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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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.