Describe the Type of Memory Loss - 794 Words

1.2 Describe the types of memory impairment commonly experienced by individuals with dementia. Memory problems are usually the most obvious symptom in people with dementia. For example, a person with early stages of dementia might go to the shops and then cannot remember what they wanted. It is also common to misplace objects. As dementia progresses, sometimes memory loss for recent events is severe and the person may appear to be living in the past. They may think of themselves as young and not recognise their true age. At first, someone with dementia may appear to be easily irritated or moody. More challenging behaviour may develop in some people over time. For example, in some cases, a person with dementia may become quite†¦show more content†¦Some of the most common symptoms include a of loss inhibition (saying or doing things which are socially inappropriate), reduced empathy (problems understanding and responding to the needs of others), problems with planning and organising activities, increased distractibility, changes in food preference (a propensity to eat large quantities of sweet food) and a tendency to develop compulsive rituals (e.g. watching the same movie repeatedly). (2) Progressive non-fluent aphasia (PNFA) is characterised by problems with speech production. Individuals may struggle to find the correct words when engaging in conversation. Often individuals will struggle to pronounce words correctly (especially if they have more than two syllables), and their speech will lack appropriate grammar. Problems understanding speech can also be present, especially if the sentence contains complex grammar. (3) Semantic dementia is characterised by a selective deficit of semantic memory, which is our memory store for factual information about the world around us – e.g., the knowledge that apples are fruit is a semantic memory. Individuals affected by this condition have difficulty understanding the meaning of written and spoken language, pictures and objects. In some cases of semantic dementia a mild form of the behaviouralShow MoreRelatedDementia Awareness1508 Words   |  7 PagesHomecare 2015 Unit 13 Dementia Awareness 1. Understand what dementia is 1.1 Explain what mean by the term dementia The word dementia describes a set of symptoms that may include memory loss and difficulties with thinking, problem-solving or language. Dementia is caused when the brain is damaged by diseases, such as Alzheimer s disease or a series of strokes. 1.2 Describe the key functions of the brain that are - affected by dementia The main areas of the brain that are affected by dementia in termsRead Moredescribe a range of course of dementia syndrome1348 Words   |  6 Pagesï » ¿ DESCRIBE A RANGE OF COURSE OF DEMENTIA SYNDROME. The number of different types of dementia is; Benson’s syndrome (also called Posterior cortical atrophy (PCA)) Alzheimer’s disease Primary Progressive Aphasia (A type of Fronto-temporal dementia) Lewy body Disease (Also known as Dementia with Lewy bodies) Picks disease (A type of Fronto-temporal dementia) Binswangers Disease. ( A type of vascular dementia) Niemann-Pick disease type C Creutzfeldt - Jakob disease HIV BrainRead MoreDementia: Cerebrum and High Blood Pressure953 Words   |  4 Pagesmultiple disturbances of higher cognitive function. These include impairment of memory, thinking and orientation, learning ability, language and judgement. 1.2 Describe the key functions of the brain that are affected by dementia The key functions of the brain that are affected by dementia are the temporal lobe, frontal lobe, parietal lobe, occipital, cerebrum lobe and the hippocampus. Temporal lobe- responsible for vision,memory, language, hearing and learning Frontal lobe- responsible for decision makingRead MoreAlzheimer : A Disease Of The Brain And It Can Cause Dementia1124 Words   |  5 Pageswith the memory, thinking and behavior. Alzheimer is one of the leading causes of dementia. Alzheimer represent the 60 to 80 percent of dementia cases. Dementia is a term use to describe a group of symptoms called â€Å"senility†. Early symptoms of dementia include loss of memory, and people havin g problems remembering recent events, but when the diseases get worse, people have a problem with the language, difficulty with communication, disorientation, mood swings, not managing self-care, loss of motivationRead MoreDem 2011002 Words   |  5 Pagesmeant by the term ‘dementia’ 2. Describe the key functions of the brain that are affected by dementia 3. Explain why depression, delirium and age related memory impairment may be mistaken for dementia. Outcome 2 Understand key features of the theoretical models of dementia The learner can: 1. Outline the medical model of dementia 2. Outline the social model of dementia 3. Explain why dementia should be viewed as a disability. Outcome 3 Know the most common types of dementia and their causes Read MoreDescribe the types of dementia and common signs and symptoms1148 Words   |  5 PagesUnit 40 - P1 Describe the types of dementia and common signs and symptoms The term ‘dementia’ describes a set of symptoms which can include loss of memory, mood changes and problems with communication and reasoning. These symptoms occur when the brain is damaged by certain conditions and diseases, including Alzheimer’s disease, vascular dementia and Creutzfeldt-Jakob disease. †¨Age is the greatest risk factor for dementia. Dementia affects one in 14 people over the age of 65 and one in six overRead MoreMy Memorial Building : Pearl Harbor1326 Words   |  6 Pagesâ€Å"The idea that collective memory is spatial and material is, then, critical to this study. Memory are anchored in space and location, which Pierre Nora has called â€Å"site of memory† (Smith and Bergman 165). Although that the Pearl Harbor is not bigger as a province but it contains a lot of memories inside, the people who participated in the Second World War had deep feelings of Pearl Harbor. The Pearl Harbor fixes the requirement of site of memory. But this site of memory brings people a lot of hurts;Read MoreThe Exact Cause of Dementia Essay906 Words   |  4 PagesHave you ever had the feeling when you can’t remember a specific thing and it drives you insane? Well try living with Dementia. Dementia is not a disease; it is a group of symptoms caused by another disease, which produces a progressive loss of cognitive functioning (Psychology Today). People often believe that because of old age, a person may have Dementia, but this is a false accusation. In old age you may forget a few things here and there, but it is only when the symptoms affect the person’sRead MoreTypes of Dementia1550 Words   |  7 PagesDEMENTIA’S Dementia is a vague term used to describe a person that has loss of memory and change in behavior and activities. It goes beyond the forgetfulness and absent minded. It is commonly used In reference to the elderly, when cognitive abilities start to slip from one’s own control. Dementia cannot be diagnosed due to memory loss alone. It must be accompanied by two or more interruptions of brain function. Individuals who suffer from a disease that causes dementia undergo a number of changesRead MoreAdvantages And Disadvantages Of Magnetic Storage Essay1117 Words   |  5 PagesDescribe the advantages and disadvantages of magnetic storage, optical storage, and solid state storage using criteria such as versatility, durability, capacity, access time, and transfer rate. Computers use many different types of mediums for the storage of data. The three most common forms of computer storage include magnetic storage, optical storage, and solid state storage. Each of these storage mediums has its own specific purpose. They are all different, and come with their own set of advantages

HNC Social Care Psychology - 1485 Words

How can psychological theory help me to understand the development and needs of an individual? To answer this question I will use the Case Study of John. John is a twenty-five year old adult who identifies the following as his key issues: low self-esteem, low self-confidence, excessive alcohol consumption and occasional recreational drug use, depression and anxiety; particularly social anxiety with members of the opposite sex. To begin understanding the development and needs of John I will explore the generally accepted lifespan through which each individual progress. This is an ongoing process from birth until death and consists of five stages according to age: infancy, childhood, adolescence, adulthood and older adulthood. At†¦show more content†¦Self-concept consists of three elements: self-image, refers to how we see our self, self-esteem refers to the value we place on our self and ideal-self refers to the way we’d like to be. Maslow’s hierarchy of needs is a theory based on human motivation to meet our needs with the emphasis on self-actualisation. Often represented by a pyramid divided into eight levels, the four lower relating to deficiency needs and the higher four relating to growth needs. In order to meet the higher needs lower needs must be satisfied. Stage four of Maslow’s pyramid is ‘Esteem needs’ including self-esteem and self-confidence. Stage three is ‘Love and Belongingness ’loving and being loved, being part of groups, acceptance, affection and trust. These stages seem apt to John’s position and needs at present due to his lack of self-confidence and also his difficulty making and maintaining friendships and his fear of socialising with women, suggesting John has not completed stage two adequately ‘Psychological and physical safety’. Strengths of this theory are the approach is holistic, and not a lot of training required to utilise. Weaknesses include Roger’s theory being more apt to counselling and self-actualisation subjective to individual. Having knowledge and understanding of psychological perspectives allows me to understand John’s needs, and current behaviours and how they may be related to past events and needs unmet.Show MoreRelatedHNC Social Care Values and Principles Essay1154 Words   |  5 PagesHNC SOCIAL CARE VALUES ESSAY This essay will examine how social care values and principles influence practice. My own value base was influenced by my parents and extended family initially. As I was growing up teachers and peers also influenced my values. Amongst some of the values I live my life by are having self-respect and being respectful of others; being trustworthy, honest and truthful; being non-judgemental. I was always encouraged to work hard and do well at school which would help meRead MoreDevelopmental Psychology : The Biological Examination Of Changes951 Words   |  4 PagesPSYCHOLOGY ESSAY: Introduction Developmental psychology is the the biological examination of changes that happens to human beings during the course of their life time. During the course of a life time of a human being ,certain biological changes happens. The development stages are divided into different stages. According to Erikson ,†the eight ages of development and the major life crisis are significant in terms of individual growth and development.†(Care human development,Student support SessionRead MoreUnderstanding And Supporting Behaviour1726 Words   |  7 Pagesï » ¿Understanding and Supporting Behaviour DJ1N 34 Outcome 1 Marianne McNeillis HNC Social Care Group B Due Date: 8/10/14 Submission Date: /10/14 Word count: 1571 Challenging behaviour can be explored in every client group however the client group explored here is older adults within informal care. Due to the Data Protection Act 1998 the name of the older adult involved in the care has been changed to Client X. Why challenging behaviour occurs can be explored and explained through many differentRead MoreCase Study: Applying Maslows Hierarchy of Needs to Team Building1218 Words   |  5 Pagesgather information from the various units I have covered throughout my HNC Social Care studies, with particular consideration given to the values on which The Scottish Government’s [TSG] ‘National Care Standards’ (2005) were created. The British Association of Social Workers (2012) tell us that these ‘values’ can be regarded as particular types of beliefs that people hold about what is regarded as worthy or valuable. In social care, these values consist of Dignity, Privacy, Choice, Safety, RealisingRead MoreHnc Social Care Essay4439 Words   |  18 PagesHNC Social Care Booklet of Assessments This document contains all the assessment information you will need for the HNC Social Care. They are collated in chronological order with the lecturer responsible (where this is known) identified on the assessment. It is up to the learner to ensure that the assessment is handed in by the deadline. The assessment schedule will be posted on the moodle site. All work should be word processed and include appropriate references both in mainRead MorePlanning and Organizing a Receational Activity for my HNC Social Care Graded Unit Project1650 Words   |  7 PagesFrom my social care placement, I have chosen to assist a service user to partake in a recreational activity for completion of my HNC Social Care Graded Unit project. This part of the project will consist of planning and organising the activity. Throughout the planning section I will be disclosing personal details of the service user which I have learned from having permitted access to his support plan, and from conversations between us. During a recent consultation between my placement supervisorRead MorePsychology For Social Care Practice Essay2185 Words   |  9 PagesDuring each stage of the life cycle, different physical, emotional, cognitive, social and cultural developments occur; In infancy, physical changes include learning to sit up, crawl and walk independently. At this stage, the infant will begin to look for attention from others and seek affection and love. Infants are able to interact with others by smiling/laughing and crying, and begin to form attachments to main care givers such as family members from around 6 months. Fine motor skills and communicationRead MoreHnc Healthcare Graded Unit Essay2842 Words   |  12 Pagesactivity for a patient in long term care Health Care: Graded Unit 1 F0KF 34 March 2012 Contents Introduction Page 3 Planning Stage Page 4-9 Development Stage Page 10-13 Introduction As part of my Higher National Certificate course in healthcare I am required to provide evidence of achieving the following principle aims in the form of a graded unit; * Knowledge, theory and practice in a variety of health care settings * A broad range ofRead MoreHealth: Sociology and Social Care9095 Words   |  37 PagesHNC/D Health and Social Care ------------------------------------------------- UNIT DIRECTORY Unit title: COMMUNICATING IN HEALTH AND SOCIAL CARE ORGANISATIONS Unit code: T/601/1560 Level: 4 Credit value: 15 ------------------------------------------------- AIMS The aim of this unit is to develop learners’ awareness of different forms of communication used in health and social care settings and its importance for effective service delivery. UNIT ABSTRACT Read MoreSample Letter Btec Level 4 Hnc Business10004 Words   |  41 Pages Telephone No: 07432111670 Email Address: Stacey.dwyer@drschaer.com Date: 01.06.2015 Course Name: Edexcel BTEC Level 4 HNC Business Tutor Name: Mark Connelly Assignment Name: Unit 4 Marketing PLEASE NOTE: YOU SHOULD INCLUDE THIS INFORMATION with EVERY ASSIGNMENT. Brighton School of Business and Management Limited Edexcel BTEC Level 4 HNC Business Unit 4: Marketing Student Number: 7068HNCB Introduction In this modern society, marketers have

Low Socio-Economic Status People and Their Impact on University Free Essays

Low socio-economic status people and their impact on university participation, choice of university and choice of course in Australia There seem to be persistent inequalities in Australian higher education participation. Over the last two decades the participation numbers for low socio-economic status group have only slightly improved despite improvements in access (Centre for the Study of Higher Education, 2008, p. 15). We will write a custom essay sample on Low Socio-Economic Status People and Their Impact on University or any similar topic only for you Order Now After the Bradley report which was written following the review of higher education system in 2008, the Australian government has introduced many policies and financial assistance for this demographic in hope of increasing the participation rates to 20 per cent by 2020 (Department of Education, Employment, and Workplace Relations, 2008, p. xiv). However, despite steady increases in overall tertiary participation, the inequalities still remain. People with low socio-economic status are not as successful in applying or gaining access to more prestigious institutions as those with medium or high socio-economic status are (James, 2007, p. ). It is not only participation at university level that is affected with this imbalance. Significant social differences can be seen across different universities as well as different fields of study (Reay et al. 2001, p. 858). Study by Ferguson and Simpson (2011) has found, and James (2007) agrees, that students with low socio-economic background are n ot so successful in gaining entry into the courses with more competitive entry requirements like medicine, law or architecture. These students were more concentrated in courses such as education, nursing, IT and business (James, 2007, p. 7). James (2007, p. 7) believes that the same is true for the high demand universities, where low socio-economic status students hold a share of only 11 per cent of all places. These differences can be somewhat accredited to the geographical location of these more prestigious universities as they are mainly situated in the metropolitan areas. However, there are other factors that contribute to this imbalance more so. Some experts believe that students who come from disadvantaged backgrounds may not aspire to attend these universities believing that it is not an achievable goal, or they may not perform academically well enough for more competitive courses. Other studies indicate that it is in fact the psychological factors which create socioeconomic imbalances in higher education participation. This paper will look at rates of participation, aspirations, ability and psychological factors and their affect on the decision making process of low socio-economic status students when it comes to higher education. It will argue that there is enough supporting evidence to conclude that this demographic does not have a lot of impact on university participation, choice of university or choice of course. While overall higher education participation rates have improved, socio-economically disadvantaged people are least represented group in Australian higher education. James (2007, p. 2) states that ‘social class is the single most reliable predictor of the likelihood that individuals will participate in higher education at some stage in their lives’. Undergraduate Applications, Offers and Acceptances Report from the Department of Education, Employment and Work Relations, states that in 2011, 18. 6 per cent of all applicants were from low socio-economic backgrounds, compared to 30. 6 per cent of applicants from high socio-economic group (DEEWR, 2011, p. 15). It also reports that even though applications by low socio-economic status applicants were up by 3. 4 per cent they were less likely to result in an offer. Low socio-economic status applicants had an offer rate of 79. per cent compared to 83. 5 per cent for applications from high socio-economic status applicants (DEEWR, 2011, p. 15). Even though the rates for applications and offers to higher education for low socio-economic demographic have slightly increased, according to DEEWR (2011), this demographic continues to be the least represented at university level. One of the reasons that could explain the current higher education participation numbers by people from low socio-ec onomic background is aspiration. It has to be considered as one of the principal issues in student’s decision making process. According to the English dictionary, to aspire, it means to have a strong desire to achieve something. Consequently, to attend university, an individual needs to aspire to do so. Bowden and Doughney (2010), in their study of secondary students in the western suburbs of Melbourne, have found that those with lower socio-economic status have fewer aspirations to attend university. Instead, they aspire to attend a vocational training institution or gain employment. Difference in spirations among different demographics is mainly influenced by individual’s social systems, such as class, ethnicity, gender, customs and religion (Bowden Doughney, 2010, p. 119). Furthermore, in his research for the Department of Education, Science and Training, James has found that there is a strong relationship between parental education levels and young people’s educational aspirations (DEST, 20 02, p. 51). Bowden and Doughney’s study results are consistent with James’ findings, as well as Bourdieu’s concept of ‘cultural capital’, which Harker et al. (cited in Webb et al. 002, p. 22) defined as ‘culturally valued taste and consumption pattern’. Therefore, it can be said that those who come from low socio-economic background are at a disadvantage when it comes to entering higher education due to the fact that they were not brought up with the idea of attending university. Academic achievement or student’s ability is seen as another important factor that needs to be considered when studying inequalities in higher education. This is because in Australia, university enrolment process relies heavily on individual’s academic achievement. Student’s academic record is seen as a main way of entry into the university and acquiring all the benefits that come with having a degree. Teese (cited in Ferguson Simpson, 2011, p. 33) proposed that almost half of low socio-economic status students obtain scores in the lowest academic bands and that only small number of these students receives high academic scores. Ferguson and Simpson conclude that this is due to fewer resources, such as educational, cultural, social and financial, that are available for this group of students, rather than lack of ability. Cardak and Ryan (2009) have come to the similar conclusion. They have found that academic scores of low socio-economic status students are lower due to the fact that their early educational achievements are also lower in comparison to the more advantaged students and their achievements (Cardak Ryan, 2009, p. 444). Both Ferguson and Simpson’s and Cardak and Ryan’s studies agree that students with same ability and same academic scores have the same likelihood of attending university regardless of their socio-economic status. They also agree that the quality of academic results rises with the status. Thus, as they don’t have access to as many resources as their more privileged peers, low socio-economic status students are at a disadvantage when it comes to securing a place at university. Although aspirations and academic ability are very important factors in higher education inequality, it could be said that the psychological factors have most of the influence on person’s decision to attend university. Students from low socio-economic background are more conscious of the existence of barriers to their entering higher education (Harris, 2005, p. 4) and are not likely to encounter diverse influences that might persuade them to participate in higher education (DEST, 2002, p. 50). James believes that students from this demographic are more likely to be doubtful about their academic ability and achievement and they would possibly be lacking financial support (DEST, 2002, p. 50). He also states that they have less confidence in parental support and a stronger interest in earning an income as soon as they leave school. ‘The perceptions and beliefs held by people with low socio-economic status can all be regarded as habitus, which is described as ‘embodied predispositions that are learned early in the life of a young person’ (Harris, 2005, p. 4). As they lack role models, it is very difficult for these young people to see university participation as something that is relevant to them or something they could achieve (Harris, 2005, p. ). In their UK based study of working class secondary students, Reay et al. (2001, p. 865) have found that this group of students were choosing universities where they were most likely to fit in, as they felt more comfortable attending such university and where they could find ‘intellectual and social peers’. Psychological factors play an important role in the decision making process due to the emotio ns attached to them. Low socio-economic status students seem to have a lot more to consider when deciding on their higher education pathway. As the evidence would suggest, students from low socio-economic background, have very little impact on university participation, choice of university or choice of course at present time. According to the government reports, students from disadvantaged backgrounds are highly under-represented at university level. Thus, higher education in Australia is far from being level playing field for some demographics. The most current review of higher education shows that the participation rates at university in general, as well as different courses and institutions are considerably lower for those ith low socio-economic status. The difference between low and high socio-economic status groups is quite significant, despite the government’s efforts to improve these numbers by implementing new policies and strategies. As discussed in this paper, the reasons for inequality are varied and complex. However, most of the researchers agree that it is the family attitudes that are at the core of t he problem. These attitudes have enormous influence on student’s decision making process. However, there is always a possibility for change. Australian universities, in conjunction with schools and government’s help, need to focus on developing new social networks and transforming set beliefs of disadvantaged students. These changes could be achieved through the use of early interventions and positive role models during middle schooling. Only with successful attitude changes will the higher education participation numbers improve for this particular demographic. References Bowden, MP Doughney, J 2010, ‘Socio-economic status, cultural diversity and the aspirations of secondary students in the western suburbs of Melbourne, Australia’, High Education, vol. 9, no. 1, pp. 115-129, SpringerLink, viewed 2 October 2012. Cardak, BA Ryan, C 2009, ‘Participation in higher education in Australia: equity and access’, Economic Record, vol. 85, no. 4, pp. 433-448, Wiley Online Library 2012 Full Collection, viewed 25 September 2012. Centre for the Study of Higher Education 2008, ‘Participation and Equity: A Review of the participation in higher education of people from lower socioeconomic backgrounds and Indigenous people’, Universities Australia and the Centre for the Study of Higher Education (CSHE), University of Melbourne, viewed 4 October 2012, http://www. niversitiesaustralia. edu. au/resources/271/290 Department of Education, Employment, and Workplace Relations 2008, ‘Review of Australian higher education – Executive summary’ report prepared by D Bradley, H Noonan B Scales, Department of Education, Employment, and Workplace Relations (DEEWR), Canberra, pp. xi-xviii, viewed 25 September 2012, http://www. innovation. gov. au/HigherEducation/Documents/Review/PDF/Hig How to cite Low Socio-Economic Status People and Their Impact on University, Essay examples

Seven Wonders Of The Ancient World Essay Example For Students

Seven Wonders Of The Ancient World Essay How many individuals can name the Seven Wonders of the Ancient World? These ancien, man made monuments were compiled into a list considerable in their enormous size orsome other unusual quality (Donovan 325). We should not let these legacies be leftbehind in the past, because each of these Seven Wonders has a story hidden withintheir ruins, or in one case, within its remains. Picture these architectural structuresas I uncover the legends of The Statue of Zeus, the Colossus of Rhodes, the Pyramidsof Egypt, the Hanging Gardens of Babylon, the Mausoleum at Halicarnassus, and theTemple of Artemis. The first full modern version of the list appeared less than four centuries ago inItaly in 1608 (Romer IX). After that the lists varied, sometimes naming ten wonders,but always keeping the honored name of The Seven Wonders of the World (IX). Thelisting of these wonders initiated by Greeks and Romans listed memorable things thatthey thought travelers should see (Donovan 325). The origianl authorship of the listis not completely proven, but it is believed to be composed by Bede and Philo (RomerX). Philos list is the most impressive, because of its uncomparable text, in length,poetry, and information given (Romer X). At one time, classical writers argued overthe true list, but today there is one most commonly used (Virtual Tours 1). Few drawingsor sketches exist of the vanished monuments, so archeologists have relied on ancienttales and literary works to get an idea of appearance and history (2).Every one of the seven wonders is connected to the legendary King Alexander (RomerXII). He f ounded Egyptian Alexandria, the city of Pharos; he stormed Halicarnassus,the city of the Mausoleum; the Rhodian of Colossus was cast in his image; he diedin Babylon, the city of the Hanging Gardens, and all of them stood within his shortlivedEmpire (Romer XII). Apart from the Statue of Zeus in the west and the Hanging Gardensin the east, they all lay in the center of the Greek Empire (McLeish 4). In the Fourth Dynasty, built 4600 years ago, the Giza Pyramids came known as the greatest of the Seven Wonders (Grigson 18). These pyramids are the largest of the 70-odd pyramidsbuilt (18). The largest of the three Giza Pyramids is the Pyramid of Cheops (18). Its base is 57,000 square feet and has 2,300,000 limestone blocks each weighing twoand one-half tons (18). It is made up of a Kings Chamber, Queens Chamber, grandgallery, vents, ascending and descending passages, and a Greaves Shaft (Krystek 4). Cheops Pyramid is surrounded by rows of low flat tombs, mastabas, and three smallpyramids in which his family and other high officials were buried (Grigson 20). Thesecond pyramid is called the Pyramid of Chephren and the third if the pyramid of Mycerinus(20). These pyramids all have an astonishing accuracy in their construction (18). There is only about eight inches difference between the longest and the shortest baselineand teh four corners make an almost perfect right angle (18). It is believed thatthe Eyqyptians worked by observing teh stars because all the sides are aligned toface the cardinal points of the compass (18). Richard Procter, and astronomer, observedhat the descending passage could have b een used to observe transit stars and he grandgallery could have been used to map the sky when on the top (Krystek 3). The pyramidis probably connected with Egyptain sun worship and a pyramid stone, the benben, symbolizesthe sun god ( Grigson 20). When the suns rays breaks through at exactly the angleof teh Giza Pyramids, the Egyptians regarded that as a stairway to heaven for theirkings (20). They believed the body was the spirits house and so they want to perservethe body as long as they can (Mc Leish 5). Priests began by removing all the softparts of the body, such as the brain, lungs, heart, liver, and intest ines (5). A greatarcheologist, Sir Flanders Petrie, estimated that it took 100,000 men to haul stonesand another 4,000 to work on the actual construction (Grigson 20). They used no pulleys,but must have used an incline plane to raise the blocks (20). How the inside of tehpyramid is built is unknown (20). The center of the pyramid is the home of Cheopsburial chamber (20). Before and after the construction of the Pyramids, Egyptiansinterned their dead Pharohs and Kings to intricate tombs (Krystek 2). They believedthat the body has two separate existances, so all the dead leaders were placed inthe tomb along with many treasures the Egyptians believed they would need in the afterlife(2). This is why the Pyramids were such a hot spot for thieves. Egyptian architectstried designing passageways that could be plugged with immoveable granite rocks, hiddenrooms, and decoy chambers, but nothing worked (2). There is almost no exception thateach tomb of the Egyptian Kings was plundered (2). The next wonder is the Olympian Zeus. Greeks were very attatched to their gods, perhaps because even though the gods were immortal and had superhuman powers, in every other way they were like mortal men (Grigson 22). They had feelings, jealousy and rivalries (22). The mightiest of the Greeks gods was Zeus (22). Zeus was the son of the titans Cranos and Rhea (22). He was regarded as the king and father of gods and men (22). Zeus was married to his sister, Hero, but he had many affairs with other goddesses and mortal woman despite her (22). The Olympic games were held in honor of Zeus since 776 B.C. at the Plain of Olympia at Pelopomesus (22). At his altar, 100 cattle were sacrificed as the main part of the festival (Mcleish 19). So, the the greeks decided to build a temple in his honor in the fifth century B.C. (Grigson 22). One of the best Greek sculptors, Phedias, was asked to do it (22). It was built in about 457 B.C and the finished Zeux was a gold and ivory work with the flesh pa rts carved from ivory and mounted on a wood or stone core (22). The draperies and other ornaments were cast from gold (22). This lavish 40 foot statue had a wreath around his head, holds a figuire of his messenger, Nike, in his right hand, and a sceptor in his left (Ashmawy 1) Zeus was believed to have long hair, a bush beard, and a moustach with long ends (Grigson). Eventually, weathly Greeks moved the statue to a palace in Constantinople, today known as Istanbul, Turkey (Ashmawy 1). Their effort prolonged its life because a fire devastated the Olympia Temple (1). Roamans adopted Zeus and one of the emporers wanted to take the statue to Rome, remove Zeus head, and replace it with a statue of his own (1). When they went to get it, they wre driven out of the temple by peals of laughter (1). Later a sever fire also destroyed the statue in 462 A.D. (1). One of the most beautiful sights of the ancient world was the Hanging Gardens of Babylon (Grigson 16). They came to be when Babylon, o ne the worlds great empires, was defeated by the rival empire Assyria (15). In 626 B.C., and alliance defeated Assyria and the Chaldean ruler of Nabopolassar made himself king of Babylon (15). With the new king, Babylon exceeded to its old glory as Nabopolassar built mighty walls around the city (15). According to the legen, Nabuchadnezzar continued Nabopolassars work of building fortresses and walls (15). His queen was a princess of his fathers allies, and she missed the hills of her Persian homeland and disliked the flatness of Babylon (15). To please her, Nabuchadnezzar built a man-made hill in the form of terrace gardens (15). The Hanging Gardens rose 328 feet and were surrounded by a reinforcing wall 23 feet thick (15). Workman built terraces in long straight rows and marble staircases supported by rows of arches connected them (15). They lined the terraces with lead in order to keep water in and covered them with earth from fields, which created a half dozen huge flowerbeds th e size of tennis courts (15). These flowerbeds held exotic trees, shrubs, flowers, and creepers lay along the terrace (15). On top of the terrace was fountains, waterfalls, and streams which had the water raised by pumps from the Euphrates River worked by slaves (15). Twenty -two years after Nebuchadnezzars death, the empire of Babylon was lost to the Persian Emporer Cyprus the Great, and today all that remains is on or two arches and a well (16). In 312 B.C. Rhodes joined King Ptolemy of Egypt in his war against Antigonous of Macedona (Grigson 14). Later the Macedonians returned for revenge on the Rhodes and besiged the city with a fast force of men and ships (14). The Rhodians managed to hold them back for a year until Ptolemy of Egypt finally cam to the rescui (14). Among the defenders of Rhodes, was a sculptor, Chares of Lindus (14). To praise him, the Rhodians commissioned him to create a huge bronze statue in honor of the islands patron, the sun god Helios or Apollo (14). The statue celabrated the unity of the Rhodes three-city states (Ashmawy 1). The task to Chares took twelve years, from 292 B.C. to 280 B.C. (Grigson 14). It was 105 feet high, 295 tons, and cast entirely from metal taken from the war engines abandoned by the Macedonians (14). The Colossus of Rhodes is hallow inside supported by interior stone and iron blocks (Ashmawy 1). The statue stood on a promontory overlooking the water and on some accounts, ships sailed between its legs, for it stood near the harbor of Rhodes, a Greek Island in the Aegean Sea (1). According to the story, when it was complete, Chares found a mistake in his calculations and killed himself (14. The Colossus was one of the greatest pieces of self-criticism and hailed as the most perfect representation of a human form (14). In 224 B.C., and earthquake rocked the island snapping the statue at its knees, toppling across a whole city block (McLeish 5). The Rhodians left it lying there for another 900 years (5). The Colos sus of Rhodes was to be the most short-lived of the worlds wonders (Grigson 15). Later, when Arabs captured Rhodes, the statues remains were sold to a Jewish merchant for scrap (15). Over 3300 years ago, a boulder landed on the town of Apashash, just south of Izmir, Turkey, killing the king (McLeish 9). The superstitious people believed it was the goddess, Mother Earth, who was punishing the king for his wickedness he had shown as ruler (9). This town prospered after the kings death and the Greek visitors changed the name of the town to Ephesus and the goddesss name to Artemis (9). Artemis was worshipped greatly in Ephesus and so around 550 BC they built her a temple that by all accounts was the finest in the world (Grigson 23). The Lydian king, Croesus, sponsored the temple and Chersiphron, a Greek architect, designed it (Ashmawy 1). It surpasses every structure raised by human hands (23). On the site cleared for the temple, 45,000 people could have stood (McLeish 10). The temple i s rectangular in shape, made of marble, with a decorated faade overlooking a huge courtyard (Ashmawy 2). Marble steps lead up to a terrace that is 260 by 430 feet in size (2). One hundred twenty-seven columns, 60 feet high with Ionic capitals and carved circular sides, surround the platform of the temple (2). Every part of the temple was covered in paintings and carvings (McLeish 10). The four bronze statues of amazons inside were sculpted by the most skilled artists of their time: Pheidias, Polyclietus, Kresilas, and Phradma (Ashmawy 1). For many years people visited the temple to share their profits with the goddess (1). Many people, such as kings and priests, deposited their wealth there and the temple was noted as a common treasury for all Asia (Grigson 24). Archeologists have found bracelets, earrings, and statuettes left from as far as Persia and India (Ashmawy 1). In an attempt to immortalize himself, Herostratus burnt down the temple in 365 BC (Grigson 23). The new temple, l abeled temple E, was rebuilt in 323 BC and one of the greatest admirers was Alexander the Great, who by coincidence was born on the night of the old temples destruction (23). In 262 AD the Goths destroyed the temple E (Ashmawy 1). The Ephesians vowed to rebuild it, but by the fourteenth century they had mostly been converted to Christianity (1). In 401 AD, the Temple of Artemis was completely torn down by St. John Chrysostom, and Ephesus was later deserted (1). In the city of Bodrum on the Aegean Sea, in southwest Turkey was the Mausoleum at Halicarnassus (Ashmawy 1). From 377 to 353 BC, the king Mausollos of Caria reigned, and he moved his capital to Halicarnassus to be closer to the Persian capital which had recently expanded its kingdom (1). Nothing is interesting about this king, Mausollos, except for his tomb (1). Artemisia, his wife and sister, conceived the project during his life time (1). The Mausoleum, named after the king, was finished around 350 BC, three years after Mau sollos death and one year after Artemesias (1). This building gave its name to all large tombs today (1). The Mausoleum is rectangular and 140 by 100 feet in size (2). There was a stepped podium, which was 60 feet, a 38-foot colonnade, a 22-foot pyramid, and a 20-foot chariot statue (2). The sides are completely decorated with tens of life size, under, and over life size statues of people, lions, horses, and other animals (2). These works were carved by Bryaxis, Leochares, Scopas, and Timotheus (2). Each sculptor was responsible for one side (2). The burial chamber and sarcophagus of white alabaster is decorated with gold and located on the podium, surrounded by Ionic columns (2). The colonnade supported the pyramid roof, which was decorated with statues as well (2). A statue of a chariot pulled by four horses was on top of the tomb (2). The tomb survived sixteen centuries until an earthquake damaged the roof of the colonnade (1). In 1489,the Christians who had made Halicarnassus a stronghold against the Turks, took the stones of the base to build castle walls and broke the sculptures to use as mortar (McLeish 24). The knights of St. John of Malta supposedly found gold stolen by pirates in the tomb chamber, but only a few gold ornaments survive today (24). By 1522 almost every block had been disassembled from the Mausoleum of Halicarnassus (Ashmawy 1). In 331 BC Alexander the Great captured Egypt and he planned to leave there in triumph on ship by one of the mouths of the river Nile (McLeish 29). All the Delta channels were too shallow, so he decided to build a new city with deep water harbors ideal for war-galleys and trading ships (29). On this harbor of Alexandria, a lighthouse, otherwise called Pharos, was built (Ashmawy 1). Upon its completion in about 270 BC, it was estimated to be about 400 feet high (1). The Greek architect Sostratos designed the lighthouse, one of the tallest structures on Earth in its time, during the reign of the King Ptolemy II (1) . From an Arab travelers notes from 1166, archeologists have deduced that the lighthouse was built in three sections (1). The bottom section was square, the middle eight sided, and the top circular (Donovan 325). At the top, a mirror reflected sunlight during the day, and a fire guided soldiers at night (Ashmawy 1). The structure became so famous that pharos came to mean lighthouse in French, Italian, and Spanish (1). In November 1996, a team of divers claimed to find the ruins of the lighthouse in the Mediterranean Sea (2). History Essays