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AP and Other Stories Essay Questions. What is the tomorrow, significance of normative, Ace#39;s interaction with the macbeth tomorrow, teenager in the car at the beginning of Ace in the Hole? Ace#39;s angry reaction locates him at case the same emotional level as the angry teenager, establishing his immaturity and also foreshadowing Ace#39;s fixation on his own adolescence. Ace is also most upset at macbeth being called Dad by the teenager, even though he is indeed an adult and a father. Ace still longs to exist in his golden years of his youth. It is also important that they yell at each other from their cars; their distance evokes the alienation that Ace feels from everyone around him, including his coworkers and family. Given his neglect of Bonnie, Ace#39;s desire for another child seems inexplicable. Why might Ace want a second child? Updike suggests that Ace wants a son who can be an athlete, succeeding where Ace failed. Ace also seems to believe that having another child will mend his relationship with Evey and help Ace to fend off his own mortality, something that Bonnie cannot do because she is a girl. Does Updike undercut Sammy#39;s critique of Symbolism by Shirley Jackson, consumer culture?
Why or why not? In A P, Updike undercuts Sammy#39;s critique of consumer culture as shallow and tomorrow, homogenous by presenting him as an unreliable narrator. Sammy obviously and egregiously exaggerates his own worth and accomplishments, while objectifying Queenie and her friends just as much as Lengel and the customers do. Ultimately, Sammy#39;s rebellion - though well-founded in these cultural outrages - is committed in the hopes of becoming a hero to Queenie. His rebellion is not motivated by political unrest but rather sexual desire.
What is Sammy#39;s attitude toward women? How do women motivate Sammy#39;s actions? Sammy relentlessly ogles and lusts after the study, beautiful young women who come to A P in their bikinis, but he is resentful of older women who have lost their beauty. He wonders if the girls are capable of deep thoughts, or if, instead of a mind, they have a little buzz like a bee in tomorrow a glass jar? The opposite sex is inscrutable to Sammy, perhaps because he finds them unattainable. Sammy#39;s mother is a powerful but mostly absent figure; her presence is symbolic interactionism sociology felt but we never learn anything about her.
Sammy#39;s distant admiration of the women drives all of his actions; he hopes they will be watching when he behaves admirably but he never knows for sure. How does David#39;s reading of the H.G. Wells book inform the rest of Pigeon Feathers? David#39;s brief interaction with The Outline of History forms an intellectually primal scene, introducing David to the idea of tomorrow, critical, secular thought. David is incredulous that God would allow a poisonous, questioning mind to exist. Ultimately, David rejects critical thought in favor of raw emotion, drowning out his very rational fears of mortality in anemia case a violent outburst of shooting. Importantly, the macbeth tomorrow, idea of a secular Jesus implies the mortality of the soul; although David#39;s reading and his sudden fear of death seem unrelated, there is actually a causal link between the examples, two scenes. Ultimately, his acceptance of faith comes in the form of natural beauty and not thought or dogma. At the end of Pigeon Feathers, does David embrace his father#39;s worldview or his mother#39;s?
By shooting the pigeons, David seems to embrace his father#39;s violent worldview, choosing ignorance rather than recognition of human mortality. Macbeth. However, there are signs that his mother has also influenced him; he appreciates the beauty of the pigeon feathers, and his loyalty to his mother is what leads him to interactionism shoot the macbeth, pigeons in the first place. What is the significance of savage in the tempest, Dickie#39;s kiss at the end of Separating? Dickie#39;s kiss demonstrates the macbeth, deeply profound and personal impact of a woman, divorce on an individual, even one who pretends not to macbeth care. Importantly, the kiss has a sexual dimension that is inappropriate for a father-son relationship. Case Study. This suggests the breakdown of macbeth, received categories of relationships; in the brave new world of divorce, characters must learn the boundaries of each relationship for interactionism sociology definition themselves, rather than relying on pre-established categories.
The kiss could also evoke the kiss of Judas, foreshadowing that Dickie will rebel against macbeth, his parents in the wake of their separation. Is Separating a treatise against divorce? Why or why not? Although Separating paints a very damning picture of marital disruption, Updike does not reject divorce wholesale. In The. Rather, the macbeth tomorrow, story shows the consequences of people behaving only in their own self-interest.
The Maples#39; separation is not the cause of their domestic havoc but simply another symptom. When Maple says at the end that he cannot remember why he and Joan are separating, it is said with a tinge of both sadness and wonder. Because of their children, Richard and Joan will always have a relationship. Despite disagreements and subtle sniping, the Maple parents do seem to have a healthy, honest and normative ethics, adult relationship. Divorce, in this case, stems from a lack of love rather than the presence of violence or wrong-doing. Why might Updike have chosen the macbeth, title Short Easter for this story? The title of Short Easter alludes to a seemingly insignificant aspect of the story; this year, Easter is an anemia study hour shorter due to Daylight Savings Time. The short Easter may allude to Fogel#39;s age--late in winter, the days get shorter, and Fogel is in the winter of his life. The short Easter disorients Fogel.
When he wakes in his son#39;s room, a dark haze surrounds him. The persistence of mortality is symbolized by the title. It may also refer to the difficulty of changing course in macbeth tomorrow life when very little time is left, just as on a 23-hour-day, one might feel rushed in one#39;s daily activities. A Woman As A. What is the importance of the young woman on the airplane in Short Easter? The narrator alludes to Fogel#39;s affair, but very indirectly--we initially believe that the affair will be with the woman from the plane, only to find that the macbeth, airplane woman just reminds Fogel of the woman with whom he really had an affair. Symbolic Interactionism Sociology Definition. The layers of memory emphasize Fogel#39;s age and tomorrow, sense of exhaustion, while also pointing to the universality of his experiences--after all, the woman is being wooed by a man not unlike Fogel a few decades ago. How To Cite http://www.gradesaver.com/a-and-p-and-other-stories/study-guide/essay-questions in MLA Format.
Study Guide Navigation About AP and Other Stories AP and Other Stories Summary Character List Glossary Themes Quotes and Analysis Summary And Analysis Ace in the Hole A P, Part 1 A P, Part 2 A P, Part 3 Pigeon Feathers Separating Short Easter Consumerism and the Cold War Related Links Essay Questions Quizzes - Test Yourself! Quiz 1 Quiz 2 Quiz 3 Quiz 4 Citations Related Content Study Guide Essays Q A Mini-Store John Updike Biography. AP and Other Stories Questions and anemia, Answers. The Question and Answer section for AP and Other Stories is a great resource to ask questions, find answers, and discuss the novel. Macbeth Tomorrow. Sammy is a nineteen-year-old cashier at case the A P, a large supermarket chain.
He narrates a day at the store, complaining about customers who are mean or behave like sheep. He is critical of the commercialism of modern culture. Three. Sammy thinks he experiences an macbeth tomorrow epiphany for the rights of these girls but his decision to in the quit his job is really driven by teen angst and sexual attraction. Check out this GradeSaver link below:
Study Guide for AP and Other Stories. AP and Other Stories study guide contains a biography of John Updike, literature essays, quiz questions, major themes, characters, and a full summary and analysis. Tomorrow. AP and Other Stories essays are academic essays for citation. These papers were written primarily by savage in the, students and tomorrow, provide critical analysis of savage in the tempest, AP and tomorrow, other short stories by John Updike.
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Howard Gardner, multiple intelligences and macbeth education. I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. I want them to understand it so that they will be positioned to make it a better place. Knowledge is not the same as morality, but we need to understand if we are to avoid past mistakes and fraunhofer diffraction equation move in productive directions. An important part of that understanding is knowing who we are and tomorrow what we can do… Ultimately, we must synthesize our understandings for ourselves. The performance of understanding that try matters are the ones we carry out as human beings in an imperfect world which we can affect for good or for ill. (Howard Gardner 1999: 180-181) Howard Earl Gardner’s (1943- ) work has been marked by a desire not to just describe the world but to help to create the conditions to change it. The scale of Howard Gardner’s contribution can be gauged from following comments in diffraction, his introduction to the tenth anniversary edition of his classic work Frames of Mind. The theory of multiple intelligences : In the heyday of the macbeth tomorrow, psychometric and behaviorist eras, it was generally believed that intelligence was a single entity that was inherited; and by Shirley Jackson Essay that human beings – initially a blank slate – could be trained to learn anything, provided that it was presented in an appropriate way. Nowadays an increasing number of researchers believe precisely the opposite; that there exists a multitude of intelligences, quite independent of each other; that each intelligence has its own strengths and constraints; that the mind is far from unencumbered at birth; and that it is tomorrow unexpectedly difficult to teach things that go against early ‘naive’ theories of interactionism sociology that challenge the natural lines of force within an intelligence and its matching domains. Macbeth! (Gardner 1993: xxiii) One of the main impetuses for this movement has been Howard Gardner’s work.
He has been, in Smith and fraunhofer Smith’s (1994) terms, a paradigm shifter. Howard Gardner has questioned the idea that intelligence is a single entity, that it results from a single factor, and that it can be measured simply via IQ tests. He has also challenged the cognitive development work of Piaget. Bringing forward evidence to show that at any one time a child may be at very different stages for example, in macbeth, number development and spatial/visual maturation, Howard Gardner has successfully undermined the savage, idea that knowledge at any one particular developmental stage hangs together in a structured whole. In this article we explore Howard Gardner’s contribution and the use to which it has been put by educators. Howard Gardner was born in macbeth tomorrow, Scranton, Pennsylvania in 1943. His parents had fled from Nurnberg in Germany in 1938 with their three-year old son, Eric. Just prior to Howard Gardner’s birth Eric was killed in a sleighing accident. These two events were not discussed during Gardner’s childhood, but were to have a very significant impact upon his thinking and Symbolism in The by Shirley Jackson Essay development (Gardner 1989: 22). Macbeth Tomorrow! The opportunities for risky physical activity were limited, and creative and intellectual pursuits encouraged.
As Howard began to discover the family’s ‘secret history’ (and Jewish identity) he started to savage tempest recognize that he was different both from his parents and from his peers. His parents wanted to send Howard to Phillips Academy in Andover Massachusetts – but he refused. Instead he went to a nearby preparatory school in Kingston, Pennsylvania (Wyoming Seminary). Macbeth Tomorrow! Howard Gardner appears to have embraced the opportunities there – and to have elicited the support and interest of some very able teachers. From there he went to Harvard University to study history in readiness for savage in the tempest, a career in the law. However, he was lucky enough to have Eric Erikson as a tutor. In Howard Gardner’s words Erikson probably ‘sealed’ his ambition to tomorrow be a scholar (1989: 23). But there were others: My mind was really opened when I went to Harvard College and had the opportunity to study under individuals—such as psychoanalyst Erik Erikson, sociologist David Riesman, and cognitive psychologist Jerome Bruner—who were creating knowledge about human beings. That helped set me on the course of investigating human nature, particularly how human beings think. Savage In The Tempest! (Howard Gardner quoted by Marge Sherer 1999) Howard Gardner’s interest in psychology and the social sciences grew (his senior thesis was on tomorrow a new California retirement community) and in the tempest he graduated summa cum laude in 1965.
Howard Gardner then went to work for a brief period with Jerome Bruner on the famous MACOS Project (‘Man: A course of study’). Bruner’s work, especially in The Process of Education (1960) was to macbeth tomorrow make a profound impact, and sociology definition the questions that the programme asked were to find an echo in Gardner’s subsequent interests. During this time he began to read the work of Claude Levi-Strauss and Jean Piaget in more detail. He entered Harvard’s doctoral programme in 1966, and in the following year became part of the Project Zero research team on arts education (with which he has remained involved to macbeth tomorrow the present). Howard Gardner completed his PhD in 1971 (his dissertation was on style sensitivity in symbolic, children). Macbeth Tomorrow! He remained at a woman as a friend Harvard. Alongside his work with Project Zero (he now co-directs it with David Perkins) he was a lecturer (1971-1986) and then professor in education (1986- ). His first major book, The Shattered Mind appeared in 1975 and some fifteen have followed. Howard Gardner is currently Hobbs Professor of Cognition and Education at macbeth the Harvard Graduate School of Education and adjunct professor of neurology at the Boston University School of Medicine. Project Zero provided an environment in which Howard Gardner could begin to explore his interest in human cognition. He proceeded in a very different direction to fraunhofer diffraction equation the dominant discourses associated with Piaget and with psychometric testing. Tomorrow! Project Zero developed as a major research centre for education – and provided an intellectual home for a significant grouping of researchers.
A key moment came with the establishment of the Project on Human Potential in fraunhofer diffraction equation, the late 1970s (funded by Bernard van Leer Foundation) to ‘assess the state of scientific knowledge concerning human potential and its realization’. The result was Frames of Mind (1983) Howard Gardner’s first full-length statement of his theory of macbeth tomorrow multiple intelligences. Howard Gardner on multiple intelligences – the diffraction equation, initial listing. Howard Gardner viewed intelligence as ‘the capacity to solve problems or to macbeth tomorrow fashion products that are valued in one or more cultural setting’ (Gardner Hatch, 1989). He reviewed the literature using eight criteria or ‘signs’ of an intelligence: Potential isolation by brain damage.The existence of idiots savants, prodigies and other exceptional individuals. An identifiable core operation or set of operations. A distinctive development history, along with a definable set of ‘end-state’ performances. An evolutionary history and equation evolutionary plausibility. Support from experimental psychological tasks. Support from psychometric findings.
Susceptibility to encoding in tomorrow, a symbol system. (Howard Gardner 1983: 62-69) Candidates for the title ‘an intelligence’ had to in the tempest satisfy a range of these criteria and must include, as a prerequisite, the ability to resolve ‘genuine problems or difficulties’ ( ibid .: 60) within certain cultural settings. Macbeth! Making judgements about this was, however, ‘reminiscent more of an artistic judgement than of fraunhofer a scientific assessment’ ( ibid. : 62). Howard Gardner initially formulated a list of seven intelligences. His listing was provisional. Tomorrow! The first two have been typically valued in schools; the interactionism, next three are usually associated with the arts; and the final two are what Howard Gardner called ‘personal intelligences’ (Gardner 1999: 41-43). Linguistic intelligence involves sensitivity to spoken and macbeth written language, the ability to learn languages, and the capacity to use language to equation accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence. Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically.
In Howard Gardner’s words, it entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking. Musical intelligence involves skill in the performance, composition, and macbeth tomorrow appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in a woman friend, an almost structural parallel to linguistic intelligence. Bodily-kinesthetic intelligence entails the potential of tomorrow using one’s whole body or parts of the body to solve problems. It is the normative, ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related. Spatial intelligence involves the potential to recognize and use the patterns of macbeth tomorrow wide space and more confined areas.
Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counsellors all need a well-developed interpersonal intelligence. Intrapersonal intelligence entails the capacity to understand oneself, to anemia appreciate one’s feelings, fears and motivations. Macbeth! In Howard Gardner’s view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives. In Frames of Mind Howard Gardner treated the personal intelligences ‘as a piece’. Because of their close association in interactionism definition, most cultures, they are often linked together. Macbeth Tomorrow! However, he still argues that it makes sense to think of two forms of personal intelligence. Gardner claimed that the seven intelligences rarely operate independently.
They are used at the same time and study tend to complement each other as people develop skills or solve problems. In essence Howard Gardner argued that he was making two essential claims about multiple intelligences. That: The theory is an account of macbeth human cognition in its fullness. The intelligences provided ‘a new definition of human nature, cognitively speaking’ (Gardner 1999: 44). Human beings are organisms who possess a basic set of intelligences. People have a unique blend of intelligences. Howard Gardner argues that the big challenge facing the deployment of human resources ‘is how to best take advantage of the uniqueness conferred on us as a species exhibiting several intelligences’ ( ibid. : 45). These intelligences, according to Howard Gardner, are amoral – they can be put to constructive or destructive use. The appeal of multiple intelligences to educators. Howard Gardner’s theory of multiple intelligences has not been readily accepted within academic psychology.
However, it has met with a strongly positive response from many educators. Symbolism Lottery By Shirley Jackson! It has been embraced by a range of educational theorists and, significantly, applied by teachers and policymakers to the problems of schooling. A number of schools in North America have looked to tomorrow structure curricula according to the intelligences, and to design classrooms and even whole schools to reflect the understandings that Howard Gardner develops. Ethics Examples! The theory can also be found in use within pre-school, higher, vocational and macbeth tomorrow adult education initiatives. This appeal was not, at first, obvious. At first blush, this diagnosis would appear to diffraction sound a death knell for formal education. It is hard to teach one intelligence; what if there are seven? It is macbeth tomorrow hard to enough to teach even when anything can be taught; what to symbolic sociology definition do if there are distinct limits and strong constraints on human cognition and learning? (Howard Gardner 1993: xxiii)
Howard Gardner responds to his questions by tomorrow, first making the point that psychology does not directly dictate education, ‘it merely helps one to understand the conditions within which education takes place’. What is more: Seven kinds of savage in the intelligence would allow seven ways to teach, rather than one. And powerful constraints that exist in the mind can be mobilized to introduce a particular concept (or whole system of macbeth thinking) in a woman as a friend, a way that children are most likely to macbeth tomorrow learn it and least likely to distort it. Paradoxically, constraints can be suggestive and ultimately freeing. ( op. Anemia Case Study! cit. Macbeth Tomorrow! ) Mindy L. Kornhaber (2001: 276), a researcher involved with Project Zero, has identified a number of in The by Shirley Essay reasons why teachers and policymakers in North America have responded positively to Howard Gardner’s presentation of multiple intelligences. Among these are that: … the theory validates educators’ everyday experience: students think and learn in many different ways. It also provides educators with a conceptual framework for organizing and macbeth reflecting on curriculum assessment and pedagogical practices. In turn, this reflection has led many educators to develop new approaches that might better meet the needs of the range of learners in their classrooms. The response to Howard Gardner is paralleled by case, the adoption of Kolb’s model of experiential learning by adult and informal educators. While significant criticism can be made of the formulation (see below) it does provide a useful set of questions and tomorrow ‘rules of thumb’ to help educators to think about their practice.
The way in which Howard Gardner’s theory of multiple intelligences has been translated into policy and practice has been very varied. Interactionism! Howard Gardner did not, initially, spell out the implications of his theory for educators in any detail. Subsequently, he has looked more closely at macbeth tomorrow what the theory might mean for schooling practice (e.g. in The Unschooled Mind , Intelligence Reframed , and normative examples The Disciplined Mind ). Tomorrow! From this work three particular aspects of Gardner’s thinking need noting here as they allow for hope, and in the tempest an alternative way of macbeth thinking, for those educators who feel out of step with the current, dominant product orientation to curriculum and educational policy. The approach entails: A broad vision of a woman friend education . All seven intelligences are needed to tomorrow live life well. Teachers, therefore, need to attend to all intelligences, not just the first two that have been their tradition concern. As Kornhaber (2001: 276) has noted it involves educators opting ‘for depth over breadth’. Understanding entails taking knowledge gained in one setting and using it in another. Diffraction! ‘Students must have extended opportunities to work on a topic’ ( op. cit. ).
Developing local and flexible programmes . Howard Gardner’s interest in ‘deep understanding’, performance, exploration and creativity are not easily accommodated within an orientation to the ‘delivery’ of a detailed curriculum planned outside of the immediate educational context. ‘An “MI setting” can be undone if the curriculum is too rigid or if there is macbeth but a single form of assessment’ (Gardner 1999: 147). In this respect the educational implications of Symbolism in The Lottery by Shirley Essay Howard Gardner’s work stands in a direct line from the work of John Dewey. Looking to morality . ‘We must figure out how intelligence and morality can work together’, Howard Gardner argues, ‘to create a world in which a great variety of tomorrow people will want to live’ (Gardner 1999: 4). While there are considerable benefits to ethics developing understanding in relation to the disciplines, something more is needed. Are there additional intelligences? Since Howard Gardner’s original listing of the intelligences in Frames of Mind (1983) there has been a great deal of discussion as to tomorrow other possible candidates for inclusion (or candidates for exclusion).
Subsequent research and reflection by Howard Gardner and his colleagues has looked to three particular possibilities: a naturalist intelligence, a spiritual intelligence and an existential intelligence. Lottery By Shirley! He has concluded that the macbeth, first of these ‘merits addition to the list of the original seven intelligences’ (Gardner 1999: 52). Naturalist intelligence enables human beings to recognize, categorize and draw upon certain features of the anemia case, environment. It ‘combines a description of the core ability with a characterization of the tomorrow, role that many cultures value’ ( ibid. Fraunhofer Diffraction! : 48). The case for inclusion of naturalist intelligence appears pretty straightforward, the position with regard to macbeth tomorrow spiritual intelligence is far more complex. According to Howard Gardner (1999: 59) there are problems, for example, around the ‘content’ of in The Lottery by Shirley Jackson spiritual intelligence, its privileged but unsubstantiated claims with regard to truth value, ‘and the macbeth, need for fraunhofer diffraction equation, it to be partially identified through its effect on other people’. As a result: It seems more responsible to carve out that area of spirituality closest ‘in spirit’ to the other intelligences and then, in the sympathetic manner applied to naturalist intelligence, ascertain how this candidate intelligence fares. In doing so, I think it best to put aside the term spiritual , with its manifest and problematic connotations, and to speak instead of an intelligence that explores the nature of existence in its multifarious guises.
Thus, an explicit concern with spiritual or religious matters would be one variety – often the most important variety – of an existential intelligence. Existential intelligence , a concern with ‘ultimate issues’, is, thus, the next possibility that Howard Gardner considers – and he argues that it ‘scores reasonably well on the criteria’ ( ibid .: 64). Tomorrow! However, empirical evidence is sparse – and although a ninth intelligence might be attractive, Howard Gardner is not disposed to add it to the list. Study! ‘I find the phenomenon perplexing enough and the distance from the other intelligences vast enough to dictate prudence – at least for now’ ( ibid. : 66). The final, and obvious, candidate for inclusion in Howard Gardner’s list is moral intelligence . In his exploration, he begins by asking whether it is possible to delineate the ‘moral domain’. Macbeth Tomorrow! He suggests that it is difficult to come to any consensual definition, but argues that it is possible to come to an understanding that takes exploration forward. Central to interactionism definition a moral domain, Howard Gardner suggests, ‘is a concern with those rules, behaviours and attitudes that govern the sanctity of life – in particular, the sanctity of macbeth human life and, in many cases, the normative examples, sanctity of any other living creatures and macbeth tomorrow the world they inhabit’ ( ibid. : 70). If we accept the existence of case study a moral realm is macbeth tomorrow it then possible to speak of moral intelligence? If it ‘connotes the adoption of any specific moral code’ then Howard Gardner does not find the term moral intelligence acceptable ( ibid .: 75). Furthermore, he argues, researchers and writers have not as yet ‘captured the essence of the moral domain as an instance of human intelligence’ ( ibid .: 76). As I construe it, the central component in the moral realm or domain is a sense of personal agency and tempest personal stake, a realization that one has an irreducible role with respect to macbeth tomorrow other people and that one’s behaviour towards others must reflect the interactionism sociology definition, results of contextualized analysis and the exercise of one’s will…. The fulfilment of key roles certainly requires a range of human intelligences – including personal, linguistic, logical and perhaps existential – but it is fundamentally a statement about the kind of person that has developed to be.
It is not, in macbeth, itself, an intelligence. ‘Morality’ is then properly a statement about normative ethics examples personality, individuality, will, character – and, in the happiest cases, about the highest realization of human nature. Macbeth! ( ibid .: 77) So it is, that Howard Gardner has added an eighth intelligence – naturalist intelligence – to his list. Lottery By Shirley Jackson! He has also opened the door to another possibility – especially that of existential intelligence – but the tomorrow, court is sociology definition out on that one. Howard Gardner’s multiple intelligences – some issues and problems. There are various criticisms of, and problems around, Howard Gardner’s conceptualization of multiple intelligences. Indeed, Gardner himself has listed some of the main issues and his responses (1993: xxiii-xxvii; 1999: 79-114). Here, I want to focus on three key questions that have been raised in debates. (There are plenty of other questions around – but these would seem to be the macbeth, most persistent):
Are the criteria Howard Gardner employs adequate? John White (1997) has argued that there are significant issues around the criteria that Howard Gardner employs. There are questions around the individual criteria, for example, do all intelligences involve symbol systems; how the criteria to anemia be applied; and why these particular criteria are relevant. In respect of the last, and fundamental question, White states that he has not been able to find any answer in macbeth tomorrow, Gardner’s writings ( ibid .: 19). Normative Ethics! Indeed, Howard Gardner himself has admitted that there is an element of subjective judgement involved.
Does Howard Gardner’s conceptualization of intelligence hold together? For those researchers and scholars who have traditionally viewed intelligence as, effectively, what is measured by intelligence tests – Howard Gardner’s work will always be problematic. They can still point to a substantial tradition of research that demonstrates correlation between different abilities and argue for the existence of a general intelligence factor. Tomorrow! Howard Gardner (1993: xxiv) disputes much of the evidence and argues that it is not possible, as yet, to know how far intelligences actually correlate. More recent developments in thinking around intelligence such as Robert Sternberg’s (1985, 1996) advancement of a ‘triarchic model’ have shared Gardner’s dislike of such standard intelligence theory. However, in case, contrast to Howard Gardner, Robert Sternberg does not look strongly at the particular material that the person is processing.
Instead he looks to what he calls the componential, experiential and contextual facets of macbeth intelligence. A further set of case study criticisms centre around the specific intelligences that Howard Gardner identified. For example, it can be argued that musical intelligence and bodily-kinesthetic intelligence are better approached as talents (they do not normally need to adapt to life demands). Is there sufficient empirical evidence to support Howard Gardner’s conceptualization? A common criticism made of Howard Gardner’s work is that his theories derive rather more strongly from his own intuitions and reasoning than from a comprehensive and full grounding in macbeth, empirical research. For the moment there is not a properly worked-through set of tests to identify and measure the in The Lottery by Shirley, different intelligences. I once thought it possible to create a set of tests of tomorrow each intelligence – an intelligence-fair version to be sure – and as a then simply to determine the correlation between the tomorrow, scores on the several tests.
I now believe that this can only be accomplished if someone developed several measures for friend, each intelligence and then made sure that people were comfortable in dealing with the materials and methods used to measure each intelligence. Tomorrow! (Gardner 1999: 98) Howard Gardner himself has not pursued this approach because of diffraction equation a more general worry with such testing – that it leads to labelling and stigmatization. It can be argued that research around the functioning of the brain generally continues to support the notion of multiple intelligence (although not necessarily the specifics of macbeth tomorrow Howard Gardner’s theory). There are further questions around the notion of selfhood that Howard Gardner employs – something that he himself has come to recognize. In the early 1990s he began to a woman friend look to the notion of distributed cognition as providing a better way of approaching the area than focusing on what goes on in the mind of a single individual (Hatch and Gardner 1993) (see the discussion of social/situational orientations to learning). While there may be some significant questions and issues around Howard Gardner’s notion of multiple intelligences, it still has had utility in education. It has helped a significant number of educators to question their work and to encourage them to look beyond the tomorrow, narrow confines of the dominant discourses of skilling, curriculum, and testing. For example, Mindy Kornhaber and ethics examples her colleagues at macbeth the Project SUMIT (Schools Using Multiple Intelligences Theory) have examined the performance of a number of a woman friend schools and tomorrow concluded that there have been significant gains in anemia case study, respect of SATs scores, parental participation, and discipline (with the schools themselves attributing this to MI theory). Macbeth! To the extent that Howard Gardner’s multiple intelligences theory has helped educators to reflect on their practice, and given them a basis to broaden their focus and to attend to what might assist people to live their lives well, then it has to be judged a useful addition. Project SUMIT (2000) uses the metaphor of Compass Points -‘routes that educators using the theory have taken and ethics which appear to benefit students’.
They have identified the following markers that characterize schools with some success in macbeth, implementing practices that attend to multiple intelligences theory. Culture: support for diverse learners and hard work. Acting on a value system which maintains that diverse students can learn and study succeed, that learning is exciting, and macbeth that hard work by teachers is necessary. Readiness: awareness-building for implementing MI. Building staff awareness of MI and friend of the different ways that students learn. Tool : MI is a means to foster high quality work. Using MI as a tool to promote high quality student work rather than using the macbeth tomorrow, theory as an end in Jackson Essay, and of tomorrow itself. Collaboration : informal and tempest formal exchanges. Sharing ideas and constructive suggestions by the staff in formal and macbeth tomorrow informal exchanges. Choice : meaningful curriculum and assessment options. Embedding curriculum and assessment in activities that are valued both by students and the wider culture.
Arts . Employing the arts to develop children’s skills and understanding within and across disciplines. Informal educators can usefully look at this listing in respect of Symbolism in The Lottery by Shirley Jackson their projects and agencies. The multiple intelligences themselves also provide a good focus for reflection. Tomorrow! Arguably, informal educators have traditionally been concerned with the domains of the fraunhofer diffraction equation, interpersonal and the intrapersonal, with a sprinkling of the intelligences that Howard Gardner identifies with the arts. Looking to naturalist linguistic and logical-mathematical intelligences could help enhance their practice. The main Howard Gardner writings on multiple intelligences are as follows: Gardner, Howard (1983; 1993) Frames of Mind: The theory of multiple intelligences, New York: Basic Books. The second edition was published in Britain by Fontana Press. 466 + xxix pages. (All references in this article refer to macbeth tomorrow this second, 10th Anniversary, edition). A major addition to the literature of cognitive psychology being the first full length explication of multiple intelligences. Gardner, Howard (1989) To Open Minds: Chinese clues to the dilemma of contemporary education , New York: Basic Books.
This book includes a significant amount of material on Gardner’s early life. Gardner, H. (1991) The Unschooled Mind: How children think and how schools should teach , New York: Basic Books. Gardner, Howard (1999) Intelligence Reframed. Multiple intelligences for the 21st century , New York: Basic Books. 292 + x pages. Useful review of Gardner’s theory and discussion of issues and tempest additions. Gardner, Howard (1999) The Disciplined Mind: Beyond Facts And Standardized Tests, The K-12 Education That Every Child Deserves , New York: Simon and Schuster (and New York: Penguin Putnam). Brualdi, A, C. (1996) ‘Multiple Intelligences: Gardner’s Theory. ERIC Digest’, Eric Digests , [http://www.ericdigests.org/1998-1/multiple.htm. Accessed June 15, 2008]
Bruner, J (1960) The Process of Education , Cambridge, Mass.: Harvard University Press. Gardner, Howard (1975) The Shattered Mind , New York: Knopf. Gardner, Howard (2006) Changing Minds. The art and macbeth science of changing our own and other people’s minds . Boston MA.: Harvard Business School Press. Gardner, H., Csikszentmihalyi, M. and definition Damon, W. (2001) Good Work: Where Excellence and macbeth Ethics Meet , New York: Basic Books. Gardner, H., Hatch, T. (1989). Ethics! Multiple intelligences go to school: Educational implications of the theory of multiple intelligences. Educational Researcher , 18 (8), 4-9. T. Hatch and H. Gardner (1993) ‘Finding cognition in the classroom: an expanded view of human intelligence’ in macbeth tomorrow, G. Salomon (ed.) Distributed Cognitions.
Psychological and educational considerations, Cambridge: Cambridge University Press. Kornhaber, M. L. (2001) ‘Howard Gardner’ in J. A. Palmer (ed.) Fifty Modern Thinkers on Education. From Piaget to the present , London: Routledge. Project SUMIT (2000) SUMIT Compass Points Practices. [http://pzweb.harvard.edu/Research/SUMIT.htm. Accessed June 15, 2008] Scherer, M. (1999) ‘The Understanding Pathway: A Conversation with Howard Gardner’, Educational Leadership 57(3) [www.georgejacobs.net/MIArticles/Gardner%20ASCD%201999.doc. Accessed June 15, 2008]. Smith, L. G. and Smith, J. K. (1994) Lives in Education. A narrative of people and ideas 2e, New York: St Martin’s Press. Sternberg, R. J. (1985) Beyond IQ: A triarchic theory of normative ethics examples human intelligence . New York: Cambridge University Press.
Sternberg, R. J. (1996) Successful intelligence . New York: Simon Schuster. White, J. (1998) Do Howard Gardner’s multiple intelligences add up? London: Institute of Education, University of tomorrow London. Williams, W. M., Blythe, T., White, N., Li, J., Sternberg, R. J., Gardner, H. (1996). Practical intelligence for school. New York: HarperCollins College Publishers.
Acknowledgement : The picture of Howard Gardner is reproduced here under a Creative Commons Attribution-NonCommercial-NoDerivs 2.0 Generic (CC BY-NC-ND 2.0) Licence. It is normative ethics part of the tomorrow, Aspen Institute’s photostream at Flickr.
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· Manager for CNC Training Center at MF100 (1996-1998) · General Manager for Cannons and Gun mounts, MF100, (1988-1992) Ph.D. Degree in tomorrow Mechanical Design and Production, Cairo University 1992. M.S. Degree thesis: Assessment of Plastic Deformation and Limit Strains for Sheet Metal in Biaxial Stretching. Examples? Stress and Strain in Gun Barrel Autofrettage.
Instructor Certification in Basic and Advanced Computer Numerical Control CNC Training, Hudson Valley Community College – Division of Engineering and macbeth tomorrow Industrial Technology, USA 1993 Master User Certificate in NC Programming, CAD/CAM Unigraphic, USA 2005. Master User Certificate in tempest Drafting CAD/CAM Unigraphic, USA 2000. Master User Certificate in Design CAD/CAM Unigraphic, USA 2003. Macbeth? Master User Certificate in Engineering CAD/CAM Unigraphic, USA2001. Courses Taught at interactionism sociology definition, MSA University, Cairo University , Future University and French University and King Saud University (1992-Now ) Workshop (for Prep. Year ) Manufacturing Processes II ( Metal Cutting) Advanced Manufacturing, Computer Numerical Control Machines. (CNC Machines) (Theory, Programming and Applications) Computer Aided Manufacturing ( CAM) Computer Aided Design ( CAD) Computer Aided Engineering (CAE) Computer Integrated Manufacturing Jigs Fixtures Design Engineering Materials and Testing Graphic I ( Engineering Drawings Part I) Graphic II ( Engineering Drawings Part II) Graduation Projects ( 150 Projects) I was a Supervisor on tomorrow, the Following Thesis: Influence of Autofrettage on Residual Stress Intensity Factors Internally or externally Cracked Gun Barrels. Wissam Mustafa AL- Hozwany a Thesis Submitted to study, the Faculty of Engineering , Cairo University in partial Fulfillment of the macbeth Requirements For Degree of Doctor of philosophy in Mechanical Engineering (1999). Modeling and Simulation of Robot working Space in an Industrial Environment. Symbolic Sociology Definition? Mohamed Fawzy Aly a Thesis submitted to the Faculty of Engineering at Cairo University in macbeth tomorrow partial Fulfillment of the Requirements for Master Degree in Mechanical Engineering, 2001. ” Effect of equal-channel angular pressing on the surface roughness of commercial purity aluminum during turning operation, ” Proceeding of the Institution of Mechanical Engineers Part B: Journal Engineering Manufacture, 2016, DOI: 10.1177/0954405416662083. ” An investigation of optimum cutting conditions in turning nodular cast iron using carbide inserts with different nose radius ” Proceeding of the Institution of Mechanical Engineers Part B: Journal of Engineering Manufacture, 2016, Vol.
230(9) 1584–1591. 5- Adel Taha Abbas, ”Optimizing Cutting Conditions for Minimum Surface Roughness in Face Milling of High Strength Steel Using Carbide Inserts”, Advances in Materials Science and interactionism definition Engineering, 2016, ID : 7372132. http://dx.doi.org/10.1155/2016/7372132. 7-E.A. El-Bahkali , A.T. Tomorrow? Abbas ” Failure Analysis of Vise Jaw Holders for Hacksaw Machine” Journal of Lottery Jackson Essay King Saud University, Engineering Sciences, On line January, 12, 2016,http://dx.doi.org/10.1016/j.jksues.2015.12.007. 21- A.T. Abbas and S.M. Megahed, ”A General Algorithm For Drilling Holes Lying In A Matrix”, Robotics and Computer Integrated Manufacturing.
Volume21, No.3, pp. Tomorrow? 235-239, 2005. 22- A.T. Abbas ”A General Algorithm for a woman friend, Profiling and Dressing Grinding Wheels When Using a Grinding Spindle on CNC Lathe”, , International Journal of Production Research, Volume 42, Number18, 2004. Production of Cannon 122mm – Russia. Production of Cannon 130mm – China. Tomorrow? Regunning tank T-55 at Royal Ordnance Nottingham- England. Production of Tube, Breech Ring, Breech Block and Minor Parts for 120 mm Gun at Watervilet Arsenal – U.S.A.
Production of High emphasis Parts of 120 mm Gun Mount at Essay, Rock- Island Arsenal - U.S.A. Production of Cannon 155mm at Patria Vammas - FINLAND. 02- CNC Training Course at Orellikon Co., Italy. 03- CNC Training Course at Son-Rocco Co., Italy. 04- CNC Training Course at macbeth, Safop Co., Italy. 05- CNC Training Course at Siemans Co., Germany. 06- CNC Training Course at Huafeng CNC Machinery Co. Ltd., China.
07- CNC Training Course at Xinging Highland Eng. Machinery, China. 08- CNC Training Course at symbolic sociology, Nanjing Machine Tool, China. 09- CNC Training Course at macbeth, Gidding Lewis Co., USA. 10- CNC Training Course at CE-Fanuc Center, USA. 11- CNC Training Course at Symbolism in The by Shirley Essay, Cincinnati Co., USA. 12- CNC Training Course at Allen Bradely Co., USA. Macbeth? 13- CNC Training Course at Binns Berry Co., England. 14- CNC Training Course at Fagor, England.
15- CNC Training Course at in The by Shirley Essay, Emco, Austria. 01- Hybrid Modeling Fundamentals. 03-Practical Application of UG. Macbeth? 04- Design Application Using Unigraphics. 05- Drafting Fundamentals. 06- Sheet Metal Design. 07- Freeform Modeling. 08- Assembly Implementation. 12- Lathe Applications. 13- Mill (1) Applications.
14- Mill (2) Applications. 15- Mill (3) Applications. 16- Post Building Techniques. 17- Progressive Die Design. 18-Essential for NX Designers. 19- NX Design for the Experienced CAD User with Team Center Integration. I started my career at Military Factory MF100 since 1979. It has more than 1000 machine tools and 3,000 employees.
It is sociology, concerned with the tomorrow production of heavy cannons and gun mounts as well as several families of spare parts for other industries. During the period Jan., 1979 to 2000, I have the following experience: Material Testing and case study Laboratory Equipment Shop planning-production Design Jigs and Fixtures Reverse engineering Selection of machines Machines Installation Machines , Inspection Calibration Purchasing Tooling and Equipment Quality control system Supervision of production process Preparation of part programs for all CNC machines ie: milling, boring, turning, grinding, and macbeth tomorrow machining center Preparation of processing sheets Training Engineers and Technical staff of CNC processes (more than 1500 persons ) Programming and savage setting Production Manager / Project Manager for macbeth, more than 10 years for equation, cannons and gun mount (23,105,120,122,130,155mm). Macbeth Tomorrow? Technology Transfer with International companies, Royal Ordinance –UK, Rock Island Arsenal -US, Watervilet Arsenal-US, Patria Vammas –Finland.
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