maybe you're looking to improve the one to whom you're married? Perhaps you're a husband looking to improve yourself? Regardless of your reason, wouldn't the following qualities be a good place to start?
1) Handy - Guys, are you handy - what is handy? Handy is when you take action to solve a problem, handy is when you change a light bulb without complaint, handy is when you take out the garbage (your idea, not hers). Wives like for their husbands to be handy - it's not hard, be part of the solution - not the problem.
2) Provision Oriented - Please don't get excited - this isn't about the husband making all the money. Its an attitude to help your wife fill in gaps. She can't do everything - so help her! Is she busy with the kids - give up 10 minutes of the ballgame and clean dishes, fold laundry, or whatever. You don't even need to be all that big of a help - you just need to show you're trying.
3) Humility - Nobody likes an arrogant man - there's no place for it in marriage. Show humility - when you're wrong - admit it and do so with humility. She'll probably be shocked and her reaction might be unpredictable - but inside she'll glow with admiration.
4) Adaptability - Guys, marriage is an ever changing world and you've got to adapt favorably to those changes or you'll find yourself wondering what you're doing and how you got there. If you look closely at your wife - filtering out years of environmentally induced behavioural changes - you'll see that glowing woman you fell in love with years ago. Let me explain further - my love and feelings toward my wife have not changed since the day we married. However, our relationship has changed as a necessity to those changes around us. Time constraints, needs of children, financial obligations, etc. each require a level of effort that takes time away from our relationship. No longer do we have the luxury of hours to spend alone together. You're success as a husband will largely be dependent on your attitude toward the adaptations required by life. Lastly, don't let the tail wag the dog - don't let your feelings toward life's changes affect feelings toward your wife - leave this to your heart.
5) Sensitivity - You can forget what you learned in high school - most women aren't looking for a husband who never cries. A sensitive husband perceives the needs of his wife and looks to meet them. Sensitivity toward your wife will open doors of communication and intimacy you never thought possible. Try it, get that chip off your shoulder and show her some sensitivity.
6) Faithfulness / Loyalty - Show her you're in it for the long haul (notice I said show her). How can you show someone you're faithful and loyal? Do you follow through with your commitments - however small they might be? Are you honest with your wife? Do you keep her up to date on your activities? Do you include her in your world? She's interested - show her it's not just about you - its about her as well and you'll reap the benefits of her security.
7) Good Listener - This might be the biggest challenge for husbands. You see, by nature, men are usually productive oriented and women are usually more relational. Men often make the mistake of trying to solve their wife's "problems". She doesn't want you to solve anything - she wants you to listen (really listen) and show her that you truly are interested in what she says. She wants you to feel what she feels and live what she lives. When you learn to truly listen to your wife and keep your mouth shut - your marriage will blossom.
Monday, December 27, 2010
Tuesday, November 23, 2010
The Old Lady(The Fruitcake Special)
The old lady believed to be over a hundred years old lived nearby the area where Aunt Mimi lives. She is said to have had seven husbands and all of them ate her fruitcakes. She sold fruitcakes in an open-air market that took place twice a week in the park.
•Mysterious
The old lady had seven husbands and they all ate her fruitcake. She made the fruitcake with a special ingredient that she grew herself and would not disclose it to anyone. The mystery was she knew that Aunt Mimi was looking for a husband for her niece,Anna. So, she gave Aunt Mimi a special cake for Anna. Anna wants to find out the truth of the fruitcake but the old lady died before she could meet her . The new perfume that Anna creates – the Fruitcake Special has this piece of fruitcake in it. Anna experiences the effects of the fruitcake when she tries it on by putting it at the back of her hand. She realizes that men will fall deeply in love with the woman who is wearing it. Another strange event that Aunt Mimi witnessed was that at her funeral there were a lot of strange people ‘’all speaking in some kind of strange way’’.
•Helpful
The old lady knew that Aunt Mimi was looking for a husband for her niece,Anna. Upon hearing Aunt Mimi’s desire to get a husband for Anna,the old lady bakes a fruitcake for Aunt Mimi. She tells Aunt Mimi to give the cake to Anna and all her problems will be over. The old lady is helpful and wants Anna to get a husband.
•Mysterious
The old lady had seven husbands and they all ate her fruitcake. She made the fruitcake with a special ingredient that she grew herself and would not disclose it to anyone. The mystery was she knew that Aunt Mimi was looking for a husband for her niece,Anna. So, she gave Aunt Mimi a special cake for Anna. Anna wants to find out the truth of the fruitcake but the old lady died before she could meet her . The new perfume that Anna creates – the Fruitcake Special has this piece of fruitcake in it. Anna experiences the effects of the fruitcake when she tries it on by putting it at the back of her hand. She realizes that men will fall deeply in love with the woman who is wearing it. Another strange event that Aunt Mimi witnessed was that at her funeral there were a lot of strange people ‘’all speaking in some kind of strange way’’.
•Helpful
The old lady knew that Aunt Mimi was looking for a husband for her niece,Anna. Upon hearing Aunt Mimi’s desire to get a husband for Anna,the old lady bakes a fruitcake for Aunt Mimi. She tells Aunt Mimi to give the cake to Anna and all her problems will be over. The old lady is helpful and wants Anna to get a husband.
Aunt Mimi(The Fritcake Special)
Aunt Mimi is Anna’s aunt who is always thinking of finding a husband for her twenty-seven years old niece,Anna. Her quest finally leads her to buy a special fruitcake for Anna from an old lady who has been married seven times.
•Busybody
Aunt Mimi is a person who is very interested in what other people are doing. She just “can’t mind her own business”. She takes interest in the people and the happenings around her. Anna finds Aunt Mimi only to be good company when she is not talking about husbands. She has been trying to find Anna a husband for ages. Anna is constantly reminded by her aunt that she is getting old with age. Aunt Mimi is always asking Anna when she is ‘’going to bring a nice boy home’’. Aunt Mimi also likes to mind into other people’s business like the old woman who sold her the fruitcake. She even goes to the old woman’s funeral.
•Fortright
Aunt Mimi is a fortright person who says whatever she thinks without any reservations. She is direct and honest in her manner and speech. She feels that it is not natural for a twenty-seven year old woman like Anna not to be married and she makes it a point to tell Anna. Aunt Mimi feels that Anna should be married and have children just like her mother. She even looks Anna right in the eye and asks her when she is going to bring home a nice boy.
•Helpful
Aunt Mimi has good intentions for her niece and wants her to have a husband. She does not want Anna to be single and lonely. She thinks that the least she can do is to help Anna find a husband. Aunt Mimi even tells an old woman about her plight. The old woman then bakes a fruitcake to be given to Anna. When Anna wants to know the truth about the fruitcake,Aunt Mimi readily offers her the information.
•Warm, generous and caring
Thought rather talkative, fortright and a busybody to some extent, Aunt Mimi is actually a warm, generous and caring person. Like Momma,she is concerned that her 27-years old niece is still single. So she goes and buys a special fruitcake from a woman who has had seven husbands. She is warm and welcomes Anna to her house and is also generous with the information from where she bought the fruitcake.
•Busybody
Aunt Mimi is a person who is very interested in what other people are doing. She just “can’t mind her own business”. She takes interest in the people and the happenings around her. Anna finds Aunt Mimi only to be good company when she is not talking about husbands. She has been trying to find Anna a husband for ages. Anna is constantly reminded by her aunt that she is getting old with age. Aunt Mimi is always asking Anna when she is ‘’going to bring a nice boy home’’. Aunt Mimi also likes to mind into other people’s business like the old woman who sold her the fruitcake. She even goes to the old woman’s funeral.
•Fortright
Aunt Mimi is a fortright person who says whatever she thinks without any reservations. She is direct and honest in her manner and speech. She feels that it is not natural for a twenty-seven year old woman like Anna not to be married and she makes it a point to tell Anna. Aunt Mimi feels that Anna should be married and have children just like her mother. She even looks Anna right in the eye and asks her when she is going to bring home a nice boy.
•Helpful
Aunt Mimi has good intentions for her niece and wants her to have a husband. She does not want Anna to be single and lonely. She thinks that the least she can do is to help Anna find a husband. Aunt Mimi even tells an old woman about her plight. The old woman then bakes a fruitcake to be given to Anna. When Anna wants to know the truth about the fruitcake,Aunt Mimi readily offers her the information.
•Warm, generous and caring
Thought rather talkative, fortright and a busybody to some extent, Aunt Mimi is actually a warm, generous and caring person. Like Momma,she is concerned that her 27-years old niece is still single. So she goes and buys a special fruitcake from a woman who has had seven husbands. She is warm and welcomes Anna to her house and is also generous with the information from where she bought the fruitcake.
!nteRestiNg diaL0Gue in The Fruitcake Special
‘’When I saw you just now,’’ said the waiter, ‘’I couldn’t stop myself from falling in love with you . you are so beautiful. Please tell me you will see me… I know I can offer you more than that fool you’re sitting with. I may not have his money or his looks, but I love you far more than he ever could. Please be mine!’'
st0Ry..
Story One: Practitioner's Family and Property Survive a Flash Flood
I am a Dafa practitioner in Zhouqu County. Our family of three survived the huge August 7, 2010, mudslide disaster and witnessed the power of Dafa and Master's compassionate salvation.
It happened around 11:00 p.m., when many people were already asleep. As soon as I got into bed, I heard a roaring sound and thunder claps and noticed many lightning strikes. I didn't pay any attention to it and went back to bed. Suddenly I heard the sound of nearby glass breaking. I thought the wind was perhaps very strong and had broken the neighbors' windows. I got up and closed the windows in my apartment. Just then I heard people outside shouting, "A flood is coming!" Then I became aware of the sound of many helicopters in the air and immediately woke up my wife. "A flood is coming! Take the child! Hurry up and run!" My wife grabbed a few items of clothing for our child and put them on.
When we got to the apartment building's front door, the flood smashed a house behind our building. Four people were buried in it; only the son and the mother escaped. We moved immediately to the third floor. When we reached the third floor the mountainous torrent flooded the second floor. We jumped out through a window on the second floor hallway onto a ridge outside the building and ran quickly to higher ground outside.
When we arrived at a safe zone, I regretted very much not having taken a picture of Master and His articles with me. Images of Dafa materials drifting in the water recurred in my mind.
Early in the morning the next day, the flood still had not abated. The view from the front of the apartment shocked me. The flood had stopped at the windowsill of my apartment's kitchen. The mudslide was as high as the level of my apartment's windowsill. Not only did the water not go into my apartment, even the window screen was intact. Many Dafa materials were still on the table, about three meters away from the windowsill.
Master had not only saved the lives of my family, but also manifested the miraculous power of Dafa. I realized that Master was giving me another chance in order for me to fulfill my historic mission of rescuing people.
Story Two: Picking up Life
Uncle Zhou, who lives in the Shenhe District of Shenyang City, has a habit of always looking at the ground when he walks. When he sees things like advertisements, he picks them up and looks at them. People who know him ask him, "What good stuff are you picking up?" Uncle Zhou smiles but doesn't answer.
One day as Uncle Zhou picked something up, his goddaughter ran up to him and asked him what he had found. Uncle Zhou said, "I am picking up Falun Gong information." "Oh? Why? Aren't you afraid other people might see you doing that?" "No, I am not afraid. I am actually picking up life."
When he saw his goddaughter looking puzzled, Uncle Zhou said, "What Falun Gong practitioners say is all true. I went through the Cultural Revolution. The Communist regime frightens the Chinese people with its lies and violence. Why are there so many disasters? It is because the Communist regime is fighting nature and doing evil things. People who are not blinded by the lies of the regime and do not fear the gun will be the ones who survive the disaster."
Hearing what Uncle Zhou said, his goddaughter became eager, "Please hurry up and tell me more details." "It's simple. All it means is to learn the truth about Falun Gong. When disasters come, people who have withdrawn from the Chinese Communist Party, from the Communist Youth League, and from the Young Pioneers will be the ones who land on their feet safe and sound. Falun Gong is rescuing people. Look, I've just picked up a Falun Gong leaflet." "Godfather, please give it to me. I am not afraid of the Communist regime, but I was blinded by its lies. You have saved my life. Thank you!"
I am a Dafa practitioner in Zhouqu County. Our family of three survived the huge August 7, 2010, mudslide disaster and witnessed the power of Dafa and Master's compassionate salvation.
It happened around 11:00 p.m., when many people were already asleep. As soon as I got into bed, I heard a roaring sound and thunder claps and noticed many lightning strikes. I didn't pay any attention to it and went back to bed. Suddenly I heard the sound of nearby glass breaking. I thought the wind was perhaps very strong and had broken the neighbors' windows. I got up and closed the windows in my apartment. Just then I heard people outside shouting, "A flood is coming!" Then I became aware of the sound of many helicopters in the air and immediately woke up my wife. "A flood is coming! Take the child! Hurry up and run!" My wife grabbed a few items of clothing for our child and put them on.
When we got to the apartment building's front door, the flood smashed a house behind our building. Four people were buried in it; only the son and the mother escaped. We moved immediately to the third floor. When we reached the third floor the mountainous torrent flooded the second floor. We jumped out through a window on the second floor hallway onto a ridge outside the building and ran quickly to higher ground outside.
When we arrived at a safe zone, I regretted very much not having taken a picture of Master and His articles with me. Images of Dafa materials drifting in the water recurred in my mind.
Early in the morning the next day, the flood still had not abated. The view from the front of the apartment shocked me. The flood had stopped at the windowsill of my apartment's kitchen. The mudslide was as high as the level of my apartment's windowsill. Not only did the water not go into my apartment, even the window screen was intact. Many Dafa materials were still on the table, about three meters away from the windowsill.
Master had not only saved the lives of my family, but also manifested the miraculous power of Dafa. I realized that Master was giving me another chance in order for me to fulfill my historic mission of rescuing people.
Story Two: Picking up Life
Uncle Zhou, who lives in the Shenhe District of Shenyang City, has a habit of always looking at the ground when he walks. When he sees things like advertisements, he picks them up and looks at them. People who know him ask him, "What good stuff are you picking up?" Uncle Zhou smiles but doesn't answer.
One day as Uncle Zhou picked something up, his goddaughter ran up to him and asked him what he had found. Uncle Zhou said, "I am picking up Falun Gong information." "Oh? Why? Aren't you afraid other people might see you doing that?" "No, I am not afraid. I am actually picking up life."
When he saw his goddaughter looking puzzled, Uncle Zhou said, "What Falun Gong practitioners say is all true. I went through the Cultural Revolution. The Communist regime frightens the Chinese people with its lies and violence. Why are there so many disasters? It is because the Communist regime is fighting nature and doing evil things. People who are not blinded by the lies of the regime and do not fear the gun will be the ones who survive the disaster."
Hearing what Uncle Zhou said, his goddaughter became eager, "Please hurry up and tell me more details." "It's simple. All it means is to learn the truth about Falun Gong. When disasters come, people who have withdrawn from the Chinese Communist Party, from the Communist Youth League, and from the Young Pioneers will be the ones who land on their feet safe and sound. Falun Gong is rescuing people. Look, I've just picked up a Falun Gong leaflet." "Godfather, please give it to me. I am not afraid of the Communist regime, but I was blinded by its lies. You have saved my life. Thank you!"
eYe tyPeS
Eye types range from simple to the complex and the compound. Eyes are organs that detect light. Simple eyes detect whether it is light or dark; while complex eyes can detect color, motion, depth, height, width, length and distance. Compound eyes, found in insects, crustaceans, arachnids and other multi-jointed legged creatures, combine what they see into a single image or multiple images.
1.Description
The human eye is a white, nearly spherical piece of tissue with a colored circle, called an iris, and an opening in the center, called a pupil, in the center. It connects to the brain by an electrical conduit called the optic nerve. All vertebrates and some mollusks have a similar eye structure. Arthropods (insects, spiders, scorpions, crustaceans, centipedes and millipedes) have what is called a compound eye. Compound eyes have several thousand small eyes, which form a sphere around the head of the arthropod allowing them to see in a 360-degree circle around themselves. Each eye may see either pieces of the whole or multiple images of the whole, depending on the species.
2.Geography
The human eye is a bulging sphere, meaning that it is not as tall as it is wide. It contains the cornea, which allows light to enter the eye and bends it, helping to focus the image. The iris surrounds the pupil and is the eye color of the individual. The pupil expands and contracts, allowing a specific amount of light to enter the eye. The lens bends to focus near or distant objects. The retina has color-sensing cells called rods and cones. The retina also has neurons that help process the information received by the rods and cones. The optic nerve takes all the information and sends it to the brain. Each compound eye contains a lens, a cone, light-sensitive visual cells and pigment cells, similar to a human iris, to distinguish each eye.
3.Position
Human eyes are fixed in the center of the head such that each eye's field of view overlaps, allowing the ability to perceive depth and distance. Most mammalian, reptilian and avian predators have this type of eye position. Crocodiles, alligators and hippos have eyes positioned on top of the head, so that their bodies may remain submerged in water in order to hunt or in the case of hippos, to prevent sunburn. Other animals, like herd animals, whales, snakes, lizards and non-predatory birds have eyes on the sides of their heads, allowing them to see on either side and behind them, in order to remain in their herd or flock or to watch for predators. Insects, especially those that fly, have eyes situated on top of the head, allowing them to see in front, on both sides, behind and on top at the same time.
4.Colors
Human eye colors include variations of blue, green, blue-gray and brown. Animals have a wide range of eye colors. Eagles have yellow eyes, most wild mammals have brown eyes, and domestic dogs have a wide variety of eye colors, from light blue to yellow to brown. Insects like flies have red eyes. Tigers have yellow-orange eyes, if their coat is orange, but may have light-blue eyes if their coat is white. Gorilla eyes are black with light-brown irises.
5.Visual Range
Humans perceive light and their surroundings in the visual range. The visual range of light is divided into the colors red, orange, yellow, green, blue, indigo and violet. Other animals, like bees, see in the ultraviolet range. Scientists divide the ultraviolet range into three sections, near, far and extreme ultraviolet; near being the closest to visible light and far being closest to X-rays. Other animals, like rattlesnakes see in the infrared spectrum. Scientists divide infrared light into three sections, near, mid and far; near being closest to visible light and far being closest to microwaves. The infrared spectrum measures how much heat reflects from an object.
1.Description
The human eye is a white, nearly spherical piece of tissue with a colored circle, called an iris, and an opening in the center, called a pupil, in the center. It connects to the brain by an electrical conduit called the optic nerve. All vertebrates and some mollusks have a similar eye structure. Arthropods (insects, spiders, scorpions, crustaceans, centipedes and millipedes) have what is called a compound eye. Compound eyes have several thousand small eyes, which form a sphere around the head of the arthropod allowing them to see in a 360-degree circle around themselves. Each eye may see either pieces of the whole or multiple images of the whole, depending on the species.
2.Geography
The human eye is a bulging sphere, meaning that it is not as tall as it is wide. It contains the cornea, which allows light to enter the eye and bends it, helping to focus the image. The iris surrounds the pupil and is the eye color of the individual. The pupil expands and contracts, allowing a specific amount of light to enter the eye. The lens bends to focus near or distant objects. The retina has color-sensing cells called rods and cones. The retina also has neurons that help process the information received by the rods and cones. The optic nerve takes all the information and sends it to the brain. Each compound eye contains a lens, a cone, light-sensitive visual cells and pigment cells, similar to a human iris, to distinguish each eye.
3.Position
Human eyes are fixed in the center of the head such that each eye's field of view overlaps, allowing the ability to perceive depth and distance. Most mammalian, reptilian and avian predators have this type of eye position. Crocodiles, alligators and hippos have eyes positioned on top of the head, so that their bodies may remain submerged in water in order to hunt or in the case of hippos, to prevent sunburn. Other animals, like herd animals, whales, snakes, lizards and non-predatory birds have eyes on the sides of their heads, allowing them to see on either side and behind them, in order to remain in their herd or flock or to watch for predators. Insects, especially those that fly, have eyes situated on top of the head, allowing them to see in front, on both sides, behind and on top at the same time.
4.Colors
Human eye colors include variations of blue, green, blue-gray and brown. Animals have a wide range of eye colors. Eagles have yellow eyes, most wild mammals have brown eyes, and domestic dogs have a wide variety of eye colors, from light blue to yellow to brown. Insects like flies have red eyes. Tigers have yellow-orange eyes, if their coat is orange, but may have light-blue eyes if their coat is white. Gorilla eyes are black with light-brown irises.
5.Visual Range
Humans perceive light and their surroundings in the visual range. The visual range of light is divided into the colors red, orange, yellow, green, blue, indigo and violet. Other animals, like bees, see in the ultraviolet range. Scientists divide the ultraviolet range into three sections, near, far and extreme ultraviolet; near being the closest to visible light and far being closest to X-rays. Other animals, like rattlesnakes see in the infrared spectrum. Scientists divide infrared light into three sections, near, mid and far; near being closest to visible light and far being closest to microwaves. The infrared spectrum measures how much heat reflects from an object.
harDsh!P
Yeah! and you don't stop
Now, once again ace one is on the wax
And this one goes out to everybody
Who experienced in their lifetime
Or going to experience in their lifetime some type of hardship
Because everybody goes through hardships
See hardship belongs to me
I will never give it away or sell it for a fee
I regret to inform you I will never set it free
Everyday I'm reminded of how hard it could be
I take my pain just like a g
Got my struggle of life down to a t
It's nobody's fault but mine if I can't see
So I open my eyes and start looking for the key
Hardship is mine to hold onto
All through to the yellow brick road it goes
My shoulders got the heaviest load but I pack light
And I compensate I got act right when I conversate
See some people relate but they don't understand the words
Some people can climb mountains but can't jump curbs
And vice verse. I know it's such a nice verse
But hardship makes everything worse
And worse is a reminder to stay on the path
But hardship is mine to have
Because hardship keeps me in check
Mainly so I can check myself I give up full respect
Because he's real like a hundred-dollar bill
Without hardship you wouldn't appreciate your meals
Without hardship I wouldn't appreciate my skills
And so I do and so I grew and so I knew
That hardship not only makes most of my days blue
But it teaches me how to struggle in the jungle
And never crumble and how to remain humble
Some people they live life inside a glass case
Some people they live life in the vastness of space
And others will live long at a snail's pace
I live with hardship slapping me in the face
Because hardship belongs to me,
I will never give it away or sell it for a fee
I regret to inform you I will never set it free
Everyday I'm reminded of how hard it could be
How hard it could be...
How hard it could be...
Everyday I'm reminded of how hard it could be
Now, once again ace one is on the wax
And this one goes out to everybody
Who experienced in their lifetime
Or going to experience in their lifetime some type of hardship
Because everybody goes through hardships
See hardship belongs to me
I will never give it away or sell it for a fee
I regret to inform you I will never set it free
Everyday I'm reminded of how hard it could be
I take my pain just like a g
Got my struggle of life down to a t
It's nobody's fault but mine if I can't see
So I open my eyes and start looking for the key
Hardship is mine to hold onto
All through to the yellow brick road it goes
My shoulders got the heaviest load but I pack light
And I compensate I got act right when I conversate
See some people relate but they don't understand the words
Some people can climb mountains but can't jump curbs
And vice verse. I know it's such a nice verse
But hardship makes everything worse
And worse is a reminder to stay on the path
But hardship is mine to have
Because hardship keeps me in check
Mainly so I can check myself I give up full respect
Because he's real like a hundred-dollar bill
Without hardship you wouldn't appreciate your meals
Without hardship I wouldn't appreciate my skills
And so I do and so I grew and so I knew
That hardship not only makes most of my days blue
But it teaches me how to struggle in the jungle
And never crumble and how to remain humble
Some people they live life inside a glass case
Some people they live life in the vastness of space
And others will live long at a snail's pace
I live with hardship slapping me in the face
Because hardship belongs to me,
I will never give it away or sell it for a fee
I regret to inform you I will never set it free
Everyday I'm reminded of how hard it could be
How hard it could be...
How hard it could be...
Everyday I'm reminded of how hard it could be
Tuesday, October 12, 2010
mY stRonGest mULtipLe iNteLligENce??
Interpersonal
Relationships and interactions are game. Learns best with people. Awesome motivator, counselor, negotiator, and host.
Relationships and interactions are game. Learns best with people. Awesome motivator, counselor, negotiator, and host.
Friday, October 8, 2010
Howard Gardner..multiple intelligences and 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 move in productive directions. An important part of that understanding is knowing who we are and 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 his introduction to the tenth anniversary edition of his classic work Frames of Mind. The theory of multiple intelligences:
In this article we explore Howard Gardner's contribution and the use to which it has been put by educators.
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). 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 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 be a scholar (1989: 23). But there were others:
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 make a profound impact, and 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 the present). Howard Gardner completed his PhD in 1971 (his dissertation was on style sensitivity in children). He remained at 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 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 the dominant discourses associated with Piaget and with psychometric testing. 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 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 multiple intelligences.
Howard Gardner initially formulated a list of seven intelligences. His listing was provisional. The first two have been typically valued in schools; the 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 written language, the ability to learn languages, and the capacity to use language to 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 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 an almost structural parallel to linguistic intelligence.
Bodily-kinesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems. It is the 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 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 appreciate one's feelings, fears and motivations. 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 most cultures, they are often linked together. 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 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:
This appeal was not, at first, obvious.
A broad vision of education. All seven intelligences are needed to 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. '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 but a single form of assessment' (Gardner 1999: 147). In this respect the educational implications of 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 people will want to live' (Gardner 1999: 4). While there are considerable benefits to developing understanding in relation to the disciplines, something more is needed.
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'. 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 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 human life and, in many cases, the sanctity of any other living creatures and the world they inhabit' (ibid.: 70). If we accept the existence of a moral realm is 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).
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 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 Gardner's writings (ibid.: 19). 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. 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 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 intelligence. A further set of 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 empirical research. For the moment there is not a properly worked-through set of tests to identify and measure the different intelligences.
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 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).
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 his introduction to the tenth anniversary edition of his classic work Frames of Mind. The theory of multiple intelligences:
In the heyday of the psychometric and behaviorist eras, it was generally believed that intelligence was a single entity that was inherited; and 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 unexpectedly difficult to teach things that go against early 'naive' theories of that challenge the natural lines of force within an intelligence and its matching domains. (Gardner 1993: xxiii)One of the main impetuses for this movement has been Howard Gardner's work. He has been, in Smith and 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 number development and spatial/visual maturation, Howard Gardner has successfully undermined the 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 - a life
Howard Gardner was born in Scranton, Pennsylvania in 1943. His parents had fled from Nürnberg 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 development (Gardner 1989: 22). 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 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). 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 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 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. (Howard Gardner quoted by Marge Sherer 1999)Howard Gardner's interest in psychology and the social sciences grew (his senior thesis was on a new California retirement community) and 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 make a profound impact, and 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 the present). Howard Gardner completed his PhD in 1971 (his dissertation was on style sensitivity in children). He remained at 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 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 the dominant discourses associated with Piaget and with psychometric testing. 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 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 multiple intelligences.
Howard Gardner on multiple intelligences - the initial listing
Howard Gardner viewed intelligence as 'the capacity to solve problems or to 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.Candidates for the title 'an intelligence' had to 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. Making judgements about this was, however, 'reminiscent more of an artistic judgement than of a scientific assessment' (ibid.: 62).
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 evolutionary plausibility.
Support from experimental psychological tasks.
Support from psychometric findings.
Susceptibility to encoding in a symbol system. (Howard Gardner 1983: 62-69)
Howard Gardner initially formulated a list of seven intelligences. His listing was provisional. The first two have been typically valued in schools; the 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 written language, the ability to learn languages, and the capacity to use language to 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 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 an almost structural parallel to linguistic intelligence.
Bodily-kinesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems. It is the 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 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 appreciate one's feelings, fears and motivations. 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 most cultures, they are often linked together. 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 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 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. 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 structure curricula according to the intelligences, and to design classrooms and even whole schools to reflect the understandings that Howard Gardner develops. The theory can also be found in use within pre-school, higher, vocational and adult education initiatives.This appeal was not, at first, obvious.
At first blush, this diagnosis would appear to sound a death knell for formal education. It is hard to teach one intelligence; what if there are seven? It is hard to enough to teach even when anything can be taught; what to 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 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 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 thinking) in a way that children are most likely to learn it and least likely to distort it. Paradoxically, constraints can be suggestive and ultimately freeing.Mindy L. Kornhaber (2001: 276), a researcher involved with Project Zero, has identified a number of 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 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 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 '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. Howard Gardner did not, initially, spell out the implications of his theory for educators in any detail. Subsequently, he has looked more closely at what the theory might mean for schooling practice (e.g. in The Unschooled Mind, Intelligence Reframed, and The Disciplined Mind). From this work three particular aspects of Gardner's thinking need noting here as they allow for hope, and an alternative way of 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 education. All seven intelligences are needed to 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. '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 but a single form of assessment' (Gardner 1999: 147). In this respect the educational implications of 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 people will want to live' (Gardner 1999: 4). While there are considerable benefits to 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 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. He has concluded that the 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 environment. It 'combines a description of the core ability with a characterization of the role that many cultures value' (ibid.: 48).The case for inclusion of naturalist intelligence appears pretty straightforward, the position with regard to spiritual intelligence is far more complex. According to Howard Gardner (1999: 59) there are problems, for example, around the 'content' of spiritual intelligence, its privileged but unsubstantiated claims with regard to truth value, 'and the need for 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). However, empirical evidence is sparse - and although a ninth intelligence might be attractive, Howard Gardner is not disposed to add it to the list. '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'. 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 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 human life and, in many cases, the sanctity of any other living creatures and the world they inhabit' (ibid.: 70). If we accept the existence of a moral realm is 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 personal stake, a realization that one has an irreducible role with respect to other people and that one's behaviour towards others must reflect the 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 itself, an intelligence. 'Morality' is then properly a statement about personality, individuality, will, character - and, in the happiest cases, about the highest realization of human nature. (ibid.: 77)So it is, that Howard Gardner has added an eighth intelligence - naturalist intelligence - to his list. He has also opened the door to another possibility - especially that of existential intelligence - but the court is 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 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 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 Gardner's writings (ibid.: 19). 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. 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 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 intelligence. A further set of 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 empirical research. For the moment there is not a properly worked-through set of tests to identify and measure the different intelligences.
I once thought it possible to create a set of tests of each intelligence - an intelligence-fair version to be sure - and then simply to determine the correlation between the scores on the several tests. I now believe that this can only be accomplished if someone developed several measures for each intelligence and then made sure that people were comfortable in dealing with the materials and methods used to measure each intelligence. (Gardner 1999: 98)Howard Gardner himself has not pursued this approach because of 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 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 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).
Savant syndrome , sometimes referred to as savantism, is a rare condition in which people with developmental disorders have one or more areas of expertise, ability, or brilliance that are in contrast with the individual's overall limitations. Although not a recognized medical diagnosis, researcher Darold Treffert says the condition may be either genetic or acquired.[2]
According to Treffert, about half of all people with savant syndrome have autistic disorder, while the other half have another developmental disability, mental retardation, brain injury or disease. He says, "... not all autistic people have savant syndrome and not all people with savant syndrome have autistic disorder". Other researchers state that autistic traits and savant skills may be linked, or have challenged some earlier conclusions about savant syndrome as "hearsay, uncorroborated by independent scrutiny".
Though it is even more rare than the savant condition itself, some savants have no apparent abnormalities other than their unique abilities. This does not mean that these abilities weren't triggered by a brain dysfunction of some sort but does temper the theory that all savants are disabled and that some sort of trade-off is required.
Sunday, September 5, 2010
dReAm cAtcHeR
Falling all around me,
elusive like the wind.
Flowing like a river
to which I see no end.
But I keep dreaming,
even with no wings to fly.
Though most still escape me,
I'll keep trying till I die. .
Cause the Heart needs Hope. .
it's always holding out it's hands.
This is how it learns to cope,
when the mind can't comprehend. .
It's my Dream Catcher,
clinging on so tight.
I can only follow this Heart,
and do what I feels right. .
Glistening in the starlight,
shooting to the moon.
My dreams are like the twilight
as the darkness comes to soon
I can't stop even for a moment,
even when I sleep.
If I can hold them for a moment,
it's a moment that I'll keep.
Cause the Heart needs Hope. .
And it's spreading out its threads,
like a life guard holds a rope,
hanging above my head . .
It's my Dream Catcher
reaching through the dark.
It might be fragile and broken
but its still a beating heart. .
b3c4u53 0f y0u..
I'm trying so hard.
I hold back the tears.
I don't want you
To see me cry.
My heart aches
because of you.
You have no idea
what you do to me.
You don't see the pain
that you put me through.
You apologized for not
being able to make up your mind.
But did you mean it?
I don't think so.
You never made your mind up.
Even after that.
They were just words to you.
Yet,
I keep coming back to you.
And my heart keeps on breaking
because of you.
f?!3Nd5..
Wake up, rise and shine,
I sure hope that you feel alive.
Cause, today's, gonna be the same,
The same life that comes again and again.
You walk, take a shower,
Walk the streets in half an hour,
And buy somthing you don't even need,
Just a desperate cry that, you need to be seen.
Walk home, talk to friends,
Was it really worth it, in the end.
Your moneys gone, and you're feeling alone,
Even though you are, you dont want to be, at home.
So talk to friends,
'Cause they'll be there, right to the, end,
You're not wasting your time, you're just feeling alive, again
Talk to them,
Just because, they're, your, friends.
I'm just passing the time, as I speak in a rhyme, again.
Hanging out is cool,
But don't skip school.
'Cause education matters,
(You're a continental clatter.)
People call names,
But no change.
But it doesn't matter,
('Cause young lives will shatter.)
So hang out with friends, till the end,
And dont pretend, they will,
Send away, cause everyday,
Theyre waiting for you,
And if you didn't know, thats nothing new.
But don't forget, with no regret,
That your friends are here, today,
And with every word you say,
Don't screw it up, I'll,
(Don't screw it up I'll)
I'll find a way to make them say,
What they mean to me,
(What they mean to me)
Can they see, that they made me, into everything i want to be.
So talk to friends,
'Cause they'll be there, right to the, end,
You're not wasting your time, you're just feeling alive, again
Talk to them,
Just because, they're, your, friends.
Just pass the time, as you speak in a rhyme, pretend.
That you don't have talent,
'Cause they know thats a lie.
As they cast their ballots,
You cant say that you didnt try.
So talk to friends,
'Cause they'll be there, right to the, end,
You're not wasting your time,
I'm just speaking my rhymes!
'Cause i'll do what i want to do,
The words I said, and no one knew, that,
That if i sat here all day, to write,
My friends would all, slip away, thats right.
And to all my friends that stuck by my side,
I promise to you, I'll make this right.
I'm sorry, I'm full of regret,
And my mind is, so upset.
I'll apologize, and I'll sympathize,
To my pathetic, simple petty, life.
Monday, August 2, 2010
Report of ''Anak Angkat'' and UPSR motivation programme
The weekend of 30th July until 1st August this year will forever be etched in the minds of the 88 participants of students and 9 teachers who attended the programme of ''Anak Angkat and UPSR motivation'' organised by the PSK Unit of SMK Agama Slim River.The three days and two nights programme, held at Kampung Kuak Luar,Pengkalan Hulu,Perak.The objectives of the programme were to instil leadership qualities,improve teamwork among participants,reveal the truth life outside of school to students and most important, to get close relationship between students and the villagers.
All of the students,who are in Form Four this year,were very excited throughout the six-hour minute to the village. Although the journey was so far but it was not boring because we watched movie in the bus.They went there by two bus. Some people were go by teacher's car. Upon arrival,they are celebrated by the villagers of Kampung Kuak Luar and they were be taken as adopted child. All the people over the moon when their name was mention. Then,they were coming adopted parent's home. In the night,the activity is with own family adopted.
The second day of the programme started off with an early morning aerobic session at 8.00 a.m. Some energetic facilitators were conduct us and the students of years 5 and 6 for the session. The early morning exercise was invigorating and refreshing. Then,we were be separated into two group;group A and group B.Group A took for UPSR motivation programme because all of them were returned from PRODIGY Camp so, they must practise back all knowledge that they got there to the children.While group B helped villagers for ''gotong-royong memasak''. In the noon,we lunch together. The UPSR motivation end at 5.00 p.m. Group B end the activities around 3.00 p.m after cleaned up the place after lunch.After solat Zuhur,we were from group B returned to home.
In the evening at 5.00 p.m,we visited one of the oldest ''sekolah pondok'' in Malaysia.They live in poor life but,we were so impressive with their spirit to study. The interesting fact is only one or two students at there wearing spectacles although they study under candle light.At 6.00 p.m,boys student played football with the village's teenagers in battle. The result is our school won the match;2-0.The night programme was so benefit;''ceramah Israk Mikraj''. The speaker was interesting because he know how to attract listener attention.The programme ended at 12.00 a.m.
On the final day,we had gotong-royong. Some of boy students gotong-royong at grave. The balance of them helped girl student at the mosque. 15 of girl students helped villagers prepared lunch for all.Then, all students be given time to spend with own family adopted for the last. The parting ceremony started at 3.00 p.m. All of us was so sad and cry. We returned to school at 6.00 p.m and reached at 11.30 p.m. We were so enjoy the holiday although tired.
Reported by,
NUR ASMA' ARSELAN.
All of the students,who are in Form Four this year,were very excited throughout the six-hour minute to the village. Although the journey was so far but it was not boring because we watched movie in the bus.They went there by two bus. Some people were go by teacher's car. Upon arrival,they are celebrated by the villagers of Kampung Kuak Luar and they were be taken as adopted child. All the people over the moon when their name was mention. Then,they were coming adopted parent's home. In the night,the activity is with own family adopted.
The second day of the programme started off with an early morning aerobic session at 8.00 a.m. Some energetic facilitators were conduct us and the students of years 5 and 6 for the session. The early morning exercise was invigorating and refreshing. Then,we were be separated into two group;group A and group B.Group A took for UPSR motivation programme because all of them were returned from PRODIGY Camp so, they must practise back all knowledge that they got there to the children.While group B helped villagers for ''gotong-royong memasak''. In the noon,we lunch together. The UPSR motivation end at 5.00 p.m. Group B end the activities around 3.00 p.m after cleaned up the place after lunch.After solat Zuhur,we were from group B returned to home.
In the evening at 5.00 p.m,we visited one of the oldest ''sekolah pondok'' in Malaysia.They live in poor life but,we were so impressive with their spirit to study. The interesting fact is only one or two students at there wearing spectacles although they study under candle light.At 6.00 p.m,boys student played football with the village's teenagers in battle. The result is our school won the match;2-0.The night programme was so benefit;''ceramah Israk Mikraj''. The speaker was interesting because he know how to attract listener attention.The programme ended at 12.00 a.m.
On the final day,we had gotong-royong. Some of boy students gotong-royong at grave. The balance of them helped girl student at the mosque. 15 of girl students helped villagers prepared lunch for all.Then, all students be given time to spend with own family adopted for the last. The parting ceremony started at 3.00 p.m. All of us was so sad and cry. We returned to school at 6.00 p.m and reached at 11.30 p.m. We were so enjoy the holiday although tired.
Reported by,
NUR ASMA' ARSELAN.
Sunday, August 1, 2010
Writing Reports
There are various types of formal reports and the format of a report depends on its type, purpose, and intended audience. For example, a report on an accident will be distinct from a report on a school activity.
Bear in mind that all reports have one aim ? to communicate information to others and it is vital that you know your role as a writer and what it is that you are required to convey in your report.
Take a look at the following question.
Your school recently organised a Leadership Camp for all presidents and secretaries of the various clubs in your school. You are the Editor of the School Magazine. You, too, attended the camp and you have been asked to write a report for the school magazine. In your report, include the following information:
Place: Perimbun Resort, Cheras
Date: 27-29th July
Participants: Presidents and secretaries of various clubs in school
Organised by: Co-curricular Unit
Objectives of the camp:
- to instil leadership qualities
- to improve teamwork
Facilitators: Youth leaders from local university
Activities:
Day 1 ?
? Briefing by facilitators
? Setting up tents
? Group activities
Day 2 ?
? Morning exercise
? Survival skills
? Night hike
Day 3 ?
? Feedback session
The above question requires you to write a report on a school activity. Below are two samples based on the same question.
Sample 1
Integrated Leadership Camp
The Co-curricular Unit of SMK Setia recently organised an Integrated Leadership Camp at Perimbun Resort, Cheras, from 27-29th July. The objectives of the camp were to instil leadership qualities and improve teamwork among the 50 participants who attended this camp. The activities at the camp were handled by several youth leaders from a local university.
All participants, presidents and secretaries of the various clubs in school, had gathered at the school hall at 2pm. From there, they were taken to the campsite in two buses. They were accompanied by five teachers, including the senior assistant of co-curricular affairs Puan Ng. Upon arrival at the campsite, they were given a briefing by the facilitators. Then, they were put into groups and asked to set up tents. By 7pm, most of them had accomplished this task successfully. After dinner, the participants had to engage in their first group activity. They were required to come up with names and theme songs for their groups.
The second day of the camp was much more hectic. The participants had a rigorous exercise session which involved aerobics and jogging around the campsite. Then, after breakfast, they had to display their survival skills. In the afternoon, the participants had another round of physical activities. They engaged in canoeing in the nearby lake.
The night programme was the most interesting. Participants had to take part in a night hike.
There was only one activity on the third day of the camp ? the feedback session. The participants rated the programme highly and hoped that it would be held annually.
The leadership camp was a huge success because all participants showed tremendous support by actively participating in all the activities throughout the duration of the camp.
Written by,
Ly Ly
TAN LY LY
Editor
-----------------------------------------------------------------------
Sample 2
Integrated Leadership Camp
The weekend of 27-29th July this year will forever be etched in the minds of the 50 participants who attended the Integrated Leadership Camp organised by the Co-curricular Unit of SMK Setia. The two-day two night camp, held at Perimbun Resort, Cheras, some 20 miles away from the city centre, was a compulsory activity for all presidents and secretaries of the various clubs in school. The objectives of the camp were to instil leadership qualities and improve teamwork among participants. Although the students were accompanied by several teachers, all activities were conducted by youth leaders from a local university.
Most of the students, who are in Form Four this year, were very excited throughout the 45-minute journey to the campsite. Upon arrival, they were immediately whisked off to the seminar room where they were given a briefing on the rules and regulations at the campsite by the facilitators. Then, they were put into groups of five and asked to erect their own tents.
Luckily for my group, we had the President of the Scouts Club with us. In no time, he had instructed us on how to put up the tent. Unfortunately, some of the other groups were struggling with their tents and seeing their dismal efforts some of us decided to help them. Apparently, this was the first test of our teamwork skills and fortunately, many of us passed with flying colours. After dinner, we had a group dynamics activity, where we had to come up with names, logos and jingles for our groups. Well, with names like the Flying Potters and Forever Dumbledores, and jingles ranging from pop rock to jazz, the students of SMK Setia proved that they are indeed a creative lot.
The second day of the camp started off with an early morning exercise session at 5.30am. The two energetic facilitators, Tim and Ashraf, took us through a rigorous exercise routine. Many of us who barely exercise knew what to expect over the next few days ? muscle cramps. After the one-hour aerobic session, we jogged through Perimbun town, which was a pale shadow of its daytime hustle and bustle. The early morning exercise was invigorating and refreshing. We had enough time for a quick shower and breakfast, before we took part in more group activities.
These activities were physically and mentally challenging. One of the activities was basic survival skills. We had to start our own fires with only two matchsticks and cook lunch for the group members. Using water from the slightly muddy stream nearby, we had to cook not only rice but also fish and vegetables. As no soap was made available to us, we learnt to wash the cooking utensils using ash. Later in the afternoon, we had activities like flying fox and abseiling. Through these activities, we learnt to trust each other and to give moral support when it is most needed.
The highlight of the camp was a night hike in the surrounding jungle. The facilitators led us deep into the jungle and made us sit all by ourselves. The half hour spent alone was aimed at making us brave and resilient. Though many of us were initially hesitant and sceptical about this activity, it was indeed an insightful experience.
On the final morning, we had a hearty breakfast, which was followed by a feedback session. During this session, we were given the opportunity to voice our feelings and opinions regarding the camp. Many of the participants gave constructive feedback on what the camp had taught them. We learnt about the importance of teamwork, consideration, tolerance and understanding. Most importantly, we learnt that good leadership is responsible leadership.
Reported by,
Ly Ly
TAN LY LY
Editor
Both the above reports communicate what they are supposed to but one is more interesting than the other.
Sample 1 is direct and to the point. Ideas have not been elaborated and the report is very serious and impersonal.
Sample 2, on the other hand, is much more interesting because the writer has injected emotions and feelings into the report besides giving us a clearer picture of what happened at the camp.
Some of you may ask: ?Isn?t a report supposed to have a serious and formal tone?? Well, as I said earlier, it depends on who your audience is. In this case, the report is to appear in the school magazine and so the readers are the students. As such, it is all right to write a report like Sample 2. However, do be forewarned. Some students get carried away and end up making their report a narrative essay.
General guidelines to remember when writing a report
When writing a report, pay attention to the following aspects:
Type of report ? different reports have different requirements and different formats.
Language used ? some reports are written in the past tense, some (such as science reports) are written in the present tense and some require the use of the passive voice.
Also bear in mind that a report should:
Communicate its intention clearly (i.e. the purpose of the report).
Be clearly structured ? it should have an introduction, body and conclusion. The transition from introduction to body to conclusion should be smooth.
Have a title and the name of the writer/reporter and his/her designation
Bear in mind that all reports have one aim ? to communicate information to others and it is vital that you know your role as a writer and what it is that you are required to convey in your report.
Take a look at the following question.
Your school recently organised a Leadership Camp for all presidents and secretaries of the various clubs in your school. You are the Editor of the School Magazine. You, too, attended the camp and you have been asked to write a report for the school magazine. In your report, include the following information:
Place: Perimbun Resort, Cheras
Date: 27-29th July
Participants: Presidents and secretaries of various clubs in school
Organised by: Co-curricular Unit
Objectives of the camp:
- to instil leadership qualities
- to improve teamwork
Facilitators: Youth leaders from local university
Activities:
Day 1 ?
? Briefing by facilitators
? Setting up tents
? Group activities
Day 2 ?
? Morning exercise
? Survival skills
? Night hike
Day 3 ?
? Feedback session
The above question requires you to write a report on a school activity. Below are two samples based on the same question.
Sample 1
Integrated Leadership Camp
The Co-curricular Unit of SMK Setia recently organised an Integrated Leadership Camp at Perimbun Resort, Cheras, from 27-29th July. The objectives of the camp were to instil leadership qualities and improve teamwork among the 50 participants who attended this camp. The activities at the camp were handled by several youth leaders from a local university.
All participants, presidents and secretaries of the various clubs in school, had gathered at the school hall at 2pm. From there, they were taken to the campsite in two buses. They were accompanied by five teachers, including the senior assistant of co-curricular affairs Puan Ng. Upon arrival at the campsite, they were given a briefing by the facilitators. Then, they were put into groups and asked to set up tents. By 7pm, most of them had accomplished this task successfully. After dinner, the participants had to engage in their first group activity. They were required to come up with names and theme songs for their groups.
The second day of the camp was much more hectic. The participants had a rigorous exercise session which involved aerobics and jogging around the campsite. Then, after breakfast, they had to display their survival skills. In the afternoon, the participants had another round of physical activities. They engaged in canoeing in the nearby lake.
The night programme was the most interesting. Participants had to take part in a night hike.
There was only one activity on the third day of the camp ? the feedback session. The participants rated the programme highly and hoped that it would be held annually.
The leadership camp was a huge success because all participants showed tremendous support by actively participating in all the activities throughout the duration of the camp.
Written by,
Ly Ly
TAN LY LY
Editor
-----------------------------------------------------------------------
Sample 2
Integrated Leadership Camp
The weekend of 27-29th July this year will forever be etched in the minds of the 50 participants who attended the Integrated Leadership Camp organised by the Co-curricular Unit of SMK Setia. The two-day two night camp, held at Perimbun Resort, Cheras, some 20 miles away from the city centre, was a compulsory activity for all presidents and secretaries of the various clubs in school. The objectives of the camp were to instil leadership qualities and improve teamwork among participants. Although the students were accompanied by several teachers, all activities were conducted by youth leaders from a local university.
Most of the students, who are in Form Four this year, were very excited throughout the 45-minute journey to the campsite. Upon arrival, they were immediately whisked off to the seminar room where they were given a briefing on the rules and regulations at the campsite by the facilitators. Then, they were put into groups of five and asked to erect their own tents.
Luckily for my group, we had the President of the Scouts Club with us. In no time, he had instructed us on how to put up the tent. Unfortunately, some of the other groups were struggling with their tents and seeing their dismal efforts some of us decided to help them. Apparently, this was the first test of our teamwork skills and fortunately, many of us passed with flying colours. After dinner, we had a group dynamics activity, where we had to come up with names, logos and jingles for our groups. Well, with names like the Flying Potters and Forever Dumbledores, and jingles ranging from pop rock to jazz, the students of SMK Setia proved that they are indeed a creative lot.
The second day of the camp started off with an early morning exercise session at 5.30am. The two energetic facilitators, Tim and Ashraf, took us through a rigorous exercise routine. Many of us who barely exercise knew what to expect over the next few days ? muscle cramps. After the one-hour aerobic session, we jogged through Perimbun town, which was a pale shadow of its daytime hustle and bustle. The early morning exercise was invigorating and refreshing. We had enough time for a quick shower and breakfast, before we took part in more group activities.
These activities were physically and mentally challenging. One of the activities was basic survival skills. We had to start our own fires with only two matchsticks and cook lunch for the group members. Using water from the slightly muddy stream nearby, we had to cook not only rice but also fish and vegetables. As no soap was made available to us, we learnt to wash the cooking utensils using ash. Later in the afternoon, we had activities like flying fox and abseiling. Through these activities, we learnt to trust each other and to give moral support when it is most needed.
The highlight of the camp was a night hike in the surrounding jungle. The facilitators led us deep into the jungle and made us sit all by ourselves. The half hour spent alone was aimed at making us brave and resilient. Though many of us were initially hesitant and sceptical about this activity, it was indeed an insightful experience.
On the final morning, we had a hearty breakfast, which was followed by a feedback session. During this session, we were given the opportunity to voice our feelings and opinions regarding the camp. Many of the participants gave constructive feedback on what the camp had taught them. We learnt about the importance of teamwork, consideration, tolerance and understanding. Most importantly, we learnt that good leadership is responsible leadership.
Reported by,
Ly Ly
TAN LY LY
Editor
Both the above reports communicate what they are supposed to but one is more interesting than the other.
Sample 1 is direct and to the point. Ideas have not been elaborated and the report is very serious and impersonal.
Sample 2, on the other hand, is much more interesting because the writer has injected emotions and feelings into the report besides giving us a clearer picture of what happened at the camp.
Some of you may ask: ?Isn?t a report supposed to have a serious and formal tone?? Well, as I said earlier, it depends on who your audience is. In this case, the report is to appear in the school magazine and so the readers are the students. As such, it is all right to write a report like Sample 2. However, do be forewarned. Some students get carried away and end up making their report a narrative essay.
General guidelines to remember when writing a report
When writing a report, pay attention to the following aspects:
Type of report ? different reports have different requirements and different formats.
Language used ? some reports are written in the past tense, some (such as science reports) are written in the present tense and some require the use of the passive voice.
Also bear in mind that a report should:
Communicate its intention clearly (i.e. the purpose of the report).
Be clearly structured ? it should have an introduction, body and conclusion. The transition from introduction to body to conclusion should be smooth.
Have a title and the name of the writer/reporter and his/her designation
How to Write a Report in High School
Step 1
Consider the report's purpose. Some reports are intended to persuade, while others are simply supposed to inform. Before you can begin to compose your report, you must determine the purpose behind it. If you are trying only to inform, do not include persuasive elements or state your opinion.
Step 2
Pre-write to explore your ideas on the topic. Through pre-writing, you can organize your ideas. Create a web with your overall topic at the center and subtopics surrounding it. While you might not use some of your initial subtopics, you will likely be able to compose your report more rapidly after pre-writing.
Step 3
Gather information from reputable sources. Don't rely on your expertise alone. Use print and online resources from reliable sources, including governmental agencies or recognized experts within the field.
Step 4
Create an outline. Composing an outline allows you to organize your information prior to writing your essay. Use subtopics from your initial pre-writing, and add supporting information that you gathered from your sources.
Step 5
Compose a rough draft. Translate your outline into an essay by composing a paragraph for each section of your outline. Include the subtopics and sources that you planned in your pre-writing and outlining.
Step 6
Properly cite all information used from outside sources. Your teacher will likely assign a citation style. Most commonly, you will use either Modern Language Association (MLA) or American Psychological Association (APA) style. Follow the assigned style strictly to ensure that you are not accused of plagiarism and that you give credit to the appropriate sources.
Step 7
Proofread and edit your report for clarity and grammatical correctness. Your rough draft is merely a starting point. Make changes to your rough draft, moving paragraphs as necessary and correcting spelling and grammar errors to improve the overall quality of your report and the effectiveness of your writing.
Consider the report's purpose. Some reports are intended to persuade, while others are simply supposed to inform. Before you can begin to compose your report, you must determine the purpose behind it. If you are trying only to inform, do not include persuasive elements or state your opinion.
Step 2
Pre-write to explore your ideas on the topic. Through pre-writing, you can organize your ideas. Create a web with your overall topic at the center and subtopics surrounding it. While you might not use some of your initial subtopics, you will likely be able to compose your report more rapidly after pre-writing.
Step 3
Gather information from reputable sources. Don't rely on your expertise alone. Use print and online resources from reliable sources, including governmental agencies or recognized experts within the field.
Step 4
Create an outline. Composing an outline allows you to organize your information prior to writing your essay. Use subtopics from your initial pre-writing, and add supporting information that you gathered from your sources.
Step 5
Compose a rough draft. Translate your outline into an essay by composing a paragraph for each section of your outline. Include the subtopics and sources that you planned in your pre-writing and outlining.
Step 6
Properly cite all information used from outside sources. Your teacher will likely assign a citation style. Most commonly, you will use either Modern Language Association (MLA) or American Psychological Association (APA) style. Follow the assigned style strictly to ensure that you are not accused of plagiarism and that you give credit to the appropriate sources.
Step 7
Proofread and edit your report for clarity and grammatical correctness. Your rough draft is merely a starting point. Make changes to your rough draft, moving paragraphs as necessary and correcting spelling and grammar errors to improve the overall quality of your report and the effectiveness of your writing.
Heading Page
Leave the Report heading page ‘til last!
The report Header needs a lot of thought & first impressions count when looking at a report
It’s the secret to making a simple report look absolutely brilliant! The header is fun to create!
Think about the Layout of the front page:
Size and Style of font
Colour of font (the bigger the font enables you to use a lighter colour)
Use of images and logos
Use the Report Templates via Microsoft Word™
The report Header needs a lot of thought & first impressions count when looking at a report
It’s the secret to making a simple report look absolutely brilliant! The header is fun to create!
Think about the Layout of the front page:
Size and Style of font
Colour of font (the bigger the font enables you to use a lighter colour)
Use of images and logos
Use the Report Templates via Microsoft Word™
FORmat
Your report needs a good Format and structure – it should include most of the following categories:
Heading Page
Content List
Executive Summary
Background / Introduction
Methods
Results
Observations
Conclusions and Appendices
Heading Page
Content List
Executive Summary
Background / Introduction
Methods
Results
Observations
Conclusions and Appendices
Effective Report Writing
~To produce a good report requires effort
~The content must be clear, concise and accurate!
~Above all it must convey an image of total professionalism
~Great effort goes into the preparatory work but the ‘look’ of the document should not be forgotten
~We can’t write your report for you
~But we can help you to produce a document
which is worthy of all your hard work!
~The content must be clear, concise and accurate!
~Above all it must convey an image of total professionalism
~Great effort goes into the preparatory work but the ‘look’ of the document should not be forgotten
~We can’t write your report for you
~But we can help you to produce a document
which is worthy of all your hard work!
Saturday, June 12, 2010
t4ke c0ntR0L oF mY oWn L!fe..
Not everything has to go your way
You call me a kid
Someone who'll never reach maturity
Why don't you stop the judging
Come on, believe in me
I can do so many things
I could show you if you let me
Sure I'm not perfect
But that's how it's going to stay
Screaming at the top of my lungs
'cause I'm suffocating and I need some space to breathe
Let me tell you right now
There's no need to worry
Stop telling me what to do
I can take control of my own life
I'll run far, far away
But I'll come back when you understand
I can take control of my own life
Don't need no help, I can make it
I can make it
So let me take control of my own life
You'll be amazed at everything
I've learned to do
And all the things I want for a future
No I don't like to party hard
I think drinking's gross
You think I haven't grown
I know all the rules
Perfection freaks me out
Don't tell me what to do
I already know
Thanks for caring but you're taking it too far
Yeah yeah yeaaah ohh
I won't ever do a thing to let you down
If I do, I apologize
And make it to you
I'll do anything for you
I must admit, I'd be nowhere if it
Weren't for your bitter sweet care-ness
Watch me as I take control of my own life
Take control of my own life
I love the way
You take control of your own life
Now stay beside as I take control of my own life
I can do it
And I'll prove it to you
I'm whatever I wanna be
No one tells me otherwise
I know all the rules
So let me take control of my own life
eLeMEnt of QWERTYUIOP
SETTING
The story revolves around two main setting:Lucy's house which she shares with her mother
and her Uncle Bert,and the office of Ross and Bannister's where Lucy works as a secretary.
CHARACTERS
Lucy Beck :She is a young,shy and insecure graduate of secreterial studies.She is
dissatisfied with her current life and is determined to improve it.She
\ obtains a position with Ross and Bannister's,only to find that the position
comes with her chilling secret.
Ghost of Ms. :She was a previous employee of Ross and Bannister's.She is unwilling
to Bloome let go of her position and continous to defend her
post even after her demise.
Lucy's mother: A housewife who lives a hard life.She has to support her brother.
Uncle Bert : Depends on his sister for support. He is also drunkard.
Harry Bert : Ross and Bannister's handyman. He is an old man who has been working the
company for ?? years
Mr Ross :The younger partner of the company.
THEMES.
Possible theme that can in the short story are determination, possesiveness,loyalty loneliness,commitment, the supernatural, and compassion.
DETERMINATION.
Despite the supernatural nature by which Ms.Broome badgers and demoralises lucy , she shows no sign of giving in to her demand. Instead, she is steadfast in defending her position as the secretary .
POSSESIVENESS.
Not even death could part Ms .Broome from what she feels is rightfully hers. She continues to haunt the office through her electronic typewriter.
LOYALTY.
As with her possesiveness towards her job, Ms. Broome was also extremely loyal towards Mr.Bannister. Even after she passed on, her spirit continued in its endeavour to serve her employer.
LONELINESS.
loneliness can be strong influence in a person's lofe . ms broome had no life outside of her office. that made her possesive of her position in the company ; a possesiveness that went beyond the grave.
COMMITMENT.
This attribute can be clearly seen in both lucy and Ms.Broome .Both are extremely commited to their profession.
THE SUPERNATURAL.
it is interesting that such an integral character in the story happens to be an ethereal entity. Yet this theme is rather prominent in the story .
COMPASIION .
this theme holds water especially in the final confrontation between Lucy and Ms Broome , rather it was through compassion and understanding of Ms. Broome's intention.
MORAL VALUES
*Do not judge a person morely through credentials or qualifications.
*We must be comitted and responsible to our vocation or profession.
*We must value our family.
The story revolves around two main setting:Lucy's house which she shares with her mother
and her Uncle Bert,and the office of Ross and Bannister's where Lucy works as a secretary.
CHARACTERS
Lucy Beck :She is a young,shy and insecure graduate of secreterial studies.She is
dissatisfied with her current life and is determined to improve it.She
\ obtains a position with Ross and Bannister's,only to find that the position
comes with her chilling secret.
Ghost of Ms. :She was a previous employee of Ross and Bannister's.She is unwilling
to Bloome let go of her position and continous to defend her
post even after her demise.
Lucy's mother: A housewife who lives a hard life.She has to support her brother.
Uncle Bert : Depends on his sister for support. He is also drunkard.
Harry Bert : Ross and Bannister's handyman. He is an old man who has been working the
company for ?? years
Mr Ross :The younger partner of the company.
THEMES.
Possible theme that can in the short story are determination, possesiveness,loyalty loneliness,commitment, the supernatural, and compassion.
DETERMINATION.
Despite the supernatural nature by which Ms.Broome badgers and demoralises lucy , she shows no sign of giving in to her demand. Instead, she is steadfast in defending her position as the secretary .
POSSESIVENESS.
Not even death could part Ms .Broome from what she feels is rightfully hers. She continues to haunt the office through her electronic typewriter.
LOYALTY.
As with her possesiveness towards her job, Ms. Broome was also extremely loyal towards Mr.Bannister. Even after she passed on, her spirit continued in its endeavour to serve her employer.
LONELINESS.
loneliness can be strong influence in a person's lofe . ms broome had no life outside of her office. that made her possesive of her position in the company ; a possesiveness that went beyond the grave.
COMMITMENT.
This attribute can be clearly seen in both lucy and Ms.Broome .Both are extremely commited to their profession.
THE SUPERNATURAL.
it is interesting that such an integral character in the story happens to be an ethereal entity. Yet this theme is rather prominent in the story .
COMPASIION .
this theme holds water especially in the final confrontation between Lucy and Ms Broome , rather it was through compassion and understanding of Ms. Broome's intention.
MORAL VALUES
*Do not judge a person morely through credentials or qualifications.
*We must be comitted and responsible to our vocation or profession.
*We must value our family.
Thursday, March 18, 2010
Synopsis of The Fruitcake Special
Award-winning original fiction for learners of English. At seven levels, from Starter to Advanced, this impressive selection of carefully graded readers offers exciting reading for every student's ability. Five entertaining stories about the power of discovery set in countries across the globe. A perfume made from some very unusual ingredients becomes more effective than expected. A remarkable change in a woman's life leaves her family to make a decision. The secret and danger of high intelligence are revealed to a university student. A teacher discovers a way of making time stand still. And a book tells a young manager more than he wants to know. Paperback-only version.
DiStinCtioN
Value 1: Determination ...
How do we build strength in themselves not to U-turn with each obstacle (Obstacle) outside the period. Strength is built with value 2:Readiness
Value 2: Readiness ...Faced with obstacles that require precise readiness of mind and physical. This sense of readiness to rise to knowledge, and thoroughly understand every obstacle that successful challenger to the solution formed. However the solution to form the side we need to value 3: Willingness ...
Value 3: Willingness ...solutions for each obstacle has a value of sacrifice that we need to face with redha and ready. When we were ready to go through and know what to sacrifice to achieve solutions to obstacles that the challenger Value 4: Acceptance play an important role.
Value 4: Acceptance ...Acceptance of things that need to waived to get the solution of obstacles will facilitate mental and physical shape our readiness through obstacles. To receive these situations we need to realize where we are and what we would expect that the value 5: Sense of belonging can be formed in us ..
Value 5: Sense of belonging ...Shaping values have owned and will make your mind and become physically stronger and more robust. This value will be formed when we can create value 1 to value 4. This process will strengthen ourselves to support and further develop the network in the life consisting of friends and family members. This value will also put us in a safe zone for us to deal with obstacles that challenger.
Once we control all these values, then we can form value distinction in ourselves ..
So .. tap your minds, hearts and ask where our needs and desires. ..
How do we build strength in themselves not to U-turn with each obstacle (Obstacle) outside the period. Strength is built with value 2:Readiness
Value 2: Readiness ...Faced with obstacles that require precise readiness of mind and physical. This sense of readiness to rise to knowledge, and thoroughly understand every obstacle that successful challenger to the solution formed. However the solution to form the side we need to value 3: Willingness ...
Value 3: Willingness ...solutions for each obstacle has a value of sacrifice that we need to face with redha and ready. When we were ready to go through and know what to sacrifice to achieve solutions to obstacles that the challenger Value 4: Acceptance play an important role.
Value 4: Acceptance ...Acceptance of things that need to waived to get the solution of obstacles will facilitate mental and physical shape our readiness through obstacles. To receive these situations we need to realize where we are and what we would expect that the value 5: Sense of belonging can be formed in us ..
Value 5: Sense of belonging ...Shaping values have owned and will make your mind and become physically stronger and more robust. This value will be formed when we can create value 1 to value 4. This process will strengthen ourselves to support and further develop the network in the life consisting of friends and family members. This value will also put us in a safe zone for us to deal with obstacles that challenger.
Once we control all these values, then we can form value distinction in ourselves ..
So .. tap your minds, hearts and ask where our needs and desires. ..
sTyLisTic teCniQue
a stylistic device is the use of any of a variety of techniques to give an auxiliary meaning, idea, or feeling to the literal or written
diction
1. style of speaking or writing as dependent upon choice of words: good diction.
2. the accent, inflection, intonation, and speech-sound quality manifested by an individual speaker, usually judged in terms of prevailing standards of acceptability; enunciation.
2. the accent, inflection, intonation, and speech-sound quality manifested by an individual speaker, usually judged in terms of prevailing standards of acceptability; enunciation.
Sunday, March 7, 2010
DENOTATIVE and CONNOTATIVE???
DENOTATIVE AND CONNOTATIVE MEANING
Now we’re going to explain the difference between the denotative and connotative meaning of words. This is a bit similar to what we learned about in our last Instruction: the difference between words’ literal and figurative meanings.
The denotative meaning of a word is its literal meaning – the definition you’d find in the dictionary. Take the word “mother,” for example. The dictionary would define mother as “a female parent.” OK, but the word “mother” probably creates emotions and feelings in you: it paints a picture in your mind. You may think of love and security or you may think of your own mother. The emotions and feelings that a word creates are called its connotative meaning.
taken from here
Now we’re going to explain the difference between the denotative and connotative meaning of words. This is a bit similar to what we learned about in our last Instruction: the difference between words’ literal and figurative meanings.
The denotative meaning of a word is its literal meaning – the definition you’d find in the dictionary. Take the word “mother,” for example. The dictionary would define mother as “a female parent.” OK, but the word “mother” probably creates emotions and feelings in you: it paints a picture in your mind. You may think of love and security or you may think of your own mother. The emotions and feelings that a word creates are called its connotative meaning.
taken from here
Sunday, February 21, 2010
synopsis of gulp and gasp drama
GULP AND GASP By:John Towsend
GULP AND GASP By: John TownsendThis is one of twelve "Classic Spirals", from the established series for reluctant readers with a track record of over 25 years. It features dynamic plots and storylines, which encourage readers to pick them up again and again. It includes engaging themes without being immature or patronising and attractive cover designs in new paperback style binding are designed to motivate pupils. Short but substantial chapters are provided to give a sense of achievement in reading whole texts. Clearly laid out text, without illustrations and activities, encourages focus on reading and enables low achievers to improve at their own pace.
GULP AND GASP By: John TownsendThis is one of twelve "Classic Spirals", from the established series for reluctant readers with a track record of over 25 years. It features dynamic plots and storylines, which encourage readers to pick them up again and again. It includes engaging themes without being immature or patronising and attractive cover designs in new paperback style binding are designed to motivate pupils. Short but substantial chapters are provided to give a sense of achievement in reading whole texts. Clearly laid out text, without illustrations and activities, encourages focus on reading and enables low achievers to improve at their own pace.
wHat iS bo0leN seArcH??
What is Boolean Search?
Boolean searches allow you to combine words and phrases using the words AND, OR, NOT and NEAR (otherwise known as Boolean operators) to limit, widen, or define your search. Most Internet search engines and Web directories default to these Boolean search parameters anyway, but a good Web searcher should know how to use basic Boolean operators.
Boolean searches allow you to combine words and phrases using the words AND, OR, NOT and NEAR (otherwise known as Boolean operators) to limit, widen, or define your search. Most Internet search engines and Web directories default to these Boolean search parameters anyway, but a good Web searcher should know how to use basic Boolean operators.
Sunday, February 7, 2010
perception...
Urm,i have learnt one value..i can say it as..don't judge a book by it covers maybe..
or..don't look something through one corner only..firstly,i was so surprised when i look at teacher sharifah's blog..many bad perception played in my mind,huh..but after i read the actual story,,OoOoO..it's not bad like i'm thinking before..so, after this i must open my mind,broad-minded..don't do any conclusion before you know the real story..understand???urm,,,don't because with a dirty or piece of picture or word,you direct think that he/she has dirty mink,k..
or..don't look something through one corner only..firstly,i was so surprised when i look at teacher sharifah's blog..many bad perception played in my mind,huh..but after i read the actual story,,OoOoO..it's not bad like i'm thinking before..so, after this i must open my mind,broad-minded..don't do any conclusion before you know the real story..understand???urm,,,don't because with a dirty or piece of picture or word,you direct think that he/she has dirty mink,k..
Saturday, January 30, 2010
last 48 hours..
What i think in the last 48 hours??what i do and what i did in the last 48 hours??
urm,,in my home..normally,i surf internet. first time use yahoo messenger!!haha.. last holiday,my friend,anisah teach me to use yahoo messenger. So this holiday,i want to aplicate my knowledge. I add many friends even i don't know them before this. I found my friends through iluvislam web. Press at 'who's in online'..so i have made many new friend this holiday. beside that,,i did my homework,of course. i think i hate add math,arrghh..switch on television,press 303's button..woohoo,i like korean channel even i'm not too understand what them said. The meanings at down in english language..so,i take my note book and write some word or sentences that i don't know the meanings or a sentences that sound best..moreover,i like to read novels..especiall novels by HLOVATE..she used easy and normally word..but,there were some word i don't understand like...kinda,copeira...and..others..anybody can help me to find it's meanings??owh yeah,,the word that i'm not understand,i wrote them too in my small note book..my rutine for tomorrow was same like today..i'm always think how to manage my time??hmm..
urm,,in my home..normally,i surf internet. first time use yahoo messenger!!haha.. last holiday,my friend,anisah teach me to use yahoo messenger. So this holiday,i want to aplicate my knowledge. I add many friends even i don't know them before this. I found my friends through iluvislam web. Press at 'who's in online'..so i have made many new friend this holiday. beside that,,i did my homework,of course. i think i hate add math,arrghh..switch on television,press 303's button..woohoo,i like korean channel even i'm not too understand what them said. The meanings at down in english language..so,i take my note book and write some word or sentences that i don't know the meanings or a sentences that sound best..moreover,i like to read novels..especiall novels by HLOVATE..she used easy and normally word..but,there were some word i don't understand like...kinda,copeira...and..others..anybody can help me to find it's meanings??owh yeah,,the word that i'm not understand,i wrote them too in my small note book..my rutine for tomorrow was same like today..i'm always think how to manage my time??hmm..
Subscribe to:
Posts (Atom)