An Annotated Bibliography on the topic of Multiple Intelligences

An Annotated Bibliography on the topic of Multiple Intelligences Campbell, L., Campbell, B. (1999). Multiple Intelligences and Student Achievement: Success Stories from Six Schools. Alexandria, VA.: Association for supervision and Curriculum Development. Throughout this book Campbell and Campbell share stories about six schools (two elementary, two middle, and two high schools) that incorporated Multiple Intelligences into their curriculum. The authors outline how MI is applied, its role, and its effect on student achievement. Campbell and Campbell provide examples of how a Multiple Intelligence curriculum enables students to use their strengths to improve their academic weaknesses. Campbell, L., Campbell, B., Dickinson, D. (2004). Teaching and Learning Through Multiple Intelligences. (3rd ed.). Boston ; Montreal: Pearson/A and B. This book is introduced by explaining what the original seven intelligences are in detail. It continues on to describe how teachers can begin to integrate Multiple Intelligences into their classrooms. The authors of this book give specific examples of how an educator can plan their lessons or projects and give assessments using the MI theory. Gardner, H. (1993). Choice Points as Multiple Intelligences Enter the School. David Lazear Group | Multiple Intelligences. Retrieved December 12, 2010, from http://www.davidlazeargroup.com/multi-intell/articles/ChoicePoints.htm In this short essay written by Howard Gardner, he describes seven purposes of which Multiple Intelligence has been applied. He discusses that the theory of MI has been used to support a range of educational goals. Gardner describes the relationship of curriculum, instruction, assessment, targeted audiences and students in relation to Multiple Intelligences. Gardner, H. (1993). Frames of Mind: The Theory of Multiple Intelligences (10th anniversary ed.). New York, NY: BasicBooks. This is the tenth anniversary of the original book that outlined Multiple Intelligences. Gardner broke this book up into three sections: Background of MI, The Theory itself, and Implications and Applications. In Frames of Mind Gardner describes the idea of Multiple Intelligence and how he came up with it; he discusses the nature and characteristic of each intelligence as well as how MI could potentially help our educational system. Gardner, H. (2002). Multiple Intelligences: The Theory in Practice (29. printing. ed.). New York: BasicBooks. Gardners Multiple Intelligences: The Theory in Practice is a collection of essays written about how Multiple Intelligence has been implemented in schools since the first book, Frames of Mind was published. In the Assessment and Beyond section of the book, Gardner outlines evaluations and gives an alternative form of assessment to standardized exams: a student portfolio to demonstrate strengths. Garnder, H. (2003, April 21). Multiple Intelligences After Twenty Years. American Education Research Association. Retrieved December 10, 2010, from www.pz.harvard.edu/PIs/HG_MI_after_2sss0_years.pdf Throughout this article, Gardner explains how he came up with the idea of MI and how it has evolved in twenty years. Gardner gives examples of colleagues and studies that have implemented the theory and how it enabled student achievement. He also describes and corrects some misconceptions that he has come across over the years. Mettetal G.,  Cheryl J.,  Ã‚  Sheryll H.  (1997). Attitudes toward a multiple intelligences curriculum.  The Journal of Educational Research,  91(2),  115.   Retrieved December 12, 2010, from ABI/INFORM Global. (Document ID:  29295806). This article is about a small school that adopted the Theory of Multiple Intelligence into their school district. Considering the school went from being a traditional school to a school that fully implemented MI into its classrooms, there were many research activities and studies done to evaluate student assessment. Some activities include: surveys to parents, observations, interviews, and classroom assessments. Hatch, T. (1997). Getting Specific About Multiple Intelligences. How Children Learn, 54(6), 26- 29. Retrieved December 10, 2010, from http://www.ascd.org/publications/educational- leadership/mar97/vol54/num06/Getting-Specific-About-Multiple-Intelligences.aspx This article describes how each student is smart in their own way. Hatch describes each intelligence in relation to professions. For example, a person with a linguistic intelligence may be a reporter. Hatch proposes that educators teach to the students strengths opposed to the intelligence itself. The main purpose of this article is to try to get educators to avoid labeling their students to a specific intelligence. Lazear, D. (2000). Multiple Intelligence Approaches to Assessment: Solving The Assessment Conundrum. Global Learning Communities. Retrieved December 10, 2010, from www.julieboyd.com.au/ILF/pages/members/cats/bkovervus/t_and_learn_pdfs/mi_approa ch_to_assessment.pdf This article goes into detail about assessments and how they can be conducted. According to Lazear, any student who performs successfully on a given test does not necessarily demonstrate genuine learning or understanding; it may tell us only who is good at taking that type of test (Lazear 2000). He feels as though students need to demonstrate their knowledge in various ways to show genuine learning and understanding. In his article he outlines Brain-Based and Research-Based Assessment procedures. McClaskey, J.   (1995). Assessing student learning through multiple intelligences.  English Journal,  84(8),  56.   Retrieved December 12, 2010, from Research Library. (Document ID:  9081119). McClaskey feels as though students need to have opportunities to identify and build on their strengths.

Love Stories

What is the one emotion that has started as many wars as it has ended? What emotion has had more plays, songs, and stories written about it than anything else? Love is that one emotion that makes enemies into friends and friends into enemies. There are so many legends surround this emotion, from the goddess Athena and Helen of Troy to Shakespeare's Romeo and Juliet. The purpose of this paper is to perceive the great feeling of love though the legends and myths. To trace some minute although very meaningful for lovers patterns of love. Unfortunately, many of love myths end tragically, with the exception of a few which have happy endings. For example, the stories of Pyramus and Thisbe, and Orpheus and Eurydice both have unfortunate endings. On the other hand, the story of Eros and Psyche can have either a tragic or a happy ending, depending on the version that is told. Upon closer consideration of the legend about Pyramus and Thisbe we learn that their love was strictly forbidden, however, this two loving hearts were inseparable. They used to talk secretly to each other through a narrow crack in a common wall that their houses shared. They would meet in different strange places just to be together for a while. For example they would meet near a tomb on the outskirts of the city near a mulberry tree or in an open field just to converse freely. Analyzing this legend we may draw a parallel with Shakespeare’s Romeo and Juliet, for the ending is a similar one. They both die occasionally without considering and analysing a critical situation. â€Å"The deep red fruit of the mulberry is the everlasting memorial of these true lovers and one urn holds the ashes of the two whom not even death could part† (Hamilton, Edith, 138). Within this story love takes shape of a passionate but blind and very raw feeling. Here love is a kind of a heavy disease that two young hearts are not able to understand with their mind, thus it turned to be a fatal one. Another legend I would like to focus my attention on is a story about Pygmalion and Galatea. This story is the most romantic and exciting at the same time. The theme of love is leading throughout the story. This love is very unusual and remarkable, for it was addressed not to human being but to statue, that was much more than a person for its creator, it was the more perfect than any living woman. Love is illuminated through every word of the story. Pygmalion caressed it, and gave it presents such as young girls love; this was an expression of his love. We may suppose that this love is somehow an obsession, for at long Pygmalion’s love made his beloved come to life. â€Å"The maiden felt the kisses, blushed and, lifting her timid eyes up to the light, saw the sky and her lover at the same time† (Hamilton, Edith, 142). Looking for a tender and long-lasting love we may turn to the story about Baucis and Philemon whose love survived through the whole their life and at the end bestowed them happiness of being together till last breath. Realized that their lives were at their dawn they embraced each other and Baucis was turned into a linden tree and Philemon into an oak. Two different but beautiful trees intertwined with one another symbolised their true love. In wonder, people came from afar to admire and hang wreathes on the branches in their honour. Also, we may learn about the impatience a loving heart experience. The bright example thereof we see in the story of Orpheus and Eurydice. Orpheus’s love was so strong that made him overcome obstacles and save Eurydice from underground. In spite of God’s prohibition, Orpheus’ impatience to see beloved woman before they step from underground separate them forever. As a result, we come to a conclusion that a heart that loves randomly is rational. Love is always above any reasonable thoughts and logic. Subsequently, we may proceed endlessly the list of love patterns within different myths and legend. The theme of love was always a central one, thus it did not pass over the works of old Greek talents of mankind, such as Ovid for example. His myths and legends will agitate generations after us. Our successors also will cry for a tragic love or cheer at happy ending. Bibliography: 1.  Ã‚  Ã‚  Ã‚  Ã‚   Hamilton, Edith. Mythology. New York: Little, Brown and Company, 1998, 1942.      

Future Worlds Essay

I think future worlds will change earth entirely; there will probably be teleports and other, various new machinery that could revolutionize the way humans live and survive. Working may be a thing of the past if Robots start taking shape. Various kind of medical advancements might change how long we can live for; eternity might be possible in years down the track, that would make earth very crowded and we humans possibly would have to move planet and inhabit another land and environment, this could also make us evolve and we might need skills like wings or gills to help us survive the new living conditions. Other forms of life might be on other planets and cross breeding between ‘alien’ and ‘human’ might have an effect on the physical and mental changes of humans. If life down the track ends up like how it is stereotyped, then hover cars and flying cars might be the way we transport. Food might also be different, due to the fact that we are killing off animals as a source of meat. Plant life might also die off due to those same reasons. Another possible outcome in the future is the ice caps could melt, causing humans to become water bound, this could either wipe us out, or we could maybe adapt to these changes and change the way we can survive the new prominent element. War could also be another way the world is changed, as much is it is a horrible thing, it could help out thinning the numbers of humans populating earth. War could also make people in general poorer, which might stop the rapid growth in technology. After a war, lots of jobs would become available to repair, make or farm new things to help things improve and to regenerate growth in the world. The downside to wars is, smaller countries could be over run, many people die, families lose loved ones and people are forced to live with such vivid memories while fighting. The way the world is, really does depend on how us humans can maintain earth’s natural resources and how much the technological advancements can improves or hinder the way the world develops. Technological advancement to nuclear warfare could put an end to the world all together, Australia alone has 23% of the world nuclear power, if sold to the wrong people, the world could be gone or heavy mutation could occur, changing life form. A future world, at the moment is really just your imagination, there is very little knowledge of what the world will do, is there really a god? Will there be an Ice age? No one can really know for sure just yet, it is all an assumption and what you think in your own head.

Understanding Childrens Development Essay Example

Understanding Childrens Development Essay Example Understanding Childrens Development Essay Understanding Childrens Development Essay There has been a huge amount of research into infants perception of objects including experiments into subjective contours, object unity, shape perception and size perception. This research has resulted in the emergence of contrasting views and has attracted both positive and negative attention. It seems that the general conclusion is that infants are born with an innate capability to perceive objects, however this is limited and during the first 4 months infants develop very quickly and are able to fill in the gaps in perception in order to perceive object unity and subjective contours. Another main area of study into infant perception is that of perception of people. In order for infants to form attachments it is paramount that they are able to distinguish between strangers and parents. Fantz (1961) conducted a study in which he presented infants with three examples of schematic stimuli. The first face presented had all its features in the right place, the second had all its features jumbled up and the third had the same stimulus brightness but had no specific features. Fantz found that even in the first month, infants showed a small but consistent spontaneous preference for the full face, it was concluded that even the youngest infants had the ability to perceive faces, therefore providing support for the nativist view of infant perception. However, there were several criticisms of this study, the main one being that the full facial arrangement contained more information around the edge of the stimulus and evidence has shown that infants tend to scan around the edge of complex pictures, therefore it is possible that infants may have looked longer at the full facial arrangement simply because there was more detail around the edge. There has been extensive research conducted in this area as it has important implications for later development in infants. Wilcox (1969) estimated that the age for face perception was around four months; this was later revised to two months as a result of the work conducted by Maurer and Barrera (1981). This appears to provide support for the empiricist theory that perception is developed not innate. However it is possible that the negative results obtained with younger infants could be due to the experiments being unsuitable for infants that young. Goren, Sarty and Wu (1975) developed a more suitable method by using the visual preference technique. They moved the schematic stimuli back and forth within the vision field of newborns and found that they followed the full face further and for longer than the other two faces. It is possible that the movement of the stimuli was the reason for the different results; it could be argued that this method is more ecologically valid as faces are rarely static. The second main area of research into face perception in infants is into whether infants are able to discriminate between familiar and unfamiliar faces. There have been several studies that have found support for the nativist theory that infants are able to distinguish between their mothers and a female strangers face (Carpenter, 1974). The same results have been found with newborns that had only had a few hours contact with their mother (Bushnell, 2001). In all these experiments the infant showed a preference to their mothers face. This is important evidence to support the theory that infants are able to perceive effectively before they know how to act appropriately. However, one weakness found with this study is that it is possible that the infant will recognise the mother through smell rather than sight; therefore it is not possible to tell whether they are distinguished solely through visual recognition. Bushnell, Sai Mullin (1989) tackled this problem by providing a strong smelling perfume to act as a kind of mask. Another problem is that when the mother looks at the infant they tend to have more pronounced facial expressions through familiarity, the infant could simply be reacting to this. Walton, Bower Bower (1992) reduced this possibility by presenting video tapes of the mother and stranger to the infant, therefore it was clear that the infant stared longer at the mother due to visual recognition alone, this provides support for the nativist theory that infants are able to perceive adequately before knowing how to act appropriately. Another area of face perception in infants investigated by psychologists is imitation. Piaget (1954) put forward the conventional view that imitation was impossible until infants were capable of representing self and other, a capacity thought to develop in late infancy. However, evidence has shown that even newborns are capable of imitating facial and manual gesture. Meltzoff and Moore (1977) were the first ones to report well-controlled studies of imitation in early infancy. The research into imitation provides strong evidence to support the nativist view as in order to imitate a facial gesture, infants have to be able to understand the method involved in making a particular gesture and match this to their own facial gestures. However, these findings were seen as highly controversial and still are. Investigating imitation is difficult as you are faced with two problems: you must ensure that the actions are simple enough for an infant to imitate but at the same time the gestures should not be those that can be confused with the gestures infants make spontaneously. The research discussed in this essay provides evidence to suggest that many perceptual abilities are present in infants from birth or emerge very shortly afterwards. This suggests that many aspects of perception develop on innate, maturational factors rather than on learning from the environment. A main example of this would be face recognition; newborns become familiar with their mothers face within a few hours of birth. The infant ability to perceive depth and distance and to apply visual constancies has also been investigated. It is not as clear in these areas whether the evidence provides support for the nativist or empiricist argument. The methodological difficulties involved in studying infants makes it difficult to form firm conclusions, however, it seems likely that babies need to interact with the environment at some level in order for their perceptual abilities to develop normally and effectively. References Cardwell, M. , Clark, L. , Meldrum, C. (2001) Psychology for A2 Level pp185-218 Slater, A. , Bremner, G. (2003) An Introduction to Developmental Psychology pp117-139 Smith, P. K. , Cowie, H. , Blades, M.(2003) Understanding Childrens Development pp319-341 Sources Cardwell, M. , Clark, L. , Meldrum, C. (2001) Psychology for A2 Level. Collins. Carlson, N. R. Buskit, W. Martin, G. N. (2000) Psychology: The Science of Behaviour (European Adaptation. ) Harlow: Pearson Education Ltd. Slater, A. , Bremner, G. (2003) An Introduction to Developmental Psychology. Blackwell Publishing :Oxford. Smith, P. K. , Cowie, H. , Blades, M. (2003) Understanding Childrens Development 4th Edition. Blackwell Publishing: Oxford.

The Making of Malcolm essays

The Making of Malcolm essays Making Malcolm: The Myth and Meaning of Malcolm X Malcolm X, one of the most complex and enigmatic African-American leaders ever, was born Malcolm Little on May 19, 1925 and died in 1965; Malcolms life has increasingly acquired a mythic stature (p.3). Malcolm X was one of the Civil Rights Movements most loved and also revered leaders and M. Dyson looks to explore some of the myth and fact about such an influential man. M. Dyson starts by historically and politically giving background information about the making of Malcolm into one of the most controversial, yet influential figures in the Civil Rights Movement. M. Dyson gives the reader warning, Malcolm's complexity resists neat categories of analysis and rigid conclusions about his meaning (p.14) Dyson starts the book giving a critical reading of the books on the Malcolm X. M. Dyson covers different books about Malcolm and does so by placing them into 4 different categories: c.) Malcolm X as a vehicle for psychohistorical d.) Malcolm X as a revolutionary figure M. Dyson aims to critique the different interpretations of Malcolm X and assess the different reasons for the designation of these roles. M. Dyson looks into the use of Malcolm X in forms of re-creation and reproduction of the 1960s cultural nationalism. M. Dyson explains how they kept from turning Malcolm X into a sort of iconic figure on both the cultural nationalism and multiculturalism aspects. M. Dyson challenges black bourgeois nationalists downplay of Malcolm Xs legacy, even as M. Dyson states that these transgressors that the door of the church remain open. M. Dyson critiques and challenges the use of Malcolm Xs persona in black popular culture. Although he makes an interesting argument about the way in which Malcolm X is portrayed and used to deflect ...

'Social divisions are now much less significant than they were fifty Essay

'Social divisions are now much less significant than they were fifty years ago' Discuss - Essay Example ago as each individual member of the community tended to judge themselves and others by how well they lived up to these expectations during what was considered the ‘golden age’ of community and society. These concepts were widely explored by social philosophers such as Max Weber (1864-1920) and Michel Foucault (1926-1984) as being integral elements of personality development and the structures by which modern society manages to function. Their theories provide a context by which change within the female gender identity over the past 50 years can be discussed. The changes within this single demographic demonstrate how globalization has significantly worn away at the sharp divisions between social groups that once were so formidable, introducing a great deal of uncertainly and confusion in its wake. As this study will demonstrate, social divisions are now much less significant than they were fifty years ago by tracing through these various elements. The so-called ‘golden age’ of modern society occurred as society became settled into expected roles and outcomes. As the country made its way into the new modernized age, the wealthier classes set the standard for acceptable living. Men were expected to hold respectable jobs in the city often working for the same company all of their lives. Loyalty and devotion to the corporation were often rewarded with lifetime support. They would go into work in the mornings, come home in the evenings, and expect to find their families clean and ready for them. Examining the letters and diaries left behind, Welter and others hypothesized that it became necessary for women to uphold the traditional ideologies the family had held dear while in a rural setting, thereby restricting them to a single idealized image of what embodies the True Woman. â€Å"The nineteenth-century American man was †¦ at work long hours in a materialistic society. The religious values of his forebears wer e neglected in practice if not in

Journal Entry Week 6 Essay Example | Topics and Well Written Essays - 500 words

Journal Entry Week 6 - Essay Example For instance, Sebenius notes that business dealings in China are influenced by local political groups even in private companies, which might surprise American business professionals (p.7). In case of Germany, major board-level decisions involve labor force participation. Cultural differences also cause serious confusion in identifying the actual decision makers. Different cultures follow different norms and have different meanings to trust, faith, relationship, and ethics. These differences could startle the ignorant business personnel. In some countries, decision rights are even vested with the shareholders, which could become terrible cause for concern when foreign companies invest in these shares; moreover, shareholder regulations are different in different countries. Sebenius also points out that informal influences can cause significant say in a deal; these informal groups can assume different forms in different countries (p.7). Hence, it is important to realize and understand w ho these informal groups are before signing any deals. Through illustrations explaining such influences of cultural difference, Sebenius attempts to clarify that cross-border negotiations would require acquisition of clear understanding of other cultures, their influential people, roles, and various other groups that might influence the negotiation and the business. Sebenius (p.10) also enlightens us with some suggestions to deal with people from different cultures to arrive at successful negotiations. For instance, in top-down authoritative cultures, negotiations must be made directly with the authoritarians rather than any subordinates; however, it is also important to obtain an awareness of other informal groups in such cultures. Negotiation process also differs in different cultures. In some cultures, the negotiators aim at win-win whereas in some they only think about their advantage. This article also introduces various types of