a matter of fact that Indians are far advantaged in terms of education in South Africa than Blacks and Coloured people. It can be well argued that â€Å"education was the institutional mechanism set in motion, maintained and secured by the apartheid government to control the black majority economically, politically, and socially† (Lindsay, 1997, p. 522). If the secondary school enrolment of black Africans 1 in 5 in the period of 1969 to 1989, it was 1 in 2. 6 for the Indians in the same period. At the sphere of education, it indicates that the position of the Indians were as twice as better of the Blacks Africans until 1994 free election. The present non- juxtaposing of Indian community with the black Africans and the tensions arise from it are thus deeply rooted in the historical reality of segregated nation building of South Africa. It is one of the peculiarity of the South African reality that still a number of groups or members of particular group do not identify themselves simply as South Africans. Apparently, a recent survey shows that â€Å"although South Africans are increasingly identifying as ‘South Africans’, 36% still identify as ‘African’, black, white, coloured, Indian, Zulu, Xhosa, English or whatever† (de Jongh, 2006, p. 5). It means that the South African national identity is still relatively weak with relations to strong racial and ethnic identities. On the other hand, it does not mean there is a necessary tension between such a racial or communitarian indemnification and modern national identification. It could be especially the case of Indian ethnic minorities than other racial groups as the Afrobarometer 2000 survey shows that â€Å"only Indians listed racial identities more frequently than nonracial ones (61% naming a racial identity). The other three groups predominantly gave nonracial responses (Africans identified racially 30% of the time; whites, 12%; and coloureds, 45%)† (Ferree, 2006, p. 807). It also point fingers to the (possible) disintegration of Indian community from the New South Africa. Also, Indian community has most profound distrust of the economic polices of the black Africans led government as they perceive them as favouring the blacks vis-a-vis the Indians. Obviously, the foundations of legitimacy of the state with relations to the Indian community have been weakened in an unprecedented manner. It is also important to note that Indians largely perceive the African National Congress as an African party. It has affected the political legitimisation process of the new South Africa as well. Conclusion The very idea of South African Indians itself is problematic as the Indian community in is heterogeneous in multiple ways. Even as an ethnic minority, they are internally diverse with reference to religion, region, language and self reference. Importantly the groups within the Indian community in South Africa are not similarly integrated into the South African national space. The integration of diverse groups within the Indian community is different in both quantity and quality. The fluidity of the identities of South African Indians is well expressed in the fact that they tend to revive and reconstitute their identities and belongings with relations to the prevailing social, political, and economic conditions. The changing social, political, cultural and economic conditions in South Africa have led the Indian community to identify themselves with the whites as a fellow minority community. This disintegration from the black majority cannot be perceived as disintegration from the South African national space.

The Life of Jimmy Santaiago Baca essays

The Life of Jimmy Santaiago Baca essays Jimmy Santaiago Baca's life was no walk in the park to say the least. As a child, he was born in Santa Fe of Chicano and Apache descent. At age thirteen, his parents had already abandoned him which resulted in his escape from the orphanage where his grandmother had placed him and was convicted of drug charges which landed him six years in prison. That is where Bacas love for writing poetry began. According to Frederick Luis Aladama from Melus, in Bacas early poems, his already exceptional lyrical voice speaks out against the dehumanizing conditions of prison life (Aladama). A few of the poems written by Baca are What is Broken is What God Blesses, I Am Offering this Poem, Who Understands Me but Me, and Ancestor. Baca has been criticized for writing about his rage and desolation in prison; but I believe that Baca was simply using rich imagery and lyrical language to deal with spiritual rebirth and triumph over tragedy. Growing up surrounded by walls, no water, and no sunshine was the norm for Baca. He could have easily let the harsh environment of prison consume him, but however he took the road less traveled and let every little thing fuel him. He has written some of the most astounding poems about overcoming the environments, and living with pain and hate in prison. In Bacas poem Who Understands Me but Me, Baca explained the harsh environment in prison and how he followed these signs to come to the conclusion of using the word beautiful to describe the prison. For example, Baca states they turn the water off, so I live without water, they build walls higher, so I live without treetops, they paint the windows black, so I live without sunshine (Baca). It is no surprise that Baca needed dedication to follow these signs to teach himself to live without water, sunshine, and interaction without other people. According to Rya...

Role Models

Role Models Free Online Research Papers Role models are people who you look up to or inspire you. Such as Sport Players, Singers, Actors and or Actress, and family Members. My Role models are my two Cousins Kimberly and Mary, I look up to them and they inspire my very much. They help me with anything I need such as School work and problems I have in my life. To them they are not perfect but from me they are easily perfect. They help me learn form my mistakes and help me with ones I going through. They are goofy and silly. They are smart and pretty. When I grow up I want to be such like them they inspire me with everything they do even walking. They are my heroes they make me feel like I am the coolest person in the world and I think they are. They never ignore me no matter how annoying I get. They are the nicest people in the world and no matter how not perfect they think they are they are perfect in all my books with everything they do. They don’t live close to me and I don’t get to see them very often so every chance I get its like Christmas to me. They I have no idea what they mean to me. They mean the world. I would do anything for them. They have made me so happy and I love seeing them so much. Sometimes they might think I hate them but I never do. They can make me smile no matter what my mode is. I love everything about them is kind of scary. they are my best friends and they are easy to talk to. I love them with all my heart and I don’t know what I would do with out them in my life. Research Papers on Role ModelsPersonal Experience with Teen PregnancyWhere Wild and West MeetCapital PunishmentComparison: Letter from Birmingham and CritoHip-Hop is ArtIncorporating Risk and Uncertainty Factor in CapitalThe Hockey GameBringing Democracy to AfricaRelationship between Media Coverage and Social andHarry Potter and the Deathly Hallows Essay

Identify the various types and forms of child neglect, and discuss how Essay

Identify the various types and forms of child neglect, and discuss how they may influence delinquent behaviors in children - Essay Example of the child could lead to malnutrition and a general failure to thrive, serious infectious diseases and potential harm to the child in the form of cuts, bruises or burns that may occur when there is lack of supervision. When children are not receiving school education and training at the mandatory age they are subject to educational neglect and this could have damaging effects later in life as such children lack the basic skills for survival, quickly drop out of school and easily indulge in delinquent activities. Children suffer emotional neglect in homes where there is repeated spousal abuse, lack of affection and psychological care, allowing children to use drugs and other narcotics and constantly chiding the child saying that he is useless for anything. Such neglect could cause serious damage to their self-esteem and could also lead to suicidal tendencies. Medical neglect even when parents are educated and well employed could lead to poor overall health and complicate existing me dical problems of the child. All the above forms of neglect could result in potentially harmful consequences for the child and in many cases they encourage children to indulge in risky and violent activities (Perry, Colwell and Schick). Parental neglect of children has been found to be one of the most powerful predictors of juvenile delinquency. There have been several studies which have studied the link between parental support and monitoring and delinquency in children and all of them have concluded that a high rate of delinquency was observed among children who faced parental neglect, lack of parental supervision and care. The delinquent behavior ranged from skipping classes in school, drug abuse and indulging in violent and criminal activities. The low emotional attachment found between children and their neglectful parents was found to be a major factor that influenced delinquent behavior in these children. In addition the failure of parents to adequately spend time and monitor

Primary Drawbacks of Net Present Value as Capital Budgeting Technique Assignment

Primary Drawbacks of Net Present Value as Capital Budgeting Technique - Assignment Example This entire process has multiple loopholes, for instance the uncertainty that is prevailing when it comes to estimating future cash flows of that investment opportunity is high enough to put this technique under scrutiny. Next loophole is regarding the discount rate that is used to reach the present value of a cash flow. Again the accuracy of discount rate used is of critical importance in determining the correct value of the cash flow’s present value. This makes NPV value dependent or sensitive to the value of discount rate and forecasted cash flows. Third loophole that is pretty much evident from the assessment of this tool is that this tool takes into account information that is present at the time of decision making, thus it does not take into account changes in the initial conditions of an investment opportunity. The fourth loophole that can be seen is that this tool is only applicable when projects being assessed are tangible and quantifiable. And in reality firms undert ake certain projects that are aimed at enhancing the brand equity, such projects are out of the scope of NPV (Kent & English, 2011). Question # 2: Comparison of Net Present Value and Internal Rate of Return: This tool or technique is another capital budgeting technique. IRR is the discount rate that turns the net present value of forecasted cash flows from an investment opportunity equal to zero. ... A decision regarding a particular investment opportunity that is based on NPV technique will find itself under scrutiny when assessed using IRR technique. While this fact is not true for independent projects where both techniques will yield similar results, but when it comes to mutually exclusive projects (one project or the other) these tools do not yield a consistent result. The reason behind this conflict is that the set of investment opportunity that is being assessed consists of projects that vary in their size and timings of their future cash flows (Helfert, 2004). So it is clear that if a company is deciding between two investment opportunities, it will encounter a problem when it is using NPV and IRR to assess the value of these investment opportunities for the company. In this conflicting situation the company shall have to decide whether it will make its decision based on NPP or IRR (Helfert, 2004). Question # 3: Avenues to raise equity for a Profit Driven Firm: A profit dr iven firm, if assumed to be a corporation, has multiple options at its disposal to raise new equity capital. The first option that it has is to go to its existing shareholder for additional capital. The second option it has is to add more shareholders into the company by offering new share in the primary market. The third option available to a profit driven firm is that it can seek help from a venture capitalist firm; again this will be in exchange for some portion of the company’s equity. The fourth option available to the company is that it asks a bank for a loan in return for interest payments. These mentioned options are most suited to meet the company’s short-term capital requirement

Interior design - university case study Assignment

Interior design - university case study - Assignment Example ful forces for the effectiveness of school and universities; however this belief must be justified by empirical evidence for its better implementation at practical level. The University of Minnesota is also trying hard to adopt technologies and techniques that will help them improve student learning in the classroom environment. The management and the professors at the University of Minnesota thinks that it is not the laptops, projects or tablets which are considered important for the classroom environment. But it is the swivel chair that contributes towards the effective learning of the students. Research support the fact that the instructors should have students switch and change in a fluid moment rather than make them clunking around and trying to get them into different situations. The researchers at the global education environment think that the role of the teacher should be more of a coach rather than just focusing on the delivery of information which may not even be effectively interpreted by the students. The classrooms at the University of Minnesota are more intentionally designed that positively correlates to the student engagement which helps in improving the rate of student success. When students at the University of Minnesota were questioned about the swiveling chairs and connectable tables, almost 72 percent of the students said that the changes in the interior of the classroom increased the level of concentration and their engagement in classrooms. They also agreed to the fact that changing the interior of the classroom and including more swiveling chairs and connectable tables will help the students to achieve higher grades. After observing the effectiveness of swiveling chairs and connectable tables the University of Minnesota is planning to renovate more classrooms and also the lecture halls for the fall semester. Beside the interior of the class, leadership is also considered to be a powerful force for the effectiveness of student learning.