Abstract Persson, M (2008). Att arbeta med multipla intelligenserna i praktiken.Malmö: Lärarutbildningen: Malmö högskolaExamensarbetet handlar om barns väg att inhämta kunskap på olika sätt och hur undervisningen i skolan kan påverka detta. Syftet med undersökningen är att studera hur undervisningen i en skola som arbetar utifrån Howard Gardners teori om de multipla intelligenserna kan se ut i praktiken. Genom observationer under tre olika arbetspass samt intervjuer av lika många lärare i skolan söker jag svaret på frågorna som undersökningen utgår ifrån. Hur kan en lektion planerad utifrån de multipla intelligenserna se ut? Hur ser lärarna på undervisningen? Vid observationstillfällena framgår framförallt arbetsmetoden med arbetsschema, vilka utgår ifrån de ursprungliga sju intelligenserna. Här har undersökningen visat att arbetet utifrån MI-teorin ger lektioner där fler intelligenser införlivas, därmed ger undervisningen ett bredare utbud för varje individ att ta in kunskap. Intervjuerna har visat på engagerade lärare som förutom arbetet utifrån arbetsschemat strävar efter variation och mångfald i undervisningens helhet. Den forskning och empiriska undersökning som uppsatsen baserats på visar att teorin om de multipla intelligenserna kan vara användbar i undervisningen och skapa många olika undervisningsmöjligheter.

Howard Egan, one of the outstanding members of the Church of Jesus Christ of Latter-day Saints during the period shortly after its organization, demonstrated his faithfulness to the Church by supporting the leaders, through all their difficulties, from the day of his conversion until the end of his life. While living in Nauvoo he lent his assistance to the leaders by serving as a city policeman, as Captain of the Camp Creek detachment of the Nauvoo Legion on reconnaissance duty during the mob hostilities of 1845, and as a missionary for the Church in the Eastern States. During the exodus of the Saints from Nauvoo, he organized one hundred families of Saints into a compact group and moved them safely to the west bank of the Mississippi.In order to maintain continuity of narrative, the writer has followed closely the chronology of the Church History, Egan's diary as contained in the book Pioneering the West, and other histories which include him in their records. The material quoted in the pages of this thesis, when copied from records searched, has been written as the writer found it. He has made no changes in spelling or punctuation.

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The built environment should facilitate a meaningful experience for a user by intellectually engaging their perceptual and cognitive abilities. In 1983, Howard Gardner published his cognitive theory of multiple intelligences. Gardner theorizes that human intelligence is not one single capacity, but is comprised of multiple capacities. Many teachers use the multiple intelligences theory as a tool to reach a larger number of students by engaging their unique learning styles. The theory of multiple intelligences is one way to interpret how an individual might understand, perceive or experience their surroundings. I used Gardner's theory as a framework to develop design criteria that can be used by designers to create landscapes or environments that engage people in an intellectual and meaningful way. By designing a site that will engage different individuals' unique methods of understanding, a landscape architect can create landscapes that will capture attention and promote a unique personal experience through the creation of sense of place. I believe that this in turn can also be used as a tool for articulating design ideas and analyzing current landscapes. My research begins with a review of Mihaly Csikszentmihalyi's theory of flow and what is needed to achieve this playful state. The answer is to engage a user with a challenge. This led me to Howard Gardner's theory of multiple intelligences. After a review of his work, I used his theory to analyze several case study landscapes. Based on this research, I developed a set of preliminary design criteria that can be used as an outline or a starting point for designers. I chose the Joe L. Evins Appalachian Center for Crafts (ACC) in Smithville, Tennessee as my site for beginning my understanding of the range of uses that the multiple intelligences possess within a landscape. The ACC is a visual arts school whose mission is to preserve and educate people about the culture and techniques of Appalachian crafts. The mediums that are taught are clay, glass, metal, fibers, and wood. My design exploration lead me to concluded that the outcome of a multiple intelligences landscape will be shaped by several factors: the personal strengths and weaknesses within the multiple intelligences of the designer, the sites will determine which intelligences should be designed for, and that the design process should be a collaborative effort. Therefore, the design solution produced is not the strength of this research project, but rather the development, process, and conclusions that reveal a strong case for the inclusion of engaging users' intellectually. / Master of Landscape Architecture

Thesis advisor: Andrew L. Prevot / This dissertation addresses two critical areas of scholarship on Howard Thurman. Firstly, it aims to clarify Thurman’s theological anthropology, a facet often overshadowed by a focus on his ecclesiology and nonviolent social ethics. While existing treatments of Thurman’s anthropology are typically biographical and limited to his mystical consciousness, this project integrates insights from various aspects of Thurman’s work to offer a comprehensive account of his theological anthropology. Secondly, the dissertation critically examines the violence in Thurman’s historical context and the nuanced choice between violent and nonviolent resistance. Emphasizing Thurman’s nonviolent message directed at those who saw armed resistance as morally plausible, the study places Thurman in dialogue with contemporaries and subsequent Black scholars, elucidating how Christian nonviolent resistance contributes to an anthropology aligned with the imperative to resist all forms of oppression. The methodology involves correlating the revelatory responses of rebellious Black individuals with God’s revelation. Chapters also delve into Thurman’s theological anthropology and non-Chalcedonian Christology. The dissertation concludes by encouraging a nuanced integration of Thurman’s views into the Black Lives Matter Movement through a reflection on the parables of Jesus. / Thesis (PhD) — Boston College, 2024. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Theology.

While the impact of inclusion has been researched and debated for years, less effort has been directed at assessing how those individuals responsible for implementing the practice perceive the effects. This research study was designed to determine the attitudes and perceptions of staff members at Western School Corporation concerning the current inclusion model. The census consisted of educators who held the role of general education teacher, special education teacher, paraprofessional (aide), or administrator. There were 196 staff members who were asked to complete a paper survey; 98 educators responded, which generated a response rate of 50%. The survey, The Inclusion Inventory: A Tool for Measuring the Implementation and Use of Inclusive Practices, was used. The Texas University Affiliated Program for Developmental Disabilities, the Education Service Center Region XIII, the Education Service Center Region 20, and Inclusion Works developed the instrument jointly. The results of the study indicated that the administration at Western School Corporation supports inclusion, but there are not ample resources in place to support the overall model. This was commensurate with the findings that the respondents did not feel that sufficient opportunities were being given for staff members to discuss inclusion issues. Overall, the staff members appear to have a fairly positive perspective of the inclusion model, as well as the effects of student success they have seen. Staff members are utilizing a variety of instructional strategies to promote an inclusive setting, but they must continue to be trained in these to recognize their importance. Possible reasons for these results were discussed and a need for further research was offered. / Department of Educational Leadership

Made available in DSpace on 2014-12-17T13:57:17Z (GMT). No. of bitstreams: 1 AlessandraRS_DISSERT.pdf: 9375553 bytes, checksum: 5e9321d3a59ae69a03ec46307080c1ec (MD5) Previous issue date: 2014-03-28 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Trata do modelo de cidade-jardim - concebido pelo socialista brit?nico Ebenezer Howard, publicado em seu livro Tomorrow: A Peaceful Path to Social Reform , de 1898; e dos tipos e modelos urbanos que foram propostos com alguma influ?ncia desse ide?rio. Esta pesquisa prop?e discutir como o ide?rio de cidade-jardim circula e se materializa no desenho urbano e chega ao s?culo XX. Pretende-se identificar os elementos morfol?gicos presentes no ide?rio de cidade-jardim e as v?rias propostas de vari?veis de cidade-jardim, e discutir as rela??es com as propostas mais recentes. Para tanto s?o realizadas pesquisas bibliogr?ficas sobre a proposta de Howard, destacando-se os aspectos mais caracter?sticos de uma cidade-jardim, apresentados pelo pr?prio Howard, em Tomorrow, al?m de outras leituras de autores como Peter Hall, Lewis Mumford e Jane Jacobs. Para a discuss?o sobre as influencias e concretiza??es do ide?rio durante o s?culo XX, s?o apresentados estudos indiretos de planos que sucederam a proposta de Howard. Estes estudos foram realizados atrav?s de consultas a acervos virtuais de trabalhos acad?micos e cient?ficos, al?m de publica??es como artigos jornal?sticos e cr?nicas dispon?veis em meio virtual. Como respaldo metodol?gico sobre os elementos do desenho urbano, adotou-se o trabalho de Jos? Garcia Lamas. As considera??es a que se chegou ao final da pesquisa s?o de que o ide?rio realmente exerce com contribui??es relevantes para no desenho urbano. Esta pesquisa buscou contribuir para os debates acerta deste ide?rio centen?rio, trazendo uma abordagem que parte das cr?ticas e reflex?es j? apresentadas por outros autores, que dialogam com o discurso de Howard e as interpreta??es que dele foram feitas, e buscando a rela??o do ide?rio com os novos movimentos urban?sticos que o sucederam