In the Communist Manifesto, Marx and Engels Essay

In the Communist Manifesto, Marx and Engels - Essay Example Considering that presently, Europe has been maintaining a low salary system for workers, it appears that the statements made by Marx and Engels do not reflect a truthful and realistic understanding of the economic system as a whole. Despite the failure of the workers today to uplift the salary standards of the working class, the European businesses continue to emerge and win in the international trade. Thus, it can be interpreted as contradictory to the adverse effects to the capitalists as pronounced by Marx and Engels. Otherwise, to continuously take advantage of the working class would mean defeat to the capitalists. Both Marx and Engels failed to see the power behind the capitalists and the latter's influence to suppress the possible violent reactions by the working class. The statements however of Marx and Engels did not just go to naught. The European economy could not have survived without the ideas of the two well-known pro-working class theoreticians. Knowing fully well that the proletariat, or the working class for this matter, has the potential capability to rise and change the events in their favor if continuously suppressed, the European capitalists, through the government provided for some incentives that would somehow satisfy the workers and hinder them from fighting back their employers due to urges for more economic reforms. The employers' unrelenting resistance to revolutionary actions in favor of the working class proved to be successful. Thus, the government freely allowed the labor sector to represent themselves in the government thru participation therein. Thru this, the discussion of the numerous demands of the working class would be limited in the parliament and not to revolutions that could overthrow the government, as predicted b y Karl Marx. In general, Marx and Engels failed to give proper and due recognition to the capitalists as a relevant factor in the production. They should have considered the fact that labor will be of no use if there are no raw materials to start with; and who then has the capability to provide the raw materials but the capitalists! Marx and Engels appeared to be one-sided, clinging on to the proletariat without reflecting on the need for economic balance of the society. The prophesies made by them are too extreme. They have not realized the fact that any sector that is put into power has this tendency to abuse the others. In a purely capitalist system, the capitalists abuse the proletariat for their benefit. However, the proletariat, once put into power, has this tendency also to abuse the capitalists because each sector fails to acknowledge the relevant role being played by the other. It is the extreme ideas of isolation that leads the members of the society to abuse their power. Emphasis should be made that the statements of Marx and Engels are not totally wrong; only then, it should be made more pragmatic, if one has to apply the ideas today. The urge of the capitalists to continue with production which by the way is the essence of the modern day industry, is not actually paving the way to their own graves. It is more subtle to say that this urge to produce through the use of the labor sector could be a way to the capitalists' graves if they will continuously abuse the rights of the working class and refuse to give them what is due to them. The essence of production is

Cause & Effect Essay over Crisis in America's Social Security System

Cause & Effect over Crisis in America's Social Security System - Essay Example The situation facing the social security is pretty clear. It has enough income to last for about thirty years, and it does not seem that it will be running out anytime soon. The program was created to provide benefits to the retired and old age people, and the benefits were said to rise with the growing increase in wages of the people. The fact that the economy is producing more than enough funds to offer an increasing standard of living for the future generations, while also honoring its commitment to the Social Security, comes as a shock to some people. As a matter of fact, the only threat that the social security is facing is from the politicians who are trying to ‘alter’ the system and bring drastic changes by faking a crisis. (The introduction to The changes that Bush wanted to bring would have actually put the Social Security System in crisis. His privatization plan would have half ruled half of the Social Security funds into private accounts. This would have made the Social Security dependent on the Trust Funds, which would have emptied the Trust Funds twenty years sooner, and as a result payments to the people would have reduced by seventy percent. This would have created a real crisis. The Social Security Trust Fund has been in operation for about seventy years. There was a much worse crisis in 1983. The Trust Fund was about to drain then, but the problem as brought under control, and it worked for over fifty years. The Social Security system has been altered a few times, to keep it stable. Even if the government just sits idle and does nothing, then the Trust Fund is said to run out in 2035. But even then the Social Security would not be broke. So the so called crisis said to have occurred, is not much of a threat. The Social Security is well established and is said to run effectively for the next many years. If it is threatened by anything, it is the ‘reforms’ of the politicians and their attacks on then system. Their

HPE - Tennis Research Assignment Essay Example for Free

HPE Tennis Research Assignment Essay By using my knowledge and understanding of skill acquisition principles, psychology of learning and biomechanics, I have produced a six-week tennis training program. Incorporated in this report are the types of feedback used, the research laboratories carried out, and the design, analysis and evaluation of my coaching program.  Research Laboratories  Three research laboratories (See Appendices A, B and C) were carried out to assist in the development of my coaching program. These laboratories were on different types of feedback, the importance of accurate feedback and the use of feedback in mental rehearsal. The results from these labs provided me with a guide as to which type and the amount of feedback needed for a successful coaching program. Background Overview  Types of Feedback  There are many different types of feedback that can be used to enhance ones performance. Generally, the more precise the feedback, the more accurate the performance will become. (Amezdroz, G., Davis, D., Dickens, S., Hosford, G., 1999, 2001. Queensland Senior Physical Education, Macmillan Education Australia, South Yarra, Australia.) The types of feedback used in my coaching program were: Knowledge of performance-general performance this was used for the early stage of my coaching program when I needed a clear picture in my head to compare my actual performance with, eg. correct stance when serving. This type of feedback was provided to me by the coach, teacher and/or fellow participants in my program. I also watched my performances on video so I actually saw where I was going wrong and could then work on my motor skills. Positive feedback this was given when I successfully completed a task. Positive feedback encouraged me to try again and persevere with the learning. This was used throughout the whole duration of the coaching program.  Knowledge of performance-specific this was used in the later stage of my program. When I completed executing a movement or skill I was told on what I was doing wrong, and what to do to improve on my performance, eg. my ball toss was too low and I would therefore rush to hit the ball or simply miss it. By throwing the ball higher I give myself ample time to raise the racquet to hit the ball. Knowledge of performance gave me more detailed technical information to improve my skills. Concurrent (continuous) feedback this was, as the name states, a continuous form of feedback given throughout the coaching and practice sessions.  Augmented (external) feedback this type of feedback was provided both visually and verbally. I viewed a video of my performance and analysed what I was doing in/correct.  Design and Analysis of Coaching Program  At the beginning of my training I was at the late Cognitive stage of learning. I had little experience and knowledge of the game of tennis. During the six weeks of training I learnt and began to understand the skills needed and the rules of the game. I have now progressed through to the early Associative stage as demonstrated by my ability to effectively serve in both courts. The coaching program was based on distributive practice. This is where I would have short, practice sessions of a skill followed by a short break. For example, after doing 10 serves in both right and left court I was given a 2 minute break. During the break I would visualise in my head, the skills I had just learnt, and then the correct way to execute it. After the rest interval I would then carry out the skills. Improvements could be seen by me placing 50% of first serves and 75% of second serves in court. Whole-part learning was incorporated into the coaching program. This is when I would learn the whole skill at once, then break it down and concentrate on certain components that I was having difficulty with. Eg., learning to serve in tennis:  1. An explanation and demonstration on how to serve the ball was given  2. I carried out the serve like I had been shown  3. The serve was broken down into each skill associated with it that I was having problems with. Ie, stance, ball toss.  4. Each skill was then learnt and completed with success  5. All skills were then put together and a full serve was executed Mental rehearsal was also a very important factor in improving my tennis performance. By zoning out before a training session I would allow myself to block out all factors including spectators, noises, etc., and concentrate fully on the task at hand. An example of one of the main mental rehearsal activities I undertook was bouncing the tennis ball 2-4 times before serving. The research laboratories carried out gave an indication on why the types of practice and feedback I incorporated in my program would be more useful than any others. For example, a lab indicated that the more precise feedback we were given, the greater improvement we made on our performances.

Fuzzy Logic Control of a Mobile Robot

Fuzzy Logic Control of a Mobile Robot Abstract In this report the development of mobile robot using fuzzy inference system is presented. The mobile robot has three inputs and two outputs. The three inputs are proximity measures of the wall and the two outputs are turning rate and speed of the mobile robot. The mobile robot is developed to follow the tracking path and avoid collision with the obstacle. Contents Overview and Introduction Input and Output ranges Appendix Construction and performance of the rules MATLAB code for control task Critical evaluation Overview In the beginning of the development of the mobile robot, the virtual robot must be used for the development hence kiks robot is considered. The fuzzy inference system is designed by using MATLAB and implemented on a robot which is kiks robot. The kiks robot is setup by installing the kiks software and the related files are extracted and executed on MATLAB. Then the FIS is designed by coding and deciding the inputs and outputs for the kiks. The turning rate and speed of the robot is defined as per the rules of the parameters for robot movement and to avoid collision with the obstacles. The steps involved are: Defining universe of discourse Deciding the fuzzy sets Define membership functions The fuzzy interference system used is mamdani FIS which involves Fuzzification of input variables Rule evaluation Aggregation of rule output DE fuzzification Introduction The fuzzy control systems are rule based or knowledge based system which contains collection of IF-THEN rules. The advantage of fuzzy system is it is wide usage in performing variety of computational and measurements. The advantages of using fuzzy system in navigation system are: Capabilities of handling uncertain and non-precise information. Real time operation Easy combinations and execution of various behaviours. Develop perception based strategies. Better and easy implementation. The construction of fuzzy system depends on two important parameters which are identifying the universe of discourse and defining correct membership function. The reason for using mamdani over sugeno is because it uses fuzzy terms defined by the shape of the membership function. The mamdani type fuzzy system is better to choose for more human like behaviour of the robot which entails a substantial computational burden. The building of the autonomous mobile robot involves few main considerations which are, path tracking, avoidance of the obstacle and behaviour co-ordination. The definition of universe of discourse and membership function and combination of rules are important for smooth movement and better outcome of the robot. Path tracking involves navigation of the desired path which is computed and defined by human operator tracking walls or obstacles. The difficulties of path tracking deals with incomplete perception of environment, inaccurate measurements and sensor fusion. Avoidance of obstacle using fuzzy logic involves avoiding the unforeseen or dynamic obstacles while it tracking a path or moving towards a target. Fuzzy logic for behaviour co-ordination is used to improve the total performance of the navigation system. The infrared sensor with 6 sensors for the forward direction and 2 sensors for the backward direction. In this phase of training robot, I have used 2 sensors for right, 2 for left and 2 for front sensing. The sensor input is noun used slow, fast, medium. The fuzzy variables are adjectives that modify the variable, left right medright slowright slowleft. In the mamdani type of fuzzy system, the fuzzifier performs measuring of the input variables, scale mapping and fuzzification. The number of membership function defines the shapes of the initial inputs defined by the user. It holds a value of 0 and 1 which indicates the degree of belonging of the quantity to a fuzzy set. Input and Output ranges. Input Membership function Input range Left Far, Intermediate, Close [0 21] Front Far, Intermediate, Close [0 21] Right Far, Intermediate, Close [0 21] Output Membership function Output range Turning rate Slowright, slowleft, medright, left, right, front. [0 200] Speed Veryslow, slow, medium, fast, veryfast. [0 200] Input range for a sensor is 10bits and the input value for sensor is 1024, the sensors are grouped into 2 and wherein each one variable defined by 1024(210) i.e. 2048 therefore that divided by 100 is 21, hence the input range is [0 21]. The input is taken left, right, front with 2 sensors each. The membership function for them is defined far, intermediate, close for the robot to sense the obstacle. The outputs are turn and speed, where in turn has membership functions slowright, slowleft, medright, right, left, front for the robot to turn to a direction when the robot is nearing the robot. The range of the speed is considered as [0 200] as the robot movement was meant to be faster compared to when the speed was in the range [0 100] because the robot must cover more distance in less time and better speed. The membership function for speed is taken as slow, veryslow, fast, veryfast, medium as the robot should move in different direction with different speed so that the robot follows th e path and is not disturbed by sudden obstacle. The combination of the membership functions are rules for the robot to follow to follow the path and along with that to avoid obstacles and give smoother movement. Appendix   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1a. Movement of robot in arena1   Ã‚   1b. Monitored simulation of arena1    2a. Movement of robot in arena2    2b. Monitored simulation of arena2. Construction and performance of fuzzy rules. If (left is far) and (front is far) and (right is far) then (turn is medright)(speed is fast) (1) If (left is far) and (front is far) and (right is intermediate) then (turn is front)(speed is medium) (1) If (left is far) and (front is far) and (right is close) then (turn is slowleft)(speed is medium) (1) If (left is far) and (front is intermediate) and (right is far) then (turn is medright)(speed is fast) (1) If (left is far) and (front is intermediate) and (right is intermediate) then (turn is front)(speed is medium) (1) If (left is far) and (front is intermediate) and (right is close) then (turn is slowleft)(speed is very_slow) (1) If (left is far) and (front is close) and (right is far) then (turn is medright)(speed is very_slow) (1) If (left is far) and (front is close) and (right is intermediate) then (turn is slowleft)(speed is very_slow) (1) If (left is far) and (front is close) and (right is close) then (turn is slowright)(speed is very_slow) (1) If (left is intermediate) and (front is far) and (right is far) then (turn is right)(speed is fast) (1) If (left is intermediate) and (front is far) and (right is intermediate) then (turn is front)(speed is fast) (1) If (left is intermediate) and (front is far) and (right is close) then (turn is slowleft)(speed is slow) (1) If (left is intermediate) and (front is intermediate) and (right is far) then (turn is medright)(speed is very_slow) (1) If (left is intermediate) and (front is intermediate) and (right is intermediate) then (turn is front)(speed is medium) (1) If (left is intermediate) and (front is intermediate) and (right is close) then (turn is slowleft)(speed is fast) (1) If (left is intermediate) and (front is intermediate) and (right is far) then (turn is slowleft)(speed is slow) (1) If (left is intermediate) and (front is close) and (right is intermediate) then (turn is slowright)(speed is very_slow) (1) If (left is intermediate) and (front is close) and (right is close) then (turn is slowright)(speed is very_slow) (1) If (left is close) and (front is far) and (right is far) then (turn is medright)(speed is slow) (1) If (left is close) and (front is far) and (right is intermediate) then (turn is front)(speed is medium) (1) If (left is close) and (front is far) and (right is close) then (turn is slowleft)(speed is veryfast) (1) If (left is close) and (front is intermediate) and (right is far) then (turn is right)(speed is fast) (1) If (left is close) and (front is intermediate) and (right is intermediate) then (turn is front)(speed is medium) (1) If (left is close) and (front is intermediate) and (right is close) then (turn is slowleft)(speed is medium) (1) If (left is close) and (front is close) and (right is far) then (turn is slowright)(speed is very_slow) (1) If (left is close) and (front is close) and (right is intermediate) then (turn is slowright)(speed is very_slow) (1) If (left is close) and (front is close) and (right is close) then (turn is slowleft)(speed is very_slow) (1) If (left is far) and (front is far) and (right is far) then (turn is slowright)(speed is fast) (1) If (left is far) and (front is intermediate) and (right is far) then (turn is slowright)(speed is fast) (1) If (left is far) and (front is close) and (right is far) then (turn is slowright)(speed is medium) (1) If (left is far) and (front is close) and (right is intermediate) then (turn is slowright)(speed is slow) (1) If (left is far) and (front is close) and (right is close) then (turn is slowright)(speed is fast) (1) If (left is intermediate) and (front is close) and (right is close) then (turn is slowright)(speed is very_slow) (1) If (left is intermediate) and (front is far) and (right is close) then (turn is slowright)(speed is very_slow) (1) If (left is intermediate) and (front is intermediate) and (right is close) then (turn is slowright)(speed is fast) (1) If (left is close) and (front is far) and (right is far) then (turn is slowright)(speed is far) (1) If (left is close) and (front is intermediate) and (right is intermediate) then (turn is slowright)(speed is far) (1) If (left is close) and (front is close) and (right is close) then (turn is slowright)(speed is slow) (1) If (left is close) and (front is close) and (right is close) then (turn is slowright)(speed is veryfast) (1) MATLAB Code to implement the control task % - %   (c) 2000-2004 Theodor Storm %   http://www.tstorm.se %   Modified by Lily Meng 16th September 2009 % - function FIS_navigate(port,baud,time) % FIS_navigate(port,baud,time) % port = serial port to communicate with (port simulated robot, port>=0 ==> real robot % baud = baud rate % time = time to run behaviour if nargin

Persuading their Mistresses in The Flea and To His Coy Mistress Essay

Persuading their Mistresses in The Flea and To His Coy Mistress Examine the ways in which the poets in The Flea and To His Coy Mistress try to persuade their mistresses. Both "The Flea" by John Donne and "To His Coy Mistress" by Andrew Marvell are seduction poems, written by the poets to seduce their mistresses. Both have three stanzas and a basic couplet rhyming structure. Donne and Marvell are metaphysical poets from the 17th century. They have taken simple ideas and stretched them far - for example, using a flea as a symbol of union. They have made philosophical poems about simple facts of life - for example, the fear of death seen in "To His Coy Mistress". The similarity seen between these poems is quite surprising - the use of imagery, enjambement and variation in rhythm and rhyme to relate their ideas, and the way they put forward their arguments to seduce their mistresses. In "The Flea", the flea is used as a symbol of their love, or his love for her. The word 'flea' has many connotations and denotations, but interestingly, when spoken sounds the same as the verb, to 'flee'. In addition to perhaps suggesting the fleeting nature of love, the word also connotes danger: "to run away as from danger; to take flight; to try to escape", is the Oxford English Dictionaries definition. It can also connote an abrupt ending "to run away from, hasten away from; to quite abruptly, forsake (a person or a place, etc.)". This insight would give an added dimension to Donne's use of a flea in his poem. The OED also provides us with the definition "a small wingless insect well known for its biting propensities and its agility leaping." The finding that fleas do not have wings could be quite significant, because ... ...blood, and that sex with him will take no more from than the flea did. Marvell's first persuasion tactic is a romantic one - that he loves her so much she should have sex with him, the second persuasive argument is that if she doesn't have sex with him, time will pass and she will die a virgin. His last is again one of time - that they should take hold of time how they can, and make "him [Marvell personifies time in his poem] run". The imagery in "To His Coy Mistress" is very effective, and the use of a flea as a symbol in a love poem holds together quite well, even if it is a rather surprising choice. The enjambment in both poems really gives the poems meaning, creating a tone in each of them, and whether the mistresses they were trying to persuade were every actually persuaded or not, it is clear that the poets went to great lengths in their attempts.

Aspects Of Performance :: essays research papers

ASPECTS OF PERFORMANCE In the following report I will focus on two factors of performance, they are  PSYCHOLOGICAL ASPECTS ON PERFORMANCE Nerves / stress, including manifestations Relationships between members Communication with audience Audience response  THE DEVELOPMENT OF A SUCCESSFUL GROUP Choice of members Program selection Rehearsal strategies Setting up Venue / audience Final performance Each of these aspects effects performers and to deal with all these things will ensure a successful group who do their jobs well and love doing it.  Ã‚  Ã‚  Ã‚  Ã‚    DESCRIPTION OF OUR BAND I am a part of an eight, member band, who at one time or another have been playing together for five years. The first three years I performed with four of the eight members in a class and an all girls band, this year I have reunited with them again and four other members as a new group. Our band consists of three lead vocalists. Our ranges are all fairly large and quite different, giving good variety in voices for a range of different styles of music. Our ranges are Db3 - Gb5 (break at C5), Gb3 - C6 (break at Bb4) and E3 - B5 (break at Gb4). We have one lead guitarist, two rhythm guitarists, (one who is in year 11 and the other is our music teacher), a bass player, and a drummer, (who is also in year 11). We are a covers group and like to experiment with all types of styles, pop, rock, disco, alternative / grunge, reggae, soul, jazz, RNB, blues and some international pieces from various countries like Greek, Spanish, Latin American and French. We rehears five times a week, three peri ods of class time and two lunch times. As a group we believe that practice makes perfect. We expect each member to rehears solo parts at home and to have private tuition for extra help. We all love to perform and do it as often as possible, our gigs range from school fetes, festivals, concerts and speech nights to an interstate tour to different schools every year. ASPECT 1  PSYCHOLOGICAL ASPECTS ON PERFORMANCE Every performer, no matter how long they’ve been in the business will be effected by psychological setbacks. These effects can cause major upsets to the level of a performer’s performance, so something must be done to control these feelings. All performers have different techniques to cope with these symptoms, and in this next section I will provide some of these.  NERVES STRESS BEFORE AND DURING PERFORMANCE

Ethical Considerations for Teachers Essay

Ethics and its essential considerations are fundamentals of human nature. Just like in any field of profession, the principles behind ethics are of undeniable significance to the educational setting. This is basically due to the concept that the teachers and the rest of teaching professionals are the ones who influence the thoughts, values and even conducts of the young ones. Such condition creates an enormous responsibility for teachers to ideally shape the future members of the society hence it is expected of them to correctly practice what they teach or preach. Beyond the theories, ethical considerations are of utmost importance in the performance of the teaching profession. It is essential to carry out ethical ideas in manners that are practically acceptable to human attributes. Teachers are required to impart moral principles to their students. However, it will always be the educators’ innate characters and individual behavior which spell the difference in eventually producing respected or morally upright persons. In order to come up with an ideal educational system, therefore, it is vital not to just adhere but also live up to necessary ethical considerations. In an educational setting, members of the learning organization particularly teachers are supposed follow or exercise specific ethical considerations. This is because there is a constant struggle between a teacher’s personal interest and professional commitment. Citing May (1990), this situation was emphasized by Smith (1996) who said that teachers are always susceptible to their respective concern as well as dedication to live up and maintain the dignity of the academic field. In effect, such conflicts have resulted into relevant ethical dilemmas that have inevitable implications to other learning professionals, the students and one’s mandate to the teaching career (Smith, 1996). In order to address, if not resolve the issue, Smith mentioned the suggestions made by May. That is, there is a need to recognize and even reiterate significant ethical considerations which teachers are responsible of. These include the sincere manifestation of respect for any colleague or student as an individual. Truthful communication and encouraging others’ confidence are also the needed ethical considerations. Most importantly, it is fundamental for teachers to help create just and caring cultural and social structures that uphold the benefit of all people within the educational organization (Smith, 1996). To carry out such ethical considerations, teachers are also required to perform several standards of professional communication. It is required for teachers to help their respective organizations to achieve their academic goals. Educators also need to exert additional efforts for the respective professional and individual enhancements of their colleagues and students. The ethical consideration of professional interaction likewise calls for teachers’ kindness as well as comprehensive and reasonable evaluation of functions of students and co-teachers. Lastly, teachers need to perform their roles in manners that support and even exceed the principles of ethical considerations (Smith, 1996). When the said ethical considerations are incorporated on existing educational policies, students will be completely empowered and provided with ideal instructional materials thus preventing teachers from providing documents outside the required curriculum. Students will also be assured of a teacher’s presence resulting to better education. The carrying out of examinations and making of grades will happen in ways beneficial both to teachers and students. In doing all these considerations, the educational setting is sure to exemplify a successful professional condition and effective relationship between teachers and students (Smith, 1996). Similar to any other professions, ethical considerations are of extreme relevance to the educational environment. Therefore, it is empirical to realize the individual behavior of teachers. This is due to the underlying principle that what teachers do and how such activities are performed are sure to ultimately affect all the people within the educational setting. Reference Smith, R. M. (1996). Essential ethical considerations in education. Retrieved February 6, 2009, from http://findarticles. com/p/articles/mi_qa3673/is_n1_v117/ai_n28677142/pg_4? tag=content;col1