1. Linguistic Intelligence: the capacity to use language to express what’s on your mind and to understand other people. Any kind of writer, orator, speaker, lawyer, or other person for whom language is an important stock in trade has great linguistic intelligence.
2. Logical/Mathematical Intelligence: the capacity to understand the underlying principles of some kind of causal system, the way a scientist or a logician does; or to manipulate numbers, quantities, and operations, the way a mathematician does.
3. Musical Rhythmic Intelligence: the capacity to think in music; to be able to hear patterns, recognize them, and perhaps manipulate them. People who have strong musical intelligence don’t just remember music easily, they can’t get it out of their minds, it’s so omnipresent.
4. Bodily/Kinesthetic Intelligence: the capacity to use your whole body or parts of your body (your hands, your fingers, your arms) to solve a problem, make something, or put on some kind of production. The most evident examples are people in athletics or the performing arts, particularly dancing or acting.
5. Spatial Intelligence: the ability to represent the spatial world internally in your mind — the way a sailor or airplane pilot navigates the large spatial world, or the way a chess player or sculptor represents a more circumscribed spatial world. Spatial intelligence can be used in the arts or in the sciences.
6. Naturalist Intelligence: the ability to discriminate among living things (plants, animals) and sensitivity to other features of the natural world (clouds, rock configurations). This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef.
7. Intrapersonal Intelligence: having an understanding of yourself; knowing who you are, what you can do, what you want to do, how you react to things, which things to avoid, and which things to gravitate toward. We are drawn to people who have a good understanding of themselves. They tend to know what they can and can’t do, and to know where to go if they need help.
8. Interpersonal Intelligence: the ability to understand other people. It’s an ability we all need, but is especially important for teachers, clinicians, salespersons, or politicians — anybody who deals with other people.
9. Existential Intelligence: the ability and proclivity to pose (and ponder) questions about life, death, and ultimate realities.
In the vulgar economics department, the word capital is lightly thrown around as a synonymous of the Maoist concept of the instruments of labor; that is, every factor utilized in a productive process that isn’t labor. According to this tale, capital and labor, by being so simplistically defined, have a transhistorical character; they have always existed and they will always exist, the only factor that can change is the way in which they relate in production. From here originates the definition of capitalism as the economy characterized by a free market and private ownership, and socialism as the economy characterized by state ownership. Perhaps, in the realm of academic economics, this is the most evident manifestation of commodity fetishism.[…]A society whose regulator of production is profit, i.e. unpaid labor, is bound to be a society of antagonism; there is no place on earth where this can’t be observed. There is an antagonism between worker and capitalist, between workers looking for jobs, between capitalists for sales, between oppressed nationalities and oppressor nationalities, between the patriarchal structure of society and women, between oppressed genders and heteronormativity, between imperialist and imperialized countries for markets and sovereignty, between transnational ruling classes for hegemony. This climate of antagonism is precisely what so-called general equilibrium, a fantasy of vulgar economics, tries to conceal.
Shit has basically hit the fan, and I can’t get myself out of this house currently to stay with anyone because my mother has essentially taken the car away from me (the deed is under her name), and she has told me that if I take the car anywhere except for work she will report it stolen which will basically get me arrested.
I have a job, and it pays okay considering I’m a waitress, but I desperately need to come up with more money to be able to afford a down payment for a car so I can be completely and utterly independent and leave my abusive family once and for all.
All in all, I need to have about $2500, and I currently have about $450.
I don’t have much to offer in the way of skills other than being able to edit any papers/essays you have written, or helping one out with Chinese homework, but I do need some financial help. I have a button on my page (hover over my selfie for it), my Paypal email is firstname.lastname@example.org or have a link here.
HUGE BOOST. Please please please send help if you can. Mei is amazing and deserves better.
[T]he war of 1914-18 was imperialist (that is, an annexationist, predatory, war of plunder) on the part of both sides; it was a war for the division of the world, for the partition and repartition of colonies and spheres of influence of finance capital, etc.
Proof of what was the true social, or rather, the true class character of the war is naturally to be found, not in the diplomatic history of the war, but in an analysis of the objective position of the ruling classes in all the belligerent countries. In order to depict this objective position one must not take examples or isolated data (in view of the extreme complexity of the phenomena of social life it is always possible to select any number of examples or separate data to prove any proposition), but all the data on the basis of economic life in all the belligerent countries and the whole world.
Private property based on the labour of the small proprietor, free competition, democracy, all the catchwords with which the capitalists and their press deceive the workers and the peasants are things of the distant past. Capitalism has grown into a world system of colonial oppression and of the financial strangulation of the overwhelming majority of the population of the world by a handful of “advanced” countries. And this “booty” is shared between two or three powerful world plunderers armed to the teeth (America, Great Britain, Japan), who are drawing the whole world into their war over the division of their booty.
To critique Marxists for “class reductionism” you actually have to make sure that they are actually class reductionists. The word “nuance” is very important in these discussions.
Ain’t Done Nothing If You Ain’t Been Called a Red - Faith Petric and Mark Ross.
I bet some of these assholes stuck with me on NJ Transit due to the congestion going into Penn, voted for Gov Christie. You’re Part of the Problem!
fuck Christie. what a neoliberal shitbag
Soldiers and commanders of the 7th Guards Tank Corps in the T-34-85 with a crew of Berlin.
Anti-bullying initiatives have become standard at schools across the country, but a new UT Arlington study finds that students attending those schools may be more likely to be a victim of bullying than children at schools without such programs. The findings run counter to the common perception that bullying prevention programs can help protect kids from repeated harassment or physical and emotional attacks. “One possible reason for this is that the students who are victimizing their peers have learned the language from these anti-bullying campaigns and programs,” said Seokjin Jeong, an assistant professor of criminology and criminal justice at UT Arlington and lead author of the study, which was published in the Journal of Criminology. “The schools with interventions say, ‘You shouldn’t do this,’ or ‘you shouldn’t do that.’ But through the programs, the students become highly exposed to what a bully is and they know what to do or say when questioned by parents or teachers,” Jeong said.
The journal article states the UTA’s conclusion as students attending schools with bullying prevention programs were more likely to have experienced peer victimization, compared to those attending schools without bullying prevention programs, which seems to leave open the possibility that students who have gone through a prevention program are more likely to recognize bullying, and report it as such, than those who haven’t. Scanning through the notes, it seems like some people have some anecdotal experience correlating with the UTA’s conclusion, but I just wanted to point out that the study doesn’t seem to have considered the possibility that an awareness program would lead to more awareness.