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Published: 4 June 2021

Last updated: 7 February 2022

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1

Gardner, Howard. Frames of mind: The theory of multiple intelligences. 2nd ed. New York, NY: Basic Books, 2004.

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2

Frames of mind: The theory of multiple intelligences. London: Paladin, 1985.

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Frames of mind: The theory of multiple intelligences. New York, NY: BasicBooks, 1993.

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4

Gardner, Howard. Frames of mind: The theory of multiple intelligences. New York: Basic Books, 1985.

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5

Multiple intelligences: The theory in practice. New York, NY: Basic Books, 1993.

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Multiple intelligences: The theory in practice. New York: Basic Books, 1993.

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7

Fitting, Melvin. Beyond two: Theory and applications of multiple-valued logic. Edited by Orlowska Ewa. Heidelberg: Physica-Verlag, 2003.

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8

International Conference on Multi-Objective Programming and Goal Programming (4th 2000 Ustroń, Poland). Multiple objective and goal programming: Recent cevelopments. Heidelberg: Physica-Verlag, 2002.

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9

Bunga-Upton, Lisa. Towards a new perspective on science education: Using multiple intelligence theory through the integrated arts to improve teaching practice. Toronto, ON: Imperial Oil Centre for Studies in Science, Mathematics & Technology education, Ontario Institute for Studies in Education/University of Toronto, 2001.

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10

Weber, Ellen. Creative learning from inside out: A collaborative learning and teaching approach for high school : multiple intelligence theory application (MITA). Edited by Bareham Steve and Chandler Melanie. Vancouver, BC: EduServ Inc., 1995.

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11

Frames of mind: The theory of multiple intelligences. New York: Basic Books, 2011.

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12

Nurturing intelligences: A guide to multiple intelligences theory and teaching. Menlo Park, Calif: Addison-Wesley, 1995.

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13

Torresan, Paolo. The theory of multiple intelligences and language teaching. Perugia: Guerra, 2010.

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14

Visser, Beth. Beyond g: Putting multiple intelligences theory to the test. St. Catharines, Ont: Brock University, Dept. of Psychology, 2005.

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15

A multiple intelligences road to a quality classroom. Palatine, Ill: IRI/Skylight Training and Pub., 1995.

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16

Multiple intelligences and language learning: A guidebook of theory, activities, inventories, and resources. Burlingame, CA: Alta Book Center Publishers, 2005.

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17

Wu, Fang-Hui. Application of multiple intelligences theory to story reading in an EFL classroom: An action research report. [S.l: The Author], 2000.

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18

Hughey, Jane B. Teaching children to write: Theory into practice. Upper Saddle River, N.J: Merrill/Prentice Hall, 2001.

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19

Sophocleous, Rena. Multiple intelligences theory: Its potential implications for education, its theoretical association with the principles that underline the teaching procedures of dyslexia, and its applicability in the English mainstream classroom for the benefit of the students with dyslexia. Birmingham: University of Birmingham, 2000.

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20

Cao, Bing-Yuan. Optimal Models and Methods with Fuzzy Quantities. Berlin, Heidelberg: Springer-Verlag Berlin Heidelberg, 2010.

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21

Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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22

Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

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23

Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

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24

Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.

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25

Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. [Toronto, ON: s.n.], 1989.

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26

Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.

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27

Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.

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28

Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. [Ontario: s.n.], 1992.

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29

Paul, Crystal A. Will teacher training in the theory of Multiple Intelligence change teacher attitude? 1996.

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30

Hirsh, Rae Ann. Early Childhood Curriculum: Incorporating Multiple Intelligence Theory, Developmentally Appropriate Practice, and Play. Allyn & Bacon, 2004.

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31

Frames of Mind. Fontana Press, 1993.

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32

Gardner, Howard. Frames of Mind. Fontana Press, 1993.

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33

ERIC Clearinghouse on Assessment and Evaluation., ed. Multiple intelligences: Gardner's theory. [Washington, DC: ERIC Clearinghouse on Assessment & Evaluation, the Catholic Unviversity of America, 1996.

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34

Gardner, Howard. Inteligencias Multiples/Multiple Intelligences: La teoria en parctica/The Theory in Practice (Transiciones). 8th ed. Paidc"s Iberica, 1995.

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35

1935-, Lasker G. E., International Institute for Advanced Studies in Systems Research and Cybernetics., and International Conference on Systems Research, Informatics, and Cybernetics. (9th : 1997 : Baden-Baden, Germany), eds. Advances in artificial intelligence and engineering cybernetics: Systems logic and neural networks, theory and applications of AI methods, present status of general system theory, formal representation of meaning in natural languages, inductive and deductive reasoning logic, dynamic fuzzy sets and fuzzy control, multiple valued stepwise logic networks, computer animated actors with intelligent agents, neural activity and synaptic connectivity in neural networks, information coding and neural computing, modelling by neural networks, engineering applications of artificial neural networks /cedited by George E. Lasker. Windsor, Ont: International Institute for Advanced Studies in Systems Research and Cybernetics, 1998.

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36

Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. Basic Books, 1999.

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37

Gardner, Howard. Inteligencias Multiples / Multiple Intelligences: La Teoria en la Practica / The Theory in Practice (Paidos Surcos / Surcos). Ediciones Paidos Iberica, 2005.

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38

Teaching in the Cyberage: Linking the Internet and Brain Theory. Corwin Press, 2001.

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39

Steedly, Kathlyn M. Anne Bogart's Viewpoints in the classroom: Acting on multiple intelligences theory. 1999.

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40

Synthesizing Mind: A Memoir from the Creator of Multiple Intelligences Theory. MIT Press, 2020.

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41

Berman, Sally. A Multiple Intelligences Road to a Quality Classroom. Corwin Press, 2002.

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42

Holding, J. M. Differentiating to include Howard Gardner's multiple intelligences theory: Some implication for classroom practiceat KS3. 1994.

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43

Goodnough, Karen Catherine. Exploring multiple intelligences theory in the context of science education: An action research approach. 2000.

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44

So Each May Learn: Integrating Learning Styles and Multiple Intelligences. Association for Supervision & Curriculum Deve, 2000.

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45

Cram101 Textbook Outline for Frames of Mind: The Theory of Multiple Intelligences by Gardner (Textbook NOT Included). 2nd ed. AIPI, 2006.

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46

Joan, Hanafin, and University College, Cork. Department of Education. Curriculum and Assessment Research Project., eds. Towards new understandings: Assessment and the theory of multiple intelligences : report on phase 1(1995-1996) of an action researchproject. Cork: University College Cork Department of Education, 1997.

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47

Joan, Hanafin, and University College, Cork. Department of Education. Curriculum and Assessment Research Project., eds. Towards new understandings: Assessment and the theory of multiple intelligences : report on Phase 1 (1995-1996) of an Action Research Project. Cork: University College Cork, Education Dept., 1997.

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48

Nolan, Cynthia M. Intelligence Oversight in the USA. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.223.

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Oversight of intelligence agencies maintains public control and knowledge of their activities through an assurance of accountability and responsible use of power. It reflects the essential part of democratic checks and balances as applied to intelligence and security services in government. The US intelligence community and its oversight offices are the most extensive, oldest, and most studied in the world. Here, oversight of intelligence had developed as a series of checks and balances against the often unchecked power that had revealed itself in a scandal of some sort. Meanwhile, early descriptions of the activities of the intelligence agencies have given way to more systematic examinations of the quality of intelligence. And as oversight has been formalized, so too have academic descriptions of that oversight, both to expose that oversight to scrutiny and to aim to improve it. It is the use and form of these advances in government and their relationships to the necessity of democratic control and accountability that present the most intriguing challenges to academic theories of government conduct. In a democracy, intelligence must deliver high-quality assessments, analysis, and warnings in the advancement of US interests while at the same time acting within the law and respecting the rights of US citizens. These two sides of the same coin give intelligence oversight multiple objectives and make the task of the overseer even more difficult.

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49

Hayashi, Brian Masaru. Asian American Spies. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780195338850.001.0001.

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Asian Americans were brought into the Office of Strategic Services, forerunner of the CIA, during World War II under the assumption of a secure loyalty. They served as research analysts, special operations members, morale operations propagandists, secret agents gathering covert intelligence, and, after the war, as war crimes investigators in East Asia where their cultural and linguistic skills, coupled with the correct racial uniforms, made them invaluable to America’s first centralized intelligence agency. These agents were drawn from New York City to Honolulu, where Asian immigrants and their American-born offspring had developed loyalties that were multiple and flexible, not singular and fixed. Despite this, European American OSS recruiters admitted them even as they believed their own loyalty was more certain and fixed, since they hailed from families with roots reaching far back into America’s past. In their joint struggle against the Imperial Japanese forces, these Asian Americans and their European American OSS colleagues generated propaganda to demoralize the enemy and encourage surrender, gathered overt intelligence from a wide variety of media sources, obtained covert intelligence inside enemy-occupied territory, and trained and executed guerrilla operations scores of miles behind the battle lines where, if captured, they faced torture and execution. Immediately after the war, they conducted war crimes investigations that included some Asian American collaborators, raising questions about the meaning of loyalty. The end result of their activities was not only the satisfaction of seeing Imperial Japan defeated, but a new understanding of loyalty, race, and Asian Americans.

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50

Peake, Hayden B. Counterintelligence. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.134.

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“Counterintelligence” (CI) is a term with multiple meanings—its definitions vary, even when applied to a single nation. Yet it can be understood by identifying the common CI functions in a source. These include: handling double agents, defectors, deception operations, and covert communications; handling and detecting moles or penetrations; and dealing with security threats in general. Antecedent elements of what is today called counterintelligence may be found in various histories of intelligence and warfare. The existence of security services can be traced back to ancient Egypt, Assyria, Persia, Greece, Rome, China, and Muscovy, among others. With the rise of the nation-state, rulers began creating secret political police organizations to safeguard their existence. In the case of the United States, it was not until the Civil War that there was anything like a domestic counterintelligence agency, and even then it was not a statutory organization. After World War I, however, former intelligence officers, agents, defectors, and journalists began publishing accounts of counterintelligence and domestic security operations. These topics were often discussed side-by-side. The number of scholarship on CI grew as World War II and the Cold War followed. In particular, the so-called “Cambridge Five” case—which involved five Cambridge graduates who were recruited as Soviet spies in the 1930s—had generated considerable literature and was furthermore considered an important case study in Western and Soviet intelligence services.

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