Profile of Students With Existential Intelligence

Profile of Students With Existential Intelligence Existential knowledge is the labelâ education researcher Howard Gardner provided for understudies who think thoughtfully. This existential intelligenceâ is one of manyâ multiple intelligencesâ that Garner recognized. Every one of these marks for numerous insights... ...reports the degree to which understudies have various types of psyches and along these lines learn, recollect, perform, and comprehend in various ways,â (1991). Existential insight includes a people capacity to utilize aggregate qualities and instinct to get others and their general surroundings. Individuals who exceed expectations in this knowledge normally can see the 10,000 foot view. Logicians, scholars and holistic mentors are among those that Gardner sees as having high existential insight. The Big Picture in his 2006 book, Multiple Intelligences: New Horizons in Theory and Practice, Gardner gives the speculative case of Jane, who runs an organization called Hardwick/Davis. Though her chiefs manage the everyday operational issues, Janes work is to guide the entire boat, says Gardner. She should keep up a more drawn out term viewpoint, consider the conductions of theâ marketplace, set a general heading, adjust her assets and motivate her representatives and clients to remain ready. As it were, Jane needs to see the master plan; she needs to imagine the future the future needs of the company,â customers, and commercial center and guide the association inâ that heading. That capacity to see the comprehensive view might be a particular insight the existential knowledge says Gardner. Contemplating the Most Fundamental Questions of Existence Gardner, aâ developmental clinician and a teacher at the Harvard Graduate School of Education,â is in reality somewhat uncertain about remembering the existential domain for his nine insights. It was not one of the first seven insights that Gardner recorded in his fundamental 1983 book, Frames of Mind: The Theory of Multiple Intelligences. However, following an extra two many years of exploration, Gardner chose to incorporate existential insight. This possibility for insight depends on the human proclivity to contemplate the most basic inquiries of presence. For what reason do we live? For what reason do we bite the dust? Where do we originate from? What will transpire? Gardner asked in his later book. I some of the time say that these are questions that rise above observation; they concern gives that are too large or little to be seen by our five tangible frameworks. Popular People With High Existential Intelligence Of course, significant figures in history are among the individuals who might be said to have high existential insight, including: Socrates: This popular Greek logician created the Socratic technique, which includes asking ever-more profound inquiries trying to go to a comprehension of reality or possibly to refute untruths.Buddha: His name truly implies one who is alert, as indicated by the Buddhist Center. Conceived in Nepal, Buddha educated in India presumably between the 6th and fourth hundreds of years B.C. He established Buddhism, a religion that depends on looking for higher truths.Jesus Christ. The originator of one of the universes significant religions, Christ, stood up against business as usual in first-century Jerusalemâ and set forward the confidence in a higher being, God, who has the unceasing truth.St. Augustine: An early Christian scholar, St. Augustine put together quite a bit of his way of thinking with respect to the lessons of Plato, a Greek savant who proposed the possibility that there is a theoretical truth that his higher and more complete than what we observer in the genuine, flawed wo rld. Life ought to be spent seeking after this theoretical truth, both Plato and St. Augustine accepted. Notwithstanding analyzing the comprehensive view, regular characteristics in those with existential knowledge include: an enthusiasm for inquiries regarding life, passing and past; a capacity to look past the faculties to clarify marvels; and a craving to be an outcast while simultaneously indicating a solid enthusiasm for society and people around them. Upgrading This Intelligence in the Classroom Through this knowledge, specifically, may appear to be exclusive, there are ways that educators and understudies can improve and fortify existential insight in the study hall, including: Make associations between what is being realized and the world outside the classroom.Provide understudies with diagrams to help their craving to see the large picture.Have understudies take a gander at a subject from various purposes of view.Have understudies sum up the data learned in a lesson.Have understudies make exercises to show their schoolmates data. Gardner, himself, provides some guidance with respect to how to outfit existential knowledge, which he sees as a characteristic quality in most children. In any general public where addressing is endured, youngsters bring up these existential issues since the beginning however they don't generally listen near the appropriate responses. As an educator, urge understudies to keep posing those large inquiries and afterward help them to discover the appropriate responses.

Terror Management Theory free essay sample

We have an inner direction framework considered a heart that permits us to think and act in a manner near our most profound qualities. We have an autonomous will that doesn't permit hereditary impacts or the earth to direct our activities. We have an unbounded innovative creative mind that permits us to make past our world however maybe the most exceptionally human gift we as a whole have is mindfulness. Mindfulness is the acknowledgment of how we feel and how we act. It additionally permits us to inspect why we exist and at last, that we are going to pass on. While self-conservation is a trademark to the two people and creatures, the comprehension of one’s own mortality is exceptionally human. How would we, as people, manage the fear that is related with this information? As per Terror Management Theory (TMT), created by Jeff Greenberg, Sheldon Solomon, and Tom Pyszczynski (1989), the requirement for â€Å"terror management† is an essential capacity controlled by people and social frameworks. In view of the compositions of anthropologist Ernest Becker and enlivened by Freud’s take a shot at how passing incites faith in enchanted amazing quality, TMT can give clarifications to an assortment of human practices and relate them to the essential explanation of why people shield themselves from mortality mindfulness (Magdalena Smieja et al. , 2006). The reality that we are for the most part going to bite the dust, one of the main convictions throughout everyday life, is an on-going wellspring of existential anguish for people. This anguish comes from our craving to protect life and the consciousness of this difficulty. Since we can't resolve this oddity, we use culture as assurance from the dread of death. By agreeing to the social perspective that our reality is sheltered, adjusted and steady, our feeling of importance improves and our sentiments of security and confidence uplifts. At the point when the 9/11 assaults struck and pictures of death and obliteration were presented to regular Americans, most were persuaded to ensure their social perspective and to dismiss any individual who held a contrary view (Florian Mikulincer, 1998). TMT developed as the main answer why Americans guarded their national belief systems after the fear based oppressor assaults (Navarrete Fessler, 2005). A delineation of this thought is the mortality striking nature speculation. Just expressed, on the off chance that a mental structure gives assurance against uneasiness, at that point helping individuals to remember the wellspring of this nervousness should build the requirement for that structure (Pysczcynski, Greenberg, Solomon, 1997). For instance, if a bug was introduced to an arachnophobe, than the requirement for somebody to murder the bug would be expanded by the alarmed person. At the point when our apprehensions become a reality, we look for assurance in any structure. Examination has indicated that individuals who are in a condition of passionate pain and who are helped to remember their unavoidable demise are more pulled in to solid, alluring pioneers who have customary and tyrant perspectives (Wikipedia, 2008). In a recent report, â€Å"work teams† were shaped to decide whether mortality remarkable quality causes distress and enthusiastic separation in a more different gathering instead of a homogenous one (Van der Zee, Van der Gang). The researcher’s theorized that when the danger of death was introduced, progressively negative mentalities would bring about the different group and an aching to relate to people that mutual social standards was normal. What they found in any case, was that paying little heed to the gathering individuals, when a mortality danger was introduced, people felt adverse mentalities towards everybody, including the individuals who shared their social perspective. While this examination proposes that there is no should be around comparative individuals during times of weakness, the scientists perceive that the people in these gatherings were simple onlookers and not really interfacing with one another. Another speculation that rose up out of TMT examine is the uneasiness cradle theory. This theory focuses on the significance of high confidence and how it can shield people from encountering passing tension. People with high confidence feel that they are a perfect case of their way of life and appreciate the assurance from the mortality worries that their way of life offers (Hirschberger et al. 2002). Studies that embody the tension cushion theory are those that interface TMT and dangerous sexual practices. In a recent report, scientists noticed that by making mortality remarkable, an eagerness to take part in dangerous practices, for example, risky sex, was accounted for (Orit Taubman, Ben-Ari). This examination recommends that taking part in dangerous sex speaks to two aspects of helplessness identified with the danger of death. One is the outright dread or killing which is related to having the dangerous sex and the other is the need to cherish and have closeness, an interestingly human attribute that is identified with confidence. Fundamentally, when confronted with mortality, people long to satisfy their essential needs of affection, regardless of whether that implies gambling life itself (Orit Taubman, Ben-Ari). The examinations referenced above portray the job Terror Management Theory plays in people’s social perspectives and confidence and the contrary outcomes that can result from the know about death. While the exploration performed on this hypothesis is immense and broad, a commitment to improve contemplates in regards to TMT related with confidence and social perspectives despite everything remains. Making a dependable poll that completely exhibits a person’s genuine emotions and thoughts is required so as to completely comprehend the influences TMT has on culture and confidence. I dread that huge numbers of the people who took an interest in past investigations were worried about reacting in a socially alluring way and subsequently social attractive quality reaction predisposition may have brought down the legitimacy of these examinations. I expect to kill however much predisposition as could be expected by guaranteeing members that their reactions are unknown and that the inquiries are worded as unbiased as could be expected under the circumstances. My investigation on Terror Management Theory will have four sections: a confidence poll, a mortality remarkable quality survey (with a benchmark group), an interruption so the emotions towards death are oblivious, and a social perspective survey. By ensuring the social allure reaction inclination is decreased, I speculate that members whose mortality is remarkable will associate emphatically to a negative mentality towards social perspectives that are not like their own.

Image Spoiler With Simple Animation For Blogger

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Accounting Theory Cga - 9061 Words

Slide 1 ACCOUNTING THEORY CONTEMORARY ISSUES (AT1) MODULE ONE Slide 2 ACCOUNTING UNDER IDEAL CONDITIONS Part 1 - Foundation items re the course Part 2 - Present value accounting under certainty Part 3 - Present value accounting under uncertainty Part 4 - Reserve recognition accounting Part 5 - Examination question examples Part 6 - Historical cost accounting Lecture by: Dr. A. L. Dartnell, FCGA Year 2009 - 2010 2 Slide 3 PART 1 Foundation Items re the Course Different Course Financial reporting is extremely important in our everyday life. You have heard of the many irregularities that have occurred in recent years which primarily involved financial reporting. Financial reporting is controlled by standards set so†¦show more content†¦While the current edition of the textbook has few references to Canadian standards, coverage of current Canadian standards is included in the modules, as well as, the review and assignment material. Coverage of certain United States standards is also included where these differ significantly from, or are in advance of, IASB standards. All of this material is examinable unless specifically marked to the contrary. 4 In this course, material relating to specific accounting standards is largely (but not completely) at a conceptual level. Fortunately, at this level, most standards in Canada, the United States, and internationally are broadly similar, thereby reducing the amount of detail you will have to learn. However, there are some important differences, particularly with respect to current value accounting, and these will be emphasized where appropriate. It would seem that from 2011, current Canadian standards will no longer be relevant or examinable. Future versions of this course will include only IASB and relevant United States standards. Slide 8 History and Research There is an interesting rundown on the history of accounting and research in the first 15 pages of the text. Go over them to get some background for the course. Topic 1.2 of the module notes relates to recent developments in financial accounting. It gives an excellent account leading up to the current recession and also the effect on fair value accounting which we will beShow MoreRelatedAccountancy Profession in Bangladesh9589 Words   |  39 Pagesand is reliable. Accountancy is a branch of mathematical science that is useful in discovering the causes of success and failure in business. The principles of accountancy are applied to business entities in three divisions of practical art, named accounting, bookkeeping, and auditing. Accountancy profession in Bangladesh: ACCOUNTANCY is a critical component of a market economys infrastructure and economically sound activity would be impossible without it. 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Franà §ois-Éric Racicot is a Professor of Business with Università © du Quà ©bec en Outaouais, and Jean-Yves Girard, CMA, is an IndustrialRead MoreExecutive Compensation Essay7457 Words   |  30 PagesAccounting Theory Assignment Executive Compensation [pic] Introduction Executive compensation together with corporate governance systems has received an increasing amount of attention- from the press, corporations, financial academics and also the government. 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These donations are received to addressRead MoreIssues in Contemporary Accounting: Differences in Accounting Standards2884 Words   |  12 Pagesthe many years of accounting practice, a lot of accounting theories have been developed. Interestingly, many of those theories are grounded on the basis of prescribing and proposing how accounting processes should be performed. These are known as normative theories of accounting as they are not built on observation, but rather upon the theoristà ¢Ã¢â€š ¬Ã¢â€ž ¢s deductive judgement, and subjective opinion (Goble 2009). Accounting conceptual frameworks are good examples of normative theories as they provide guidelinesRead MorePersuasive Essay - Distance Education Versus Face-to-Face Learning1853 Words   |  8 PagesDecember 1, 2009 Persuasive Essay – Game Theories Has Virtual Reality Taken Things Too Far? 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Balance Sheet As at Time 2 Financial Asset Cash Shareholders’ Equity $315.00 Opening balance Net income $286.36 28.64 Capital Asset Present value 0.00 $315.00 $315.00 Note that cash includes interest at 10% on opening cash balance of $150

Individuality In Daisy Miller And The Love Song Of J....

Individualism in â€Å"Daisy Miller† and â€Å"Prufrock† The two stories â€Å"Daisy Miller: A Study† by Henry James and â€Å"The Love Song of J. Alfred Prufrock† by T.S. Eliot both express individuality. While â€Å"Daisy Miller: A Study† is a realistic short story and â€Å"The Love Song of J. Alfred Prufrock† is a modernist poem they convey individuality differently. While the title character in â€Å"Daisy Miller† embraces her individuality by not caring what people think of her, Prufrock is insecure and questions who he is and how people will perceive him. Both characters have detailed traits that express who they are. Daisy appears very confident, outspoken, and has a vivacious personality. On the other hand, Prufrock starts off with an uneasy tone and has a†¦show more content†¦However, Daisy starts up a little argument with him. The narrator states, â€Å"She opened fire upon the mysterious charmer in Genevaâ₠¬  (James 113). Daisy and Winterbourne had only known each other for a few days, so Daisy had no reason to question Winterbourne’s intentions. Through her argument with Winterbourne, Daisy shows herself as being quick tempered, needy, and jealous. During the same argument Daisy states, â€Å"I don’t want you to come for your aunt†¦ I want you to come for me† (James 113). Daisy’s desire to be the center of Winterbourne’s attention makes her jealous of another woman, even if that woman is his relative. She wants to be the only reason Winterbourne goes to Rome. While Daisy is an attention craver, Prufrock is the exact opposite and does not want any attention on him. Prufrock states: And I have known the eyes already, known them all— The eyes that fix you in a formulated phrase, And when I am formulated, sprawling on a pin, When I am pinned and wriggling on the wall, Then how should I begin (Eliot 582). Prufrock describes how he feels when all the attention is on him. He feels as if he is on display and believes people will analyze and scrutinize everything about him. He then questions how he should begin a conversation, believing he will be judged. Before Prufrock goes down the stairs, he also states: With a bald spot in the middle of my hair— (They will say: â€Å"How his hair is growing thin!†) My morning

Sigmund Freuds Psycho Dynamics and Piagets Cognitive...

Describe and evaluate the theories of Sigmund Freuds psycho dynamic approach as an explanation of human behaviour. In the evaluation summarise and evaluate the cognitive perspective as an alternative explanation of human behaviour. This essay is going to describe in depth and detail the theories of Sigmund Freuds psycho dynamic approach. The strengths and weakness as an evaluation of Sigmund Freuds work. A summary and evaluation of the cognitive perspective as an alternative of human behaviour will also be identified in this essay. Sigmund Freud was born in the Czech Republic on 6 may 1856, was a neurologist who founded the discipline of psychoanalysis. He had a personal interest in hysteria a condition were psychical symptoms†¦show more content†¦Freuds idea of the unconscious mind that of a vast, dark that holds a persons shameful experiences, immoral urges, irrational needs, unacceptable sexual desires, selfishness, violent motives and fears. This part of the mind is split into three areas: the id, ego and superego. The id is present from birth and is based upon the pleasure principle. Imagine a baby, unable to communicate at this stage but is very able to want and demand food, water and attention. For the baby its me, me, me, self centred and selfish, but the baby does not know its dong this as its still learning. On the over side of the scale we have superego, developing from about the age of five, that gives us morals. â€Å"The superego consists of two systems: The conscience and the ideal sel f. The conscience can punish the ego through causing feelings of guilt. For example, if the ego gives in to id demands, the superego may make the person feel bad though guilt†. ( www.simplypsychology.org, (2011) In the middle is the ego, the purpose of which is to meet the needs of the id but also to control the super ego. The ego controls how you behave in the real world around us, based on using common sense. The ego would also harbour defence mechanisms were it will try to protect us from conflict between the id and the super ego. â€Å"The ego possesses a remarkable capacity for life preserving distortion†. (Vaillant, 1995, pp 9). Another of Sigmund Freuds theories is psychoShow MoreRelatedDefinition of Adolescent Development14194 Words   |  57 Pagesold is expected to include predictable physical and mental milestones. Introduction Derived from the Latin verb adolescere (to grow into maturity), adolescence is the period of transition from childhood to adulthood. Adolescent is a distinct and dynamic phase of development in the life of an individual. It is a period of transition from childhood to adulthood and is characterized by spurts of physical, mental, emotional and social development. WHO considers adolescence to be the period betweenRead MoreDefinition of Adolescent Development14200 Words   |  57 Pagesis expected to include predictable physical and mental milestones. Introduction Derived from the Latin verb adolescere (to grow into maturity), adolescence is the period of transition from childhood to adulthood. Adolescent is a distinct and dynamic phase of development in the life of an individual. It is a period of transition from childhood to adulthood and is characterized by spurts of physical, mental, emotional and social development. WHO considers adolescence to be the period between

Film Summary A Patch of Blue Essay Example For Students

Film Summary A Patch of Blue Essay The introduction of Selina, Elizabeth Hartman’s character, and the actress herself, starts from the first seconds of the film A Patch of Blue. The viewer sees her hands that move along and around when she is stringing beads. From this first scene with a close-up of the girl’s hands, the audience can understand, consciously or subconsciously, that there is something special about these movements and the girl who makes them. No sighted person would touch the objects in such a manner. To the sighted majority, the world is a place experienced first and foremost through visual images. In contrast, people deprived of sight have to switch to other information sources, such as ears to hear, nose to smell and hands or skin to touch. To Selina, the world is a combination of shapes, sounds and smells, and Hartman manages to involve the viewer into this world through empathy and, obviously, through her brilliant acting. The latter is realized via various tools of the craft of acting, such as performing in the extreme physical and environmental conditions, attention to objectives and obstacles, endowment and painting a picture with words. According to the film trivia, Elizabeth Hartman wore non-transparent lenses that literally deprived her of her otherwise good eyesight. Thus, interestingly, the issue of endowment that was aimed to visually introduce the protagonist’s eye defect to the viewers, happened to play the secondary though not least important role of â€Å"blinding† the actress. In other words, an element of the film’s mise-en-scene that was a part of the heroine’s external image served the purpose of introducing the actress to the world of the people with special needs, one of whom she portrayed. Hartman temporarily submerged into the world where eyes are no longer the primary means of assessing the world. She had to establish an alien, qualitatively new contact with the environment as a blind person would do in his or her first years of blindness, be it acquired or inborn. She had to learn how to interact with her immediate environment of objects and people, such as her acting partner Sidney Poitier who played Gordon Ralfe. Evidently, Hartman’s imposed blindness was not absolute. She could still distinguish colors, shapes and, most importantly, light and darkness, which means there was plenty of room for the woman to act. In one of the chapters, Uta Hagen discusses endowment and how a â€Å"cup of cold water becomes hot coffee and stays that way† (113). For Hartman, lenses became her half-full cup of hot coffee. In sum, a relatively simple part of a character image, such as lenses, evolved from a matter of endowment into a means of making blindness real, both for the audience and the actress. In regard to the aforementioned endowment issue, it would be appropriate to discuss the obstacles to and in Hartman’s acting. Interestingly, both the lenses and the remaining sight unimpaired by them became an obstacle for the actress. The lenses were the real, non-far-fetched obstacle. Unlike the obstacles described by Hagen, where the actor had to search for or even invent hindrance that would create the drama in their acting, lenses actually made Hartman disabled. She was not fully faking her disorientation in space or difficulty moving around objects and people. Thus, lenses created an actual physical obstacle for Hartman’s performance as a sighted individual. However, the lenses also helped Elizabeth to get used to her role of a blind girl since they made blindness real for her. Interestingly, Hartman’s remaining sight unhindered by the lenses also became an obstacle. The actress had to ignore the signals that came from her eyes and the instinct to turn her head towards the light source or the acting partners, especially the usual need to establish an eye contact. The blurry shapes that Hartman’s eyes perceived became her acting obstacle. To that matter, the actress’s eyes became her hindrance on the way to a true portrayal of a blind girl. Thus, eye sight – both its hindered and functional parts – was a double obstacle. â€Å"Obstacles will be inherent in, or spring from any element of, the given material: from the character itself and from the objects themselves† (Hagen 181). Gender Roles In The Movie Showgirls EssayHowever, Gordon himself is an integral part of the social turmoil of the decade. In spite of the victories of the African-American civil rights movements of the 1960s, the integration of â€Å"people of color† into the mainstream society was not yet absolute. Undoubtedly, the movie’s being black-and-white in the era when colored film was already available is nothing but a director’s symbolic hint on the problem. For Selina, who did not see the colors and for whom the world was all black, skin color was not an issue. Unlike many other contemporaries, the blind girl could see beyond the exterior right into the essence of the human nature and loved Gordon for who he was inside. It makes her super objective of being happy and loved pure and absolute. Last but not the least, one more special acting technique that should not be omitted while analyzing the film A Patch of Blue is the art of painting a picture with words. Selina’s world is a mystery to an average viewer. One can only close one’s eyes and try to imagine what it would be like to live in darkness. By the way, Gordon tried to do the same trick in one of the scenes, and it did not end well, nor was it easy. In this respect, Selina’s words and descriptions of her sensations become an important source of the insight into the blind world. For example, Selina talks to her grandfather who is concerned about her staying outside after sunset, â€Å"Dark’s nothing to me. I’m always in the dark† (â€Å"A Patch of Blue†). Also, Selina says to Gordon the day they meet, â€Å"Your voice sounds tall† (â€Å"A Patch of Blue†). A sighted person would never use such words to describe a voice. For Selina, Gordon’s voice is not merely a sound, but also the source of understanding how tall the man is. Finally, Selina reads a Braille book for the first time and says excitedly, â€Å"I never knew you could feel words† (â€Å"A Patch of Blue†). In conclusion, Elizabeth Hartman in A Patch of Blue incorporates and brilliantly uses many tools of the craft of acting, such as performing in the extreme physical and environmental conditions, endowment, attention to objectives and obstacles, as well as painting a picture with words. The viewers observe many instances when Selina tries to â€Å"see† the world through sound, smell and, mostly, through touch. In this blind world, Hartman manages to be realistic and true when interacting with the physical environment in her lenses, or portraying a girl to whom color is of no relevance in the relationship fueled by a desire to love and be loved that has been aroused by a black man. In addition, Hartman touches the strings in the viewers’ hearts by tying her portrayal of the white blind girl to the decade of 60s, a turbulent time in the American history. Such a multifaceted actor’s performance makes the film look and feel real. Bibliography: A Patch of Blue. Dir. Guy Green. Metro-Goldwyn-Mayer, 1965. Film. Hagen, Uta. Respect for Acting. Hoboken: John Wiley and Sons, 1973. Web.