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What are Tanner’s conclusions on critical Judgment Define the steps that facilitate the transition from a novice to an Essay

What are Tanner’s conclusions on critical Judgment Define the steps that facilitate the transition from a novice to an expert in critical thinking and critical judgment Why is paying attention to content important to developing critical thinking and critical judgment skills Safety is an important demonstration of critical thinking. What competencies does the Quality and Safety Education for Nurses require nurses to possess? What National Patient Safety goals involve patient safety? 5. Communication is important the practice of clinical thinking and clinical judgment. Define how you can communicate: Verbally Electronically Through use of tools such as SBAR and time-outs? 6. Care plan is a tool used in developing clinical reasoning and clinical judgment Why is care planning important? How does care planning affect nursing surveillance? How does nurses use TACIT when monitoring patients? 7. What strategies can nurses use to:- Identify errors Stop errors Correcting errors 8. What are the principles of effective delegation? 9. Summarize the 10 strategies for developing clinical judgment? Resources: Text: Critical thinking, Clinical Reasoning, and Clinical Judgment. A Practical Approach. 5th edition ERIC database: http://eric.ed.gov/
University of Maryland Global Campus CyberTech Critical Analysis Paper.

I’m working on a data analytics case study and need a sample draft to help me study.

Early one morning at work, CEO Alice Johnson asks if you have a moment to chat. I need your expertise and advice on a complicated situation for the company regarding an international hacking lawsuit. In her office, Alice explains that CyberTech is serving as the cyber forensics consultant for a law firm handling the suit from a 2015 hack of the Office of Personnel Management, OPM. The OPM hack compromised background information on millions of workers. In a related case Anomalous, a non-US gray hat hacking group suspected in the OPM breach case, is claiming that US-based Equation Set attempted to hack its facilities. So we have a non-US and a US set of test hacker groups involved. With Anomalous, the non-US group, being a client plaintiff in one case against Equation Set, the US group, and as a suspect in the OPM breach. But Alice then outlines why the case is problematic. Along with the OPM victims, CyberTech represents clients from some of the OPM breach suspect companies in unrelated cases, which could appear to be a conflict of interest. This could affect the way our company is perceived by others. We need to maintain our image as an unbiased cyber security consultant. Should CyberTech remain on both the OPM breach investigation and the overseas case at the same time? Or should we drop one of the cases? Apply your critical thinking and analytical skills to figure out what happened what we know and don’t know, and how the company might remedy this situation. I’d like a paper by the end of the week with your recommendationsIn this project, you will address a case study that intentionally does not give you enough detail for you to quickly resolve the issue. This is meant to enable you to use the processes of critical thinking to reach conclusions. Given the gaps in information provided to you, you will identify what you know, what you don’t know, and what questions you need to ask as you start your investigation of the facts of the case. The process is designed to encourage clear thinking and to help you to identify potential cognitive traps that could derail well-reasoned conclusions.There are six steps that will lead you through this project. Most steps of this project should take no more than one hour to complete. Begin by watching the video above, which introduces the project you will be doing as it might occur in the workplace, and then continue with Step 1: Prepare to Think Critically.Step 1: Prepare to Think Critically In this first step, you will prepare to respond to your boss’s request for an analysis of a problem in your organization. You realize that this will require careful thinking. So, you take time to review the process and to engage in critical thinking and analysis.When you have finished your review of the learning resources, you will move on to the next step: identifying the problem.Step 2: Identify the Problem Now that you’re prepared to think critically, it’s time to analyze the situation. Remember the direction from your CEO is to analyze the situation and advise on the two lawsuits. Review the video or transcript in Start Here as needed.A suggested area of focus is to determine if a conflict of interest would exist in handling the two cases that might be related, and advise how to proceed.Outline the points that you want to make in the first two sections of your paper (introduction, explanation) and draft those sections.Next, it’s time to analyze the information.Step 3: Analyze the Information Now that you have some understanding of the nature of the breach and the parties involved, it’s time to gather and analyze information. The problem analysis resources will further aid your analysis and development of the third section of the paper.Outline the points that you want to make in Section 3: Analysis of the Information of your paper, and draft that section.In the following step, you will consider other viewpoints, conclusions, and solutions.Step 4: Consider and Analyze Other Viewpoints, Conclusions, and Solutions Once you have completed your analysis of the incident, the next step is to analyze alternative viewpoints, conclusions, and solutions. To do this, you will need to apply ethical decision-making and reasoning. Also, read the highly recommended Randolph Pherson’s “The Five Habits of the Master Thinker,” a paper written for intelligence analysts, but applicable to all analytical thinking and reasoning.Outline the points that you want to make in Section 4: Analysis of Alternative Viewpoints, Conclusions, or Solutions of your paper, and draft that section.When you are finished, move to the next step, which involves developing conclusions.Step 5: Develop Well-Reasoned Conclusions You considered alternative viewpoints in the last step. Now you’re ready to develop personal conclusions and suggest remedies so that your boss is well-equipped to brief leadership about the situation.Remember, you may need to consult outside references, but this is not a research paper. It is more investigative in nature about the facts of the case. Cite outside sources carefully.Now, outline your argument and draft Section 5: Conclusions and Recommendations, the final sections. Your boss is expecting to receive a concise, focused paper to prepare for further meetings. Stay to the main points, although you may have more facts to answer any questions. You will submit your paper in the final step.Step 6: Submit the Critical Thinking Paper The final paper should be no more than five double-spaced pages, excluding the cover page and references page(s). Organize the paper in accordance with your preparatory steps, using these subheadings:IntroductionExplanation of the IssueAnalysis of the InformationConsideration of Alternative Viewpoints and ConclusionsConclusions and RecommendationsHere are some tips for success:Consider outside sources if they inform your case. However, stay on task.Use APA style for “in text” and reference citations. At this point, your citations should be error-free.Consider these best practices for a paper:An effective introduction that grabs the reader’s attention and sets the tone and direction for the rest of the paper;Supporting paragraphs that move the reader from the general introduction to the more specific aspects of your analysis;Body paragraphs that provide support; and,A conclusion that leads to a natural close to what you have presented.
University of Maryland Global Campus CyberTech Critical Analysis Paper

cool learn system.

NoTE: Go Through the Details and Prepare a spread sheet for cool learning system.In this case study, you have been hired to advise the Department of Education on a pilot project. Across the country, getting young people between the ages of 16 and 18 to remain interested in attending school and preparing for college is a big challenge. The department is concerned that this limited interest in schooling on the part of 16- to 18-year-old youths will have a negative impact on the country’s long-term development prospects, including a shortage of the skills needed by industry that will lead to reduced economic growth and increased poverty. In an attempt to encourage learning among people in this age group, the department has developed a new business model for learning that is specifically targeted to these youngsters. The new model of learning is designed to entice 16-to 18-year-olds to remain in school and has been advertised extensively in the media. It has also been branded and is called Cool Learning (this is a fictitious name). However, before rolling out Cool Learning across the country, the department would like to pilot it in two areas. The pilot will start in the coming academic year and will cover the selected two areas, whereas in all other areas, the current format (the Base Case model) of teaching will continue to be used.Follow proper APA format were applicable. Show your work for any calculations and cite any outside references used.we will focus on an options appraisal case study. In this case study, you have been hired to advise the Department of Education on a pilot project. Across the country, getting young people between the ages of 16 and 18 to remain interested in attending school and prepar- ing for college is a big challenge. The department is concerned that this limited interest in schooling on the part of 16- to 18-year-old youths will have a negative impact on the country’s long-term development pros- pects, including a shortage of the skills needed by industry that will lead to reduced economic growth and increased poverty. In an attempt to encourage learning among people in this age group, the department has developed a new business model for learning that is specifically targeted to these youngsters. The new model of learning is designed to entice 16- to 18-year-olds to remain in school and has been advertised extensively in the media. It has also been branded and is called Cool Learning (this is a fictitious name). However, before rolling out Cool Learning across the country, the department would like to pilot it in two areas. The pilot will start in the coming academic year and will cover the selected two areas,whereas in all other areas, the current format.The Base Case model is the current approach to learning, in which students attend high school for three or four years. We are specifically interested in what happens during the last two years of high school (the 16 to 18 year olds); at the end of which students who pass their final exams graduate and go on to college. The Base Case model has been used for years, and we know both average pass rates and the cost (to the government) per student. The cost is measured in terms of the amount of money spent by the government on providing learning. The benefit is measured in terms of the number of students and the pass rate (defined as the number of students who qualify to go on to college divided by the number of students).The Base Case key inputs are:  Cost per student in previous academic year Pass rate 7.2 COOL LEARNING PROGRAMThe Cool Learning model does not change either the content of the learning or the time it takes to complete it (two years). It simply repack- ages the learning in order to make it more attractive to the students or learners. It involves giving each student or learner an accountThis case study is what is often referred to as an options appraisal case, in which we are comparing multiple options or scenarios. In our case, we have two options to compare: Base Case and Cool Learning. Please note that the Base Case option is often referred to as the Do Nothing option and is always a possibility. Indeed, the Department of Education could decide that Cool Learning is not an option and so carry on with its current approach to learning.For each option, we need to evaluate the cost of that option, the number of students involved, and, based on an assumed pass rate, the number of students qualified for admission to college. Once these results are known, it will be easier to make an informed comparison of the two options.7.4.1 Base case ModelThe Base Case is the way learning at the high school level (that is, for students aged 16 to 18) has been carried out in the cCost per learner. Based on inflation forecasts, it is possible to project the historical cost per learner for Years 1 and 2. Success rate. This is assumed to be equal to the pass rate for the previous academic year. Funds available for learning. The budget that would have been spent on providing learning to the students using the Base Case model in those two areas is known. However, to ensure that we are comparing both options on the same basis, we will take the funds available for learning in the Base Case model as being those available with the Cool Learning model (discussed in the next section).Specifications Number of learners. This is calculated as funds available for learning divided by the projected cost per learner. Number of high school qualifications (or number of students qualified for admission to college). This is calculated as number of learners times the success rate. Cost per high school qualification. This is calculated as funds available for learning divided by number of high school qualifications.7.4.2 cool learning PilotThe Cool Learning model is the new apprAdditional implementation costs. In addition to the standard amount of funds provided for Cool Learning in each of the two areas, the department has provided further funding for addi- tional costs required to implement the new scheme. Success rate. This is assumed to be equal to the pass rate for the previous academic year. Note that Cool Learning is expected to increase students’ interest in learning, and so the pass rate should increase. But to be conservative, the pass rate is assumed to be identical to that of the Base Case model.Specifications Funds available for learning. This is calculated as the sum of the cost of learning and additional implementation costs, and it represents the total amount available for spending under Cool Learning. Since we are comparing the Base Case model with the Cool Learning model, both options will use the same funds available for learning. Cost per learner. This is calculated as the cost per learner under the Base Case plus the additional implementation costs bud- geted for Cool Learning divided by the number of learners. Number of learners. This is calculated as funds available for learning divided by the projected cost per learner. Number of high school qualifications. This is calculated as the number of learners times the success rate. Cost per high school qualification. This is calculated as funds available for learning divided by number of high school qualifications. Break-even success rate. One of the key questions you must help the department answer is what it would take for Cool Learning to be a worthwhile investment. One way of approaching this question is to think in terms of the number of qualifications achieved under the Cool Learning pilot. Ultimately, the depart- ment is looking to achieve a large number of high school graduates who are eligible to go on to college. And so in order for the Cool Learning pilot to be worthwhile, it will have to achieve at least the same number of high school qualifications as the Base Case. But we know that the cost per student for Cool Learning is higher than that for the Base Case becausein addition to the Base Case cost per student, we have to add the additional Cool Learning implementation cost per stu- dent. Therefore, in order to achieve at least the same
cool learn system

Spread of Islam in Europe in the Last Century Research Paper

Table of Contents Introduction Channels of Spread Conclusion Reference List Introduction Islam is becoming a popular religion in the world today after having spread all over the world and slowly becoming an acceptable religion. Islam is most dominant in Asia and the Arab world. However, in the last century, Islam has found its way into Europe. This paper will describe and highlight the history of Islam in brief and expound on how it has spread to Europe in the last century. Islam first became a religion about 1400 hundreds years ago in the regions near Persia and Byzantine (Ezzati, 2002). It was born in the Middle East but as a small religion, its followers had to embrace other cultural norms to survive hostility and keep the religion alive. During the reign of Prophet Mohammad, Islam spread slowly and peacefully. However, after the death of the Prophet, there was a division between the Muslim world, and the Prophet’s mission of peaceful spread of Islam abandoned when his successors formed army troops and began conquering territories (Ezzati, 2002). These troops conquered regions and converted every one under their rule to Islam. The troops acquired big territories and formed empires. The empires succeeded each other until in the late 18th century when colonialists from Europe destroyed them. These Empires included; Umayyad, Abbasids, Fatimids, Ghaznavids, Seljuqs, Safavids, Mughlas and Ottomans. The arrangement of the dynasties is in a chronological order of their existence and their power. Umayyad is the first and most powerful followed by the rest respectively (Malik, 2004). However, these empires did not conquer Europe. Actually, it is due to this fact that the remaining part will discuss how Islam found its way into Europe. Channels of Spread Islam spread throughout Europe in the last century through various channels, such as education and trade (Pauly, 2004). Islam merchants from the Muslim World travelled in merchandise ships to Europe. These merchants on arrival in Europe spread their faith to the European citizens who were willing to hear them and later converted them into Islam. These merchants being trade partners with Europe had the permission to build temporary mosques at the places they stayed when they were on trade missions. By doing this, they slowly spread Islam in Europe as they traded into the deepest parts of Europe (Pauly, 2004). The other major channel through which Islam was spread was through education and science (Abicht, 2008). This was because of the first university built in the Muslim world that made the West become eager to acquire this knowledge. Get your 100% original paper on any topic done in as little as 3 hours Learn More This university taught majorly Muslim contents and the Europeans who came to learn, also leant about the Muslim faith and would later spread it and teach the faith to the rest of Europe. Europe later built universities and gave scholarships to most of the Muslims students who upon arriving in Europe spread the faith to the other students. Apart from the above mentioned major channels, Islam developed rapidly in Europe after the First World War in 1924 (Ezzati, 2002). Islam rapidly developed during this period because it was during this time that most of the Europeans had occupied the Muslim World. Most Europeans who occupied the Muslim World assimilated the Islam culture and on return to Europe spread the Islam religion to the others left behind in Europe (Abicht, 2008). The other major way through which Islam has spread into Europe was through immigration (Pauly, 2004). Many Muslims migrated to Europe especially in the late 1950s throughout the 1960s to date. These Muslim immigrants went to Europe to pursue higher education or in search of better jobs. Later on, they acquired citizenship in the European nations. These immigrants later brought their families with them and the Muslim population has rapidly being growing in Europe (Malik, 2004). Some of the Muslims present in Europe today, first went there as asylum seekers. The Muslim culture and religion allows polygamy, so the husbands have several wives. This culture also allows girls to be married at very early ages promoting their fertility rates. Due to their high fertility rates, their population has greatly being increasing. The religion also has good cultural values, which are appealing to almost anyone who has interest in the religion. Therefore, after settling in Europe and continuing to practice their religion and culture, some of their Christians neighbors were pleased with the religion and converted to it. Additionally, some people converted to the religion out of sheer eagerness. As such, the religion has been spreading all over the region. In the early 19th century when Islam was young in Europe, the Christians began worrying leading to the break of Christians and formation of various Christian denominations especially the Protestants and Roman Catholics. The Protestants went ahead and split even further forming amongst them various denominations (Abicht, 2008). The division among the Christians left many Christians at that time confused on which side to follow. Islam emerging at this time gave a perfect opportunity for the confused Christians to convert into Islam. The main reason was that Islam advocates for one religion, which worships one Supreme Being who is Allah. This message reached the confused Christians who had questions as to why the Christians were splitting yet they worshipped one God. At the time of this confusion, Islam was the only religion to opt for. Many people converted to Islam during this period. The converts influenced their close associates to convert into Islam too, and this is among the many reasons and major ways that Islam spread in Europe in the last century (Malik, 2004). We will write a custom Research Paper on Spread of Islam in Europe in the Last Century specifically for you! Get your first paper with 15% OFF Learn More The other major reasons as to why Islam has spread rapidly in Europe over the last century are the changes in the Christian worshiping styles. During the introduction of Christianity, virtues were highly regarded and people were morally upright although not perfect. The Christians heard the teachings of the Quran, compared them with those of the Bible, and found them similar and they were left confused again, as to why Christianity was becoming more secular. Christianity was becoming a religion of only going to the church rather than practicing what the bible taught. This questions and realization by many Christians made them think otherwise about Christianity. These Christians realized that Islam entailed and practiced what it taught and in a search for a better religion, which was pure and more moral and holy; the Christians found themselves converting to Islam (Ezzati, 2002). Islam remains as the symbol for perfect architectural work because every component of this religion supports each other resulting to a religion of great balance and composition. In addition, it practices everything it teaches and postulates. These facts about Islam have attracted many Christians and pagans who have become converts and followers of the religion. The reason many people are converting to Islam is their knowledge of what Islam has to offer and the lack of confinement by culture since there is freedom of choice (Pauly, 2004). The other reason why Islam has been spreading all over Europe is because of its simplicity (Ezzati, 2002). Islam has a very simple doctrine that calls for the belief in one God creator of heaven and earth. Islam has simple instructions to humankind. it encourages mankind to utilize his God given powers to observe and make intellect decisions. These simple instructions have attracted many to the faith in Europe especially in the last century. The other reason why many people in Europe converted to Islam in the last century is after realization of the truth. After the Christian missionaries failed to conquer most of the Asian world, which was mostly Islam, they had to come back to Europe with the false information that Islam had spread by the use of the sword, the reason for the claim, is because of the major territories the Islamic empires had ruled. These missionaries had claimed that after conquering these territories, the people had to choose between Islam and death and as a result, they chose Islam. However, in the last century, people have become more educated and have read more about Islamic history. As such, they have realized that their empires were just like many other empires that existed in the world at that time and that converting to Islam was out of an individual’s choice. This revelation has removed and erased all the worries and fears that people had about Islam and the large numbers of converts see the result, especially in the last century. It is also important in this discussion to mention other channels that have lead to the rapid spread of Islam in Europe and especially North Europe, not initially invaded by any Muslims. These channels are three and considered to be among the fundamental factors that have facilitated the spread of Islam throughout Europe. Not sure if you can write a paper on Spread of Islam in Europe in the Last Century by yourself? We can help you for only $16.05 $11/page Learn More As mentioned earlier, immigration of Muslims was among the major factors, but immigration has resulted to three major channels that include Islamic organizations, Public Mosques, and infamous underground movements (Abicht, 2008). First, I will begin with the organization groups. Once the Muslim immigrants came into Europe, their population was minimal, and there were no mosques around them. This was in the early 1920s after World War 1 (Pauly, 2004). In an effort to preserve their religion, these Muslim immigrants formed small religious groups, which members could meet and worship together. It was in the estates where these immigrants stayed that the creation of these groups took place. However, the estate groups were not as influential in the spread of Islam as the Campus Islamic Preaching Organizations later formed in the late 1930s by the offspring’s of the immigrants (Ezzati, 2002). The few Muslim students who would invite other campus students to go and listen to their summons organized these preaching organizations in campus. The preaching groups would get involved in public debates with the Christian organizations and debate on the virtues and vices of their faith. The engagement in these debates made many campus students familiar with the religion, and the true meaning of a believer. Having in mind that peers, the conversion of some of the campus students, influence many campus students had impact on some of their friends who would later convert to Islam. Later in life, the students did not leave the religion at campus but adopted into their families and when they had their own families their children were born as Muslims and the trend has developed in that manner and Muslims who were native converts were slowly occupying most of Europe. The other channel that Islam spread over the last century in Europe was through public mosques (Malik, 2004). After acquiring citizenship of the various countries they had migrated to, the immigrants had to worship and as a result, they built public mosques in which they would worship. The Muslims would worship three times a day in their Mosques, as a requirement by the religion. In the mosque, the Sheik would preach and teach the faithful of what is required of them. These teachings not only taught the Muslim faithful but everyone who wanted to hear them also had the opportunity. It is true to note that in the early 1980s mosques had become a common phenomenon in Europe and that they were flooded with many youths. Although most of the youths were Muslims, some Christians always accompanied them to go, hear, and see what their friends believed in. These mosques also had external speakers and the message of the preacher heard within a clear range of distance. Even the passersby could hear and learn a little from the religion. The students who visited the mosques realized that it was not only a source of religious and spiritual nourishment but also a source of knowledge because some important scientific discussions went on there. This information spread among people, the non-Muslims would find themselves visiting the Mosques, and eventually they became converts. Those who passed near the mosques, heard the message, got touched and later converted to Islam and these are the simple ways that Islam was spread all over Europe in the last century. Lastly, there were the underground Muslim movements that assisted in the spread Islam (Malik, 2004). The immigrant Muslims formed underground movements to spread Islam in secret, through Europe. The reason they formed such movements were for fear of persecution from the governments that mostly comprised of Christian leaders. The campus students formed these organizations and wanted to spread Islam but feared expulsion from their campus. This was also because Christians owned most of the universities during this time, and the Christian leaders were against Islam. These underground movements moved from place to place spreading Islam and converting all those who were willing to embrace the religion. These underground movements played a significant role in the spread of Islam in Europe in the last century. Conclusion Although Islam has evenly spread in Europe over the last century, it is important to know that it has not been an easy journey. There have been major obstacles and pullbacks that have made the spread quite slow. Some of the Muslim converts are becoming more secular, but in an effort to curb this, the religion is becoming more civilized dropping the cultures that oppressed its followers, especially women. The Muslim religion today is advocating for the empowerment of its women followers. Islam has been associated with terrorism and this has hindered its spread, but the strong stand of the Muslim faithful and making it clear that the Quran and Islam do not advocate for terrorism have led to its success. However, despite all these pullbacks, the religion is still spreading at a first rate and it is now widely spread in Europe. Recent statistics have shown that about 53 million people of the total population in Europe today are Muslims and this is only an approximation (Abicht, 2008). Reference List Abicht, L. (2008). Islam

Researching for the Advocacy Proposal

order essay cheap Researching for the Advocacy Proposal.

For this week’s hybrid assignment, please research and analyze four (4) sources for your Advocacy Proposal. List these entries in a reply post to this thread. Each entry should include the following three elements:1) Complete (and accurate) bibliographic citation in MLA format.2) A quick summary of the article/chapter/book’s main ideas (2-3 sentences). The goal is to identify the central point (or multiple points, if appropriate) of the source and put it into your own words.3) An evaluation of the source’s quality, credibility, and usefulness to your project (2-3 sentences). What did you find most useful about this source? Any weaknesses? If it’s from a scholarly journal, the credibility may be apparent—but if it’s from a website, how does the source establish its credibility? How does the information you encountered here relate to your project? Do you know yet how you will use it?
Researching for the Advocacy Proposal

Horace Mann School Telecommunication Law and Policy Questions

Horace Mann School Telecommunication Law and Policy Questions.

Answer 26 questions on telecommunication law and policy. For example: What is net neutrality? ET NEUTRALITY IS the idea that internet service providers like Comcast and Verizon should treat all content flowing through their cables and cell towers equally. That means they shouldn’t be able to slide some data into “fast lanes” while blocking or otherwise discriminating against other material. In other words, these companies shouldn’t be able to block you from accessing a service like Skype, or slow down Netflix or Hulu, in order to encourage you to keep your cable package or buy a different video-streaming service
Horace Mann School Telecommunication Law and Policy Questions

3 to 4 pages about Marx

3 to 4 pages about Marx.

Description:Students are asked to give a critical explanation and interpretation of a given passage, aimed at a fellow undergraduate who is not in the course. This involves at least 1) providing some biographical (intellectual and personal) information about the author; 2) situating the given passage within that author’s corpus (both in the particular text, and in general); 3) defining key terms and concepts, in the sense used by the author; 4) summarizing the author’s argument in the given passage and its immediate context; and 5) evaluating said argument.Requirements: Correct grammar and spelling, of course Minimum length: 1200 words, excluding bibliography, footnotes, and header. Minimum references: 5 cited quotations from at least 2 sources. I expect you to favor sources provided on Blackboard, and Wikipedia or a dictionary do not count as sources for this minimum. Hint: If you feel compelled to consult Wikipedia, go to the References and External Links sections at the end of the article to find primary or secondary sources. Required citation style is CMS Notes & Bibliography: http://www.chicagomanualofstyle.org/tools_citation… Please explain/interpret The passage Marx, The German Ideology Part I: Feuerbach. Opposition of the Materialist and Idealist Outlook; B. The Illusion of the Epoch; [7. Summary of the Materialist Conception of History]“This sum of productive forces, capital funds and social forms of intercourse, which every individual and generation finds in existence as something given, is the real basis of what the philosophers have conceived as “substance” and “essence of man,” and what they have deified and attacked; a real basis which is not in the least disturbed, in its effect and influence on the development of men, by the fact that these philosophers revolt against it as “self-consciousness” and the “Unique.” These conditions of life, which different generations find in existence, decide also whether or not the periodically recurring revolutionary convulsion will be strong enough to overthrow the basis of the entire existing system. And if these material elements of a complete revolution are not present (namely, on the one hand the existing productive forces, on the other the formation of a revolutionary mass, which revolts not only against separate conditions of society up till then, but against the very “production of life” till then, the “total activity” on which it was based), then, as far as practical development is concerned, it is absolutely immaterial whether the idea of this revolution has been expressed a hundred times already, as the history of communism proves.”
3 to 4 pages about Marx