MULTIPLE INTELLIGENCIES

The Multiple intelligences is an educational theory, first developed by Howard Gardner, that describes an array of different kinds of "intelligences" exhibited by human beings. Gardner suggests that each individual manifests varying levels of these different intelligences, and thus each person has a unique "cognitive profile." The theory was first laid out in Gardner's 1983 book, Frames of Mind: The Theory of Multiple Intelligences, and has been further refined in subsequent years.
The theory was proposed in the context of debates about the concept of intelligence, and whether methods which claim to measure intelligence (or aspects thereof) are truly scientific. Gardner's theory argues that intelligence, as it is traditionally defined, does not adequately encompass the wide variety of abilities humans display. In his conception, a child who masters multiplication easily is not necessarily more intelligent overall than a child who struggles to do so. The second child may be stronger in another kind of intelligence, and therefore may best learn the given material through a different approach, may excel in a field outside of mathematics, or may even be looking through the multiplication learning process at a fundamentally deeper level that hides a potentially higher mathematical intelligence than in the one who memorizes the concept easily. 'The theory suggests that, rather than relying on a uniform curriculum, schools should offer "individual-centered education", with curriculum tailored to the needs of each child.[1] (This includes working to help students develop the intelligences in which they are weaker.)' Gardner identifies kinds of intelligences based upon eight criteria. His eight criteria for describing something as an independent kind of intelligence (rather than merely one of the skills or abilities included in a kind of intelligence, or a synonym for, or combination of other kinds of intelligence) include

WERNICKE'S AREAS

A large region of the parietal and temporal lobes of the left cerebral hemisphere, thought to be essential for understanding and formulating coherent, propositional speech. Also called sensory speech center, Wernicke's area.
Meaning #1: the auditory word center; located in the posterior part of the superior temporal convolution in most people Synonym: Wernicke's center
Wernicke's area is named after Karl Wernicke, a German neurologist and psychiatrist who, in 1874, discovered that damage to this area could cause a type of aphasia that is now called Wernicke's aphasia or receptive aphasia.
This condition results in an impairment of language comprehension and in speech that has a natural-sounding rhythm and a relatively normal syntax, but otherwise has no recognisable meaning (a condition sometimes called fluent or jargon aphasia).
Wernicke's work initiated the study of this brain area and its role in language. It is particularly known to be involved in the understanding and comprehension of spoken language

Brain: Wernicke's area


Approximate location of Wernicke's area highlighted in gray

NeuroNames
ancil-252
Dorlands/Elsevier
a_59/12151778

ELDER CITIZENS AND MINORITY GROUPS

The experience of discrimination faced by Europe’s women, minorities (1), and older people, among other disadvantaged groups, is well recognised. Increasingly women and minorities are being linked by various organisations through cross-cutting gender and ‘race’/ethnicity research and policy initiatives across the EU27. Discrimination and poverty are connected and explain much more about the position of today’s Europe’s minorities, rather than vague notions of the influence of culture, language and religion. We know, for example, that poverty has an age and gender face: poverty among elder women is higher than their male counterparts in 25 EU Member States; and women aged 75 or more have to confront the highest risk of poverty, according to Zaidi

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