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.

Domestication of maize in mesoamerica

Corn: The Domestication of Maize in MesoamericaOne of the most basic demands of a human being is that of nutrient. We most eat and imbibe to last. Subsistence is a natural idea which consumes every modern worlds twenty-four hours. What will I eat for breakfast? What will I take for tiffin or will I eat out? Should I take something out for dinner or choice something up on the manner place? All of these inquiries seem at times rather complicated, nevertheless are without a uncertainty, much simpler than what may hold crossed the heads of prehistoric worlds. Merely as it is today subsistence was the centre of each civilizations universe. Whether you were mobile or sedentary each group of hunter-gatherers had to eat. It is the endurance of these societies which allows us as archeologists a extremum into the yesteryear. The procedure of garnering adequate nutrient in which to obtain a sufficient sum of Calories was foremost and first in mundane life. The procedure of domestication of cert ain workss finally led to more nucleated colonies. Let us maintain in head Morgan ‘s theory of civilization, if this is right, that cultural patterned advance is lineal ; than it is safe to presume that the lone natural patterned advance for prehistoric worlds was to passage from the huntsman gather phase of obtaining subsistence to a more agricultural life manner. One cultigen in specific was â€Å" corn † , now referred to as â€Å" maize † . In this paper an effort will do to decently explicate what corn is, how maize became a major basic in prehistoric people ‘s diet, and in conclusion how has maize been detected in Mesoamerica through grounds in the archeological record. What is maize? It is a big species of American grass of the genus Zea ( Z. Mays ) widely cultivated as a eatage and nutrient works ; known as Indian maize ( hypertext transfer protocol: //archaeology.about.com ) . Maize is a cultigen ; this is a harvest that can non propagate in the natural state without human intercession. Plant domestication can be defined as the human creative activity of a new signifier of works, dependant on human intercession, reaping and seting for endurance. Maize has a distinguishable planting season, turning season, and reaping season. There is a world-wide importance placed on â€Å" maize † . In the Western Hemisphere it is by far the most of import human nutrient harvest ( Beadle, 615 ) . It is still the most of import harvest in all of Latin America. On a world-wide footing it is the 3rd most of import human nutrient harvest, with an one-year production of some two hundred metric dozenss ( Beadle, 615 ) . When Columbus arrived from the Old World and stumbled upon this unusual harvest on the island of Cuba, basically all major races of maize-some two to three hundred- were already in cultivation and had been disseminated from its topographic point of beginning, likely southern Mexico ( which will be explained further in the paper ) , to mid-Chile in the South and to the oral cavity of the St. Lawrence River in the North. The transition below from a scientific discipline magazine will foster aid explicate the definition of corn. Corn, besides known as corn ( from the Spanish maiz ) was foremost domesticated about 10,000 old ages ago from teosinte, a wild grass that looked rather different from our modern harvest. Teosinte grew in Mexico and Central America as a bushy works with many spikes, the precursor to our familiar ear of maize. The little teosinte spikes had merely two rows of about uneatable meats, or seeds, each enclosed by a difficult covering. These seeds separated separately at adulthood and were dispersed widely. In likely less than a thousand old ages, the bantam spikes of hereditary teosinte transformed into larger ears with comestible meats that remained on the hazelnut for easy crop. How these dramatic alterations occurred has been a mystifier for over a century. Geneticists are now positive that worlds populating in the Balsas River part of Mexico were scrounging teosinte seeds when they noticed rare aberrations-likely caused by random mutations-that increased spike size dramatically. Seeds were propagated from these bigger spikes, and therefore the singular events of domestication began. By analyzing the corn genome, research workers have now confirmed that mutants in individual cistrons, such as Teosinte glume architectural ( Tgal ) . Alter meat and works construction and that alterations in many cistrons influence complex developmental traits, such as the clip to blooming. As human populations migrated throughout the Americas, new assortments of corn were selected to turn in local environments. Some assortments were maintained as alleged landraces, each turning in ecological niches in Mexico and South America. Now, these assortments and landraces hold a wealth of familial diverseness, which is being tapped for both basic research and as traits for harvest genteelness ( hypertext transfer protocol: //www.sciencemag.org/products/posters/maize_poster ) How did maize go a major basic in prehistoric people ‘s diet? Where there other utilizations or maize other than subsistence? New research shows that there is unambiguously four major independent centres of works domestication ; the Near East, China, Eastern North America and Mesoamerica. ( Smith 1989: 1566 ) The America ‘s is believed to supply the clearest record there is of agribusiness beginnings anyplace in the universe, supplying new apprehension of the procedure involved in this cardinal transmutation in human history. However, the procedure is believed to hold started in Mesoamerica. Maize has many utilizations ; nutrient, provender for unrecorded stock and energy for industries. As a nutrient, the whole grain, either mature or immature, may be used ; or the corn may be processed by dry milling techniques to give a comparatively big figure of intermediary merchandises, such as maize grits of different atom size, maize repast, maize flour and flaking grits. ( hypertext transfer protocol: //fao.org ) These stuffs have a important figure of applications in a big assortment of nutrients. Maize grown in subsistence agribusiness continues to be used as a basic nutrient harvest. In developed states more than 60 per centum of the production is used in compounded provenders for domestic fowl, hogs and ruminant animate beings. In recent old ages, even in developing states in which corn is a staple nutrient, more of it has been used as an carnal provender ingredient. â€Å" High wet † corn has been paid much attending late as an animate being provender because of its lower cost and its capacity to better efficiency in provender transition. The byproducts of dry milling include the source and the seed-coat. The former is used as a beginning of comestible oil of high quality. The seed-coat or seed vessel is used chiefly as a provender, although in recent old ages involvement has developed in it as a beginning of dietetic fibre ( Earl et al. , 1988 ; Burge and Duensing, 1989 ) . Wet milling is a procedure applicable chiefly in the industrial usage of corn, although the alkalic cookery procedure used in fabricating tortillas ( the thin, level staff of life of Mexico and other Cardinal American states ) is besides a wet milling operation that removes merely the seed vessel ( Bressani, 1972 ) . Wet milling outputs maize amylum and byproducts such as corns gluten, used as a provender ingredient. It is this level staff of life or tortilla that is speculated to hold been used in pre-historic times. This is non the tortilla that we think of today, nevertheless, the basic construct is fundamental and could hold been used even 10,000 old ages ago. George W. Beadle ‘s research shows that the chance of corn being likewise used as what we refer to as â€Å" popcorn † is high. This high chance points to the usage of teosinte, which has been argued among bookmans as an un-usable merchandise, hence non an ascendant of corn. Beadle ‘s research has proven that even the triangular meat of teosinte could hold been heated on het sand, hot stone or fire and would hold popped. There is guess that in prehistoric clip, maize had a spiritual and ceremonial intent. It is written that in the tallness of the Incan imperium corn was used in ritual and ceremonial assemblages in the signifier of beer. ( Fernandez-Arnesto ; 243 ) There is n't anything to bespeak any different anyplace else that corn has turned up within the archeological record. With a better apprehension of corn and its possible maps, allow ‘s reference where corn originated. Blake, Clark, Chisholm, and Mudar consider the passage to agribusiness in the Formative period of coastal Mesoamerica ( from about 1500 B.C. to the birth of Christ ) , specifically along the Pacific seashore of Chiapas, Mexico. These bookmans review the grounds from this country in footings of two viing hypotheses: the competitory banqueting theoretical account of Hayden ( 1990 ) and the interaction of workss and worlds as described by Rindos ( 1984 ) and Flannery ( 1986 ) . MacNeish ‘s work in the Tehuacan Valley has shown that the beginnings of corn and its integrating into a system of agricultural production that included a assortment of workss began every bit early as 7000 B.C. The earliest people to utilize and cultivate these workss were non sedentary, alternatively, they were mobile foragers who incorporated these domesticates into a complex seasonal form of hunting and collection ( MacNeish 1967, 1972 ; Flannery 1968 ; Flannery 1986 ) . It has been believed that from Formative times frontward that corn is typically seen as the chief basic harvest in Mesoamerican prehistoric culture. Agricultural promotion has long been thought of as the basis of early sedentary small town life and one of necessary conditions for the development of complex society ( MacNeish 1972 ) . Maize yields a high sum of thermal consumption which is necessary in the procedure of prolonging the degree of activity that prehistoric people in Mesoamerica needed to last. A recent re-analysis by Farnsworth et Al ( 1985 ) of archeological informations from the Tehuacan Valley, including a stable C and nitrogen analysis of the human skeletal remains, suggests that a heavy dependance on grains, including corn began every bit early as the Coxcatlan stage ( ca. 5000-3000 B.C. ) . In Oaxaca, excavated macrobotanical remains show that domesticates, including corn, beans, squash, and avocados, were in usage and consumed both before and after the visual aspect of the first sedentary small towns ( Flannery 1976, 1986 ) . Kirkby ‘s ( 1973 ) survey of agricultural production suggests that the chief basic, corn, was cultivated and relied upon from the Early Formative Tierras Largas stage ( 1400-1150 B.C. ) onwards. She suggests, nevertheless, that corn did non make a threshold of productiveness, until about 100B.C. when larger assortments allowed greater outputs per cultivated hectares of land. The premise is that as corn hazelnut size grew, and the works be came more productive, so early villagers came progressively to trust on it as a subsistence basic. Both the Tehuacan and the Oaxaca information suggest that after agricultural merchandises, peculiarly corn, became of import in the subsistence system by the Late Archaic period, the tendency towards increasing trust on these workss continued through clip. The motion of a comparatively little sum of corn from established agro-ecology over long distances into a new environment is tantamount to an evolutionary constriction or a laminitis event ( King, 1987 ; Mayr, 1963 ) . Because merely a little part of the population is represented after one of these events, trying mistake will ensue in, among other things, changed cistron frequences, dislocation of co-adapted cistron composites, and sometimes increased linear familial variableness ( Cheverud and Routman, 1996 ) . The above mentioned on page 2 and 3 of this paper attempted to explicate the procedure of genetic sciences when involved in the procedure of promotion of a works. We can mention to this as agricultural development. Farming in modern twenty-four hours seems to be, from an foreigner looking in ; â€Å" difficult work † , â€Å" dirty work † , and â€Å" humdrum work † . If with modern equipment agriculture is hard what would it hold been like in prehistoric Mesoamerica? Why farm at all? We look at runing game now in present twenty-four hours society as romantic and sportsman like. There is a challenge to the â€Å" game † . There is fancy equipment purchased and good maintain. Hunters tell narratives that are passed on from coevals to coevals, runing narratives in prehistoric culture had to be merely as exciting and the material of which myths were made. So, once more why farm at all? Many bookmans have argued that without agribusiness societies would non hold existed. Merely agribusiness, with its form of population growing, urbanisation, and economic excesss has produced civilisations ( Reed, 5 ) . Therefore assisting to explicate why agribusiness led to complex soci eties. Changing conditions such as height, rainfall, dirt, and seasonal temperature rand and latitudinal differences in the length of twenty-four hours during turning seasons led to the eventual diffusion of maize northward into North America, nevertheless for the interest of this paper the focal point will stay on Mesoamerica. The research indicates that the grounds in the archeological record states that the coastal countries show maize before any other country. Coe and Flannery until the 1980 ‘s were the lone two research workers to describe domesticates at Early Formative metropoliss along the Pacific Coast of either Chiapas or Guatemala. Other than these few incidences comparatively few sites have produced macrobotanical grounds of cultigens among their subsistence remains. Richard â€Å" Scotty † MacNeish conducts what he called â€Å" the great maize Hunt † in 1958. MacNeish believed by tracking pre-ceramic caves in the southern portion of Mesoamerica, viz. , in the caves of Copan and the Comeagua Valley of Honduras he would hold a better opportunity of tracking the maize ( MacNeish 1962 ) . His hunt extended to Zacapa Valley of Guatemala in 1959, every bit good holding brief visits in Oaxaca and the Rio Balsas Valley of Guerrero. In 1961 MacNeish and his squad started the Tehuacan undertaking which yielded to be a great incredible success. Among many inquiry with this undertaking MacNeish and his co-workers were able to work out the job of the beginnings of maize and were able to assail the how and the why of many other domesticated workss in upland Mesoamerica. Harmonizing to MacNeish the sum of artefacts ( 50,000 lithics, more than 100,000 works remains, over 10,000 castanetss and some 250 human fecal matters ) found in the 454 sites gave the squad a clip span that approximately stretched from 20,000 to 2000 B.C. Since MacNieshs ‘ research and diggings at that place have been over 1000 sites found and more archeological grounds to back up his original findings. In decision, the subject of â€Å" corn † is one that has intrigued and puzzled archeologists for many old ages. The domestication and development of corn in and of itself causes much argument. It is because of great archeologists like MacNeish and his firm wonder of the â€Å" great maize Hunt † as to why we have the information that we have today. The mere grounds of 454 sites going 1000 in a affair of old ages speaks for itself. The fact remains that there are 4 major independent centres of works domestication, the Near East, China, North America, and Mesoamerica. It is the purpose of this paper to hold clearly introduced even the novitiate of individual ‘s to what precisely is the definition of corn, how maize became a major basic in prehistoric people ‘s diet, and how corn has been detected in Mesoamerica through grounds in the archeological record.

Malcolm X - Changes in Malcolm’s Perspective of White People

Malcolm X - Changes in Malcolm’s Perspective of White People Malcolm X was one of the primary religious leaders and reformers of the 1960, where he fought for and ultimately gave his life for racial equality in the United States. His father was a reverend who believed in self-determination and worked for the unity of black people. Throughout Malcolm’s life he was treated horribly by white people, hence shaping his misconceptions of all white people and developing his strong belief in black separatism. It wasn’t until years later where he embraced his black identity and discovered all races could live and work together for a common goal, brotherhood. Malcolm X was born Malcolm Little on May 19, 1925, in Omaha, Nebraska. Malcolm’s†¦show more content†¦Instead of going to school to get a traditional education, he dropped out of school at fifteen and learned the ways of the streets. Malcolm associated himself with thugs, thieves, dope dealers, and pimps. He was convicted of burglary at age twenty and remained in prison until he was twenty-seven. During his prison sentence, he became a changed man. He educated himself and he learned about and joined the Nation of Islam, studying the teachings of Elijah Muhammed. Elijah taught Malcolm how history had been â€Å"whitened by the white man† (p.184) and he echoed â€Å"the black convict’s lifelong experience† where â€Å"the white man is the devil,† (p. 186). This thought process encouraged many black inmates to discover the Nation of Islam. Malcolm went on to become a minister where he spoke to his fellow Muslims and told them â€Å"next time you see a white man, think about the devil you are seeing†¦your foreparents’ bloody, sweaty backs that built his empire†¦Ã¢â‚¬  (p. 217). He spoke of how the black race needed to come together, without the help of white people, and become a strong union. He wanted the black community to start â€Å"self-correcting his own material, moral, and spiritual defects† (p.281). Malcolm shared the same belief as the racist white man when it came to interracial relationships: â€Å"in a world as color-hostile as this†¦..what do they want with a mate of the other race† (p. 282). Malcolm believed that the black race should not date orShow MoreRelatedMalcolm X Philosophy Essay1046 Words   |  5 PagesMalcolm X African American Philosopher Malcolm X first in incident with racism happened at an early age, his house was broken into by Ku Klux Klan members. Who were looking for his father Earl Little because he works for the Universal Negro Improvement Association (UNIA), that supports black Americans returning to Africa. Malcolm would occasionally attending the UNIA meetings with his father learning that life is stacked against blacks. 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Kennedy and the Civil Rights Movement Essay2927 Words   |  12 Pagescivil rights issue. While many citizens were on Kennedy’s side, he had his share of opposition. Malcolm X differed on the view of the President and observed that the civil rights movement wasn’t happening at the s peed Kennedy had pledged. Malcolm X possessed other reasons for his dislike of John F. Kennedy and his brothers, especially Robert. The Kennedy government stood for racial liberalism and Malcolm X argued their true intentions for the civil rights movement weren’t in the best interest of the