Analysis of various forms of Anarchism

Analysis of various forms of Anarchism Free Online Research Papers Anarchism. It’s a subject of intense interest, especially among people of more liberal standpoints. There are those of the persuasion that says that human beings can exist without some appearance of a central governing body. This ideology says that human beings can police themselves and are fully capable of living without prejudice towards any other living being. The anarchist belief in a cooperative society is a wonderful theory, putting much faith in human character. Unfortunately, with the current state of human reaction, I would have to strongly disagree with this confidence. First and foremost, it should be stated that anarchism is a very commonly used misnomer, generally attributed to someone who uses chaotic, and often times, destructive means to rebel against a chosen political standpoint, generally one which said person feels undoubtedly has been corrupted. They (that is to say, the anarchist) are often considered non-patriotic, standing against all forms of judiciary structure. Most think of anarchists as wanting nothing more then to cause the break down of human society, leading us to a proverbial â€Å"dark age,† where you have no claim over anything you cannot maintain with force. Still other’s think of them as rabble rousers, indulging in drugs, sex, alcohol, and a hedonistically unclean lifestyle, with no regard for safety. The truth is much less sinister. The word anarchy is derived from the Greek words â€Å"an,† meaning without, and â€Å"archos,† meaning leader, governance, or ruler ship. In essence, it does mean a break down of human society, but not to a state of absolute depravity, simply to a much more primitive, simplified state. The process of a removal of all governing bodies, either religiously, politically, or economically, is a definite cause of the anarchist movement, while the maintaining of ones self image is also an important aspect of many of the various types of anarchist progression. Anarchism, and what it means, is a highly debated topic, especially among the different architectures of anarchism. These organizations are all different and in each group there are many different views on what the true meaning is. Some of the more prominent of these configurations of thought include, but are not limited to; Anarcho-Collectivism, Anarcho-Communism, Anarcho-Syndicalism, and Individualist Anarchism. Anarcho-Collectivism, an early 19th century anarchist doctrine, supports the abolishment of the state and private ownership of the means of mass production, instead wishing to give ownership to the producers (those who actually create the product). Worker’s would be compensated on the basis of how much labor they put into the mass production of the product. The creation of this movement is most commonly affixed to Mikhail Bukanin, the First Internationals, and the early Spanish anarchist movement. The name we now use, collectivism, was first coined to separate the collectivist anarchists form the state officials who were associated with Karl Marx. A problem that should be noted with this particular branch of anarchism is the fact that who dictates the amount of compensation per labor hours? Also on that point, who dictates what kind of labor is worth exactly how much compensation? If you have a council gather and speak of the value of wages and labor, then you default as a republic, and you automatically fail at the abolishment of state. The same can be said for if you choose to have all individuals vote on the amount of wages and compensation of labor, except you are a democracy instead of a republic. On the later, you have someone making the decisions for you, completely over riding the concept of lack of governing body. On the other hand, if you have all members vote, then who shall make sure the vote was honest and fair? If you choose people to watch the ballots, then you are in the same quandary as you where in the beginning, and you have made no progress. Volunteers would work, but then who would watch their actions, to make sure they weren’t tipping the proverbial scale? Anarcho-Communism is similar in several ways to the fore mentioned Collectivism approach, adding the abolition of capitalism. It does so by using a network of voluntary associations to allow everyone free to satisfy their own needs. It stresses egalitarianism (equality in all things, from wages to economic position), believing that every human being is equal, no matter race, age, or gender. This belief includes that all people who do the same career should be paid the same wage. It also believes in the distribution of wealth based on personal need. Anarchist Communists are commonly called libertarian communists. This is due to the two groups very similar beliefs. However it is good to note that while all anarchist communists are libertarians, not all libertarian communists are anarchists. What distinguishes the two groups is that anarchist communism has an opposition to all forms of political hierarchy. Any form of communism is flawed in one fact: It leaves no reason for improvement. If you knew you could get the same wage for repairing automobiles as a man with twenty years experience, a certification in the field, and a college education, then most human beings would rather not bother with the post high school training, if high school was even a requirement. Its also flawed in the fact that it gives no reason to excel. If mediocrity is awarded the same as excellence, then why be excellent? Personal satisfaction only goes so far with most people. The distribution of wealth based on personal need is conceptually sound, but ultimately flawed as well. Who would dictate need? As above, any group of people chosen to make decisions is a governing body and who can tell if the volunteers who watched the ballots aren’t crooked? Anarcho-Syndicalism is a branch of anarchism focusing on the labor movement, which supports the creation of unions and uses the labor unions as a replacement for capitalism and state. After usurping these forms of economic and political oppression, they wish to replace them with democratically controlled unions with the hopes of putting power back into the workers. They seek to abolish the wage system and in the process hope to remove division of social classes. Oddly enough, Anarcho-syndicalism is viewed as a anachronism (something that doesn’t belong in the time it is presented). However, the belief remains a popular and active school, and has many supporters. They also have many currently active groups. Many anarchists argue that this belief is more of an anarchist social structure then an economic system.. The problem with this is the use of the unions. In electing officials to represent you in the union, you have created a governing body, and a potentially one dangerous at that. They have the power to dictate wages, benefits, and hours. They could easily abuse their powers and blackmail, or bribe, people. If they did abuse their powers, the general populous would of course strike, but history has shown that there are people willing to take advantage of the situation, known as â€Å"scabs† (non-union workers) The tradition known as Individualist Anarchism is known for its emphasis on individual sovereignty (the belief that only you have control over you) and non-aggression principle (the belief that to initiate violence is wrong). It is also against all forms of capitalism and emphasizes ones self over the group. This last part makes it in conflict with socialist anarchism, which believes in the betterment of all (rather then the self). There is also a belief that you have the right to be petitioned to buy from multiple vendors of an item you are interested in. Individualist anarchism is the form of anarchism most prevalent in the United States. This is one of two branches of anarchism considered to be the main one, with the other being collectivist. This particular class of anarchism is sometimes seen as an evolution of classic liberalism, and is often called â€Å"liberal anarchism.† Many anarchists who follow this particular train of thought follow the â€Å"law of equal liberty,â€Å" a belief that whatever makes man happy is good, and whatever makes man sad is bad, and the pursuit of that is a human right. It is also said in this doctrine that if you interfere with another’s pursuit of said happiness, you have overstepped and abused that right. There are several offshoots of individualist anarchism, the most common of which would be anarcho-capitalism. This is the form of anarchism that most people find most easy to follow, but most fail to see the inherent problems in their chosen belief. In accentuating the self over others, you are in essence placing yourself above all others, something that anarchists generally frown upon. The belief that you are better then someone else just because you are you is an assault to the beliefs of most anarchists, who (usually) believe that everyone should have a fair chance at life. It should be noted that a constant problem when using the classifications listed above, and the many others attributed to anarchist beliefs, is the complete lack of uniform opinion on what the true beliefs are. If you fill a room with two thousand anarchists you will have two thousand very different opinions. This is a cause of endless frustration to scholars, causing much debate on the topic. Fundamentally, there is a flaw in all types of anarchism. If you have a lack of authority, then are there no laws? If there are no laws, then you merely have survival of the fittest. People are tempted by what others have and this causes them to lash out with greed. People also have a tendency to fear what the do not, or refuse to, understand and that which they cannot control. This causes mass hysteria, making people react in ways that they would normally abhor, (i.e, Salem witch burnings and the Catholic Inquisition). The way people react means there would need to be someone who could keep the perpetrator from hurting anyone and anyone from hurting the perpetrator. In so doing you would have to establish a law system. This system of legislation would need marshals to enforce the laws. From there you would need taxes to pay for the training of these wardens. After that you would have to set up someone to keep track of the taxes, and the road would continue on. It would eventually lead to the creation of a governing body. The real problem arises when you consider the social impactions of an ungoverned land. People generally act in a way that benefits them, with mild to no concern of those around them. This action leads people to react in a way sometimes referred to as â€Å"dog-eat-dog,† especially in situations where they view a possible gain or have no reason to be courteous. If someone came to your house with the intent of robbing it, how would you react? Most would defend themselves, but if they were over powered, the attacker would take anything and everything they wanted, and you could do nothing. Eventually this would lead to much vigilantism, which would in turn lead to people killing others, sometimes without proof of any misdeed. From there it would grow, until a form of control was brought to them, ending the warranted and unwarranted killings. In the end, anarchism would revert to some other form of governance. It might be a republic, if there is a need for representatives to be the eyes and ears of the people. It might be a dictatorship, as the strong and persuasive take power over the docile. It might be a democracy, in which every person gets a say and has their voice heard. Ultimately, however, an anarchist world, country, or even village, would not last. The volatile nature of human beings, coupled with there want for bigger and better possessions, has made it so we are eternally going to have the proverbial â€Å"Big Brother.† What we need to consider as a species is quite simple. Why can’t people come together in harmonized unity, without the need for some overpower? Why are we unable to govern ourselves? And, most importantly, why can’t there be a need for peace, instead of a need to be better then all those around us? 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Fun and Simple Mothers Day Activities for School

Fun and Simple Mothers Day Activities for School Moms are magnificent! To help celebrate all the things these wonderful women do, we have compiled some Mothers Day activities. Use these ideas to help your students show their appreciation for the terrific women in their lives. Fun Fact: Mothers Day dates back to the early 1800s. President Woodrow Wilson was the first to annually recognize this day as the second Sunday in May. Bulletin Board This show-stopping bulletin board is the perfect way to show appreciation to your students mothers. Title the bulletin board Moms Are Special and have the students write and illustrate why they think their mom is special. Add a photo and attach a ribbon to each students piece. The result is a stunning display for all of the moms. Tea-rrific Moms A perfect way to celebrate Mothers Day is to treat all of the mothers to a tea party to show them how terrific they are. Invite each mother to the classroom for some afternoon tea. Have students make each mother a card. On the card write, You are...and in the middle of the card, Tea-rrific. Tape a tea bag onto the inside of the card. You may wish to compliment the afternoon tea with fun appetizers, such as mini cupcakes, tea sandwiches or even croissants. Sing a Song Teach your students a special song to sing to their mother on Mothers Day. Here is a collection of the top songs to sing for the mothers. Write a PoemPoetry is a wonderful way to have your students express their love and appreciation for their mothers. Use the following word list and poems to help your students come up with a poem of their own. Use this list of words to help you create a poem, worksheet or creative writing activity.A collection of classic poems to print and attach with a gift or craft. Printable and Homemade Cards Cards are a wonderful way for children to express their feelings and show their mothers how much they care about them. These cards are great when youre short on time; just simply print out, have your kids decorate or color them and then sign their names.

American History Assignment Example | Topics and Well Written Essays - 500 words - 2

American History - Assignment Example The subsequent American Revolution saw the emergence of the new and proud country, confident of carving an area for themselves, which eventually resulted in the formation of the United States of America. This rightful fight against oppression and the subsequent and successful expansion across geographical areas in North America became ordained as a part of ‘manifest destiny’ was first coined by journalist John O’Sullivan in 1839. According to him, â€Å"It is so destined, because the principle upon which a nation is organized fixes its destiny, and that of equality is perfect, is universal. It presides in all the operations of the physical world, and it is also the conscious law of the soul -- the self-evident dictates of morality, which accurately defines the duty of man to man, and consequently mans rights as man† (O’Sullivan). Sullivan’s words actually provided a justification and even motivation for the expansion based on principles of â⠂¬Ëœduty of man to man’ that it sort of became a divine right to encroach upon and conquer areas that did not adhere to this principle. In the words, it formed the right to take control of any territory and allow people who believed in freedom to populace it. But, from the words of Owsley and Smith, this divine right had degraded to the extent of ‘might is right’ as seen in subsequent events. According to the authors, â€Å"the natural right of expansion, however, unquestionably lay in the power to conquer. What ultimately made expansion not only possible but apparently inevitable was not some transcendent destiny but rather the absence of a powerful neighbor to check its progress† (Owsley and Smith, 1997, p.10). It is true that the United States has become a powerful and unified entity as a nation due to this concept. The failure of Soviet Union as a unified nation, and the embracing by China, capitalistic principles, have proved that the policy of freedo m of individuals

IRIS module Essay Example | Topics and Well Written Essays - 500 words - 1

IRIS module - Essay Example As the principal, she is held accountable for the outcome; an issue that seems to have confused her, she doesn’t know where to begin. The results have created trouble for the institution as could be read from Ms. Flores statement. Examination or test scores that are used to determine sanctions or punishment in general, accolades, graduation or promotion for students and compensations best describe what high stakes are. According to Ms. Flores, the tests were meant to be used in determining the best school at the district level and grading for students. It was an important decision; knowing the best school in terms of academic performance and accountability for the school administrators. The test was also to be used for promoting students to the next level; that is indicated when she categorically stated that students with disabilities are going to be left behind. These are the reasons why she (Ms. Flores) describes the testing as high stakes. High-stakes testing are relevant to both general students and students with disabilities. However, knowing the weakness in a student with a disability may be difficult compared to general students (students without disabilities). The test will enable the teachers to know the weakness in the students and come up with appropriate solution to help them improve. The test helps in measuring how well the students with disabilities learn; therefore can be used to strengthen and improve overall academic standard of the institutions. It is the responsibility of every teacher to ensure that the student get the required knowledge in the classroom. In this case, the teacher is responsible for the students’ performance since he/she is authorized to give the knowledge. The process of giving the knowledge to the student is done through following the accepted professional standards that meet the demand of accountability. The teachers

Pollution and Environment Essay - Man Has No Responsibility to the Envi

Man Has No Responsibility to the Environment Since the 1960s, questions concerning environmental ethics have loomed large in the public awareness. At the heart of all of these questions is one single issue that has caused confusion among many people involved in this controversy. There has been much debate on this issue, but little has been fruitful, and this can in part be blamed on the fact that the debate is of a particularly low quality. Much of it has been of the name-calling, conclusion-with-no-justification-spewing variety. The central problem with the environmental debate is that the debaters engaged in attempting to provide solutions to these issues do not agree on the humanity's place in the natural order. Rather than dealing with this core issue, however, the debaters debate only on incidental issues which proceed directly from the central problem. This central question is "How shall we relate to, or deal with, the environment?" Environmentalists frequently answer that we should, in some sense, live in harmony with nature, or respect the rights of natural beings, such as trees, birds, mountains, and rivers. In this essay, I present an opposing viewpoint: I propose that there are no moral obligations which direct how "humans" should deal with the environment, because the concept "human" is an arbitrary class with no real meaning. The problem with this environmentalist viewpoint is that the presupposition that there is some radical difference between humans and other animals is inherent in the position. Environmentalists suppose that there is something that puts us in a privileged position compared to the rest of nature. In fact, there is not. Humans have the same drives as other animals. In this respect, a... ...definition of "humanity" have to do with how "humanity" should relate to the environment? The answer is that there is no particular set of rules that "humanity" should follow in relating to the environment. Certainly, there are some things that would be "good" for "humanity," and other things that would be "bad," depending upon how you define these concepts of "good," "bad," and "humanity." And certainly, some things would be better for the ecosystem than others, depending upon how you define the "good of the ecosystem." But it is impossible to argue that "humanity" should be responsible for shepherding the ecosystem, or for staying in a certain place in the ecosystem, because there is no natural and proper place for "humanity" -- "humanity" is an illusion, an arbitrary group of "animals." There are no moral considerations that apply to "humanity" as a whole.

Do Child’s Shoe Size Increase with Age

Do Children’s shoe size increase in age? IntroductionI teased apart from my evidence relevant data collected three important bits of information being, age, shoe size and gender I then gathered the data and evaluated the information after converting it into tables, graphs and charts. I gathered data from various ages, with various shoe size. Using evidence to understand and conclude which hypothesis is the most accurate. I understood the frame work of my report and from prior knowledge I already had a thesis of my own. Using mind mapping I created Ideas for obtaining relevant data. AimThe aim of my investigation is to have obtained enough relevant data to confirm the most accurate hypothesis and reinforce my argument. The evidence needs to be clear and precise and specific points summarised. Hypothesis and Null HypothesisHypothesis- Do children’s shoe size increase with age? Null hypothesis- As children get older their shoe size do not get bigger. MethodI devised a simple short questionnaire to obtain three important parts of information, gender, shoe size and age. All participants were sixteen or under I received consent from themselves or their parents and explained the reasons for my research. I then transferred the data into a tally chart and calculated how many participants have what size shoe. I then displayed the data into a barchart, pie chart and a scatter graph. I used various ways of working out the averages. Participants ages ranged from ten years of age to sixteen years of age, their shoe size ranged from a children’s size thirteen to a size seven. MethodTo obtain my evidence I devised a questionnaire and explained to participants if I could ask them three short questions to complete my report. The selected questions I chose I felt would be enough to put a report together, to observe a trend and to confirm statistics. Participants I asked thirty participants ranging from ten years of age to sixteen years of age, male and female with shoe sizes verying from a childs size thirteen to a size seven. I asked equal amount of female participants to male participants. MaterialsEach participants where asked if they were happy for myself to ask three simple questions reference to their age, gender and shoe size. Younger participants guardians were also asked if they were happy for me to ask their childrens questions from my short questionnaire. All participants I knew personally, they were either friends, relatives or work collegues. Each questionnaire displayed ‘Thank you for completing this short questionnaire’?Do children’s shoe size increase with ag eI disected the data into sections to understand, firstly the average shoe size overall, having relevant information allowed me to devise charts, graphs and tables to evaluate whether shoe size increase with age. DiscussionI feel the range of age could be better as I had no knowledge of the children’s age before the questionnaire was completed by them which altered my results. The results clearly supported the Hypothesis. Some results I would not have predicted for instance a thirteen year old boy with size seven shoe. Certain factors such as gender may have affected my results, some of the participants were teenagers and were probably experiencing growth spurts especially male participants as some results were quite surprising as mentione previously. I asked thirty participants which I felt was enough children to have enough date to devise a report maybe the range of the participants ages may have given me an interested twist to the Hypothesis. If I was to complete my studies again I would probably have a larger range of the participants age, I feel that the equal amount of male and female participants provided a fair report. ConclusionAnalyzing my findings I can see that the overal participants shoe size did increase with age, the Hypothesis seems to be correct. I feel I obtained enough data to understand if the Hypothesis was true or false. I can also analyze the most reliable average is mode. The average shoe size with in the participants age range of ten years to sixteen years is a size three.

Divorce And Unmarried And Single Parenting - 931 Words

Increase in Divorce and in Unmarried and Single-Parenting The rate of divorce rose sharply in the United States during the 1970s following the implementation of no-fault divorce laws in every state. In the last decade, the rate of divorce has stayed stable or diminished slightly. Most social scientists see this as a result, not of stronger marriages, but of the increased proportion of couples who choose to cohabit rather than marry. No record is kept of these relationships; neither their initiation nor their end is captured in official statistics. Race and social class both have a significant impact on the likelihood of choosing marriage over cohabitation, at least at the time when children enter the picture. Marriage rates continue relatively high among college-educated middle and upper middle class young white Americans, and are much lower among working-class Americans and among racial minorities (American Community Survey; The State of Our Unions). 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