Critique Of The s The Lorax - 1004 Words

The story of The Lorax may be animated and exaggerated to the point of talking animals, but in reality, it is true. Destroyed habitats and forests are the products of capitalism. Karl Marx believed that capitalism benefits nobody except the greedy owners who take no consideration for anyone or anything other than the money they are getting from the next sell. Seuss uses Marx’s ideas in The Lorax to demonstrate how capitalism goes from private riches, to exploitation of others, resulting in exploitation of the environment, which Marx would not only have agreed with but would have joined the fight against the destruction of the environment. In The Lorax, we meet the Once-ler, a man looking for a material to create his product, the Thneed. Once he comes across the beauty of the Truffula Trees, he instantly starts chopping them down for his own gain. From here, he builds factories and invites his family to come work for him in order to increase production. The Once-ler states, â€Å"I biggered my factory. I biggered my roads. I biggered my wagons. I biggered the loads of the Thneeds I shipped out. I was shipping them forth to the South! To the East! To the West! To the North! I went right on biggering... selling more Thneeds. And I biggered my money, which everyone needs.† (The Lorax). In the book, a government is never mentioned to get involved to regulate or stop the Once-ler’s business. So this is a pure example of capitalism. Capitalism is when an industry is privately owned forShow MoreRelatedThe Work Of Dr. Seuss1336 Words   |  6 Pages The work of Dr. Seuss is a vast collection of critiques, whimsical thinking, and savvy life learning lessons for both children and adults. This paper considers how influenced the narrative and storytelling throughout Theodor’s vast career. First in his childhood, Sundays in the zoo with his father where animals had too many knuckles. In the same fashion later on, his sketches in Dartmouth College’s rag the Jack’o ‘Lantern. Throughout his career Dr. Seuss wrote about topics close to his heart and

How to Read Lit Like a Prof Notes - 3608 Words

From How to Read Literature Like a Professor Thomas C. Foster Notes by Marti Nelson 1. Every Trip is a Quest (except when it’s not): a. A quester b. A place to go c. A stated reason to go there d. Challenges and trials e. The real reason to go—always self-knowledge 2. Nice to Eat With You: Acts of Communion a. Whenever people eat or drink together, it’s communion b. Not usually religious c. An act of sharing and peace d. A failed meal carries negative connotations 3. Nice to Eat You: Acts of Vampires a. Literal Vampirism: Nasty old man, attractive but evil, violates a young woman, leaves his mark, takes her innocence b. Sexual implications—a trait of 19th century literature to address sex indirectly c. Symbolic Vampirism: selfishness,†¦show more content†¦It’s Greek to Me a. Myth is a body of story that matters—the patterns present in mythology run deeply in the human psyche b. Why writers echo myth—because there’s only one story (see #4) c. Odyssey and Iliad i. Men in an epic struggle over a woman ii. Achilles—a small weakness in a strong man; the need to maintain one’s dignity iii. Penelope (Odysseus’s wife)—the determination to remain faithful and to have faith iv. Hector: The need to protect one’s family d. The Underworld—an ultimate challenge, facing the darkest parts of human nature or dealing with death e. Metamorphoses by Ovid—transformation (Kafka) f. Oedipus: family triangles, being blinded, dysfunctional family g. Cassandra: refusing to hear the truth h. A wronged woman gone violent in her grief and madness—Aeneas and Dido or Jason and Medea i. Mother love—Demeter and Persephone 10. It’s more than just rain or snow a. Rain i. fertility and life ii. Noah and the flood iii. Drowning—one of our deepest fears b. Why? i. plot device ii. atmospherics iii. misery factor—challenge characters iv. democratic element—the rain falls on the just and the unjust alike c. Symbolically i. rain is clean—a form of purification, baptism, removing sin or a stain ii. rain is restorative—can bring a dying earth back to life iii. destructive as well—causes pneumonia, colds, etc.; hurricanes, etc. iv. Ironic use—April is the cruelest month (T.S. Eliot, The Wasteland) v.Show MoreRelatedJst Any1257 Words   |  6 PagesFamily Name First Name †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦................ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Student Number †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. List Number Table Number †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. COM 110 Introduction to Business Information systems Prof. Mohamed Watfa AUTUMN SESSION 2010 SAMPLE MIDTERM EXAMINATION Time Allowed: 1.5 Hours Total Number of Questions: 25 Total Number of Pages (incl. this page): 9 DIRECTIONS TO CANDIDATES 1. 2. 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Note the sexualized subtext that permeates the poem, who will pierce the deep woods woven shade? Who will drive with Fergus. Finally, we get the reasons to be the alpha male - the man of action, in the repetition of the word rules. The alpha commandsRead MoreLogical Reasoning189930 Words   |  760 PagesCalifornia USA in 1993 with ISBN number 0-534-17688-7. When Wadsworth decided no longer to print the book, they returned their publishing rights to the original author, Bradley Dowden. The current version has been significantly revised. 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The Indus and Yellow River Valley Civilizations free essay sample

Indus and Yellow River Valleys †¢Origin and spread of ideas †¢Interaction between the â€Å"civilized† and â€Å"uncivilized† 1. Indus vs. Aryans †¢Note: Harappan civilization same as Indus †¢Historical Significance 1. Indus discovered to British in the 1840s (ruins knew earlier by locals) 2. British used Indus brick in railroad construction 3. Increasing interest in increases 4. Discovery of seals with writing intensifies interest 5. Harappa â€Å"discovered† in 1920s 6. They said it’s a â€Å"new†/ just discovered civilization even though locals, everyone knew about it for years †¢Geography †¢Harappa- located on Pakistan/India border †¢Rivers- land so flat so rivers would change often, especially as sediment built up or geographical changes 1. Cities rose and fell based on flow of river †¢Farming 1. Crops mostly from Mesopotamia, so probably didn’t develop farming on own but learned from Mesopotamia. †¢Harappan Civilization 1. We will write a custom essay sample on The Indus and Yellow River Valley Civilizations or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Class Inferences ?Bricks- standardized; have city projects/central planning-very organized ? Have a working class ?Open areas- gatherings/communal things †¢Public Bath? ?Trench-Sewage line? Compartments- family and ownership? equality (all same size) †¢The Mysterious End of the Harappan Civilization 1. Indo-European Immigrants (Aryans)- 2. Based on language group- started (see map in powerpoint) and migrated out. 3. Vedic Culture ?Composed the Vedas (old texts written by Aryan or Indo-Aryan peoples) ? Oral History from hundreds of years before written down 4. Two theories about change ?1) Aryans invaders destroyed Indus civilization borrowing little and taking survivors as slaves/ lower caste (start of caste system ? 2) Indus and Aryans culture blend with Indus civilization having a significant impact on future cultures 5. Observations in Rig Vedas ?Earlier texts name western locations. Later texts don’t (inference- moved east to west) ? Numerous prayers asking for heroic son to be born. No prayers for heroic (or any) daughters- more male centric ? Reference to livestock in earlier texts. First reference to rice in later texts. (maybe originally herders and later farmers) ? Evidence of daily life among Aryans- quote on gambler †¢Occupations named- Herder, farmer, carpenter, wheelwright †¦ 6. Evidence of Aryan Contributions to Indus Collapse (Evidence ? Rig Vedas discuss Aryan victories over fortified cities with dark skinned inhabitants ? Military (horse/iron) technology-would have made it possible ? Migration pattern (west to east) ?Un-buried skeletons in latest levels of Mohenjo Daro- suggests war ? Loss of Indus literacy †¢Not very likely they just abandoned their writing unless conquered and forced to abandon 7. Evidence Against Aryan contribution to Indus Collapse ?Aryans were pastoral and lived in bamboo huts. Could they defeat a civilization? ?Aryans left no artifacts during time in question †¢Looks like they just moved in maybe ?Changing course of rivers offers alternative explanation- forced to abandon cities because of no water ? No skeletal evidence of genetically different people †¢Just find one genetic type of people ?Other explanations 8. We don’t know which is correct 9. Things to remember ?Borrowed farming ?Standardization across cities (built the same way, bricks all same measurements) ? Don’t know why disappeared

Multiple Intelligences Essay Example For Students

Multiple Intelligences Essay The article that is to be reviewed is Identification of giftedness inculturally diverse groups by Wilma Vialle in Gifted EducationInternational, 1999, Vol 13, pp 250 -257. In this article Vialle (1999)recognises the under representation of disadvantaged students in educationallygifted programs. Vialle identifies the disadvantaged students as being childrenfrom non-English-speaking backgrounds, indigenous children andeconomically disadvantaged children (Vialle, 1999, p250). Vialle suggeststhe cause of this under representation of disadvantaged students lies in thelinear model approach ..whereby a narrow set of identificationprocedures? usually an IQ test? is used to identify gifted students who arethen placed in a program that may or may not be specifically designed to meettheir intellectual strengths. (Vialle, 1999, pp. 251-252). Viallesperceived resolution to neutralise these disadvantages occurring in theidentification of giftedness is to use an identifying procedure that shifts fr omthe more traditional approach of mainly IQ testing to a more diverse,multi-facet approach that supports the use of Howard Gardners MultipleIntelligences Theory. Gardners Multiple Intelligence Theory opposestraditional methods that view intelligence as unitary, and perceivesintelligence to contain seven distinct domains. These domains include and can bedefined as follows: Linguistic Intelligence is the ability to use language toexcite, please, convince, stimulate or convey information; Logical-mathematicalIntelligence is the ability to explore patterns, categories, and relationshipsby manipulating objects or symbols, and to experiment in a controlled orderlyway; Spatial Intelligence is the ability to perceive and mentally manipulate aform or object, and to perceive and create tension, balance, and composition ina visual or spatial display; Musical Intelligence is the ability to enjoy,perform, or compose a musical piece; Bodily-kinesthetic intelligence is theability to use fine and gross motor skills in sports, the performing arts, orarts and craft production; Intrapersonal Intelligence is the ability to gainaccess to and understand ones inner feelings, dreams, and ideas; andInterpersonal Intelligence is the ability to get along and understand others. (Hatch ; Gardner, 1988, cited in Vialle 1999, pp.252-253). Using theseaspects for assessment criteria to identify giftedness in particular areas,instead of traditional measures is the key argument presented in this article. Several other authors have share the same view as Vialle when concerningdisadvantaged students, but offer different assessment procedures again. Inagreeing with Vialle, Bolig ; Day state that Traditional intelligencetestsspecify neither how, nor what, to teach to improve performance; theydiscriminate against minorities and individuals whose backgrounds are not middleand upper-middle class; they fail to address individual differences inmotivation, personality, and/or social competence.and they only assess onedimension of an individuals abilities, that of intellectualability.(Bolig ; Day, 1993, p. 110). Bolig ; Day then presenttheir method to identify gifted students in a non-discriminating manner thatconsists of the concept of dynamic assessment. Dynamic assessment includesstatic measures of ability as well as dynamic measures that consist oftests of ongoing learning that measure how easily the child acquiresnew knowledge and skills. (Bolig Day, p. 110). The idea presented seemsunder developed when compared to that of Vialle as collecting portfolios ofchildren work is done in many schools already, and the disadvantage has morepotential to occur when compared to using Gardners Multiple IntelligenceTheory. Multiple Intelligence Theory in identifying giftedness contains enoughscope to break some of the culturally diverse barriers sometimes experiencedbecause of the three underlying principles of Gardners Theory that arepluralisation, contextualisation and distribution.Pluralisation involvesthe recognition that intelligence is a complex, multi-faceted concept;contextualisation demands that intelligence be interpreted in the light of themilieu in which the individual functions; and finally, distribution involves theindividuals relationship with other resources and artefacts, particularly theways in such resources are used to support or enhance intelligent behaviour. .u3b66a4c231c86a9fccbc956eec060613 , .u3b66a4c231c86a9fccbc956eec060613 .postImageUrl , .u3b66a4c231c86a9fccbc956eec060613 .centered-text-area { min-height: 80px; position: relative; } .u3b66a4c231c86a9fccbc956eec060613 , .u3b66a4c231c86a9fccbc956eec060613:hover , .u3b66a4c231c86a9fccbc956eec060613:visited , .u3b66a4c231c86a9fccbc956eec060613:active { border:0!important; } .u3b66a4c231c86a9fccbc956eec060613 .clearfix:after { content: ""; display: table; clear: both; } .u3b66a4c231c86a9fccbc956eec060613 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3b66a4c231c86a9fccbc956eec060613:active , .u3b66a4c231c86a9fccbc956eec060613:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3b66a4c231c86a9fccbc956eec060613 .centered-text-area { width: 100%; position: relative ; } .u3b66a4c231c86a9fccbc956eec060613 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3b66a4c231c86a9fccbc956eec060613 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3b66a4c231c86a9fccbc956eec060613 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3b66a4c231c86a9fccbc956eec060613:hover .ctaButton { background-color: #34495E!important; } .u3b66a4c231c86a9fccbc956eec060613 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3b66a4c231c86a9fccbc956eec060613 .u3b66a4c231c86a9fccbc956eec060613-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3b66a4c231c86a9fccbc956eec060613:after { content: ""; display: block; clear: both; } READ: A Brief on Paul Czanne Essay(Gardner, 1994, cited in Vialle, 1999, p. 253). In using a multi-facetassessment procedure students from diverse backgrounds are able to show an arrayof skills in different areas of intelligence, and be recognised as containingsuch attributes, that were not traditionally thought about as being intelligenceuntil recently. There are still many differing opinions about intelligence andthere are limitations recognised in both models, traditional and contemporary. Berk (1997) in discussing Gardners Theory acknowledges the importance andconnotations for the field of Intelligence recognition, but also raises somelimitations and states that ..neurological support for the independence ofhis intelligences is weak. logical-mathematical ability, inparticular seems to be governed by many brain regions, not just one. (Berk,1997, p307). Berk (1997) also recognises that some current mental tests assesssome of the main intelligences identified by Gardner . Vialle in presentingMultiple Intelligence Theory realises and develops class room based activitiesand assessment practices that relate to the different intelligence typesidentified by Gardner. In presenting these activities and procedures Vialle isdisplaying her competence and usefulness of the suggested approach. MultipleIntelligence theory has several important implications for the class room as itcaters and provides for a large diversity and actually takes into considerationcultural background. This can be seen in his definition of intelligence, in that..intelligence refers to the human ability to solve problems or to makesomething that is valued in one or more cultures. (Checkley, September1997, The First Seven and the Eighth ). The importance is seen inwhat is deemed culturally important, and it needs to be recognised that what isdeemed as important in one culture might not be given the same significance inanother, therefore confusion can sometimes occur in determining what is and isnot important. It can be concluded from Vialle, that there is a significantunder representation of disadvantaged students in gifted programs throughoutAustralia and the United States. Vialle attributes this to the traditionalprocedures used in determining intelligence among students and the amount ofbiases contained by these tests towards the disadvantaged students. INpresenting Gardners Multiple Intelligence theory Vialle constructs andappropriate argument about the method that should be used to determineintelligence and supports this with relevant, real world class room activitiesand assessment procedures. These procedures allow intelligence to be recognisedas more than just cognitive competence and focus on real world skills that areused in everyday situations and contain little cultural biases. This articledevelops valuable insights into the relevance, implementation and assessment ofdiverse intelligence and states that ..talent identification can occur asa consequence of providing an engaging, varied and challenging environment inwhich students potentials are given the opportunity to emerge. (Vialle,1999, p. 253). BibliographyBerk, L. (1997) Child Development 4th Edition. Massachusetts: Allyn andBacon. Bolig, E. Day, J. (1993) Dynamic Assessment of Giftedness: ThePromise of Assessing Training Responsiveness. Roper Review, Vol. 16, No. 2. (1993) pp. 110- 113. Butcher, H. (1977). Human Intelligence its Nature andAssessment. London:Methuen ; Co Ltd. Checkley, K (1997, September)Educational Leadership Vol. 55, No. 1. . Available URL: http//:www.ascd.org/pubs/el/sept97/gardnerc.htmlEysenck, H (ed.) (1982) A Model for Intelligence. New York: Springer-Verlag. Gardner, H.(no date supplied) Intelligence in Seven Steps. . AvailableURL: http://www.newhorizons.org/crfut_gardner.html Hadaway, N. ;Marek-Schroer, M. (1992) Multidimensional Assessment Of The Gifted MinorityStudent. Roper Review. November/December, 1992, Vol. 15, No. 2, pp/ 73-77. Sternberg, R. (1986) Advances in the Psychology of Human Intelligence. Vol. 3. New Jersey: Lawrence Erlbaum Associates, Publishers. Tyler-Wood, T. ; Carri,L. (1991) Identification of Gifted Children: The Effectiveness of VariousMeasures of Cognitive Ability. Roper Review, Vol. 14, No. 2, 1991, pp. 63- 64. .u3aa30e6bcd9ab3090b71d68a75786ce4 , .u3aa30e6bcd9ab3090b71d68a75786ce4 .postImageUrl , .u3aa30e6bcd9ab3090b71d68a75786ce4 .centered-text-area { min-height: 80px; position: relative; } .u3aa30e6bcd9ab3090b71d68a75786ce4 , .u3aa30e6bcd9ab3090b71d68a75786ce4:hover , .u3aa30e6bcd9ab3090b71d68a75786ce4:visited , .u3aa30e6bcd9ab3090b71d68a75786ce4:active { border:0!important; } .u3aa30e6bcd9ab3090b71d68a75786ce4 .clearfix:after { content: ""; display: table; clear: both; } .u3aa30e6bcd9ab3090b71d68a75786ce4 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3aa30e6bcd9ab3090b71d68a75786ce4:active , .u3aa30e6bcd9ab3090b71d68a75786ce4:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3aa30e6bcd9ab3090b71d68a75786ce4 .centered-text-area { width: 100%; position: relative ; } .u3aa30e6bcd9ab3090b71d68a75786ce4 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3aa30e6bcd9ab3090b71d68a75786ce4 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3aa30e6bcd9ab3090b71d68a75786ce4 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3aa30e6bcd9ab3090b71d68a75786ce4:hover .ctaButton { background-color: #34495E!important; } .u3aa30e6bcd9ab3090b71d68a75786ce4 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3aa30e6bcd9ab3090b71d68a75786ce4 .u3aa30e6bcd9ab3090b71d68a75786ce4-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3aa30e6bcd9ab3090b71d68a75786ce4:after { content: ""; display: block; clear: both; } READ: Investigating environmental issues involving the Polaroid Company EssayVialle, W. (1999). Identification of giftedness in culturally diverse groups. Gifted Education International, 1999 Vol. 13, pp. 250 257. A B AcademicPublishers. Vialle, W. ; Perry, J. (1995) Nurturing Multiple Intelligencesin the Australian Classroom. Australia: Hawker Brownlow Education.

Analyze how political, religious, and social factors affected the work of scientists in the sixteenth and seventeenth centuries free essay sample

The scientific revolution took place between 1500 and 1700, with scientists, or natural philosophers made many groundbreaking discoveries. A universe composed of matter in motion which could be understood through mathematics and experiment, changing the mindsets of many Europeans. The work of the scientists were greatly influenced by the approval of political figures and their desire of power, the support and compassion from influential members of the church and social factors that both influenced the progression and acceptance of the new theories. Scientific findings were regarded highly among political figures because it was an opportunity to gain more power and money. With many Europeans sharing this mindset, those with power strived to create institutions like Royal Academies for these discoveries to be found and shared. As the Finance Minister under Louis XIV, Jean Baptiste Colbert must have wanted to preserve and increase France’s budget. â€Å"†¦an abundance of wealth and in causing the arts and sciences to flourish, we have been persuaded for many years to establish several academies for both letter and sciences. We will write a custom essay sample on Analyze how political, religious, and social factors affected the work of scientists in the sixteenth and seventeenth centuries or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † (Doc 11). King Louis XIV himself was an ally of science as shown in Document 10, where the king is shown at the French Royal Academy, conversing with the scientists. The drawing shows a well-developed institute with instruments and specimens used in astronomy, geography, biology and navigation, which would have not been accessible if it weren’t for King Louis XIV’s interest and funding for the sciences. When scientific discoveries affect ambition, profit or lust of the rulers, they are questioned and suppressed; Thomas Hobbes, an English philosopher stated in the Leviathan â€Å"†¦conflicted with the interests of those who rule, I know it would be suppressed† (Doc 7). Although most of the Catholic Clergy disapproved of any scientific findings, some influential members of the church enjoyed and accepted the discoveries. John Calvin, a French Protestant theologian said â€Å"This study should not be prohibited, nor this science condemned, because some frantic persons boldly reject whatever is unknown to them [†¦] this art unfolds the admirable wisdom of God.† (Doc 2). This shows that he not only wishes for more scientific advances, but that he believes it could help solve some of the mysteries surrounding God. Since John Calvin is a famous religious leader, he could  affect scientific research and the beliefs of those doubting any scientific advances due to his high rank and credibility that most scientists did not have. Without as much influence as Calvin, many scientists sent out their studies to those high in power to review their work. Nicolaus Copernicus, a Polish priest and astronomer dedicated his book On the Revolution of the Heavenly Spheres to Pope Paul III because of his love and importance of science. â€Å"[†¦] by your influence and judgment, can readily hold the slanderers from biting. Mathematics are for mathematicians and they, if I be not wholly deceived, will hold that my labors contribute even to the well-being of the church.† (Doc 1). This indicates that Copernicus is hoping that Pope Paul will prevent slander of his work and understand that his book is in support of the church and that other mathematicians will agree with him. In document 5, in a letter to his noble patron, Marin Mersenne states, â€Å"If you object to anything, I am ready to remove it entirely. [†¦] you will not find a single word which is not true in my experiments, which many times confirm those of the great Galileo.† Showing that the monk is willing to remove anything from his work that his higher-up rejects, even though all of his results are based on multiple experiments with witnesses to support the end result. Certain obstacles in society prevented the sciences to progress at the most efficient rate, due to lack of interaction between scientists and sexism. During this time period, sexism was a normal thing, women were thought to be less intelligent than men and were not allowed the same education or opportunities. In a letter to Johannes Hevelius, Henry Oldenbury writes â€Å"Friendship among learned men is a great aid to the investigation and elucidation of the truth [†¦] philosophy would then be raised to its greatest heights.† (Doc 6). This indicates that as the Secretary of the English Royal Society, Henry believes sharing information among well taught and raised men is the only way to increase scientific findings. On the other side of society, we have Margaret Cavendish, an English natural philosopher who is seen as less credible and intelligent than the average male scientist. â€Å"†¦I might set up my own school of natural philosophy. But I, being a woman, do fear they would soon cast me out of their schools. For though the Muses, Graces, and Sciences are all of the female gender, yet they were more  esteemed in former ages, than they are now.† (Doc 9). In ancient civilizations, women were viewed in a better light than they were during the scientific revolution. Many ancient achievements were portrayed as female beings, but women themselves were not allowed to contribute to new advancements and if they did, they were brushed aside and ignored because of the belief that women were just not capable of doing the same things that men were. When we put aside gender differences, the scientific revolution still seems to be lacking in certain ways. In document 4, Sir Francis Bacon states â€Å"†¦it is not possible to run a race when the goal itself has not been rightly chosen.† There was no final product scientists were hoping to achieve, no exact ending except to improve the sciences. They could build and build onto each other’s work, but what is the point if the scientists themselves don’t know what they’re looking for. Sir Francis Bacon wished to reorganize the sciences with The Great Instauration by creating a goal scientists could work for to tie together their works to have an even better understanding of the universe. With the advancement of the sciences in Europe, many groups were influential to the works of the scientists, such as. Political figures and their funding to advance further into the discoveries, religious members and their ability to accept and spread or reject and end, and finally multiple social factors that suppressed certain people and helped the spread of certain beliefs and ideas.

Expresso Espresso

Expresso Espresso Expresso Espresso is a coffee shop located in a street along the University of South Alabama. Todd, the owner of the business, opened the shop in March 2006, and was motivated by the idea of providing comfort to his consumers, and the thought of helping his children acquire some life lessons on how to run a business. His plan was to offer a service that will make his customers feel at home, making them want to stay longer.Advertising We will write a custom case study sample on Expresso Espresso specifically for you for only $16.05 $11/page Learn More Even though Todd managed to attract quite a number of customers through his concept, the competition from new shops was posing a threat to the growth of his business. Apart from the stiff competition from new shops, expanding the business in the city’s midtown was a worrying issue that Todd was facing as he was afraid that the new location will negatively impact the sales, and may change the dynamic natur e of the coffee industry in the area. Therefore, his main priority was to market his business so as to ensure that it gains a firm standing in the market place. The location of the coffee shop was evidently an added advantage to the business as most of the customers were students and lecturers. Also, the service offered in the shop was hospitable and as a result, it increased his competitiveness. Designing the shop with a range of comforting colors and comfy furniture also worked in his favor as it helped him gain a competitive niche over other coffee shops. However, the financial status of the business was disappointing. In other words, the profit he made was not huge enough to sustain the survival of the business, given the competition in the market. Given that Todd had tried implementing some marketing strategies that didn’t work so well, it was time to think outside the box. It is for this reason that Todd had to come up with an effective marketing plan in order to expand , and enhance the growth of his business. Focusing on university students, their lecturers, and the faculty was an alternative he needed to focus on, as they were his target market. By this, he would provide products that not only represented his trademark, but also met the needs of consumers.Advertising Looking for case study on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Even though the economy affected the prices set in the market, lowering the prices of his products, and offering promotional offers was a strategy that would alternatively work in his favor. By lowering the prices and putting up offers, the shop would get more customers as it would increase awareness among college students, lecturers, the faculty, and the community around. Moreover, improving the quality of the service and products was a strategy that would increase his customer base. Changing the brand name of the shop, and re-launching i t during an ongoing semester would also help in creating awareness, and would limit the shop from providing espresso only. Instead, it would allow the incorporation of other products that are preferred by most customers. Conducting a survey, and asking their customer to participate in rating the quality of services offered, and offering recommendation would make them feel more appreciated, and consequently, increase the customer base. Apart from expanding the business in the city’s midtown, the current location would need some expanding so as to accommodate as many customers as possible. By opening a new shop in the city’s midtown, Todd would have to implement an effective action plan that focuses on the specific tasks to be performed, the time horizon, and resource allocation.

Economics for business Essay Example | Topics and Well Written Essays - 2000 words - 1

Economics for business - Essay Example In order to find the marginal cost we will calculate the first derivative of total cost function: Monopoly is a market structure where there is a single producer or seller of the product in the market with no substitutes available. This means that the ultimate power lies with the producer or seller and not with the consumer. In other market structures, the authority to choose a product is in the hands of the consumer but in a monopolistic market there are no substitutes available and the consumer has to accept what is being offered to them. Monopoly is considered inefficient due to the fact that the market doesn’t have any substitute of the product giving the producer or seller an authority to set prices according to their need. They usually discriminate regarding the prices and charge higher than the marginal cost of production in the market. Such market doesn’t focus on the consumers as they are aware that no matter what ultimately the consumers will choose their product even if the quality of the product is below the standards. In such market structure, the barriers to entry are high giving no or little entry positions to other businesses. As a result of the barriers there is no competition or rivalry in such market. This market is considered inefficient than the other market structures because this market produces less output as compared to others. With no competition, reduction in the output level leads to high prices. It also creates inequality because it converts the consumer surplus into producer surplus. This inequality between the price charged and the marginal cost makes this market inefficient. This means that there is price discrimination in such market and some consumers have to pay higher prices. In monopoly the output level is less and creates unemployment of the resources. The resources are not properly and efficiently utilized as compared to other market structures. In such market the price is greater than the marginal