Reconciling the surplus labor with the law of value

Reconciling the surplus labor with the law of value The law of value of a commodity refers to the total number of person-hours used in order to produce a particular good or service, under the normal working conditions, with the provision of the necessary equipment or machinery. This also takes into account the work force input, the raw materials and the tear and wear of the machinery used in production. Surplus labor is also that labor that was not a necessary input in production.Advertising We will write a custom essay sample on Reconciling the surplus labor with the law of value specifically for you for only $16.05 $11/page Learn More Karl Marx argued that the amount of input in the production of goods or services should be equivalent to the amount of monetary returns. Therefore, the amount of person-hours used in production and delivery of these commodities determines the value of a good or service. Marx continues to argue that capital originated from trade with the aim of making a profit. The labor ought to be equally distributed, and so were the profits from the labor. Simulating this in the economy where approximately two percent of the population control about ninety-five percent of the nation’s wealth, clearly demonstrates Marx’s argument. They insisted that all employees within a company should get an equal share of the company proceeds generated monthly. This would ensure fairness and equal distribution of resources across the entire staff and, therefore, act as an incentive for everybody to work harder and together to achieve more. Marx had a profound understanding of how capitalism cripples its own societal foundation. He anticipated a change in the current economy and the way of life. His conclusion was that capitalism would push the middle class into a situation comparable to the shaky existence of the hard-pressed workers during his time. Currently, the growth and build up of fulfilling careers are no longer a focus point for the minority alone, but rather a broader group. People have revolutionized from struggling month-to-month and living on insecure wages. They have devised a way of cushioning themselves from economic shakeups in terms of savings, owning a house and even a decent pension, which enables them to plan their lives without fear. The wealth spread across working class, and the vastness of democracy, everybody can remain middle class with contentment. The argument that labor is the sole creator of wealth was obstructed by the existing system of unequal exchanges, where the owners of the economic power and advantage appropriated part of the labor. According to Marx, the development dialectic started from man and nature where man was initially an integral part of nature.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Man being a dynamic being had the distinctive capability of struggling with and against nature of ultimate ly transforming nature for his own purpose. The clue to the labor conditions shift lay in the successive modes of production, which was characterized by division of labor, technical forms and different forms of social relations of production between human beings and classes. This historical conception applied to a particular economic system and approached the matter form an angle of production conditions. They included ownership or nonownership of the production means, and the respective effects of these factors upon the behavior of social classes. Marx placed labor as a human, productive activity and made it the foundation of explanation for the exchange significance. Theoretically, it is hard to comprehend the Karl Max law of value since he did not take into account issues like market trends, consumer spending, fluctuating value of currency, financial securities and public finance. Several pinholes from the labor theory emerge in the regulation rule between value of goods and serv ices sold and the cost of production in general. It attempts to identify the causes of the relationship between the law of value and economy, which only regards to labor as the actual tool of commodity value. It only involves the value obtained from the production and delivery of the goods or services including their trade value. All the same, each of Marx’s theories brings out a different dimension of the social reality of the contemporary world. There are systematic connections among the three dimensions, where domination and exploitation are interlinked. It is irrefutable, however, that a group of individuals remains privileged by both systems. The logic in this is that in the contemporary world, the inequalities seen in the economy currently suggest that there is exploitation of some individuals. The large proportion of the wealth created flows to a small, privileged group, which implies domination on the society by a small segment of the society commonly referred to as t he ruling elite. Marx described this situation as alienation, which in the contemporary society shows a growing sense of lack of value. It is true that capitalism relies on free labor and freedom of assets and a system of free exchange. The question of exploitation is, therefore, apparent in the privilege of ownership and production means, which gives the owners chance to set the wages at a level that permits the creation of profits and the laborer has no control over that.Advertising We will write a custom essay sample on Reconciling the surplus labor with the law of value specifically for you for only $16.05 $11/page Learn More

The Advantages and Disadvantages of Improving the Digital Divide Essay

The Advantages and Disadvantages of Improving the Digital Divide - Essay Example This paper will begin with the statement that today Information Technology is a vital component in the daily lives of a majority of Americans. Statistics show that the fraction of the population that has internet access stands at more than half, while those that own computers stands at two thirds. The computers are used both within households and at places of work. As a result, computers greatly influence their jobs, their leisure time activities, communication patterns and their access and distribution of information. The growth and diffusion of Information Technology use across the globe have resulted in it becoming a key element in governance, financial activities and social aspects of people’s lives. It is extensively used by individuals, firms, and governments for virtually all kind of transactions. This is mostly the case in the developed world. Computers and mobile phones have become imperative to nearly all aspects of life, including daily activities such as working, f orming relationships, communicating and spending leisure time. The development of Information Technology and its spread across the globe has however not happened in uniformity. As a result, some sections of the global population remain lagging behind others, in terms of the use and access to Information Technology. The difference between the two sections can be loosely referred to as the digital divide. The gap between individuals, households, businesses and geographic areas at different socio-economic levels, with regard both to their opportunities to access information and communication technologies (ICTs), and to their use of the internet for a wide variety of activities. The digital divide reflects various differences within countries. In an article ran in the Sydney Morning Herald, O’Leary intimates that a study by the Australian Bureau of Statistics revealed that at least 21 percent of Australians did not have access to the internet within their homes. Additionally, som e groups within society had less access to the internet compared to others. This included the people living with disabilities whose access rate stood at only 62 percent, for the indigenous Australians, they were reported to be only 24 percent more likely the internet as the non-indigenous Australians to have easy access to the internet. This reveals a huge gap in the access levels that traverses beyond just geographical location. Further, the Organization for Economic Co-operation provides the results of a study that seeks to identify any such disparities in access to Information Technology within the American society. The result is a glaring confirmation that indeed some sections of the society are less likely to have access to Information Technology either by their race, or geographical location among other factors. Advantages of Bridging the Digital Divide American poet Robin Morgan deems that â€Å"information is power†. This underscores the significance of access to info rmation in the contemporary world.

Chinese Essay Example | Topics and Well Written Essays - 750 words - 1

Chinese - Essay Example By stealing the sword, Jade Fox a woman who is acquainted with Wudang skills is accused of stealing it, though she only stole it to show her kung fu martial arts are better. However, the film also presents in a complete elaborate details of all the levels of life, love and life. Through Jens, the real life and the real life situations that occur in the daily life, we find Jen portraying the same effect (Seto, Lu, and Ming). Li mu bai is not only an accomplished swordsman but also a martial artist and a main character in the film. He has a sword, The Green Destiny Sword, which is a renowned sword due to its superiority in a fight as well as its grace. The sword has been for about 400-years of which it has some special powers. His artistic martial arts were at a high level and he had practiced in the Wudan School of sword fighting which is well known throughout China. Unfortunate for him, he has been trying all through to find the person who murdered his master, whom Jade Fox had killed. This being his target mission was for him to complete his destined life, and all that he goes through, the training, the fights and all the obstructions that he has faced in his life are solely related to the special sword. He fails to find the person and he is tired of the continuous fighting of search where he resorts to rest and live the ways of a warrior. It is then that he decides to hand over the sword to Yu Shu Li en so that she could deliver it and present it like a gift to one of their friends known as Sir Te. Li Mu Bai explains that the sword has or holds too much memories of his past and thus his wish is to retire in peace. However, it li mu bai loves Shu lien and that is not deniable because both have feelings for each other though they never acknowledge it or act it out (Seto, Lu, and Ming). Shu-lien is as wudan expert and a martial artist. She was married to Meng, the classmate to Mu bai and who was murdered in the

College Education Essay Example for Free

College Education Essay Assignment: Should a college education focus on cultivating and encouraging the imagination of students or on teaching basic facts and standards so that we all share a certain amount of common knowledge? Katherine Paterson once stated in The Spying Heart, â€Å"Our fundamental task as human beings is to seek out connections—to exercise our imaginations. It follows, then, that the basic task of education is the care and feeding of the imagination. Our task as teachers and writers, artists and parents is to  nourish the imagination—our own and that of the children entrusted to our care. † This means that our goal as human beings is to build their imagination. The the job for education is to feed the imagination. An adults job is to help the children to build their imagination. A college education should focus on cultivating and encouraging the imagination of students instead of on teaching basic facts and standards so that we all share a certain amount of common knowledge. One reason why a college education should focus on building imagination is because dreams  are stronger than facts. Albert Einstien once said, â€Å"The true sign of intelligence is not knowledge but imagination. † Also Robert Fulghum states in his book, All I Really Need to Know I Learned in Kindergarten: Uncommon Thoughts On Common Things, â€Å"I believe that imagination is stronger than knowledge. That myth is more potent than history. That dreams are more powerful than facts. That hope always triumphs over experience. That laughter is the only cure for grief. And I believe that love is stronger than death. † If Dr. Martin Luther King Jr. Did not dream and was based only on facts, I dont think the United States would have been the same. This is why colleges should focus on the imagination of their students and not how much they know. Some people believe that college should solely be based off facts and knowledge. Aristotle once said, â€Å"All men desire knowledge†. But is that knowledge needed to live life. The students should learn what they are majoring in, but should also use imagination to a class or two. Remember â€Å"education is the most powerful weapon which you can use to change the world†.

Stem Cells :: essays research papers

Photo courtesy University of Wisconsin Board of Regents Microscopic 10x view of a colony of embryonic stems cells (The stem cell colonies are the rounded, dense masses of cells.) Meriam-Webster defines stem cells as: an unspecialized cell that gives rise to differentiated cells. This means the can turn into any cells the body is in need of .Their almost limitless potential has made stem cells a significant focus of medical research. Imagine having the ability to return memory to an Alzheimer’s patient, replace skin that was lost during a terrible accident or enable a wheelchair-bound person to walk again. But before scientists can use stem cells for medical purposes, they must first learn how to harness their power. They can't treat disease until they learn how to manipulate stem cells to get them to develop into specific tissues or organs. A stem cell is essentially the building block of the human body. The stem cells inside an embryo will eventually give rise to every cell, organ and tissue in the fetus's body. Unlike a regular cell, which can only replicate to create more of its own kind of cell, a stem cell is pluripotent. When it divides, it can make any one of the 220 different cells in the human body. Stem cells also have the capability to self-renew -- they can reproduce themselves many times over. There are two types of stem cells: embryonic stem cells and adult stem cells. Embryonic stem cells come from an embryo -- the mass of cells in the earliest stage of human development that, if implanted in a woman's womb, will eventually grow into a fetus. When the embryo is between three and five days old, it contains stem cells, which are busily working to create the various organs and tissues that will make up the fetus. Adults also have stem cells in the heart, brain, bone marrow, lungs and other organs. They are our built-in repair kits, regenerating cells damaged by disease, injury and everyday wear and tear. Adult stem cells were once believed to be more limited than stem cells, only giving rise to the same type of tissue from which they originated. But new research suggests that adult stem cells may have the potential to generate other types of cells, as well. For example, liver cells may be coaxed to produce insulin, which is normally made by the pancreas.

Elementary Education Essay

Reading Comprehension -The student uses a variety of strategies to comprehend grade level text; Strand: Reading Process Listening and Speaking – The student effectively applies listening and speaking strategies. Informative – The student develops and demonstrates technical writing that provides information related to real-world tasks. Benchmark: LA. 2. 1. 7. 3. The student will summarize information in text, including but not limited to main idea, supporting details, and connections between texts; LA. 2. 5. 2. 4. The student will listen politely to oral presentations by classmates. LA. 2. 3. 1. 1. The student will prewrite by generating ideas from multiple sources (e. g. , text, brainstorming, webbing, drawing, writer’s notebook, group discussion, other activities); LA. 4. 4. 2. 5. The student will write simple directions to familiar locations using cardinal directions, landmarks, and distances, and create an accompanying map. Grade Level: Grade 2 Objectives: 1. Using the book The Trumpet of the Swan, the class will understand the main idea of the story by reading, listening and students discussion. 2. Basing on the journals of Louis in the Trumpet of the Swan, the class will come up with their very own journal writing. 3. Using the given information in the book The Trumpet of the Swan, the class will make a map of the main character’s travels and adventures. Activities: Before reading: 1. Ask the class if they know what a journal is and if they have ever written one. 2. Tell the class you are going to read them a story entitle The Trumpet of the Swan. During reading: 3. Read the Trumpet of the Swan. 4. Show a map of Canada and point important spots that are mentioned in the Trumpet of the Swan. 5. Show a sample journal and explain how to write and what to write. After reading: 6. Ask the class to read Sam’s poem and summarize the text and identify the main idea of the poem (Reading). 7. Ask the class to write a journal about nature (Writing). 8. Have the class make a map of Louis’ travels and adventures including all the important spots in Canada, Montana and the Northeast (Visually Representing). 9. Have the class discuss the book by having them share their favorite part and ask questions like the following: How to behave in the woods if you want to appreciate nature, what are their stand on the ethics of Louis’ father, why is there a need for Serena to hear the beautiful song of her mate, does anyone identify with Applegate Skinner? Or have someone recite a part of Sam’s poem (Talking/Speaking). 10. Ask the class to listen when a classmate recites a poem and identify the main idea of the poem (Listening). Assessment of Writing Development: The 2 ways of assessing a student’s writing development are Rubrics and Portfolio assessment. ? â€Å"Rubrics are tools teachers and students use to evaluate and classify writing, whether individual pieces or portfolios. They identify and articulate what is being evaluated in the writing, and offer â€Å"descriptors† to classify writing into certain categories (1-5, for instance, or A-F). Narrative rubrics and chart rubrics are the two most common forms† (UNL|FLWI, 2008). ? Portfolio assessment is the collection of students’ work over time reflecting their progress, efforts and achievements and teachers based it on the following items: â€Å"students’ Projects, surveys, reports and units from reading and writing Favorite poems, songs, letters, and comments, Interesting thoughts to remember, Finished samples that illustrate wide writing, Examples of writing across the curriculum, Literature extensions, Student record of books read and attempted, Audio tape of reading, Writing responses to literary components, Writing that shows growth in usage of traits, Samples in which ideas are modified from first draft to final product, Unedited first draft, Revised first draft, Evidence of effort, Self-evaluations, Writing that illustrates evidence of topic generation† (Hurst, 2009). Assessment of Grammar Skills: You can informally assess children’s grammar skills by: ? Reviewing children’s work on relevant pages in their Student Books, handwriting sentences they copied during Daily Routines, and especially their own independent Quick Writing. ? Another method is by â€Å"formal graded assessments such as quizzes, selected homework activities, and in-class tests† (Porter and vanDommelen, 2005). Assessment of Spelling Skills: The two ways of assessing the students’ spelling skills are observation and analysis of the work samples. ? Observation can be done in the classroom by observing the students as they write and as they try to use words that are beyond their ability level. It is important that observation be supplemented later with the students’ work samples and it should be done in a systematic way. ? Analysis of the work samples is an assessment of students’ â€Å"spelling ability from examination of samples of their unaided writing† (Westwood, 2008). These â€Å"samples can be taken from students’ exercise books, test papers, and language arts portfolios† (Fiderer as cited in Westwood, 2008). THE SPELLING PATTERNS: 1. Blends: are 2 or 3 letters combined to form a distinct spelling sound. Examples are : -br- in brown and break and -fr- in fry and freeze 2. Digraph: A group of two successive letters whose phonetic value is a single sound. For example, EA in BREAD, CH in CHAT, or NG in SING. 3. Diphthong: the union of two vowels, pronounced by a single impulse of the voice; as, ea in beat, ou in sound. 4. R-controlled vowels: When a vowel is followed by an r, it makes a special sound. These are called r-controlled vowels, or r-colored vowels. Examples are /ar/ sound as in car, /er/ sound as in butter. 5. Long vowel: a sound which is the same as, or very similar to the letter name of one of the vowels. Examples are /a/ as in gate, /e/ as in need. 6. Short vowel: Are vowels of shorter duration. Examples are short /a/ as in bat, short /e/ as in bet. 7. Contraction: is a word made up from a verb and another word where an apostrophe takes the place of any letters that are left out. It can be positive contraction or negative contraction. Examples are: aren’t – are not and here’s – here is. CUING SYSTEM: 1. Semantics — the study of the development and changes of the meanings of speech forms. Semantics is also a study of the process by which meaning is derived from symbols, signs, text, and other meaning-bearing forms. 2. Syntax — the conventions and rules for assembling words into meaningful sentences; syntax varies across languages. 3. Graphophonic — Refers to the sound relationship between the orthography (symbols) and phonology (sounds) of a language. 4. Phonological awareness — The understanding that speech is composed of sub-parts — sentences are comprised of words, words are comprised of syllables, syllables are comprised of onsets and rimes, and can be further broken down to phonemes. Cuing Strategies â€Å"Used by effective readers to figure out unfamiliar words and to make meaning, cuing strategies include knowledge of syntax, semantics, words and word meaning, and graphophonics (letter/sound associations). Teachers can guide students to use cuing strategies by reminding them to ask themselves, did it sound right? Did it make sense? Did the word look right? † (Teacher Resources, 2002). References † Advice for Teachers: Assessing Student Writing. † UNL | FLWI. 2008. 03 Apr. 2009 . Porter, Patricia, and Deborah VanDommelen. â€Å"Integrating Assessment with Grammar-for-Writing Instruction. † CATESOL: California Teachers of English to Speakers of Other Languages. 2005. 03 Apr. 2009 . Hurst, Carol Otis. â€Å"Portfolio Assessment in the Reading-Writing Classroom. † Carol Hurst’s Children’s Literature Site – Reviews and teaching ideas for kids’ books. 03 Apr. 2009 . Westwood, Peter. What Teachers Need to Know about Spelling. Aust Council for Ed Research, 2008. â€Å"Teaching Reading: Lens on Literacy. † Teacher Professional Development and Teacher Resources by Annenberg Media. 2002. .

Comparing and Contrasting Clinton and Connerlys Speeches...

Comparing and Contrasting Clinton and Connerly s Speeches on Affirmative Action Bill Clinton was the 42nd President of the United States. Elected in 1992 and again in 1996, Clinton served as President until January of 2001, when George W. Bush became the 43rd President. Ward Connerly is the founder and chairman of the American Civil Rights Institute. He has gained national attention as an outspoken advocate of equal opportunity for all Americans, regardless of race, sex, or ethnic background. In this paper, I will discuss the position of these two politicians from affirmative action, I will highlight how each of them thinks about affirmative action, whether he sees it beneficial or harmful to the American society, and how he argues to†¦show more content†¦He blamed this divisiveness on those who believe that skin color and gender should entitle certain groups of people to some benefits while denying them from other for no reason but racial preferences: Do we not believe it was divisive when those from an earlier period said slavery was immoral? Was it not divisive when our nation s people fought among themselves over this very issue? Was it not divisive when we sent troops into Montgomery and Selma, Alabama to protect the rights of people like Rosa Parks and James Meredith to ensure their right to sit wherever they wanted on a bus and to attend a college that wasn t segregated? Yes, those were divisive times. But the seeds of division are not planted by those of us who seek to eliminate racial and ethnic preferences; they are planted by those who believe that our skin color and gender and how we spell our last names should entitle us to the harvest of diversity ― college admission, government employment, and contracts. (Connerly 5) Clinton began to give many examples of discrimination practices that used to happen as early as 1960s. He explained how blacks was denied attending segregated schools and universities, how the streets in black neighborhood weren t paved, and how the restrooms were marked WHITE and COLORED even in courthouse squares. Most of the powerful positions and even decent jobs were limited to white men: Thirty years ago in this city, you didn