Essay --

Classic Books(OUTLINE AND SPEECH) Greeting: Good Morning Sargent Womak, and class; today I will be talking to you guys for the next 5 minutes about Classical Books and how to get started on your own classical book. 1st Paragraph: History, idea of what is a classical book and what makes one up A classical book is considered an exemplary noteworthy book, either through a book award or the reader's personal opinion. The way the words come together to create an interesting story line and excellent reading flow, attribute to the book's exemplary excellence. What makes a "classical" book? Has troubled many author such as Mark Twain, all classical book have one thing in common and it is the pattern in the literature. The story line in most classical book reinterpret events of some sort, and possess the ability to renew the interest of generations of readers not only accomplishing it's creation, but also accomplishing the authors every dream, to have one of their books considered "Classical." The idea of a classical book, is literature that enriches th...

Comparing Societies Weakness from the Perspective of Two Authors :: Compare Contrast Comparison

Comparing Societies Weakness from the Perspective of Two Authors Carol Travis and Ellen Goodman are both writers from different backgrounds with different experiences, but they share a common opinion. Both writers find a weakness with in our society. In the article In Groups We Shrink From Loner’s Heroics Travis expresses his views on societies weakness. He believes our weakness lies in the lack of emergency response in groups. In the article Countering the Culture of Sex Goodman feels the weakness is lack of sexual education given to teenagers. Though they both have different opinions, they represent a strong case for both sides. In Carol Tavris’ article, In Groups We Shrink From Loner’s Heroics, there is information about a social concern. Tavris feels that society does not respond to emergencies the same in groups as they do individually. â€Å"Something happens to individuals when they collect in a group. They think and act differently than they would on their own. Most people, if they observe some disaster or danger on their own – a woman being stabbed, a pedestrian slammed by a it-and-run driver – will at least call for help; many will even risk their own safety to intervene. But if they are in a group observing the same danger, they hold back.† (Tavris, 17) Even though people were put through, identical test the ones who were in the group atmosphere did not respond as much as the people who where alone. â€Å"In one experiment in behavioral psychology, students were seated in a room, either alone, or in-groups of three, as staged an emergency occurred: Smoke began pou ring through the vents. Students who were on there own usually hesitated a minute, got up, checked the vents and then went out to report what certainly seemed like a fire. But the students who were sitting in groups of three did not move. They sat there for six minutes, with smoke so thick they could barely see, rubbing their eyes and coughing.† (Tavris, 18) Travis uses famous example such as Rodney King, who was beaten by 4 police officers while in front of 11 other officers, and Kitty Genovese, who was repediatly stabbed to death in front of her 38 neighbors. Tavris believes that people should be more responsive in groups then they currently are. Ellen Goodman’s article, Countering the Culture of Sex, is an article that describes a different perspective of societal flaw.

Euthanasia and Physician-Assisted Suicide are Murder Essay -- Euthanas

Assisted Suicide is Murder    "If suicide is a right, then it is one that has remained undiscovered throughout the ages by the great thinkers in law, ethics, philosophy and theology. It appears nowhere in the Bible or the Koran or the Talmud. Committing suicide wasn't a "right" a thousand years ago, and it isn't one now. That's why most societies, including our own, have passed laws against it" (Callahan, pg. 71). Assisted suicide is murder! In all of history, "there are only three circumstances that have been an acceptable way for taking a life: killing in self-defense or in protection of another life, killing in war, and in the case of capital punishment, killing by agents of the state. This law doesn't allow anywhere in the United States the right for one person to kill another even if the latter requests it to be done" (Callahan. pg. 71). However, Dr. Jack Kevorkian has committed this last type of killing several times. In the Hippocrates Oath, a physician swears not to give poison to anyone, though asked to do so, nor to suggest such a plan (Biema). With the technology and advancements in medicine today, who is to say that a person's illness couldn't be cured within the next few months? Why should a person have to make the choice of ending his or her life if (s)he is unsure about a cure? How can someone else know if another person is really experiencing unbearable pain and suffering? Who gets to be the person who tells another that his or her life isn't worth living? Many persons who want to legalize assisted suicide probably never looked at the risks that could happen if assisted suicide is legalized. If assisted suicide was legal fifty years ago, we wouldn't have some of the advancements that control pa... ...t To Die?" Time . January 13, 1997 pgs. 60-61 Callahan, Daniel. "Physician -assisted Suicide Should Not be Legal." Suicide: Opposing Viewpoints. Biskup, Michael. ed. San Diego. Greenhaven Press, Inc.1992. Christensen, Damaris. "Court upholds Banning Assisted Suicide." [On-Line]. Medical Tribune . July 17, 1997. Available : http:// www.medtrib.com / issues / July 17/ Assisted Suicide.htm Downloaded: November 24, 1997 "Euthanasia and Physician Assisted Suicide: All Sides." [On-Line]. Available: http://www.relgious tolerance.org/euthanas.htm #beli Downloaded: November 6, 1997 "Law Prohibiting Assisted Suicide Upheld." [On-Line]. Available: http://anaserve.com/~phb/suic.htm Downloaded: November 24, 1997 Potts, Stephen G.. "Euthanasia Should Not Be Legalized." Euthanasia: Opposing Viewpoints. Bernards, Neal. ed. San Diego. Greenhaven Press, Inc. 1989.

Psychoanalytic Model Paper Essay

When we talk about Psychoanalytic theory the first name that comes to mind is Sigmund Freud. Even though they are other psychologists that contributed to psychoanalytic theory and its development, Sigmund Freud is known for being the founder of this theory. He is famous for his work on sexual bias of neurosis, his study of hysteria, childhood seduction controversy, and dream analysis, among other theories like id, ego, and superego. Psychoanalytic Theory is the theory of the unconscious mind, and the personality development. Another concept, that helped shape psychoanalysis, is the early ideas of psychopathology. Like any other theory, there is always criticism, and other psychologists that do not share the same view. In Freud’s case, he was criticized for his way of collecting and recording data from his sessions with patients. Also for his theory of women having penis envy, and that he focused on the past behaviors instead of paying attention to the patient’s goals, future hopes, and motivations. Psychoanalytic Theory focuses on the study of the unconscious and abnormal behavior. Three of the major influences of psychoanalysis were philosophical speculations about the unconscious, early ideas about psychopathology, and other evolutionary theory. The theory of the unconscious mind is that it is a big influence in our life whether we are sleeping or awake. Freud’s speculated that our actions were a manifestation of the unconscious consequence of childhood  experience or emotion. It was Fechner that used the analogy that the unconscious mind is like an iceberg. This analogy helped inspire some of Freud’s work so much that he even quoted Fechner is some of his writings. There were other psychologists before Freud that suggested the theory of the unconscious mind; however Freud claimed that he found a way to study it scientifically. According to Freud, the unconscious mind slips and exposes our true thoughts, desires, emotions and behavior in dreams. This is known as the Freudian slip. Psychopathology also had a great influence on the development of Psychoanalysis. The study of mental illness dates back to 2000BC. The Babylonians believed that mental illness was the cause of demon possession and that the only treatment was thru magic and prayer. The Hebrews also believed that the cure for mental illness was thru magic and prayer. They also believed that the cause of mental illness was the cause of sins. The great Greek philosophers believed that mental illness was the cause of the disorder of thought process. The treatment was the power of the healing word. In other words, they believed that therapy was the answer to mental illness. When Christianity became popular they convinced the people that mental illness was the result of the evil spirits sending us back to 2000BC mentality. The only difference is that the Christian Church believed that the only way to get rid of evil spirits and possessions was thru torture and execution. It wasn’t until the eighteen century that mental illness was considered as a behavioral problem. People displaying irrational behavior were sent to an asylum also known as the cemetery for the still breathing. This inspired other psychiatrists to find forms of treatment for the mentally ill. The Emmanuel Movement focused on talk therapy sessions. Elwood Worcester believed that psychological issues can be in some cases the cause of mental illness. The movement became so popular that when Freud came to the United Sates with the concept of psychoanalysis they welcomed him with opened arms. Sigmund Freud is believed to be the father of psychoanalytic theories. His research was based on his theories about the conscious and unconscious mind. He believed that our actions, emotions, and true thoughts are stored deep in our unconscious. He actually got inspired by Fechner’s analogy that the mind is like an iceberg. The part that is above water represents the conscious mind, and the part that is deep in the water is the unconscious mind. Freud strongly believed that our deepest desires were stored in the mind, and no divine power could change that  not even religion. He liked using the free association technique by letting his patients talk about whatever came to mind. Freud believed that by letting the patients express their thoughts they would uncover repressed memories that were the cause of their behavior. He noticed that his patients talked about childhood suppressed memories that involved sexual issues. At first he thought that his patient’s neurosis was caused by childhood trauma of sexual abuses. Later he suspected that they were fantasies that his patients were reporting and not the actual abuse. One of his theories is that all sons have a sexual attraction towards the mother and all girls towards the father. Freud published a paper talking about his theory of childhood seduction. This paper created so much controversy that some people were angry, and other had mixed emotions. Freud believed that sexual frustration was the cause of neurosis. He was actually obsessed with the subject because of sex because of the lack of sex in his life. By analyzing his dreams he realized that the unconscious mind can manifest thru dreams. Years later he published a book â€Å"The Interpretation of Dreams† (1900). Even though Sigmund Freud’s is considered the father of psychoanalysis it was Charles Darwin’s work that inspired Freud. Most of his views came from Darwin’s ideas on psychoanalysis like the meaning of dreams, the unconscious mind, sexual arousal, and even childhood development. Frank J. Sulloway was a recognized historian of science, and he found that Freud’s way of thinking  was inspired by Darwin. â€Å"What Sulloway did was to check the books in Freud’s personal library, where he found copies of Darwin’s works. Freud had read them all and had written notes in the margins.†(Schultz, D 1969 pg293). Even though Freud contributed to the field of psychoanalysis there was criticism of his work. Some scholars believe that his work was reliable due to poor record keeping. â€Å"He did not make a verbatim transcript of each patient’s words but worked from notes made several hours after seeing the patient† (Schultz, D 1969 pg315). This means that his notes of the sessions with his  patients were compromised by his opinions and ideas. I can see way people would be concerned with his methods of data collection. There is a chance that he misunderstood what his patients were telling him. For example, when my husband and I have an argument there’s time when I misinterpreted what he said. My recollection of the argument is different from his recollection of the argument. In his case, it is important to have the most accurate information. Other scholars believed that he influenced the patient’s answers and only heard what he wanted to hear. â€Å"Examination of the actual cases referred to by Freud reveals not a single instance in which this was the case. There is no evidence that any patient ever told Freud she had been seduced by her father. This is nothing more than an inference on Freud’s part. (Kihlstorm, 1994, p.683)† (Schultz, D 1969, pg316). Concerns about the credibility of his work arose because of inconsistencies with his research, his notes, and the work he published. His work was limited to just a number of people and considered incomplete. There were other psychologists that also contributed to the development of Psychoanalysis. Carl Jung worked closely with Freud but after 1914, he developed the idea of analytical psychology. This was his own version of what psychoanalysis should be and opposed some of Freud’s work. Jung believed that what shape our personality are our goals, hopes and aspirations and not just childhood experiences like Freud suggested.  Personality can change with time. During our lifetime, we can experience several personalities depending on the experiences and the level of maturity. This means that you are not the same person you were in high school. As time passes you learn from your experiences and adapt to your environment as it changes. One of Jung’s theories is that the unconscious mind is formed by two levels. One is the personal level where all the memories, wishes, faint perceptions and suppressed memories are. The second form of unconscious is the collective unconscious this is where all the universal and  evolutionary experiences are. For example, the need and instinct to survive that gets passed on for generations. He also referred to this as archetypes of the collective unconscious. â€Å"We typically experience archetype in the form of emotions associated with significant life events such as birth, adolescence, marriage, and death or with reactions to stream danger.† (Schultz, D 1969, pg.327). He also suggested the theories of introversion and extraversion along with the types of functions and attitudes. Another psychologist, that also made a great contribution to psychoanalysis, was Alfred Adler. Like Jung, Adler did not share Freud’s views on the Oedipus complex. Adler was more interested in the conscious mind than the unconscious mind. He also believed that our plans for the future are the ones that influenced behavior and not the past experiences. Some of his theories are the creative power of the Self and that the order in which we are born matters. Karen Horney also contributed to the development of psychoanalysis. She had many disagreements with Freud’s theories except for the unconscious motivations. She did not share Freud’s view that women had penis envy; instead she suggested that man had womb envy. These psychologists helped developed psychoanalysis. They all brought interesting and exciting new ideas to the table. These theories helped shaped and develop psychoanalysis. Even though Sigmund  Freud is considered the father of psychoanalysis the one that pave the way for others to follow, in fact, it was Charles Darwin how inspired Freud theories. It was Darwin who paved the way for psychoanalysis, but Sigmund brought attention to it by claiming he found a scientific way to study the unconscious mind. Freud had many theories some were accepted by scholars, other theories were not. For example, Childhood seduction caused controversy, and some psychologists did not share his view of the Oedipus complex. Even his method of collecting data was criticized causing doubts about the credibility of his work. The one thing they did agree on  was of the existence of the unconscious mind and how it influenced a person’s thoughts, emotions, dreams, personality, and behaviors. Psychoanalysis began with just a philosophical speculation about the unconscious mind. Shaped by the early ideas about psych opathology and developed by evolutionary theories. References Schultz, D. (1969). A history of modern psychology (10e ed.). New York: Academic Cohen, T. (2003). Sigmund freud: The founder of psychoanalysis. School Library Journal, 49(9), 231. Retrieved from http://search.proquest.com/docview/211726954?accountid=458

After the Journey Essay

Steve Clark, who wrote â€Å"Travel Writing and Empire† believes that â€Å"the traveller is altered, sometimes changed utterly† when he or she journeys in an unfamiliar environment; some stories from real life do prove this statement.   There are also well-known fictional travellers who can show how significant and life-changing journeys can be, and this is where we focus.   However, before dealing with these characters, imagine travelling to foreign countries, immersing in other cultures, and either fighting against or indulging in the new experiences.   These experiences, negative or positive, become part of the traveller’s life, however little the effect may appear. Robinson Crusoe’s wanderlust has led him to an experience that he has never thought possible.   All he has longed for is a taste of adventure, but what he has to give in exchange for this adventure is practically his whole life.   Meanwhile, Lemuel Gulliver only wants to relate his travels to other people. He professes that â€Å"I rather chose to relate plain matter of fact in the simplest manner and style, because my principal design was to inform, and not to amuse thee.† (Swift, 1962)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"Robinson Crusoe’s† plot begins with disobedience.     Both Robinson Crusoe’s parents have opposed his desire to go on a voyage. â€Å"He asked me what reasons, more than a mere wandering inclination, I had for leaving father’s house and my native country, where I might be well introduced, and had a prospect of raising my fortune by application and industry, with a life of ease and pleasure†. (Defoe)   Crusoe is reminded by his father that he does not need to seek his fortune or win honour of some kind.   His later wretched condition reminds him of his father’s warnings. â€Å"Robinson Crusoe† is believed to be based on the life of Alexander Selkirk who has run away to sea in 1704.   He has made a request to be left alone in an uninhabited island before being rescued after five years. (Bibliomania) Crusoe’s experience is of course more imaginative and more complex, as Daniel Defoe adds in more adventures for the castaway. Although Crusoe’s situation is not contrived like Selkirk’s, who has clearly requested to be left alone, his strong desire to continue setting out to sea even after a perilous first voyage has led him to a similar fate.   Surviving the first voyage, Robinson Crusoe has continued his adventures and has ended up living in an uninhabited island alone. Crusoe has started the voyage as an inexperienced young man who has lived in comfort; he cannot have gone through his voyages without being changed in some manner.   Crusoe’s love for travel is undeniable.   He has risked not only a secure livelihood in order to pursue the adventure, but also his life.   As a person, he already does not conform to what the society expects of him.   Nevertheless, the castaway experience is still extreme even to an adventurer. Crusoe has to do things that he wouldn’t normally do given his former comfortable lifestyle.   A man who has not been trained to practice a trade, he has learned to create necessary tools and gear ranging from clay containers and clothes, to even a canoe. He has become very self-sufficient and resourceful as needed by the situation.   His daily experiences also range from peaceful inventions to discovering cannibals, saving a native whom he has named â€Å"Friday† and has even earned himself a fortune.   These experiences themselves can affirm that Robinson Crusoe is not the same man who has left his home for the first time.   Robinson Crusoe, who has been expected to live comfortably and without much risk, has proven himself to be capable of seeking his fortune on his own.   He not only changes himself in the process, but he also changes the perceptions of what a person must or must not do in society. Through his example, people are able to see that it can be profitable, although difficult, to go outside of the box that people of Crusoe’s time seem to have locked themselves in.   Crusoe experiences changes in his attitude towards religion.   Even though there is no longer a physical church to attend a mass in, it is in his solitude and with a Bible in hand that he is able to commune with God and nature.    Some critics have noted this as a sign that â€Å"Robinson Crusoe† is a morality story which begins with disobedience and results to conversion. (The Development of the Novel)   What cannot be changed in Crusoe, however, is his humanity.   Humans still long for the company of other human beings.   He does meet and obtain the companionship of the native, Friday, but he is unused to the other man’s culture.   Crusoe later develops a more open-minded attitude towards other cultures because of his immersion into their worlds.   He even tries to understand the cannibalistic ways of the natives. Now, we look at â€Å"Gulliver’s Travels.†Ã‚   Gulliver’s adventures are more fantastical than Crusoe’s.   He encounters little people and giants, and other strange communities.   There must be a change in Gulliver after years of travelling to such places.   In fact, Gulliver has to adapt in each of the four places that he visits. Like Crusoe’s first voyage, Gulliver’s first venture is met with dangerous weather.   This results to his being shipwrecked in Lilliput, where he describes the people to be less than six inches tall. (Swift, 1962)   Gulliver has to convince the Lilliputians that he is harmless.   He later gains their trust and has become the community hero, having been able to help the little people against their rival, the Blefescudans. Gulliver no longer wants to comply with the Lilliputians’ further demands and has to flee to save his life.   After his stay in Lilliput, his numerous adventures include an encounter with giants who make him feel like a Lilliputian, and meeting horses who rule over Yahoos, who are uncivilized human beings. During the various encounters, Gulliver is introduced to different kinds of civilisations.   His understanding of what an empire is broadens, as he encounters the various kinds of kingdoms, with their unique beliefs and practices.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"Gulliver’s Travels† is tagged as a satire; Critics believe in the need to study Jonathan Swift’s background in order to fully understand the historical context in which he is writing the novel.   Swift is reported to have prior political influence, when he was still supporting the Whig Party.   He shifts his alliance to the Tory Party upon hearing that the Whig Party is opposed to the Anglican Church.   When the Whig Party gains more influence, Swift loses his.   This is believed to have caused Swift’s hostility against the government in London. (Glasgow University Library)   The different characters within the various communities Gulliver encounters in the story are said to be based on real political figures. Lemuel Gulliver is altered by his many adventures.   He has learned that there is not just one type of community for which the others are based.   For each new place, he has to adapt in order to fit into the norm.   Each adaptation is a change in Gulliver.   In fact, his immersion into the world of Houyhnhnms, which are horse-like creatures, has even created a dislike for humans in him.   Gulliver has to re-accustom himself to life with ordinary people when he goes home. â€Å"My wife and family received me with great surprise and joy, because they concluded me certainly dead; but I must freely confess the sight of them filled me only with hatred, disgust, and contempt; and the more, by reflecting on the near alliance I had to them†. (Swift, 1962) This is proof enough that journeys can totally alter the traveller, as is with Gulliver who not only changes a bit but drastically. â€Å"It is easy for us who travel into remote countries, which are seldom visited by Englishmen or other Europeans, to form descriptions of wonderful animals both at sea and land. Whereas a traveller’s chief aim should be to make men wiser and better, and to improve their minds by the bad, as well as good, example of what they deliver concerning foreign places.† (Swift, 1962) The above declaration by Gulliver signifies his belief that the traveller can effect a change in how other people think.   Even in real societies, people who have experience living in, or visiting foreign places come back with new beliefs that either blend with or completely erase their old ones.   They may not be completely different people, because Robinson Crusoe still longs for the company of fellowmen, but there are definite changes.   Each experience in life leaves indelible marks in the person who goes through it. Moreover, Gulliver has to undergo an adjustment period after being almost chameleon-like in his adjustments in different civilisations.   Robinson Crusoe has to transition from his comfortable and secure life to a life that is at times spent in solitude and sometimes spent in danger.   He also becomes better in touch with his spiritual side, while becoming a person who can survive anywhere.   It can be then concluded that the two classic novels, â€Å"Gulliver’s Travels† and â€Å"Robinson Crusoe† support Steve Clark’s idea that journeying into unfamiliar territory will alter or change the traveller completely. References Bibliomania. (n.d.). Retrieved October 18, 2007, from Bibliomania: Free Online Literature and Study Guides: http://www.bibliomania.com/0/0/17/31/frameset.html Defoe, D. (n.d.). Robinson Crusoe. Retrieved October 17, 2007, from Dead Men Tell No Tales: http://www.deadmentellnotales.com/onlinetexts/robinson/crusoe.shtml Glasgow University Library. (n.d.). Special Collections Department. Retrieved October 18, 2007, from http://special.lib.gla.ac.uk/exhibns/month/jan2006.html Swift, J. (1962). Gulliver’s Travels and Other Writings. (M. K. Starkman, Ed.) New York: Bantam Books. The Development of the Novel. (n.d.). Retrieved October 18, 2007, from University of St. Andrews: http://www.st-andrews.ac.uk/~cjmm/Crusoelec.html   

Notes on Egypt’s history Essay

EGYPT TODAY Egypt started 5,000 years ago, and lasted for over 3,000 years, longer than most other civilizations in the world’s history. It lies between Africa and the Middle East. This ancient country holds a history of over 6,000 years. The Pyramids, the Sphinx, the tomb of young King Tut are just a few pyramids built to bury thre rich and the royal.. The majority of the population in Egypt lives in an area along the Nile River called the Nile Valley and the Nile Delta. As a result, many places in this region are extremely crowded, with several thousand persons per square kilometer. Egypt’s civilians today are mostly Ancient Egyptians, Arabs, Turks, and other peoples are blended in their ancestry. About half of the population of the Nile Delta are fellahin (pronounced fel-uh-heen), or peasants–either small landowners or laborers–living on the produce of the land. The average family of fellahin has four or five children, who start working as soon as they are able to do so. Most fellahin, especially the women, spend their lives in drudgery. The areas to the west and the east of the Nile River–the Western and the Eastern Deserts–only contain small settlements of semi-nomads–the Bedouins (pronounced bed-oo-in). They live by herding goats, sheep, and camels, or by trading–mainly with mining and petroleum camps, or with fishing communities on the coast. The Bedouins families are about the same size as the fellahin families, except that many Bedouin husbands have from two to four wives. THE HISTORY OF EGYPT GENERAL Egyptian history begins around 3300 BC. This was when the Egyptians finally had enough symbols in their writing to record history. From 3100 BC inscriptions created a way for later Egyptians. It was also the time when the pharaoh, King Menes, created Egypt by uniting the two parts of Egypt, also known as Upper and Lower Egypt, into a single kingdom. A series of strong and able rulers established a well organized government. The Sun God Re was the most loved god-figure at the time. Over time, authority began to disappear and Egypt was controlled by foreign princes. THE NILE No other civilization in the time of the pharaohs could compete with Egypt’s magnificent buildings, its wealth, or its long centuries of peace. To a large extent, this is because other civilizations did not have Egypt’s main advantage — its great river. For tens of thousands of years the focal point of Egyptian life has been the River Nile. Egypt is correctly said to be the gift of the Nile and Egypt’s two most important areas are the Delta and the Nile Valley. The Nile Delta is the heartland of Egypt. The ancient Egyptians believed that the waters of the Nile came from a â€Å"mysterious heaven of plenty†. All of Egypt depended on the Nile for water, food, and transportation. THE PHARAOH Pharaoh simply means â€Å"the one who lives in the palace†. Egyptians addressed their pharaoh as though he were a god with several forms. They thought he was more than human and addressed him with the names of several gods. The pharaoh’s most godlike names were â€Å"son of Re† and â€Å"giver of life like Re†. The Egyptians believed that no single name could express the greatness of their ruler. They also believed by serving the gods, the king helped the sun to rise every morning and helped the Nile to flood at the end of each summer. They believed that in return for the offerings of food and water that only the pharaoh could make, the gods would feed the souls of the Egyptians after death. The pharaoh’s power was almighty and unquestioned. As a matter of fact, just touching the pharaoh’s crown or scepter, even accidentally, carried the death penalty. The pharaoh’s chief duty was to build and maintain temples to the gods. PYRAMIDS AND STRUCTURES The buildings of Egypt that were mainly built 5,000 years ago were the pyrimids. All of them were built to contain the tombs of pharaohs. In the 27th century BC, the first pyramid was built and pyramids became the most  popular way to bury royalty. They were the earliest buildings ever to be made by precisely cutting and putting together great blocks of stone. In stonework, Egypt led the world for more than 2,000 years. PICTURES AND WORDS Important Egyptians were wealthy enough to build magnificent tombs and furnish them richly with treasures, inscriptions, paintings, and statues. Egyptians did not paint images to show what people were really like, instead, a picture was a kind of diagram. To preserve the magical power of their art, the Egyptians believed they must copy exactly the style handed down through the ages. This meant that most artists painted in the same way, and the people they painted all looked the same. Tomb pictures were closely connected with Egypt’s famous picture writing, or hieroglyphs, invented about 5,000 years ago.

Learning Strategies

It goes without saying that effective training strategies motivate learners and ensure better results and outcomes from the studying process. It is possible to use instructional strategies to build confidence, to make success easier, to demonstrate relevance of the process as well as to engage learners to solve real problems. Actually, instructional strategies allow students to discover, to share and to explore the matters of particular interest for them. Classroom should be treated as gym. It doesn’t mean that desks should be replaced by balance beam. It means that significant shifts are required in instructional approaches. The first effective instructional strategy is to integrate training with what students know. This strategy assists in building skills and knowledge of learners. Furthermore, it complements trainings they’ve already and prepares them for developing additional skills. This strategy suggests integrating new information with what students already known. It is necessary to set a comfortable tone in order to encourage sharing and participation and to motivate challenge of ideas and debates regarding the subject. The strategy emphasizes using if familiar metaphors and schemes. The objective of the strategy it to make learners share their personal experience, obtained knowledge of the related topic. Online discussions, groups meetings and e-mails are appreciated as well. The second strategy is to connect training to relevant purposes and goals. This strategy helps to grab learners’ attention to the goals and objectives of the studying process. Instructor should be clear about the goals of the training, because it helps learners to move in directions which correspond to program’s goals and purposes. Learning goals should be related to personal goals of the learners. Actually, instructor has to encourage participatory goals setting, because students would work together in order to pick core performance goals. Also creating of action plan is appreciated as it would assist in customizing new and already existing knowledge. References Pardes, Juan Rudel. (1994, July-August). Motivate Every Learner: How to Replace Motivation Myths with Strategies that Work. Retrieved March 6, 2007, from http://findarticles.com/p/articles/mi_m0STR/is_n1_v104/ai_15669489/pg_2 Creating Training that Motivates. (2001). Retrieved March 6, 2007, from http://seniortechcenter.org/archive/learning_paths/training/start_lesson/creating_training_motivate.php#strategies                Learning Strategies INTRODUCTIONEducators of young children have a propensity to share the goal of fostering children’s successful learning and achievement. As the pressure to give emphasis to academic standards enhances, it is all the more vital to reflect on the most effective practices for make certain that children are in fact learning what is being taught. Several factors related to children’s achievement are not in teachers’ control, but creating a climate of engagement in the classroom is (Finn, J.D., & D.A. Rock. 1997). The use of strategies is a powerful teaching tool vital in promoting children’s achievement for the reason that it focuses children on learning; supports learning specific skills and concepts; and provides children positive associations with learning.GENERAL DISCUSSIONMaintenance rehearsal refers to the simple repetition of items to hold them in working memory, where we are conscious of them. Thus, when we want to remember a phone number for long enoug h to ring it, or write it down, we repeat it to ourselves until we have completed our action. Rehearsal is an effective strategy for short-term recall, and young children can be taught to use the strategy (Graham, S., & B. Weiner. 1996). However, continued use of the strategy is more unlikely than not. It may be however, that training was insufficient to impress upon the children the usefulness of the strategy, and with better feedback they might be encouraged to use the strategy spontaneously. Maintenance rehearsal no doubt seems a self-evident strategy to any adult, simple as it is and long accustomed as we are to using it. However, it is, like any strategy, something we have to learn to do. It is rare in five year olds, common in ten year olds.Categorizing is another very basic strategy that many of us use to help us remember items (Baine, 1986) Thus, if you are given a list: APPLE  Ã‚   JEEPNEY  Ã‚   PANSY  Ã‚   TRUCK  Ã‚   SAMPAGUITA  Ã‚   PLUM  Ã‚   PEACH  Ã‚   M OTORCYCLE  Ã‚   ROSE  Ã‚   MARIGOLD  Ã‚   MANGO  Ã‚   CAR the items will be much easier to remember if you note that the items belong to only three categories fruit, vehicles, flowers. Noting that there are four examples of each will also help. The category labels help considerably when it comes to retrieving the information. Most educated adults do this sort of thing automatically.But, again, like any strategy no matter how simple, it is not something we are born knowing. Very young children are not likely to group items at all, but if they do, it will be most likely according to some sort of association (cornflakes —  milk, baby — bottle, paper — pencil). If young children are taught to group items into taxonomic categories, they will still not use category labels effectively when retrieving the information, without explicit instruction. From around 6 or 7, children seem to benefit more from instruction in categorization strategies. If the children a re very young, such instruction may only confuse them. Using category labels as retrieval cues appears to be a more complex strategy than the first step of learning to group according to category, and doesn’t appear until later.Even children as old as 11 may benefit from explicit reminders to use category labels as retrieval cues and search the categories exhaustively before moving on. At around 7, about 50% of children appreciate the value of categorization as a memory strategy. This doesn’t increase all that much over the next few years (about 60% of ten year olds), although nearly all 17 year olds understand the strategy.The value of category labels in helping young children learn is another strategy. Category labels don’t appear to particularly help recall in children before the age of ten. Picture recognition is assisted by labeling in children as young as four. Researchers have had mixed results in labeling pictures as an aid to learning paired association s in young children. Labeling pictures does not appear to help very young children remember the order of items, but can be helpful to children from six years old until they are of an age to spontaneously label, when such explicit labeling may interfere with their own learning strategy. Labeling however often part of a wider strategy and may is well be helpful to young children for other reasons than improving recall. For example, it may be useful in helping children acquire language.Mnemonics is another strategy used by teachers for the children. Research into whether young children can improve recall by using visual imagery has produced mixed results (Yair, G. 2000). It would seem that, in general, the instruction to generate mental images does not improve recall in children 5 yrs and younger, but does improve recall in children 8 years and above. Children of six and seven appear to be at a transitional stage whereby some children can use the strategy effectively in some situations . The story, or sentence, mnemonic is a verbal mnemonic in which words to be remembered are linked together in a sentence or sentences (Brewster, C., & J. Fager. 2000). It is an effective strategy for learning a list of words.The research confirms that memory even in very young children can be helped by teaching them to use this verbal mnemonic strategy. It is more effective if the words are linked by verbs rather than prepositions simply stringing together words like this: The cat and the banana and the boat were in the sky† is much less memorable than composing: â€Å"The cat ate the banana and tossed the boat into the sky.† Sentence mnemonics have been effectively used by 6th graders to remember the correct spelling of words. The keyword method is one of the most successful mnemonic strategies to be used in education.It is of proven effectiveness as a method of learning new words, foreign language words, and social studies facts. As a technique for learning new words , it has been compared with the following common strategies: learning words in context; finding root words; learning synonyms and antonyms; presenting words in meaningful sentences; having students discriminate correct from incorrect use of words in sentences; and having students generate their own meaningful sentences and is apparently more effective than any of these methods. The keyword mnemonic has been used effectively by 4th graders. When pictures have been provided, it has been used effectively by 2nd graders. It is suggested that, for children 10 years and younger, instructions to visualize are supplemented by illustrating pictures.CONCLUSIONIdeally, teachers should use a wide range of strategies and then masterfully facilitate their implementation. Not only do strategies enable teachers to capture the interest of children as they learn the skills and concepts necessary for success in school, but children also experience what it feels like to be engaged in learning – a lifelong gift.   The strategies chosen depend on the purpose, teaching style, and the children in the classroom. Regardless of the strategies selected, effective facilitation is a key to making them work. By facilitation it means that the techniques used to execute a strategy.REFERENCE:Baine, David 1986. Memory and instruction. Englewood Cliffs, NJ: Educational Technology Publications.Brewster, C., & J. Fager. 2000. Increasing student engagement and motivation: From time on task to homework. Portland, OR: Northwest Regional Educational Laboratory.Finn, J.D., & D.A. Rock. 1997. Academic success among students at risk for school failure. Journal of Applied Psychology 82 (2): 221–34.Graham, S., & B. Weiner. 1996. Theories and principles of motivation. In Handbook of educational psychology, eds. D. Berliner & R.C. Calfee, 62–84. Mahwah, NJ: Erlbaum.Yair, G. 2000. Reforming motivation: How the structure of instruction affects students’ learning experiences. Briti sh Educational Journal 26 (2): 191–210. Learning Strategies 1. Learning Strategies for SSC100 SSC100 is not only a common course, but also sets the tone for the whole four-semester study life in Seneca. Therefore, we should pay more attention to this course. My GPA to date is 3. 0 and my target GPA is 3. 5. In order to acheive the target, there are several strategies I should follow . First, take the classes regularly. Some other students may think that it’s not necessary to attend the classes , without which they can still pass this course.However, the powerpoints and the videos the instructors display in the classes are not only interesting but also helpful. Second, read through the textbook: Success Strategies for College. This book introduces diffrernt kinds of learning strategies in details, which are very useful in SSC100 itself, especially in the reflective test, and other courses throughout Seneca. Third, invovle in the group work. To tell the truth, I am not a good team worker, which is neither good for the current college stu dy nor good for the future work.Therefore, I should attach more importance to this part. Communication is a key factor in the group work. I will try my best to listen to others and give my own opinion as much as possible. Last, practice presentation. As for the group work, presentation is one of the most important parts. Practices can sooth the nerves and make the process more smooth in the real presentation. There are two ways to practice the presentation: first, gather the group mates to simulate; second, take part in the presentation workshops in the learning center.