Identifies both Benjamin Bloom's and Abraham Maslow's contributions to education and explains how these concepts could be applied in an elementary classroom setting.
1,900 words (approx. 7.6 pages), 17 sources, 2002, $ 71.95
Abstract This paper elaborates on the theories of Abraham Maslow and Benjamin Bloom and describes their application to the educational setting so as to produce the best result possible for the educational system. It is descriptive in character and provides complete theoretical information with analysis.
Abstract This paper examines how Amy Bloom's "The Story" is a prime example of the numerous ways one can play with metafiction to enhance a reading or writing experience. The paper explains that Bloom uses two separate narrators to achieve this: One is self-conscious and the other one is not, but both are unreliable. The paper looks at how one narrator peels away the mystery of storytelling by discussing the elements of fiction, and even inviting the reader or audience to help in making creative decisions. The paper points out that combined, the narrators increase the self-reflexivity of the piece, calling the reader to reflect on fiction and how it is created and presented. In essence, this paper shows that Amy Bloom reflects on the art of storytelling by creating a self-conscious first person narrator.
From the Paper "Amy, the narrator from page 58 and onward, is aware of the fact that she's telling a story to an audience or reader, and constantly reminds the reader of that by asking the audience about creative decisions. "Can I say that the husband was not any kind of importer? Can I say that he was what he really was, a modestly well-known cartoonist?" she asks on page 58. She does it again in the following paragraph when she asks: "Should I describe him as tall and blond when in fact he was dark and muscular, like the husband?" This not only has the effect of temporarily taking the audience out of the story, but it also causes us to reflect on the elements of fiction, in this case, characterization. Amy also discusses her creative decisions by acknowledging (although falsely, perhaps) what effect they may have on the story as a whole."
Abstract This paper is a biographical report on academic and author Benjamin Samuel Bloom. The paper includes demographic data concerning Bloom, as well as a discussion of his contributions to education, focusing on his mastery learning model and his taxonomy of teaching.
Abstract Jeremy Bloom, a football player at the University of Colorado, was ruled ineligible to play for the team because he had accepted paid endorsements for professional skiing. The NCAA was the one that made the ruling, and they determined that anyone who is paid for endorsements is not allowed to play in college sports. This paper explains that there is some discussion and dissent as to whether this should be the ruling in cases like Bloom's, since the sport that he received paid endorsements for was distinctly and clearly separate from the sport that he played at the University of Colorado. It shows that there has been much discussion into this issue because there are those that are very serious about whether this ruling was accurate, and there are two sides to the argument, both of which are dealt with in this research.
Outline
Introduction
Statement of the Problem
Significance of the Problem
Review of Related Literature
Discussion of Source Materials
Body of the Report
Summary and Conclusion
From the Paper "Naturally, this is very important to Jeremy Bloom but there are bigger considerations as well. The ruling that the NCAA has regarding this type of paid endorsement and all of the other rulings that the NCAA has regarding college athletes affect not only Bloom but thousands of individuals that attend college across the United States and play sports as well. Most of these individuals are not affected by this particular ruling because they are not competent in another sport to the point where they are being offered endorsement money for professional things."
Abstract The paper shows how education students should incorporate Bloom's Taxonomy and student learning processes into their lesson plans. The course created in this paper is for adult learners, but the processes and procedures used can also be used for any grade level. This paper itemizes and explains each of the steps in preparing a lesson plan, beginning with defining the topic, audience, and environment of the course, and ending with a listing of technologies to be used as learning adjuncts.
Table of Contents:
Topic
Audience
Environment
Course Objectives
Learning Process and Bloom's Taxonomy
Idea Map
Outline
Storyboard
Instructional Technology Usage
Resources
From the Paper "The class which I am preparing this lesson plan for is "Coping with Separation," a part of the Operation READY (Resources for Education About Deployment and You) educational system for soldiers and their families. This course has been adapted by me to help soldiers and their family members to be able to recognize and deal with stress-related problems associated with deployments."
Abstract This essay takes on just one chapter of James Joyce's most critically acclaimed novel, Ulysses, and attempts to unravel some of the mystery behind the chapter entitled "The Lotus Eaters" It discusses the parallels between the Joyce chapter and its corresponding chapter in Homer's Odyssey, with an analysis of religious, political and sexual allusions in the chapter. It also discusses the contemporary influences on the main character, Leopold Bloom, analyzes his sexual inadequacy and attempts to put this single chapter in perspective with the rest of the novel. Includes quotes and page numbers from the unabridged text.
From the Paper "The meandering route that Bloom takes to the Postal Annex is also indicative of a dreamy "lotus-eating" atmosphere that parallels the Homeric description of the land of the Lotus-Eaters. In Homer's epic, Odysseus travels to a land of men who are generous to excess, and eat the lotus flower in order to induce a confused, forgetful, dream-like state of consciousness. Bloom is likewise a bit dazed, and his thoughts seem to meander as much as his footfalls as he stops by the window of the little tea shop. "Under their dropped lids his eyes found the tiny bow of the leather headband inside his high grade hat" (71). Joyce's writing here, and the subsequent language in the following paragraph mimic the confused leaps the mind takes as it is being lulled to sleep, and Bloom's eyes are half-hooded as if he is a man in a trance."
An argument against the views of Harold Bloom regarding William Shakespeare's influence in Lewis Carroll's "Alice's Adventures in Wonderland," as expressed in his work, "Shakespeare: The Invention of the Human."
Abstract This paper examines mathematics and logic versus the influence of William Shakespeare in Lewis Carroll's "Alice's Adventures In Wonderland." The paper specifically analyzes Harold Bloom's work, "Shakespeare: The Invention of the Human" and his views on Shakespeare's influence in Carroll's book. The paper argues against Bloom's view and aims to find not only references to Shakespeare, but also much grander references to Carroll's own discipline of mathematics and logic.
Table of Contents:
Epigraph
Preface
Introduction
Bloom's Argument of Shakespearean Influence
Testing Bloom's Premise: Shakespeare's Influence
Mathematical Influence
Conclusion
From the Paper "By discovering that Wonderland is indeed grounded by the same logical, predictable, mathematical basis as the real world, Alice is saved from the fate of losing faith in her knowledge and reasoning abilities, and hence from the madness which afflicts Wonderland. Similarly, she encounters this logic as she comes into contact with a variety of creatures that she does not understand or whom seem strange to her. The creatures' use of logic allows her to understand how the logic that might make sense to her seems completely illogical to them. Thus, Carroll not only manages to use logic in order to prove both the logic and the illogical, but also, he uses this logic and mathematics to emphasizes his two mains themes, that Alice is saved from the world of the illogical by logical concepts like mathematics and that what one person thinks is logical may be illogical to another and vice versa, the dichotomy of the strangers."
Abstract The paper explores how, through deep analogy and metaphor, James Joyce allegorizes a paternal relationship between Stephen Dedalus and Leopold Bloom in his novel, "Ulysses". It shows that, strained by both of their insecurities, Dedalus and Bloom never bathe in the warm glory of a true father-son relationship. The paper discusses how throughout "Ulysses", Joyce presents, through his characters and to his readers, the question: What is love? More importantly, are humans capable of attaining and expressing love? It shows that with a series of relationships between son and mother, son and father, husband and wife, friend and friend, country and citizen, colony and "mother" country, Joyce demonstrates the simultaneous longing for and failure of human affection.
From the Paper "Bloom at his most pathetic woos Stephen Dedalus, even idolizes him. Continually deferring to his intellectualism and multilingualism, Bloom symbolically kisses Stephen's behind. They urinate together and the slightly compulsive and neat Bloom waves off Stephen's lack of concern for hygiene to the necessities of creative energy. Creative energy is one of the major things Bloom finds compelling about the younger Dedalus. Bloom offers Dedalus the space of silence with which to cultivate his thoughts, just as Bloom is concerned with delineating, describing, and dissecting every move. Ironically, Bloom's analyses seem scientific even as they lack empiricism. His attempt to reduce life to formulas is in direct contrast to Dedalus's attempt to unify life with poetic, sensual ties. The two opposites attract."
Abstract This paper gives a brief description of the contents of "Ulysses" and explains how it describes one day in the life of its main character, Leopold Bloom. It discusses how, once Bloom is introduced, there is no distinction between the author's objective comment and description and the natural revelation of character in action.
From the Paper "When a novelist wishes to build up a character in a work of fiction he generally employs two methods. He describes the character objectively in the most effective prose at his command and, more importantly, he endeavors to make the character reveal itself in action. The description is generally introductory, often intermittent, sometimes hardly present at all. It is not absolutely necessary, and some of the greatest writers rarely use that method- they confine themselves to letting the character illustrate itself in the unfolding of the story. What a man is, is revealed by what he does. In order that a man may betray his character in action it is necessary for him to be concerned in action which is at once comprehensive in scope and representative in nature. If you ask the man the time it is unlikely that you will learn much of his character from his reply. You must see him in more testing circumstances- in love, in hatred, in fear, in success, in failure. The plot of a story must therefore contain a certain number of these testing circumstances if the story is to reveal character. And, it is generally held, if the story is also to grip the reader the action must take the form of a story with some degree of complication, crisis, solution. The function of the plot is therefore twofold- to bring the characters into sufficiently testing circumstances and to keep the reader constantly interested and expectant."
Abstract In recent years, many educators have given much thought to what learning really is, how students learn most effectively, and what are the most effective ways for them to evaluate how much their students have learned. This paper looks at one of the most important achievements in educational progress, the development of a taxonomy by educator Benjamin Bloom which considers the kinds of cognitive processes students may move through as they learn. The paper leads us through all the processes within Bloom's Taxonomy, including areas such as 'knowledge' and 'understanding'. The paper also shows the difficulties of applying these processes to the planning of a history and biology curriculum.
From the Paper "Knowing this, most states provide specific curriculum guidelines to give some external structure to the process of planning what and how to teach. The state of Michigan, for instance, provides guidelines for both teaching and testing for major instructional areas such as language arts, mathematics, and science (Michigan State Standards, 1996). In the state of Michigan, these state guidelines would be the starting point to make choices regarding course content. As the teacher designs short-term and long term lesson plans and learning goals, he or she needs to keep in mind the need to establish and maintain rapport with the students, be flexible enough to have room in the instructional period for student questions, be able to lead thought-provoking class discussions, and do it all with enthusiasm (CTE, 2003)."
Abstract The paper discusses the life-cycle and reproduction, defense and feeding mechanisms and body systems of jellyfish. The paper looks at how they group themselves into "swarms" or "blooms" and the problems when keeping them in captivity. The paper discusses the severity of jellyfish stings and the different species of jellyfish that exist.
Outline:
Life-cycle and reproduction
Defense and Feeding Mechanisms
Body Systems
Blooms and Grouping
Captivity Sting Treatment
Species
From the Paper "Jellyfish are marine invertebrates which are part of the Scyphozoan class, and in turn the phylum Cnidaria; "members of this structurally simple marine group possess one of two body forms. Sea anemones, sea whips, corals and hydroids are polyps growing attached to rocks or other hard surfaces of the sea. Jellyfish and the Portuguese man-of- war are free-swimming medusa. Both body forms display radial symmetry with body parts radiating from a central axis. This symmetry allows jellyfish to respond to food or danger from any direction" . Moreover, they have strange shapes and colors: they might look like a bell or an inverted bowl from 3 millimeters to 2 meters in diameter. Their bells contain small sense organs that respond to light and gravity."
Abstract This paper looks at the drastically different interpretations by critics of "Measure for Measure". The comments of H.C. Goddard, Harold Bloom and Martin Lings are contrasted, who variously take the play as: a moral tale on the nature of authority and governance, a spectacle of extreme nihilism, and a mystical quest for spiritual redemption. The paper asserts that each of these writers has a distinctly valuable approach to Shakespeare's text, but none has captured the mysterious whole.
From the Paper "Measure for Measure has always been a difficult play to interpret, engendering many conflicting viewpoints. Much of twentieth century criticism tried to find a moral direction in the story, redeeming it from charges of inconsistency and vulgarity. R.W. Chambers, for example, insisted that "from first to last, the plot turns on the problem of punishment and forgiveness." [1] He took particular care to defend both Claudio and Isabella against accusations of selfishness, pointing out that Isabella is simply being human when she erupts at her brother Claudio in his prison cell, noting "there are things about which we cannot argue calmly.""
Tags: angelo, bloom, claudio, goddard, isabella, lings, lucio
Abstract This paper examines, in extreme detail, the "Sirens" episode in James Joyce's epic Ulysses. The author explores the following areas: The episode's place within the whole, Joyce's intent, themes, literary structure, and Bloom's character and tendencies. Attention is paid to Joyce's use of musical motifs (fugue, canon etc) and many quotes from the novel are included.
From the Paper "James Joyce has proven himself to be something of a narrative chameleon in terms of the styles that he chooses to employ in his writing. In his telling of the story of Ulysses, the only constant is the fact that the narrative style changes from episode to episode. The beginning of the novel appears to be straightforward, filled with easily identifiable interior monologues and descriptions. Yet as the story progresses, the reader finds that these all-important Joycean agents of the story become increasingly difficult to follow and attribute to any particular character. Each episode takes on its own unique tone and style, making the task of the reader far more difficult in terms of comprehension."
Abstract An analysis of Walt Whitman's poetry comparing and contrasting his views of death in "Song of Myself" and "When Lilacs Last in the Dooryard Bloom'd". The author discusses the overall philosophy embodied in Whitman's poetry and his evolution during the ten years between writing the poems.
From the Paper "The task of comparing and contrasting Walt Whitman's views of death in "Song of Myself" and "When Lilacs Last in the Dooryard Bloom"d? not only reveals much about the overall philosophy embodied in Whitman's poetry, but also shows how he grew and changed during the years between the two poems. First published in 1855, early in his career, the poem "Song of Myself" was like a manifesto, or statement of the poet's deepest beliefs. This is who I am, he is saying, and this is what I will be writing my poetry about. The poem as a whole covers most of the major themes which will be the subjects of his later poems. Death is just one of the many themes Whitman addressed in this poem, but it is an extremely significant theme because it helps the reader put his other ideas into perspective."
This paper is a critical review of Benjamin Bloom's "All Our Children Learning" about educational reform, role of parents, theory, resource allotment, curriculum, Mastery learning and grading.
2,475 words (approx. 9.9 pages), 3 sources, 1995, $ 87.95
From the Paper "Benjamin Bloom's All Our Children Learning: A Primer for Parents, Teachers, and Other Educators is, as its title suggests, a compendium of information and articles by Bloom designed to guide parents in educating their children as much as the children's offical teachers. Beginning with overviews, he then addresses the path from home to school and the home's effect on school, school itself, and the process of evaluation. Bloom, author of Bloom's taxonomy, works at the University of Chicago, where John Dewey established a department of pedagogy as well as what amounted to a school of philosophy. He could thus be expected to propose ideas similar to or in harmony with Dewey's ideas of looser structure, investigation over instruction, and philosophical indeterminism. For the most part, this is the case. The ideas remain interesting; the question is whether they are ... "
