Multiple Intelligence Theory and Learning Styles - 946 Words

Multiple intelligence theory and learning styles According to my multiple intelligence learning profile, I am an equally strong kinesthetic, intrapersonal, and existential learner. This suggests I learn by doing, learn best working with others, and have a big picture orientation. I seek what works in practice rather than theory. In my view, the fact that I received the same score in all three areas is indicative of the similarity between these different types of intelligences. For example, existential learners like to synthesize ideas based on their learning; develop a strong identity with their neighborhood and town; and express a sense of belonging to a global community (Intelligence profile: Existential, 2012). Tying into my sense of knowing thyself in relationship to others, I also have a strong intrapersonal intelligence. This means I am capable of communicating my feelings to others, sensing my strengths and weaknesses, and show confidence in my abilities (Intelligence profile: Intrapersonal, 2012). Kinesthetic learners likew ise seek to interact with their environment; enjoy hands-on activities and can remain focused on a hands-on task for an extended period of time (Intelligence profile: Kinesthetic. (2012). I was not disappointed to read about my learning profiles, given that all three intelligences seem to cohere well with the skills required to succeed in the workplace. Most of the skills demanded today are learned on the job and employers areShow MoreRelatedLearning Styles: The Theory of Multiple Intelligences782 Words   |  4 Pagesare many intelligences described to us through our lives, all over the world. Does in-telligence decide what we do with our lives, or is one intelligence more important than any other? When we look at Merriam-Webster (2013) for the definition of intelligence it states that it is the ability to learn different or new actions dependent on circumstances involved. So, who decides what intelligence is, and do we know if emotional intelligence, personal intelligence or any other intelligence plays a partRead MoreLearning Styles- Theory of Multiple Intelligences Essay1078 Words   |  5 Pagespersons life they attend some type of school, class or learning fac ility. Whether it is at school, home or any other place that one would be taught a subject or lesson. While attending a class or lecture each person that is their to learn will grasp the concept of the lesson in a different way and gain a different amount of knowledge and understanding on the topic no matter what. This reason being is every one has a different way of learning. Just as each individual is different in their own wayRead MoreMultiple Intelligences and Learning Styles996 Words   |  4 Pages Multiple Intelligences and Learning Styles Multiple Intelligences and Learning Styles In today’s society not everyone has heard of the theory of multiple intelligences however most people have heard of learning styles. Even in the education field, educators may not be able to correctly define both. Are multiple intelligences and learning styles two different names of the same thing? This paper will discuss their differences and similarities. According to Dunn, Denig, and LovelaceRead MoreMultiple Intelligences Are a Guide to Understanding How People Learn868 Words   |  4 PagesMultiple Intelligences Multiple intelligences are a guide to understanding how people learn. Everybody has a mind of his or own, so of course people learn differently. However, one learns his or her styles at a young age. For instance, â€Å"the theory of multiple intelligences says that individuals are born with the innate capacity to succeed in a particular domain, and education should help to identify and develop students innate capacities† (The Difference Between Multiple Intelligences and LearningRead MoreLearning With Style Essay912 Words   |  4 Pagesâ€Å"Frames of Mind† this book introduced the theory of multiple intelligences (Armstrong). The theory of multiple intelligences challenged the conventional idea that intelligence could be measured and scored by a simple test giving us an â€Å"IQ† number. (Armstrong) The theory of multiple intelligences propounds that intelligence can be found in many forms and that different learning methods are required for different intell igences. Gardner identified 8 â€Å"intelligences†: linguistic, logical-mathematical, spatialRead MoreMy Learning Style: An Overview of Using Multiple Intelligences1352 Words   |  5 PagesLEARNING STYLE 4 My learning style: An overview of using multiple intelligences and a discussion of my own learning style The idea that everyone learns differently has become a kind of truism amongst the educational community. This concept seems to intuitively jive with what most teachers and students experience on an intuitive level when interacting in the classroom. Some students are kinesthetic learners. They fidget in their seats and have trouble listening to a lecture, but they come toRead MoreMultiple Intelligence And Learning Styles981 Words   |  4 PagesMultiple Intelligence and Learning Styles In a classroom, all students are unique in various different ways. They may be different through gender, race, socio-economic status, and so forth. They may also be different in how they learn information and how they think about information. Multiple Intelligence Theory was first introduced by Howard Gardner. Gardner believed that there are eight types of intelligence that people possess. Some people may be stronger in certain types of intelligence and weakerRead More Choosing the Right Application of Multiple Intelligence Theory1700 Words   |  7 Pagesthese extreme methods have too specific of an approach. A combination of learning styles, or multiple intelligences, is required to teach successfully. The introduction of the multiple intelligence theory has positively benefitted teaching by encouraging educators to stimulate each student’s learning strength everyday; regardless of the traditional teaching methods more commonly used. The multiple intelligence theory was created by Howard Gardner, and has been summarized nicely by McCain andRead MoreLearning Styles And Multiple Intelligences Essay919 Words   |  4 PagesThe effect of applying multiple intelligences and learning styles are theories that have been discussed heatedly in educational circles. Firstly, I’m going to introduce two of the learning styles. Kolb’s learning style model has settled on four styles: Accommodators: risk-takers who like to involve and try new things; Convergers: problem-solvers who enjoy organizing and hands-on application; Assimilators: passionate readers who learn well with reading and concepts patiently; Divergers: reflectiveRead MoreMultiple Intelligence Theory Of Learning1409 Words   |  6 PagesAbstract The multiple intelligence theory of learning states that there are several different areas of intelligence; kinesthetic, intrapersonal, and interpersonal are just three of the seven. Throughout time this theory has been in debate for challenging the classic school systems own theory on how all students learn one way and one way only. â€Æ' Introduction There is not one single person in the world who is exactly alike; you may think so but no. Each person out of the seven billion people in the

The Teenage Brain on Technology, Analysis of Article by...

Alterations in the Brain Enters the Technological World Around the world, the internet is a resource where individuals can meet new people, do research, or access entertainment. Although technology can do many different tasks, it also can alter child development. The effects of child development have become a main concern regarding the internet. In their separate articles, Genevieve Johnson and Nicholas Carr discuss how the technological world is becoming hazardous for the brains of adolescence. The articles mainly focuses on how a person can resort to their brain changing as they continue to use the Net and the effected social behaviors on child development. In The Shallows, Nicholas Carr uses chapter seven to discuss the studies of how individuals alter their brain when they use the internet for lengths of time. Gary Small, a professor of psychiatry at UCLA states â€Å"the daily use of computers, smartphones, search engines, and other such tools ‘stimulates brain alteration and neurotransmitter release, gradually strengthening new neural pathways in our brains while weakening old ones’† (Carr 120). In other words, when individuals surf the web they are experiencing a new brain activity than the activity they were doing before. While in Johnson’s article, she discusses how the internet helps children’s cognitive skills by learning how to use the internet. Johnson and Johnson explained how â€Å"children who used the Internet at home for learning and communicating demonstrated

The Effects of the Inspiratory Muscle Training on Obese People

Question: How inspiratory muscle training effect obese People ? how can this be proven? What tests have already been done? Any new and upcoming tests to prove the effects? is there a positive or negative effect? Answer: Obesity has emerged as one of the major health challenges predisposing the population across the globe to circulatory and metabolic comorbidities. Indeed, various treatment modalities practiced by the healthcare professionals and practitioners in challenging the progression of obesity aim at influencing the quality of life and managing the basal metabolic rate, and body mass index for proportionately enhancing the levels of activity among the target population. The rehabilitation strategies employed to enhance the breathing patterns among the obese individuals include rendering training sessions for increasing the efficiency and stability of inspiratory muscles. The inspiration process is indeed, the result of the concerted effort by group of muscles including sternocleidomastoids, scalenes, external intercostals and diaphragm. McConnell (2013) describes the patterns of instability of the inspiratory muscles among the patients affected by obesity. In fact, due to additional body weig ht the inspiratory muscles fail to maintain optimal homeostasis between their physiological requirement and potential of effectively transferring oxygen to the body tissues. This incapacity leads to substantial deficit of oxygenated blood to the body tissues resulting in early fatigue of the inspiratory muscles. The training strategies adopted to stabilize the inspiratory muscles focus on increasing the load on these muscles to achieve longer term endurance and strength, thereby affecting the respiratory capacity of the obese individuals. Hess et al (2012:p.947) present evidences from clinical studies indicating the influence of inspiratory muscle training in enhancing the vital capacity, inspiratory volume and pulmonary strength of obese people affected by respiratory dysfunction. These outcomes are achieved by practicing induction techniques including, assisted coughing and glossopharyngeal breathing on the obese patients. Ratjen Deterding (2012:p. 637) describe the clinical relevance of assisted coughing technique in enhancing the pulmonary functionality among the patients with respiratory incapacity. The assisted coughing overloads the inspiratory muscle with positive pressure leading to sustained pulmonary dilation resulting in peak cough flow required to clear the pulmonary secretions and maintaining optimal oxygen saturation levels essential for the functional enhancement of lungs among the obese patients. Similarly, the frog breathing technique induces the inspiratory muscles to inhale the bulk of air into trachea to effectively increase the tidal volume and subsequently, the vital capacity and pulmonary circulation. The clinical trial conducted by Barbalho-Moulim et al (2011:p.1721-27) evaluated the impact of inspiratory muscle training on the pulmonary functionality of the obese women scheduled for open bariatric surgery. The outcomes of the inspiratory muscle training revealed the increase in strength and capacity of the inspiratory muscles leading to the enhancement of pulmonary functionality among the obese candidates of bariatric surgery. The clinical literature reveals the authenticity of the tests including pulmonary function analysis, spirometry and pulse oxymetry utilized in evaluating the expiratory reserve volume, residual capacity and oxygen saturation levels of the obese individuals (Buchwald, 2007:p.103). These diagnostic tools indeed provide an overall estimate of the pulmonary enhancement achieved by rendering inspiratory muscle training to the individuals affected by obesity. The emerging new tests employed in research studies in evaluating the outcomes of inspiratory muscle training on the obese individuals include assessing the levels of plasma cytokines and C reactive protein. Kelley (1993:p.504) provides clinical evidences indicating the abnormal variation of the plasma cytokines levels in cases of pulmonary complications. Similarly, Arena (2015) describes the findings from clinical studies indicating the abnormal fluctuations of C reactive protein levels with the reduction in endurance and strength of inspiratory muscles. This clearly indicates the prospective utilization of these diagnostic tests in evaluating the effects in terms of positive or negative clinical outcomes of the respiratory muscle training on the pulmonary capacity of the obese individuals. Therefore, the normalization of plasma cytokines and C reactive protein levels following the inspiratory muscle training may prove to be a supportive outcome in context to the efficacy of this rehabilitative intervention in pulmonary enhancement of the obese population. The scientific studies conducted regularly to evaluate the impact of pulmonary dysfunction on the quality of life among obese individuals. Moreover, the clinical literature supports the contention of sustained effects of the inspiratory muscle training modality in reducing the neural respiratory drive, resulting in pulmonary enhancement among the obese patients. The consequent increase in inspiratory muscles capacity indeed influences the intra-thoracic pressure and inspiratory volume resulting in improved cardiac output. Therefore, the evidence based literature provides valid conclusions in context to the implications of inspiratory muscle training in the cardiopulmonary enhancement of obese population. However, extended clinical trials warranted to further testify the validity of this evidence based contention for devising effective strategies to influence the quality of life and cardio-respiratory functionality of the target population. References Arena, R 2015, Heart Failure Clinics: Exercise and Rehabilitation in Heart Failure, Elsevier, USA Barbalho-Moulim, Miguel, G, Forti, E, Campos, F Costa, D 2011, Effects of preoperative inspiratory muscle training in obese women undergoing open bariatric surgery: respiratory muscle strength, lung volumes, and diaphragmatic excursion, Clinics, vol. 66, no. 10, pp.1721-27, doi: 10.1590/S1807-59322011001000009 Buchwald, H, Cowan, G Pories, W 2007, Surgical Management of Obesity, Saunders, Philadelphia Hess, D, MacIntyre, N, Mishoe, S Galvin, W 2012, Respiratory Care: Principles and Practice, Jones Bartlett, UK Kelley, J 1993, Cytokines of the Lung, Marcel-Dekker, USA McConnell, A 2013, Respiratory Muscle Training: Theory and Practice, Elsevier, UK Ratjen, F Deterding, R 2012, Kendig and Chernick's Disorders of the Respiratory Tract in Children, Elsevier, Philadelphia

Woman of World War Ii free essay sample

Women of World War II: A Behind the Scenes Driving Force Melanie McCabe Kaplan University 4-2-2011 On December 7, 1941, this country experienced an event as it had never experienced. The Japanese attack on Pearl Harbor rocked this country to its core and forever changed history. Women played a pivotal role in all aspects of the war from the home front to nursing the wounded, or acting as secret agents it is undeniable that women were vital to the war effort but did not get the praise and recognition that they deserved. It is estimated that during World War II, some 350,000 women served in the U. S. Armed Forces, both on the home front and over seas meanwhile, with all of the men that were enlisting there were countless jobs that needed to be filled. â€Å"Between 1940 and 1945, the female percentage of the U. S. workforce increased from 27 percent to nearly 37 percent, and by 1945 nearly one out of every four married women worked outside the home. We will write a custom essay sample on Woman of World War Ii or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † (Women of WWII paragraph 1). Nursing the Wounded: Military nurses were very much involved in the turmoil at Pearl Harbor on Dec. 7, 1941. Many believe that these women perhaps had the most stressful task of all women involved in the war effort. The attacks on Pearl Harbor left 2,235 service members and 68 civilians dead. Eighty-two Army nurses were serving at three Army Medical Facilities in Hawaii that terrible day. It didn’t matter if you were a military or civilian nurse everyone had one purpose and that was to save as many lives as possible. (Women in World War II) Being a nurse especially on that infamous December morning was filled with pressure and confusion. . (Women in World War II) Everyone was looking to the nurses to save those that were injured by the bombings and little was known about what exactly was happening. More than two hundred Army nurses lost their lives during World War II. Sixty-six army nurses and eleven navy nurses were imprisoned in concentration camps and some were there for three years or more. .(Nurses in World War II) Not only were these brave women being looked upon to save lives often they had to worry about their own lives and freedom. (Nurses in World War II) Women in the Sky: â€Å"Sweetwater, Texas, September 1943: One hundred and twelve women pilots arrived in this small, dusty Texas town, eager to start the Women Air Force Service Pilots training program. They were to enter Class 44-W-2, the second class of women scheduled to graduate in 1944. These women were a diverse lot. Some were entering the program with the minimum number of flying hours (thirty-five), while some held a commercial license or an instruc- tors rating, with several hundred hours of flying time. Some had started flying as early as 1936, and some had started only in 1943. Ages ranged from eighteen to twenty-eight. All, however, were pilots before they arrived†. (Cole, 1995 pg4) â€Å"How could so many women have learned to fly on their own initiative (this was only one class out of eighteen), as early as 1943? Where did they come from, and how did they manage to become pilots? † (Cole, 1995 pg. 3) For once marital status, or class did not matter there were women from all walks of life they all had a love of flying and all of them wanted to serve America in it’s time of need. These awesome women were the first women in history trained to fly American military aircraft. Thirty-eight W. A. S. P’s lost their lives in World War II and many more went on to receive top military honors. (American Women in WWII). This is not a time when women should be patient. We are in a war and we need to fight it with all our ability and ever weapon possible. WOMEN PILOTS, in this particular case, are a weapon waiting to be used† Eleanor Roosevelt 1942. Women’s Auxiliary Army Corp: General George Marshall supported the idea of introducing a womens service branch into the Army. In May 1942, Congress instituted the Womens Auxiliary Army Corps, later these women got sick of performing military jobs and not having full military status so they were successfully upgraded to the Women’s Army Corp. As an auxiliary corp. , they did not have full military status. The members, known as WACs, worked in more than 200 non-combatant jobs stateside and in every aspect of the war. † By 1945, there were more than 100,000 WACs and 6,000 female officers. In the Navy, members of Women Accepted for Volunteer Emergency Service (WAVES) held the same status as naval reservists and provided support stateside. The Coast Guard and Marine Corps soon followed suit, though in smaller numbers†. (American Women in World War II) â€Å"Members of the WAC were the first women other than nurses to serve within the ranks of the United States Army. Both the Army and the American public initially had difficulty accepting the concept of women in uniform. However, political and military leaders, faced with fighting a two-front war and supplying men and materiel for that war while continuing to send lend-lease material to the Allies, realized that women could supply the additional resources so desperately needed in the military and industrial sectors. Given the opportunity to make a major contribution to the national war effort, women seized it. By the end of the war, their contributions would be widely heralded. (Bellafaire, 2009. pg. 1) WAACs did the same type of work, which women did in civilian life. They will bear the same relation to men of the Army that they bear to the men of the civilian organizations in which they work. As usual behind the success of every man is a good woman. The W. A. A. C’s were those women. Women as Secret Agents: Another demanding wartime profession that women were highly skilled at but rarel y received any praise or recognition was espionage, or acting as secret agents women had a certain natural advantage. The reason women were used is because German soldiers did not perceive them as an obvious threat. . (WWII Women as Secret Agents) Women often were used as couriers or were sent into bars or watering holes to use their sexuality to extract information. (Agents with Day Jobs). It is very surprising but there are a few well-known figures that are known as or suspected as being spies during WWII. The United States, The British, and The Germans are all believed to have used women as couriers or to obtain intelligence. Well-known cook and author Julia Child was believed to have been a spy all though this was never proven. Julia started at Office of Strategic Services (the government agency that preceded the CIA) because she was too tall for the Womens Army Corps. After starting as a typist, she was eventually responsible for cataloging and organizing documents for the OSSs Secret Intelligence division and received the Emblem of Meritorious Civilian Service for her help. Some believe she was a spy for China others believe Germany. Those allegations were never proven. (Agents with Day Jobs). Audrey Hepburn was admittedly a courier during WWII. Greta Garbo another famous actor drew criticism for her neutrality in World War II. However, according to a book published by spymaster Sir William Stephenson in 1976, she actually aided the allies by identifying Nazi sympathizers in her home country of Sweden and even relayed messages for British agents. In reality, there is no way to know how many women helped the war effort in this manner. . (Agents with Day Jobs). Women on the Home Front: Working is not new to women. Women had been working for years. However, with men leaving for war it left huge gaping holes in the work force. More and more women especially upper class white women were thrust out of the home and into the work force to fill those holes. Before the United States entered World War II, several companies already had contracts with the government to produce war equipment for the Allies. Almost overnight, the United States entered the war and war production had to increase dramatically in a short amount of time. Auto factories were converted to build airplanes, shipyards were expanded, and new factori es were built, and all these facilities needed workers. At first companies did not think that there would be a labor shortage so they did not take the idea of hiring women seriously. Eventually, women were needed because companies were signing large, lucrative contracts with the government just as all the men were leaving for the service. †(Rosie the Riveter) Women who were not already in the work force did not respond to the call to work as the government had hoped so they started a propaganda campaign and promoted fictional character Rosie the Riveter. Rosie the Riveter was considered the ideal female employee. The most famous image of Rosie appeared in the government-commissioned poster â€Å"We Can Do It† Even though the Rosie campaign was considered a huge success the turn out still was not enough. Rosie the Riveter) Half of the women that took on war jobs were minority and lower class women that were already in the work force. â€Å"Eventually it became evident that married women were needed even though no one wanted them to work, especially if they had young children. It was hard to recruit married women because even if they wanted to work, m any of their husbands did not want them to. Initially, women with children under 14 were encouraged to stay home to care for their families. The government feared that a rise in working mothers would lead to a rise in juvenile delinquency. Eventually, the demands of the labor market were so severe that even women with children under 6 years old took jobs†. (Rosie the Riveter) It is evident that without these women who stepped up out of their comfort zone our country’s work force would have collapsed. Women in Sports: Women not only stepped up to fill the gapping holes left in the work force women also stepped up to fill the gaping holes left in the world of sports this is evident especially in baseball. â€Å"By the fall of 1942, many minor league teams disbanded due to the war. Young men, 18 years of age and over, were being drafted into the armed services. The fear that this pattern would continue and that Major League Baseball Parks across the country were in danger of collapse is what prompted Philip K. Wrigley, the chewing-gum mogul who had inherited the Chicago Cubs Major League Baseball franchise from his father, to search for a possible solution to this dilemma â€Å"and thus the A. A. G. P. B. L. was born. (. All-American Girls Professional Baseball League History) The A. A. G. P. B. L lasted from 1943-1954. The rules of the game were a mash up between softball and baseball. Mr. Wrigley wanted to make his girl league familiar and exciting to draw the crowds but also wanted to make it clear that the league was temporary and they were still women so the women were required to attend charm school and play ball in dresses. The women were not viewed as a â€Å"real† league with real players. They did not even have the word â€Å"Professional† added to the name until 1986 and that was after a lot of pleading to the M. L. B and the Hall of Fame. .(. All-American Girls Professional Baseball League History) Conclusion: It is clear that women were imperative in not only the war but also keeping our country together. Women stepped up and proved that they were not just good for domestic duties and raising children, they proved that women really are the glue that holds it all together. Without the bravery and courage of these women what would have happened? Would we have won the war? Would our economy survived? Would sports have survived? Thankfully, we do not have to find out. References: 1. Bellafore, J. (2008, February). THE WOMENS ARMY CORPS: A COMMEMORATION OF WORLD WAR II SERVICE. In U. S. Army Center of Military History. Retrieved April 5, 2011, from http://www. history. army. mil/brochures/wac/wac. htm 2. American Women in World War II. (n. d. ). In History. com. Retrieved April 5, 2011, from http://www. history. com/topics/american-women-in-world-war-ii 3. Trussell, D. (2010, December 7). Remembering the Women of Pearl Harbor Dec. 7, 1941. In Politics Daily. Retrieved April 5, 2011, from http://www. politicsdaily. com/2010/12/07/remembering-the-women-at-pearl-harbor-on-december-7-1941/ 4. Mann, L. (2008, November). Nurses of World War II. In D. P. S. Retrieved April 5, 2011, from http://dpsinfo. com/women/history/woanurse. html 5. Cole, J. (1995). Women Pilots of World War II. Salt Lake City, UT: University of Utah Press. Retrieved April 5, 2011, from http://www. questia. com/PM. qst? a=o;d=9686528 6. Spies, they’re Just like Us Female Secret Agents With Day Jobs. (2010, September 9). In Lemondrop. Retrieved April 5, 2011, from http://www. lemondrop. com/2010/09/09/nikita-maggy-q-marina-lee-female-spies/ 7. The Image and Reality of Women who Worked During World War II. (n. d. ). In Rosie the Riveter: Women Working During World War II. Retrieved April 5, 2011, from http://www. nps. gov/pwro/collection/website/rosie. htm 8. League History. (n. d. ). In A. A. G. P. B. L.. Retrieved April 5, 2011, from http://www. aagpbl. org/league/history. cfm