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اما لو حبيتي تحميلها صورة بصورة من الموضوع فغيري متصفحك واستخدمي متصفح تاني لان يبدو متصفحك الحالي فيه مشكلة لو قابلتك اي مشاكل تانية اذكري الشكلة بالتفصيل الممل علشان اقدر اساعدك يعني تذكري نوع المتصفح والرسايل اللي بتظهرلك واي شيء اخر يساعدني في فهم طبيعة المشكلة التي تواجهك

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كليه تربيه رياض اطفال ترم اول :- ماده نمو الطفل ومشكلاته خصائص النشاط"الحاسى الحركى" بوصفه محدد لنمو شخصيه طفل المهد ووضح بالأدله دوره فى التنميه برباعيها مستشهدا " بالنداء الاجتماعى الاول " لطفل المهد ؟ ج: -هناك عدة خصائص لنمو النشاط الحاسى الحركى بوصفه محدد لنمو شخصيه طفل المهد: نمط التفكير لدى الطفل ويصبح تفكير واقعى او قد يفكر الطفل ان الأم لم تحضر لعدم اهتمامها به دون ان يفكر فى أعماله التى قام بهاودون ان يفكر فى الواقع الفعلى ومن هنا تبدأ مشكلات مفهوم الذات لدى الطفل ( جانب نفسىمن الشخصيه ) تتحدد عمليات الشخصيه من منظومه الدافع ( الاحتياجات النفسيه و الاجتماعيهوالعقليه). تقوم هذه الاحتياجاتبتوظيف قدرات الشخصيه واخراج هذه القدرات فى صوره عمليات نفسيه فى صوره عواطف وميولوا تجاهات وعمليات اجتماعيه فى صوره التفاعل الاجتماعى المعروفه من صراع وتعاون ومناقشه وموائمه وعمليات عقليه كالتفكير الواقعى او التفكير غير الواقعى لحل مشكلات اشباع احتياجات رباعى الشخصيه . -خصائص النمو النفسى لطفل "المهد" يعتمد الطفل منذالولادة فى اتصاله بالعامل الخارجى على حواسه المختلفه وبمجرد قدرته على الحركه يبدأ فى لمس الاشياء وتذوق هذا العالم الخارجى , كما تنمو حواسه من تجارب اللذه والألم التى يتعلمها من لمسه للمواد التى حوله اثناء محاولته التعرف عليها ( رأى بتوظيف نشاطه المهيمن). قد ينتقل عصاب الخوف الى الوليد من الأم القلقه عن طريق حواسه اثناء عمليه الرضاعه , كذلك يعانى من الخوف اذا ما سمح للاشخاص الغرباء والاقبال عليه ووقوعهم فى مجال ادراكه البصرى بشك مفاجئ او مداعبته بصوت مرتفع او بتحريكه الى اعلى وخفضه بشكل مفاجئ فيثير شعوره بفقدان السند . - خصائص النمو الاجتماعى لطفل مرحله المهد :: يحتاج الطفل للتفاعل الاجتماعى وان يكون طرفافى مواقف اجتماعى يأخذ ويعطى ثم يستعمل بعد ذلك صوته لجذب انتباه المحيطين به ,ويستشعر لذه النجاح عندما يتم الموقف الاجتماعى ويحدث التفاعل . -خصائص النمو العقلى " المعرفى "لطفل مرحله المهد " يميز الوليد بين الصوت المألوف له وصت الغرباء ( استعمال حاسه السمع والسماح لها بالعمل ) كما يفرق بين زجاجه الدواء والزجاجه التى يتناول منها الغذاء لذلك يجب أن تتدخل البيئه بالتوسع فى مجال مثيرات الوليد , فالبيئه الغنيه بالمثيرات الحسيه تنمى حواسه وتوظيفها التى هى مداخل المعرفه فى هذه المرحله بفعل هيمنه النشاط الحاسى الحركى . اما دوره فى تنميه الشخصيه برباعيها فيظر ذلك منخلال : يتعلم الطفل منذ الشهور الاولى بقدر حله مشكلات احتياجات فتصبح فكرته عن ذاته انه قادر على حل جميع المشكلات التى تعترضه باستخدام اللغه التى يصنعها اجتماعيا ويعدلها ويغيرها حتى يتحقق الهدف فيثبت ذاته ويحقق النجاح ويكسب الثقه بالنفس ويتعلم منذ النداء الاجتماعى الاول كيف يوظف قدرات شخصيته برباعيها ويشبع احتياجاتها ( فتنمو ) الشخصيه وتنتقل باستثمارها لقدراتها وتوظيفها فى صوره عمليات بشكل معين ليتحقق التعريف الثانى " النمو" بوصفه عمليه انتقال للشخصيه من درجه الى اللاحقه عليها على "سلم النمو" بفضل التعلم والتعليم الناتج عن توظيف القدرات واخراجها فى صوره عمليات وهكذا يسبق التعلم النمو ونرفض المقوله التى تقول انا لطفل عندما يكبر يعرف والتى تفرض ان النمو حادث فى حاله كبر سن الطفل فى حين ثبتم ما سبق ان توظيف القدرات واخراجها فى الصوره عمليات تشبع احتياجات الشخصيه برباعيها ينمى الشخصيه ويجعلها تستوعب الخبره الاجتماعيه بممارستها للعمليات العقليه والنفسيه والاجتماعيه . بدون هذه الممارسه وهذا التعلم لن تنمو الشخصيه ولن تنتقل على درجات السلم وهنا لابد من التفريق بين التعلم عند الانسان والتعلم عند الحيوان بتفسير درجات السلوك وتعريف التعلم . واختيار التعريف الذى ينطبق علىالانسان ولا ينطبق على الحيوان =================================== منقول

الفوناتكس مشاهده محاضرات الفيديو موجودين ف السي دي 4 محاضرات او من على السايت محاضره رقم 8—9—10—11حفظ الرسومات والجداول والتعرفيات والكلمات بالترانسكريبشن بتاعتها Triphthongs .ملغيه الملخص mediafire.com ?37t7h7dlakcbsai الأوراق التي تحوي الكلمات والجداول التي لا يخرج عنها الإمتحان, والذي تم توزيعها بالجامعة, علمًا بأن الحلول توجد بملخص المادة ... mediafire.com ?bpxk6roybmccmx9 رابط لموقع البي بي سي للتدريب على النطق ... http://www.bbc.co.uk/.../learningeng.../grammar/pron/sounds =============================================== منقول

امتحان مقال ترم 3 ( شكل امتحان المقال ترم 3 )) - د. لُبني ☻ - سؤالين : • اول سؤال == حلل مقال • تاني سؤال == اكتب مقال المقال هنذاكر السبع محاضرات ونركز على المحاضرات من 4 لـ7 بتوعها ونتدرب على كتابة مقال الامتحان سؤالين واحد مقال ونحلله وواحد نكتب مقال ======================== منقول

مقرر مواد الترم الرابع -القراءة والتعبير2: * الموضوعات المقررة لماذا هويت القراءة - عباس محمود العقاد-----، مكانة الأدب العربى - طه حسين،------- الجمال - أحمد حسن الزيات الفنون ملغي**.مفيش نحو ولا كشف ف المعجم : شكل الامتحان كالتالى:>> ثلاثة أسئلة نجيب على اثنين فقط، وإللى هايجاوب أكتر من اتنين، لن يُلتفت لإجابة السؤال الزائد. السؤال الأول: صح أو خطأ، والتعليل غير مطلوب، فقط ننقل الأسئلة لورقة الإجابة وأمام كل سؤال الإجابة. (10 درجات) السؤال الثانى: اكتب مقالاً فى أحد الموضوعات الدراسية، وغالباً الدكتور هايجيب موضوعين من تلاتة لأن "الناس بتنشن على موضوع واحد" حسب كلام الدكتور يعنى.المطلوب فى المقال أن يتضمن أريعة أو خمسة أسطر عن الكاتب ثم نناقش أهم الأفكار التى وردت فى الموضوعات، وفى النهاية تعليقك على آراء الكاتب سواء تتفق معها أم ترفضها، المهم أن تسوق مبررات كافية فى الحالين.>> برده نجاوب عن موضوع واحد لأن اللى يختار أكتر من موضوع الدكتور لن يلتفت إلا لأول واحد فقط. السؤال الثالث: اكتب مقالاً فى أحد الموضوعات الآتية:غالبا موضوعات خاصة بالأحداث السياسية الحالية، وموضوع بعيد عن السياسة، عشان إللى مالوش فى السياسة يعنى.--يراعى فى الكتابة عموماً علامات الترقيم، وتجنب الأخطاء اللغوية، لأنها تدخل ضمن تقييم مستوى الكتابة ...................................... الترجمة: الدكتور شرح موضوعات الكتاب الموجودة فى المحاضرات بس. يعنى الوحدات من 1 ل 5 وبعدين 8 و 9 وبعد كده دخل على العربى لإنجليزى بنفس الترتيب إللى فى المحاضراتوشرح موضوعات من الاهرام ويكلي الامتحان unseen >>الامتحان 3 أسئلة: قطعتين من لإنجليزى، وقطعة من عربى لإنجليزى. وكله من الأحداث الجارية، وتحديداً مصر وسوريا وفلسطين ركز عليهم أوى فى كلامه. والأحداث إما سياسية، أو اقتصادية (بس برده متعلقة بالسياسة)، أو اجتماعية.بس طبعاً مصر دى كلمة واسعة أوى، لأن الأحداث عندنا عديدة، يعنى على سبيل المثال وليس الحصر: حركة تمرد - سد النهضة - انقطاعات الكهرباء..............إلخ الدكتور تحدث بشكل عام وغير محدد عن أحداث معينة أو فترة زمنية بعينها ................................................. >>المقال والقراءة والفهم نذاكر من محاضرات الفيديو الامتحان كله unseen :شكل الامتحان سؤال قطعه وعليها اسئله نوعيه الاسئله الجديده summarize the text in a paragraph from your own words :والمطلوب إننا نعيد الأفكار الرئيسية إللى هى الجملة الأولى من كل فقرة ولو فى معلومة مهمة ونجمعهم فى شكل باراجراف مفهوم ونغير تغيير محدود فى الكلمات. ومابيزيدش عن 7 جمل عادة. Think of possible meaning for the following vocabulary الكلمات بتكون من القطعة عشان يبقى التخمين أسهل، والمطلوب إما شرح للكلمة أو مرادف ليها أو أى معنى يخطر على بالك ليها مثلاً: An expert: a specialist in a certain fieldوفى أسوأ الحالات الدكتورة قال ت ممكن نحط المقابل بتاع الكلمة، بس ده فى حالة إن مفيش قدامنا بديل تانى. Inference Questionsيعنى أسئلة استنتاج ودى مش بتكون إجاباتها موجودة بشكل صريح فى القطعة، لكن بنفهمها إحنا مثلاً:What does the sentence "................." indicate?يعنى الجملة دى بتدل على إيه؟ وهكذا اسئلة من هذا القبيل. غير كده باقى الأسئلة على حسب موضوع القطعة،.ملحوظة: غالباً أسلوب الامتحانات بيتغير من تيرم للتانى، حسب الموضوع إللى بيعجب الدكتورة. -سؤال مارأيك في؟ أو هل تتفق مع الكاتب فى كذا؟ لا يهم أن تتفق أو تختلف معه المهم أن تسوق مبررات منطقية لرأيك.-سؤال الملخص: أسهل حاجة لإجابته إنك تاخد الفكرة الرئيسية من كل فقرة وفى النهاية الجملة الخاتمة للمقال (Concluding Sentence)، بس الجمل ماتتحطش زى ماهى لكن نغير فيها بأسلوبنا مع الحفاظ على الأفكار الرئيسية. وليس مطلوباً أن نضيف آراءنا الشخصية فى الملخص، لأنه مجرد سرد للأفكار الرئيسية.ملحوظة: د. عبير قالت مفيش تهاون أوى فى التصحيح لأننا اتدربنا بما فيه الكفاية فى الفيديوهات سواء على كتابة باراجراف أو على الملخص أو على التعامل مع أى قطعة فهم (الكلام للدكتورة). السؤال التاني ف الامتحان كتابة باراجراف من اتنين نسبه للمعاجم نذاكر المحاضرات مع التركيز على اسئله التطبيقات مهمه جدا التطبيق رقم 1 موجود ف اخر المحاضره 1 والحل بتاعو ف اخر المحاضره 7التطبيق رقم 2 موجود ف اخر المحاضره 2 والحل بتاعو ف اخرالمحاضره 7التطبيق رقم 3 موجود ف اخر المحاضره 3 والحل بتاعو موجود فتطبيقات مكتوبه للطباعه هو ملف واحد مفيش غيرهبقيت التطبيقات موجوده ف اخر كل محاضره بالحل بتاعها المحاضره 4 مهمهوالمحاضره ... 8 مراجعه نهائيه مهمه الجزء العربى فى المحاضرة الخامسة الى هو بتاع اذن والبحث عنها والكلمات العربى كلها ملغي *شكل الامتحان بعد التعديلات:- السؤال الأول: (نفس السؤال القديم بس أقل فى عدد الجمل) صحح الخطأ فى الجمل التالية (3 درجات) .-السؤال الثانى: (نفس السؤال القديم بس أقل فى عدد الجمل) اختار (Collocations & Idioms) 3 درجات.- السؤال الثالث: 4 جمل ترجمة - 2 عربى منهم واحدة على التراكيب الاصطلاحية (Idioms) وواحدة عادية و2 إنجليزى نفس الشىء. الجمل كلها من المحاضرات بس ممكن تكون فى المحاضرة بالعربى وتجيبها بالإنجليزى أو بالعكس. (8 درجات)- السؤال الرابع (سؤال جديد) جملتين كل واحدة فيها Idiom جديد ماشفناهوش قبل كده، وهايكون فى وسط جملة عشان نقدر نخمن معناه من خلال السياق، والاختيارات واحد فيهم المعنى الحرفى والتانى المعنى الاصطلاحى (الصحيح) ونختار الإجابة الصحيحة (درجتين). -السؤال الخامس: اكمل، عبارة عن جملتين كل جملة غير مكتملة وإحنا نكمل الجزء الناقص (والهدف منه إننا نعرف نركب جملة سليمة).مثلاً:If it rained,.............. (درجتين) منقول

بمعني ايه تأثير ايجابي ؟ ... ايه الحكمة او الفلسفة التي تحملها هذه الكلمات من وجهة نظرك ؟

أه طبعاً شفته اكتر من مرة .. كان معروض علي MBC 2 قريب لكن اول مرة اعرف انه عن قصة حقيقية

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صفحة التحميل علي Dropbox صفحة بيضاء وفارغة تماما ولايوجد بها اي اشيء الا جملة Download في منتصف الصفحة اذا وصلتي للصفحة دي يبقا تمام شغلك .. اي صفحة تانية يبقا حصل خطأ ما غالبا هتكون انك بالغلط الماوس ضغط علي حاجه في صفحة الاعلانات فروحتي في اتجاه اخر انما صفحة دروب بوكس لو ضغتي علي download لازم يبدأ الملف في التحميل

نقلا عن احد جروبات الفيس كما يتضح من العناوين التي تركتها حفاظا علي الحقوق

رجاءاً اختيار القسم الصحيح لموضوعك ينقل الموضوع الي قسم التيرمان الاول والثاني الخاص بكلية التجارة

رقم الجلوس هو نفسه رقم المقعد

تابع ملخص الثقافية Write a brief account on 1-The Bullion Economy A bullion economy, is a system in which the weight and the purity of the precious metal are what is important, not what form the metal takes. Far and away the most common metal in the economy was silver, although gold was also used. Silver circulated in the form of bars, or ingots, as well as in the form of jewellery and ornaments. Large pieces of jewellery were often chopped up into smaller pieces known as 'hack-silver' to make up the exact weight of silver required. Imported coins and fragments of coins were also used for the same purpose. Traders carried small scales which could measure weight very accurately, so it was possible to have a very precise system of trade and exchange even without a regular coinage. 2-The Dane Geld The idea of 'Dane geld'(a land tax paid by landholders to the crown in late Anglo-Saxon and Norman times) is particularly associated today with the reign of Ethelred II (978-1016), whose policy of paying off the Vikings rather than fighting them was famously unsuccessful, and led to the conquest of England by Svein Forkbeard and Cnut. Such payments were also common in the ninth century, and both Anglo-Saxon and Frankish chronicles are full of references to rulers 'making peace' with the raiders. 'Making peace' was a polite expression for 'paying them to go away', and could involve large sums, such as the 7,000 pounds paid by the Frankish ruler Charles the Bald in 845. Even Alfred the Great, more famous for his military resistance, was forced to 'make peace' on occasion. A particular feature of late ninth-century England is the existence of small lead weights, with Anglo-Saxon coins set into the top. These were probably used by the Vikings to weigh out payments in coinage. 3-The link between issuing coins and Christian kingship. Issuing coins was one of the established rights associated with Christian kingship in Europe in the early Middle Ages. The Anglo-Saxons themselves had adopted coinage as soon as they converted to Christianity, and the Vikings did just the same. Most of the early Viking coin types were imitations of more established coinage. This is fairly typical of societies that adopt the idea of coinage from their neighbours. The link between issuing coins and Christian kingship is very clear in the coinage of Viking rulers in the British Isles. Some of the St Peter pennies carry the hammer of the pagan god Thor alongside the name of St Peter. It is also very noticeable that the coins of the Danelaw carry very Christian symbols. Many have the Christian cross, and some carry Christian inscriptions such as DOMINUS DEUS REX (Lord God and King) or MIRABILIA FECIT (He has done marvellous things). Coins were also issued in the name of St Peter at York, and St Martin at Lincoln. The designs were not all exclusively Christian, however, which suggests some religious toleration. A coin type attributed to Olaf Guthfrithsson of York (939-41) shows a bird that has often been identified as one of Odin's ravens. It could equally well be interpreted as an eagle, symbol of St John the Evangelist, and the image may have been chosen deliberately to appeal to Christian and pagan alike. 4-The Viking food preservation techniques. With n r freezers the Viking family has to take special measures to stop their food going bad. Meat and fish can be smoked or rubbed with salt. Fruit can be dried; grains are made into bread or ale. Dairy produce such as milk is made into cheese. Cooking the meat will make it last a little longer, making sausages will make it last longer still. Moreover, Bad weather may have meant they had to rely more on stored food. 5-The Viking food and beverage tools. The Vikings had bowls and plates very similar to our own, but made more often from wood rather than pottery. They ate with a sharp pointed knife, which served as both a knife and a fork (the latter would not be invented for another century). Spoons were made from wood, horn or animal bone. They were often carved with delicate patterns of interlaced knot work and the heads of fabulous beasts. Drink was taken in horns, similarly decorated and sometimes with metal tips and rims. 6-The Vikings styles of settlement. There were remarkable differences in the way that the newcomers lived. There is a contrast between the essentially rural pattern of Norwegian settlement in Scotland, with its individual farms and family estates, and the urban development of Dublin and later Waterford in Ireland. There the Vikings established trading centres on the coastal fringe of a rural hinterland that was little affected by Scandinavian activities. York was the northernmost of the Viking towns of England, and it seems possible that the Viking takeover of rural estates may have stimulated urban growth in the sense that some of the dispossessed English farmers sought a new life in trade or industry in towns. Timber buildings set in plots of equal size suggest a degree of town planning, while the debris from workshops tells of urban industries. Timber buildings set in plots of equal size suggest a degree of town planning, while the debris from workshops tells of urban industries such as leather-working, bone comb-making, textiles and metalworking. Crucial to urban development is the discovery of coin-making dies, for the Viking economy had previously been based not on currency but on silver bullion and the exchange of goods. Towns were not a Viking invention, and the growth of towns such as York depended on their existing foundations. This is perhaps why towns did not develop in Scandinavian Scotland before the 12th century because there had been no previous urban development.

Culture Seconde Term by مركز جامعة القاهرة للتعليم المفتوح ملخص لمادة الثقافية تيرم تاني Culture Seconde Term : 1-What is the main characteristic of the Stone Age? The main characteristic of the Stone Age is that stone was the basic material from which all tools and weapons were made by Man then. Everything was mainly made of stone. 2-Give examples of tools that were used in the Old Stone Age Tools used were mainly made of sharpened stone such as; axes, hammers, needles and knives. 1-When did the Bronze Age start? When immigrants arrived to the British Isles from central Europe, probably from Spain or Portugal, they started enhancing the Britons' skills. They made them mix tin with copper to get a harder metal; bronze .With the appearance of this new material the Bronze Age started. 2-How was bronze better than stone? Stone is a soft material if compared to copper or bronze. During the Stone Age the early settlers couldn’t plough the land properly simply because they didn’t have appropriate tools to turn the land. Now by mixing tin with copper, people can get a harder material that can help them in farming. 3-Where was tin found in Britain? Tin mining began in natural reserves located in northwest Britain. 4-Can you give examples of the materials and weapons during that time? Some of the examples of the materials and weapons used during those times are the arrows, swords, spikes, round barrows etc. Pottery tools like pottery jars, buckles, and brooches made from gold, bronze cups, daggers, adornments made from stones, necklaces made from precious material etc... 5-How did life change in Britain during the Bronze Age? Life changed, people learned to live with better living standards in the Bronze Age and the community that existed at the beginning of the Neolithic age became extinct as the society became more modern. How did the eastern peoples arrive to Britain? These eastern peoples arrived in Britain in little boats cut hollow from trees. They moved slowly up the rivers and the valleys till they settled. What did they do then? They moved slowly up the rivers and the valleys, digging for iron and making iron swords and spears with which they pushed back the men with bronze. They became proper farmers, turning the earth instead of only scratching it. Did they make use of their sheep wool? Yes, they did. Some of these settlers learned how to make clothes of wool. Raising sheep in numbers was known for long time ago. Naturally, the inhabitants tended to make use of its wool as the previously did with animals skin. Did they stop using clay? Justify your answer. No, they didn't. Rough pots and plates and bowls were also made. They were shaped with hand, not with the wheel that potters use today. How did they move their carts while farming? There were wooden carts pulled by oxen for farming and for taking things to the next village to sell. Other carts, pulled by horses, were used in war. What is the name by which the people of the later Iron Age are known? They were known as "The Celts". What do you know about Stonehenge? Write a brief account. The Celts had put up great stones, several times their own height, to form circles. They used these stone circles, which were without roofs, as temples in which to pray to the sun and stars. One of these stone circles can still be seen today. It is called Stonehenge. The remains of this temple are still surviving, and people come from all over the world to visit it. Recently, the remains were chosen to be one of the new world wonders. When did the Romans come to Britain? The Romans came to Britain during the spring of AD 43 Why did they come? They came as invaders and they attacked the country with force. What did they bring with them? They brought a great civilization and an unmatchable technology to Britain. Can you give examples of Roman weapons that surpassed the Celtic ones and formed their military force? The Roman weapons were far better than the Celtic ones. Besides the swords and the spears, the Romans introduced machines to throw missiles like the Manu ballista and the Onager. The Roman Armour ملابس واقية للمحاربين was also superior as it was made of iron plates that would stop anything. The Romans brought prefabricated معدة كقطع يتم تركيبها لا حقا forts الحصن and they reconstructed بنى من جديد them on the British Isles. How did the Romans move their army force across the hills and mountains of Britain? They moved their army force quickly through tremendous ضخم roads. These roads go in straight lines for miles over the rolling hills. The Romans managed to build their roads in the right direction by using the groma. The Romans were smart and intelligent. How did they send messages to distant areas? The Romans had clever signaling systems. First, they invented the two groups of five signal flags which are similar to the telegraph system that was invented later. Second, they had a coded system that included a dozen of fixed messages written in a code book. The book was used with a water clock that both sender and receiver had. Was the Roman technology entirely concerned with military action? Justify your answer. The Roman technology was not entirely concerned with military force. They brought with them a whole way of life which include food and bathing customs. Were the Britons happy about this? Certainly they were glad to be introduced to a new, modern and luxurious style of life. Explain the difference between the Celts and the Romans in taking their daily meal? Celtic cooking had probably been a one-pot affair, such as a mess to be shared by the household, but the Romans introduced the three-course meal. Why were the Romans keen on bathing? The Romans were keen on bathing, but bathing was for pleasure and recreation, rather than for keeping clean. What did they use? To clean off the dirt they went through a hot room in the baths, like a sauna or a Turkish bath, and then rubbed oil on their skin, and scraped off the mucky mixture of oil, sweat, and dirt, using a curved metal scraper called a strigil. Give examples of Roman wheels. The Romans invented the Waterwheel and it was used to pump up water out of the earth. They also invented the Odometer to measure the distance traveled along a road. It is sometimes engaged to a cogwheel and a calculus. 1- The Roman armies withdrew from Britain. (Two Reasons) The Roman armies withdrew from Britain early in the fifth century because they were needed back home to defend the crumbling centre of the Empire. Britain was considered a far outpost of little value. 2-One became a slave in the Dark Ages. One could have the bad luck to be born a slave, of course. Beyond that, war was the most frequent source of slaves. Many conquered Celtic Britons would have become slaves. People could also become slaves if they were unable to pay a fine. In some cases a family would sell a child into slavery in time of famine to ensure the child's survival. 3-Slavery was not necessarily a lifetime sentence. Slavery was not necessarily a lifetime sentence, however. A slave could be ransomed by his or her relatives or granted freedom in an owner's will. If a person became a slave because they were unable to pay a debt, they might be freed when the value of their labour reached the value of the original debt. 4-Early Saxon pottery saw a return to pre-roman technology. Early Saxon pottery sees a return to pre-Roman technology, in that the potters' wheel is largely abandoned in favour of hand building techniques and the kiln seems to give way to open firing. People tend to make pots for their own use, the low density of population making large scale manufacture of potter uneconomic. When only a few pots are required every few weeks it is not viable to keep, or learn to use, a wheel. 5-A"Great Army" of Danish fighters came after thirty years of Danish raids. Thirty years of Danish raids on the east coast of England preceded the arrival, in 865, of a 'Great Army' equipped for conquest rather than quick booty. The Danish invaders now consolidated each year's gains by establishing a secure base from which they could continue a campaign of harassment - which invariably ended with the settled English buying peace from their footloose tormentors. 6- The Anglo-Saxon king Alfred was accorded the title "The Great". There is a valid basis for king Alfred's heroic status. He is the first Anglo-Saxon ruler to be accepted as something akin to a national leader. The English saw him as such in those regions resisting Danish domination. With good cause he was the only king of England to be accorded the title 'the Great'. His authority derived from his successes against the http://www.historyworld.net/wrldhis/PlainTextHistories.asp?gtrack=pthc&ParagraphID=ehxDanes. His kingly virtues can also be seen, with hindsight, in his encouragement of learning. But his central achievement is the quarter-century of struggle which followed his victory over the Danes at http://www.historyworld.net/wrldhis/PlainTextHistories.asp?gtrack=pthc&ParagraphID=ehyAshdown in 871. One of his first acts was to establish the beginnings of an English fleet. The Danes drew much of their strength from their swift Viking http://www.historyworld.net/wrldhis/PlainTextHistories.asp?gtrack=pthc&ParagraphID=etplong ships. It made sense for the Anglo-Saxon islanders to reply in kind. By 875 Alfred could claim a small naval victory which was nevertheless a significant beginning. 7-An important act was to establish the beginnings of an English fleet. One of his first acts was to establish the beginnings of an English fleet. The Danes drew much of their strength from their swift Viking http://www.historyworld.net/wrldhis/PlainTextHistories.asp?gtrack=pthc&ParagraphID=etplong ships. It made sense for the Anglo-Saxon islanders to reply in kind. By 875 Alfred could claim a small naval victory which was nevertheless a significant beginning. 8-Horses and oxen were raised in great numbers. Horses and oxen were raised for heavy farm labour and transportation, though the stirrup had yet to make an appearance from the Far East. 1- The Anglo-Saxon Chronicle Most of the information we have about the Anglo-Saxons comes from the Anglo-Saxon Chronicle, a year-by-year account of all the major events of the time. It is worth noticing that this account was ordered by king Alfred The Great. Among other things it describes the rise and fall of the bishops and kings and the important battles of the period. It begins with the story of Hengist and Horsa in AD 449. King Alfred The Great 2- In popular tradition the story of England, as opposed to Britain, begins with Alfred. And there is a valid basis for this heroic status. He is the first Anglo-Saxon ruler to be accepted as something akin to a national leader. The English saw him as such in those regions resisting Danish domination. With good cause he was the only king of England to be accorded the title 'the Great'. His authority derived from his successes against the http://www.historyworld.net/wrldhis/PlainTextHistories.asp?gtrack=pthc&ParagraphID=ehxDanes. His kingly virtues can also be seen, with hindsight, in his encouragement of learning. But his central achievement is the quarter-century of struggle which followed his victory over the Danes at http://www.historyworld.net/wrldhis/PlainTextHistories.asp?gtrack=pthc&ParagraphID=ehyAshdown in 871. In that same year, 871, Alfred's elder brother died and he became the king of http://www.historyworld.net/wrldhis/PlainTextHistories.asp?gtrack=pthc&ParagraphID=erbWessex. One of his first acts was to establish the beginnings of an English fleet. The Danes drew much of their strength from their swift Viking http://www.historyworld.net/wrldhis/PlainTextHistories.asp?gtrack=pthc&ParagraphID=etplong ships. It made sense for the Anglo-Saxon islanders to reply in kind. By 875 Alfred could claim a small naval victory which was nevertheless a significant beginning. Going to sea with his new fleet, he held his own against seven Danish ships and even captured one of them. On land he had similar successes, defeating Danish armies and forced them to agree to leave Wessex in peace. But the Danes regularly broke their word. In 878 a surprise Danish attack pushed Alfred west into the Somerset marshes. From a single fort at Athelney he organized local resistance. This was the lowest ebb of the English cause, the nearest that the Danes came to conquering Wessex and establishing their rule over the whole of England. Within a few months Alfred was strong enough to move east again and defeat the Danes at Edington in Wiltshire. The conclusion of this campaign was a two-week siege of Guthrum, the Danish king of East Anglia, who was encircled in his encampment. Guthrum secured his freedom by promising (once again) to leave Wessex. More significantly, he also agreed to be baptized a Christian. The ceremony of baptism took place on the river Parrett, with Alfred in the role of sponsor of the new convert. Then the two Christian kings went together to Wedmore (the year is still 878), where they spent twelve days in ceremony and feasting and in the agreement of a treaty which finally preserved Wessex from Danish intrusion. A Danish invasion of Kent in 885 gave Alfred the pretext for expansion eastwards. He drove back the invaders, and in 886 occupied London. This success led to a new treaty with Guthrum. He and Alfred agreed a basis for coexistence between Anglo-Saxons in the south and west and http://www.historyworld.net/wrldhis/PlainTextHistories.asp?gtrack=pthc&ParagraphID=ehxDanes in the north and east of the country - the region which became known as Danelaw. 3- The difference between the Roman and the Anglo-Saxon pottery. Early Saxon pottery sees a return to pre-Roman technology, in that the potters' wheel is largely abandoned in favour of hand building techniques and the kiln seems to give way to open firing. People tend to make pots for their own use, the low density of population making large scale manufacture of potter uneconomic. When only a few pots are required every few weeks it is not viable to keep, or learn to use, a wheel. It is only in the later Saxon period with the growth of the monasteries, with the settlements that accompany them that industrial pottery production starts to make a come-back. 4- The coexistence between the Anglo-Saxons and the Danes on the British Isles. Thirty years of Danish raids on the east coast of England preceded the arrival, in 865, of a 'Great Army' equipped for conquest rather than quick booty. The Danish invaders now consolidated each year's gains by establishing a secure base from which they could continue a campaign of harassment - which invariably ended with the settled English buying peace from their footloose tormentors. By now the kings of Northumbria, Mercia and East Anglia made terms with the invaders. Next in line was Wessex. In 870 the Danes advanced into Wessex. Wessex, like the other English kingdoms, made peace with the Danes - who withdrew to winter in London. The Wessex men were commanded that day by a 23-year-old prince of their ruling family - Alfred, brother of the king of Wessex. Going to sea with his new fleet, he held his own against seven Danish ships and even captured one of them. On land he had similar successes, defeating Danish armies and forced them to agree to leave Wessex in peace. But the Danes regularly broke their word. In 878 a surprise Danish attack pushed Alfred west into the Somerset marshes. From a single fort at Athelney he organized local resistance. This was the lowest ebb of the English cause, the nearest that the Danes came to conquering Wessex and establishing their rule over the whole of England. Within a few months Alfred was strong enough to move east again and defeat the Danes at Edington in Wiltshire. The conclusion of this campaign was a two-week siege of Guthrum, the Danish king of East Anglia, who was encircled in his encampment. Guthrum secured his freedom by promising (once again) to leave Wessex. More significantly, he also agreed to be baptized a Christian. The ceremony of baptism took place on the river Parrett, with Alfred in the role of sponsor of the new convert. Then the two Christian kings went together to Wedmore (the year is still 878), where they spent twelve days in ceremony and feasting and in the agreement of a treaty which finally preserved Wessex from Danish intrusion. A Danish invasion of Kent in 885 gave Alfred the pretext for expansion eastwards. He drove back the invaders, and in 886 occupied London. This success led to a new treaty with Guthrum. He and Alfred agreed a basis for coexistence between Anglo-Saxons in the south and west and http://www.historyworld.net/wrldhis/PlainTextHistories.asp?gtrack=pthc&ParagraphID=ehxDanes in the north and east of the country - the region which became known as Danelaw. 1-Some foreign coins came to the British Isles. Some foreign coins entered the region as a result of trading contacts both with Western Europe and the Islamic world to the east. However, except in major trading centres such as Hedeby and Ribe, in Denmark, the idea of coinage as such was unfamiliar 2-It was possible to have a precise system of trade and exchange even without a regular coinage. Traders carried small scales which could measure weight very accurately, so it was possible to have a very precise system of trade and exchange even without a regular coinage. 3-Both in England and on the Continent, native rulers regularly paid the Viking raiders. Both in England and on the Continent, native rulers regularly paid Viking raiders to leave them in peace. The idea of 'Dane geld'(a land tax paid by landholders to the crown in late Anglo-Saxon and Norman times) is particularly associated today with the reign of Ethelred II (978-1016), whose policy of paying off the Vikings rather than fighting them was famously unsuccessful, and led to the conquest of England by Svein Forkbeard and Cnut. Such payments were also common in the ninth century, and both Anglo-Saxon and Frankish chronicles are full of references to rulers 'making peace' with the raiders. 'Making peace' was a polite expression for 'paying them to go away', and could involve large sums, such as the 7,000 pounds paid by the Frankish ruler Charles the Bald in 845. Even Alfred the Great, more famous for his military resistance, was forced to 'make peace' on occasion. A particular feature of late ninth-century England is the existence of small lead weights, with Anglo-Saxon coins set into the top. These were probably used by the Vikings to weigh out payments in coinage. 4-Adopting coinage. The idea of coinage was not a difficult one to grasp, and once the Viking raiders began to settle in England in the late ninth century, they began to issue coins of their own. Today this might seem an obvious thing to do, because we are used to dealing with coins on a regular basis. However, even a single silver penny (the only common denomination in the period) was a valuable item, and poorer people probably never handled coinage at all. Coins might be very slightly more convenient than some other forms of silver, but payments continued to be primarily based on the total weight and quality of the silver. The reasons for adopting coinage were probably political and cultural as much as economic. Like many 'barbarian' invaders, the Vikings looked at the more 'civilised' peoples they had invaded, and wanted to be like them. Issuing coins was one of the established rights associated with Christian kingship in Europe in the early Middle Ages. The Anglo-Saxons themselves had adopted coinage as soon as they converted to Christianity, and the Vikings did just the same. Most of the early Viking coin types were imitations of more established coinage. This is fairly typical of societies that adopt the idea of coinage from their neighbours. 5-The Vikings took their families with them when they moved from Scandinavia. It is worth notice that the Vikings weren't just raiders, but farmers, traders and settlers - and they took their families with them when they moved from Scandinavia. The Anglo-Saxon Chronicle notes that a Viking army operating in the years 892-5 was accompanied by women and children, who had to be put in a place of safety while the army fought and harried. But this army arrived in England after raiding on the continent and at least some of the women may have come from there. 6-The Viking women were not dressed alike. Accounts for the divine origin of the three main social classes are so obvious. They also give us a snapshot of daily life in the Viking Age. The woman of the slave-class wears 'old-fashioned clothes' and serves bread that is 'heavy, thick, packed with bran... in the middle of a trencher', with 'broth in a basin'. The woman of the yeoman class wears a cap and a blouse, has a kerchief around her neck and 'brooches at her shoulders', and is busy with her spindle, 'ready for weaving'. The aristocratic woman is just busy preening herself: she wears a blouse of smooth linen, a spreading skirt with a blue bodice, a tall headdress and appropriate jewellery, and has very white skin. She serves silver dishes of pork and poultry on a white linen cloth, washed down with wine. 7-The Scandinavian breakfast was discouraging. For breakfast the farmer helps himself to some of yesterday's left-over stew. It has been left in an iron cauldron. The stew itself also looks rather scary; a thin crust of fat has formed over a brown liquid which is made up of boiled lamb bones, beans, peas, carrots and turnips. The farmer breaks off a hunk of bread to dip into the stew. A rather stale crusty flat loaf, this bread was baked last week. 8- The Viking pagan graves are particularly useful to archaeologists. Pagan graves are particularly useful because the bodies were fully dressed and accompanied by personal belongings, some of which indicate important activities of the living. Pagan graves provide plentiful archaeological evidence for early Scandinavian settlement in England and Scotland, and for female settlers. يتبع

تــرم تـــانى مواد القراءة والفهم والترجمة بتكون unseen يعنى من برا المنهج ممكن تكون احداث جارية ممكن تكون مقالات انتو ونصبيكم مواد النحو والجرامر دول ضرورى جدااا يتذاكرو من تطبيقات الصفحة الشخصية وسيبكو من الملخصات لان المادتين دول لازم يتعرفو كويس جداا لانهم هيفيدكم بعد كدا باذن الله اما بقى مادة قصدى الكالتشر دى بقى مفيش حاجة منها ملغية ==================== منقول

مادة القراءة والتعبير 211 المواضيع المقرره هنذاكرها من الكتاب والمحاضرات اللى ع الصفحة 1- محمد عبده وبالتحديد اللى فى الكتاب ص 9 وفى المحاضرة التانية 2- أزمة العقل فى الكتاب ص 29 وفى المحاضرة التالتة 3- الحضارة العربية فى الكتاب ص 63 وفى المحاضرة الخامسة 4- لغة الشعراء وأصول التجديد فى الكتاب ص 107 فى المحاضرة السادسة 5- الشاعر والناقد فى الكتاب ص 135 وفى المحاضرة السابعة اما القواعد النحوية والصرفية فالمقررعلينا كل اللى موجود فى الكتاب و المحاضرات والملغى ( العرب فى الجزيرة + محمد عبده) الامتحان سؤالين : السؤال الاول : نص مكون من اسطر من احد الموضوعات 4 وعليه سؤالين : سؤال عن فكرة عن الموضوع ( هذه الاسطر فيها مفتاح للاجاية او جزء منها ) السؤال الثانى تطبيقى مثل ( استخرج منها فعل ماضى / تمييز / حال / نعت وهكذا ) اما السؤال الثانى : اختيار نص برده من 4 نصوص ويطلب الكشف عن المعجم عن كلمات معينة ........................ شكل الامتحان للكومبرهنشن 212: قطعتين وكل قطعة عليها 5 اسئلة والقطعة 10 درجات والقطعتين Unseen مش هيجيلنا سؤال عن What is the tune of the writer ................................ شكل امتحان المقال 213 الدكتوره قالت سؤالين الاول برجراف ينطبق عليه شروط البرجراف واهمها تحديد topic sentence وكتابه الثلاث نقاط بالجمله الاولى السؤال الثانى الدكتوره هتجيب passage وعليه اسئله نحلها وهيه استخراج اى عنصر من عناصر تحليل المقال وشرحه بالمقال .............................. شكل الامتحان بالنسبة للترجمة 214 : نفس النظام بتاعها هتجيب قطعتين واحدة عربى والتانية انجلش ؛ الملغى بالنسبة للمادة دى قطعتين ( حادثة الوراق + طه حسين ) ......................... مادة علم الترجمة 215 هنحفظ المحاضره الثالثه لاننا هيجيلنا منها 8 مصطلحات واحنا نقول معناهم بالعربى . وهنحفظ المحاضره الاولى والثانيه لان الدكتور هيقولنا هاتو كلمه وحطوها ف سبع او ثمن جمل بمعانى مختلفه زى مثلا كلمه run -------------------- منقول

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