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These questions are really entertaining since they assume that Alexander the great was a proto‐Slav while all historical records first mentioned Slavs inhabiting the Balkans in the late 6th century some 800 years after Alexander the great fought his many campains.Deluding yourself to believe that your Slavic culture has existed in the Balkan since antiquity will not make that the case. Geneticly its different. Of course you have some native Balkan dna but you live on the land of the ancient Paeonians (Thracians) and Dardanians (Illyrians) so it is most likely from them. And even if you all have Greek blood or genes you still couldn't claim the ancient Macedonians as part of your heritage because you identified as Bulgarians for over a 1000 years before “waking up”. Only in the 1870s did the first Macedonian Bulgarians start identifying as Macedonians after the identity was invented by a man named Georgi Pulevski and even then it remained mostly a regional identity.Krste Misirkov the father of the Macedonian literary language in 1924 shortly before his death:“We speak Bulgarian language and we believed with Bulgarians is our strong power.The future of Macedonia is spiritual union of the Bulgarians in Macedonia.The Macedonian Slavs are called Bulgarians.The biggest part of the population are called Bulgarians.Our Grandfathers call themselves Bulgarians. They never think that we will be having such a problem to call ourselves so.We Macedonian Bulgarians (Macedonians) like Bulgarian state as our own.The population of Skopje is pure Bulgarian. Bulgaria make a big error when recognize the territory for "neutral". It is pure Bulgarian and the population in Skopje and surrounding area is pure Bulgarian.”Krste Misirkov from the article "National Identity of the Macedonians. 1924The founder of your own litteraly language admited it.The IMRO revolutionary Milan Matov met in June 1906 in Sofia, Dame Gruev, who told him: "We are Bulgarians and we always work and will work for the unification of the Bulgarian nation. All other formulas are a stage to achieve this goal.": Dimitar Gotsev,"The idea of the autonomy as a tactic in the programs of the national liberation movements in Macedonia and Thrace, 1893-1941". Publishing House of Bulgarian Academy of Sciences, Sofia, 1983, p. 18. (Bg.), Memoirs of Milan Matov "The Comitadji Stories", Skopje, 2002, pp. 260-261.(Mk.), Матов, Милан. "Баш комитата разказва, живот за Македония", Културно-благотворителна фондация „Братя Миладинови“ - София, 2002, p. 266 (Bg.)Your own revolutionaries admitted it.“Arguably Sandanski's greatest sin in the context of the whole movement was the assassination of Ivan Garvanov and Boris Sarafov both members of the IMARO's Central Committee. He came to regret these and other murders later. [“We are all Bulgarians, Taso (i.e. Atanas), but we are killing ourselves for nothing. It is hard for me..." (The words are quoted in the memoirs of his adherent Atanas Yanev and published in "Eho" newspaper, 26.05.1972)] Because of that he was even sentenced to death by the "Centralists" and the "Varhovists". The Bulgarian authorities investigated the assassinations and suspected Sandanski was the main force behind them. On the other hand he was amnestied (Amnesty) by the Bulgarian Parliament after the support he gave to the Bulgarian Army during the Balkan wars”Yane Sandanski (Yane Sandanski)Again your own revolutionaries admitted it.Delcev: “We are Bulgarians”Your own revolutionaries admitted it, 3“It is difficult to know whether an independent Macedonian state would have come into existence had Tito not recognised and supported the development of Macedonian ethnicity as part of his ethnically organized Yugoslavia. He did this as a counter to Bulgaria, which for centuries had a historical claim on the area as far west as Lake Ohrid and the present border of Albania."As quoted in The Eye Expanded, by Frances B. Titchener and Richard F. MoortonHistorians have admitted it.Professor Fox stated: “There is a message that is historical and still politically has to be said…. Macedonia is a Greek-Speaking kingdom in Northern Greece, populated by people using Greek names, Greek months and worshiping Greek Gods. Those who live in Skopje, and say that is Macedon and Alexander’s home, are as Ignorant and Outrageous as if someone was to say that Oxford University was really in Belarus and Oxford was Minsk. “Proffesors admited it.N.G.l. HammondAt the end of the bronze age a residue of Greek tribes stayed behind in Southern Macedonia[...] one of these, the "Makedones" occupied Aegae and expanded into the coastal plain of lower Macedonia which became the Kingdom of Macedon; their descendants were the Macedonians proper of the classical period and they worshipped Greek gods. The other Greek tribes became intermingled in upper Macedonia with Illyrians, Paeonians and Thracians[...] in the early 5th century the royal house of Macedon, the Temenidae was recognised as Greek by the Presidents of the Olympic Games. Their verdict was and is decisive. It is certain that the Kings considered themselves to be of Greek descent from Heracles son of Zeus. "Macedonian" was a strong dialect of very early Greek which was not intelligible to contemporary Greeks."A History of Greece to 323 BC", Cambridge University, 1986 (p 516)Again.The Honorable Barack ObamaPresident, United States of AmericaWhite House1600 Pennsylvania Avenue, NWWashington, DC 20500Dear President Obama,We, the undersigned scholars of Graeco-Roman antiquity, respectfully request that you intervene to clean up some of the historical debris left in southeast Europe by the previous U.S. administration.On November 4, 2004, two days after the re-election of President George W. Bush, his administration unilaterally recognized the “Republic of Macedonia.” This action not only abrogated geographic and historic fact, but it also has unleashed a dangerous epidemic of historical revisionism, of which the most obvious symptom is the misappropriation by the government in Skopje of the most famous of Macedonians, Alexander the Great.We believe that this silliness has gone too far, and that the U.S.A. has no business in supporting the subversion of history. Let us review facts. (The documentation for these facts [here in boldface] can be found attached and at: http://macedonia-evidence.org/documentation.html)The land in question, with its modern capital at Skopje, was called Paionia in antiquity. Mts. Barnous and Orbelos (which form today the northern limits of Greece) provide a natural barrier that separated, and separates, Macedonia from its northern neighbor. The only real connection is along the Axios/Vardar River and even this valley “does not form a line of communication because it is divided by gorges.”While it is true that the Paionians were subdued by Philip II, father of Alexander, in 358 B.C. they were not Macedonians and did not live in Macedonia. Likewise, for example, the Egyptians, who were subdued by Alexander, may have been ruled by Macedonians, including the famous Cleopatra, but they were never Macedonians themselves, and Egypt was never called Macedonia.Rather, Macedonia and Macedonian Greeks have been located for at least 2,500 years just where the modern Greek province of Macedonia is. Exactly this same relationship is true for Attica and Athenian Greeks, Argos and Argive Greeks, Corinth and Corinthian Greeks, etc.We do not understand how the modern inhabitants of ancient Paionia, who speak Slavic – a language introduced into the Balkans about a millennium after the death of Alexander – can claim him as their national hero. Alexander the Great was thoroughly and indisputably Greek. His great-great-great grandfather, Alexander I, competed in the Olympic Games where participation was limited to Greeks.Even before Alexander I, the Macedonians traced their ancestry to Argos, and many of their kings used the head of Herakles - the quintessential Greek hero - on their coins.Euripides – who died and was buried in Macedonia– wrote his play Archelaos in honor of the great-uncle of Alexander, and in Greek. While in Macedonia, Euripides also wrote the Bacchai, again in Greek. Presumably the Macedonian audience could understand what he wrote and what they heard.Alexander’s father, Philip, won several equestrian victories at Olympia and Delphi, the two most Hellenic of all the sanctuaries in ancient Greece where non-Greeks were not allowed to compete. Even more significantly, Philip was appointed to conduct the Pythian Games at Delphi in 346 B.C. In other words, Alexander the Great’s father and his ancestors were thoroughly Greek. Greek was the language used by Demosthenes and his delegation from Athens when they paid visits to Philip, also in 346 B.C.Another northern Greek, Aristotle, went off to study for nearly 20 years in the Academy of Plato. Aristotle subsequently returned to Macedonia and became the tutor of Alexander III. They used Greek in their classroom which can still be seen near Naoussa in Macedonia.Alexander carried with him throughout his conquests Aristotle’s edition of Homer’s Iliad. Alexander also spread Greek language and culture throughout his empire, founding cities and establishing centers of learning. Hence inscriptions concerning such typical Greek institutions as the gymnasium are found as far away as Afghanistan. They are all written in Greek.The questions follow: Why was Greek the lingua franca all over Alexander’s empire if he was a “Macedonian”? Why was the New Testament, for example, written in Greek?The answers are clear: Alexander the Great was Greek, not Slavic, and Slavs and their language were nowhere near Alexander or his homeland until 1000 years later. This brings us back to the geographic area known in antiquity as Paionia. Why would the people who live there now call themselves Macedonians and their land Macedonia? Why would they abduct a completely Greek figure and make him their national hero?The ancient Paionians may or may not have been Greek, but they certainly became Greekish, and they were never Slavs. They were also not Macedonians. Ancient Paionia was a part of the Macedonian Empire. So were Ionia and Syria and Palestine and Egypt and Mesopotamia and Babylonia and Bactria and many more. They may thus have become “Macedonian” temporarily, but none was ever “Macedonia”. The theft of Philip and Alexander by a land that was never Macedonia cannot be justified.The traditions of ancient Paionia could be adopted by the current residents of that geographical area with considerable justification. But the extension of the geographic term “Macedonia” to cover southern Yugoslavia cannot. Even in the late 19th century, this misuse implied unhealthy territorial aspirations.The same motivation is to be seen in school maps that show the pseudo-greater Macedonia, stretching from Skopje to Mt. Olympus and labeled in Slavic. The same map and its claims are in calendars, bumper stickers, bank notes, etc., that have been circulating in the new state ever since it declared its independence from Yugoslavia in 1991. Why would a poor land-locked new state attempt such historical nonsense? Why would it brazenly mock and provoke its neighbor?However one might like to characterize such behavior, it is clearly not a force for historical accuracy, nor for stability in the Balkans. It is sad that the United States of America has abetted and encouraged such behavior.We call upon you, Mr. President, to help - in whatever ways you deem appropriate - the government in Skopje to understand that it cannot build a national identity at the expense of historic truth. Our common international society cannot survive when history is ignored, much less when history is fabricated.Sincerely,NAMETITLEINSTITUTIONAnagnostis P. Agelarakis, Professor of Anthropology, Adelphi University (USA)Ioannis M. Akamatis, Professor of Classical Archaeology, University of Thessaloniki (Greece)June W. Allison, Professor Emerita, Department of Greek and Latin, The Ohio State University (USA)Georgios Anagnostopoulos, Professor of Philosophy, University of California-San Diego (USA)Mariana Anagnostopoulos, Assistant Professor of Philosophy, California State University, Fresno (USA)Ronnie Ancona, Professor of Classics, Hunter College and The Graduate Center, CUNY (USA)John P. Anton, Distinguished Professor of Greek Philosophy and Culture University of South Florida (USA)Dr. Norman George Ashton, Senior Honorary Research Fellow, The University of Western Australia (Australia)Lucia Athanassaki, Associate Professor of Classical Philology, University of Crete (Greece)Effie F. Athanassopoulos, Associate Professor Anthropology and Classics, University of Nebraska-Lincoln (USA)Harry C. Avery, Professor of Classics, University of Pittsburgh (USA)Dr. Dirk Backendorf. Akademie der Wissenschaften und der Literatur Mainz (Germany)Elizabeth C. Banks, Associate Professor of Classics (ret.), University of Kansas (USA)Leonidas Bargeliotes, Emeritus Professor of Philosophy, University of Athens, President of the Olympic Center for Philosophy and Culture (Greece)Alice Bencivenni, Ricercatore di Storia Greca, Università di Bologna (Italy)David L. Berkey, Assistant Professor of History, California State University, Fresno (USA)Luigi Beschi, professore emerito di Archeologia Classica, Università di Firenze (Italy)Josine H. Blok, professor of Ancient History and Classical Civilization, Utrecht University (The Netherlands)Alan Boegehold, Emeritus Professor of Classics, Brown University (USA)Efrosyni Boutsikas, Lecturer of Classical Archaeology, University of Kent (UK)Ewen Bowie, Emeritus Fellow, Corpus Christi College, Oxford (UK)Keith Bradley, Eli J. and Helen Shaheen Professor of Classics, Concurrent Professor of History, University of Notre Dame (USA)Kostas Buraselis, Professor of Ancient History, University of Athens (Greece)Stanley M. Burstein, Professor Emeritus, California State University, Los Angeles (USA)Francis Cairns, Professor of Classical Languages, The Florida State University (USA)John McK. Camp II, Agora Excavations and Professor of Archaeology, ASCSA, Athens (Greece)David A. Campbell, Emeritus Professor of Classics. University of Victoria, B.C. (Canada)Paul Cartledge, A.G. Leventis Professor of Greek Culture, University of Cambridge (UK)Paavo Castren, Professor of Classical Philology Emeritus, University of Helsinki (Finland)William Cavanagh, Professor of Aegean Prehistory, University of Nottingham (UK)Angelos Chaniotis, Professor, Senior Research Fellow, All Souls College, Oxford (UK)Paul Christesen, Professor of Ancient Greek History, Dartmouth College (USA)James J. Clauss, Professor of Classics, University of Washington (USA)Ada Cohen, Associate Professor of Art History, Dartmouth College (USA)Randall M. Colaizzi, Lecturer in Classical Studies, University of Massachusetts-Boston (USA)Kathleen M. Coleman, Professor of Latin, Harvard University (USA)Rev. Dr. Demetrios J Constantelos, Charles Cooper Townsend Professor of Ancient and Byzantine history, Emeritus; Distinguished Research Scholar in Residence at the Richard Stockton College of New Jersey (USA)Michael B. 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Fisher, Professor of Classics and Art History, Randolph-Macon College (USA)Nick Fisher, Professor of Ancient History, Cardiff University (UK)R. Leon Fitts, Asbury J Clarke Professor of Classical Studies, Emeritus, FSA, Scot., Dickinson Colllege (USA)John M. Fossey FRSC, FSA, Emeritus Professor of Art History (and Archaeology), McGill Univertsity, Montreal, and Curator of Archaeology, Montreal Museum of Fine Arts (Canada)Dr. Athanasios Fotiou, Adjunct Professor, College of the Humanities, Greek and Roman Studies, Carleton University, Ottawa (Canada)Robin Lane Fox, University Reader in Ancient History, New College, Oxford (UK)Dr. Lee Fratantuono, William Francis Whitlock Professor of Latin, Ohio Wesleyan University (USA)Stavros Frangoulidis, Associate Professor of Latin. Aristotelian University of Thessaloniki (Greece)William K. Freiert, Professor of Classics and Hanson-Peterson Chair of Liberal Studies, Gustavus Adolphus College (USA)Rainer Friedrich, Professor of Classics Emeritus, Dalhousie University, Halifax, N.S. (Canada)Heide Froning, Professor of Classical Archaeology, University of Marburg (Germany)Peter Funke, Professor of Ancient History, University of Münster (Germany)Traianos Gagos, Professor of Greek and Papyrology, University of Michigan (USA)Karl Galinsky, Cailloux Centennial Professor of Classics, University of Texas, Austin (USA)Robert Garland, Roy D. and Margaret B. Wooster Professor of the Classics, Colgate University, Hamilton NY (USA)Hans-Joachim Gehrke, Prof. Dr., President of the German Archaeological Institute Berlin (Germany)Dr. Ioannis Georganas, Researcher, Department of History and Archaeology, Foundation of the Hellenic World (Greece)Douglas E. 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Hatzopoulos, Director, Research Centre for Greek and Roman Antiquity, National Research Foundation, Athens (Greece)Stephan Heilen, Associate Professor of Classics, University of Illinois at Urbana- Champaign (USA)Wolf-Dieter Heilmeyer, Prof. Dr., Freie Universität Berlin und Antikensammlung der Staatlichen Museen zu Berlin (Germany)Pontus Hellstrom, Professor of Classical archaeology and ancient history, Uppsala University (Sweden)Steven W. Hirsch, Associate Professor of Classics and History, Tufts University (USA)Karl-J. Holkeskamp, Professor of Ancient History, University of Cologne (Germany)Frank L. Holt, Professor of Ancient History, University of Houston (USA)Dan Hooley, Professor of Classics, University of Missouri (USA)Meredith C. Hoppin, Gagliardi Professor of Classical Languages, Williams College, Williamstown, MA (USA)Caroline M. 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Koehl, Professor of Archaeology, Department of Classical and Oriental Studies Hunter College, City University of New York (USA)Thomas Koentges, Visiting lecturer, Ancient History, University of Leipzig (Germany)Georgia Kokkorou-Alevras, Professor of Classical Archaeology, University of Athens (Greece)Ann Olga Koloski-Ostrow, Associate Professor and Chair, Department of Classical Studies, Brandeis University (USA)Eric J. Kondratieff, Assistant Professor of Classics and Ancient History, Department of Greek & Roman Classics, Temple University (USA)Dr Eleni Kornarou, Visiting Lecturer of Ancient Greek Literature, Dept. of Classic and Philosophy, University of Cyprus (Cyprus)Haritini Kotsidu, Apl. Prof. Dr. für Klassische Archäologie, Goethe-Universität, Frankfurt/M. (Germany)Lambrini Koutoussaki, Dr., Lecturer of Classical Archaeology, University of Zürich (Switzerland)David Kovacs, Hugh H. 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Nitschke, Assistant Professor of Classics, Georgetown University (USA)John Maxwell O'Brien, Professor of History, Queens College, City University of New York (USA)James J. O'Hara, Paddison Professor of Latin, The University of North Carolina, Chapel Hill (USA)Martin Ostwald, Professor of Classics (ret.), Swarthmore College and Professor of Classical Studies (ret.), University of Pennsylvania (USA)Olga Palagia, Professor of Classical Archaeology, University of Athens (Greece)Beata M. Kitsikis Panagopoulos, Professor of Art History, Retired, San Jose State University, Caifornia (USA)Christos Panayides, Associate Professor of Philosophy, University of Nicosia, (Cyprus)Vassiliki Panoussi, Associate Professor of Classical Studies, The College of William and Mary (USA)Maria C. Pantelia, Professor of Classics, University of California, Irvine (USA)Pantos A.Pantos, Adjunct Faculty, Department of History, Archaeology and Social Anthropology, University of Thessaly (Greece)Eleni Papaefthymiou, Curator of the Numismatic Collection of the Foundation of the Hellenic World (Greece)Maria Papaioannou, Assistant Professor in Classical Archaeology, University of New Brunswick (Canada)Anthony J. Papalas, Professor of Ancient History, East Carolina University (USA)Nassos Papalexandrou, Associate Professor, The University of Texas at Austin (USA)Polyvia Parara, Visiting Assistant Professor of Greek Language and Civilization, Department of Classics, Georgetown University (USA)Richard W. Parker, Associate Professor of Classics, Brock University (Canada)Robert Parker, Wykeham Professor of Ancient History, New College, Oxford (UK)Robert J. Penella, Professor and Chairman, Classics, Fordham University (USA)Anastasia-Erasmia Peponi, Associate Professor of Classics, Stanford University (USA)Jacques Perreault, Professor of Greek archaeology, Universite de Montreal, Quebec (Canada)Patrick Pfeil, magister artium Universität Leipzig, Alte Geschichte (Germany)Edward A. Phillips, Professor of Classics at Grinnell College (USA)Yanis Pikoulas, Associate Professor of Ancient Greek History, University of Thessaly (Greece)Lefteris Platon, Assistant Professor of Archaeology, University of Athens (Greece)John Pollini, Professor of Classical Art & Archaeology, University of Southern California (USA)David Potter, Arthur F. Thurnau Professor of Greek and Latin. The University of Michigan (USA)Daniel Potts, Edwin Cuthbert Hall Professor of Middle Eastern Archaeology, University of Sydney (Australia)Robert L. Pounder, Professor Emeritus of Classics, Vassar College (USA)Nikolaos Poulopoulos, Assistant Professor in History and Chair in Modern Greek Studies, McGill University (Canada)Selene Psoma, Senior Lecturer of Ancient History, University of Athens (Greece)William H. Race, George L. Paddison Professor of Classics, University of North Carolina at Chapel Hill (USA)John T. Ramsey, Professor of Classics, University of Illinois at Chicago (USA)Christian R. Raschle, Assistant Professor of Roman History, Centre d’Etudes Classiques & Departement d'Histoire, Université de Montreal (Canada)Karl Reber, Professor of Classical Archaeology, University of Lausanne (Switzerland)Gary Reger, Professor of History Trinity College, Connecticut (USA)Rush Rehm, Professor of Classics and Drama, Stanford University (USA)Heather L. Reid, Professor of Philosophy, Morningside College (USA)Christoph Reusser, Professor of Classical Archaeology, University of Zürich (Switzerland)Werner Riess, Associate Professor of Classics, The University of North Carolina at Chapel Hill (USA)Dr Tracey E Rihll, Senior lecturer, Department of Classics, Ancient History and Egyptology, Swansea University ( Wales, UK)Robert H. Rivkin, Ancient Studies Department, University of Maryland Baltimore County (USA)Walter M. Roberts III, Assistant Professor of Classics, University of Vermont (USA)Barbara Saylor Rodgers, Professor of Classics, The University of Vermont (USA)Robert H. Rodgers. Lyman-Roberts Professor of Classical Languages and Literature, University of Vermont (USA)Guy MacLean Rogers, Kemper Professor of Classics and History, Wellesley College (USA)Roberto Romano, professore di ruolo (II level) di Civiltà bizantina e Storia bizantina, Università "Federico II" di Napoli (Italy)Nathan Rosenstein, Professor of Ancient History, The Ohio State University (USA)John C. Rouman, Professor Emeritus of Classics, University of New Hampshire, (USA)Dr. James Roy, Reader in Greek History (retired), University of Nottingham (UK)Steven H. Rutledge, Associate Professor of Classics, Department of Classics, University of Maryland, College Park (USA)Daniel J. Sahas, Professor Emeritus, University of Waterloo (Canada)Christina A. Salowey, Associate Professor of Classics, Hollins University (USA)Pierre Sanchez, Professor of Ancient History, University of Geneva (Switzerland)Theodore Scaltsas, Professor of Ancient Greek Philosophy, University of Edinburgh (UK)Thomas F. Scanlon, Professor of Classics, University of California, Riverside (USA)Thomas Schäfer, Professor, Institut für Klassische Archäologie, Universität Tübingen (Germany)Bernhard Schmaltz, Prof. Dr. Archäologisches Institut der CAU, Kiel (Germany)Prof. Dr. Andras Schmidt-Colinet, Professor of Classical Archaeology, University of Vienna (Austria)Robert C. Schmiel, Prof. Emeritus of Greek & Roman Studies, University of Calgary (Canada)Rolf M. Schneider, Professor of Classical Archaeology, Ludwig-Maximilians-Universität München (Germany)Joseph B. Scholten, PhD, Associate Director, Office of International Programs/Affiliate Assoc. Prof. of Classics, University of Maryland, College Park (USA)Peter Scholz, Professor of Ancient History and Culture, University of Stuttgart (Germany)Christof Schuler, director, Commission for Ancient History and Epigraphy of the German Archaeological Institute, Munich (Germany)Paul D. Scotton, Assoociate Professor Classical Archaeology and Classics, California State University Long Beach (USA)Danuta Shanzer, Professor of Classics and Medieval Studies, The University of Illinois at Urbana-Champaign and Fellow of the Medieval Academy of America (USA)James P. Sickinger, Associate Professor of Classics, Florida State University (USA)Athanasios Sideris, Ph.D., Head of the History and Archaeology Department, Foundation of the Hellenic World, Athens (Greece)G. M. Sifakis, Professor Emeritus of Classics, Aristotle University of Thessaloniki & New York University (Greece & USA)Christos Simelidis, British Academy Postdoctoral Fellow, Lincoln College, University of Oxford (UK)Henk W. Singor, Associate Professor of Ancient History Leiden University (Netherlands)Prof. Dr. Ulrich Sinn, Professor of Classical Archaeology, University of Wurzburg (Germany)Marilyn B. Skinner Professor of Classics, University of Arizona (USA)Niall W. Slater, Samuel Candler Dobbs Professor of Latin and Greek, Emory University (USA)Peter M. Smith, Associate Professor of Classics, University of North Carolina at Chapel Hill (USA)Dr. Philip J. Smith, Research Associate in Classical Studies, McGill University (Canada)Susan Kirkpatrick Smith Assistant Professor of Anthropology Kennesaw State University (USA)Antony Snodgrass, Professor Emeritus of Classical Archaeology, University of Cambridge (UK)Gina M. Soter, Lecturer IV, Classical Studies, The University of Michigan (USA)Slawomir Sprawski, Assistant Professor of Ancient History, Jagiellonian University, Krakow (Poland)Stylianos V. Spyridakis, Professor of Ancient History. University of California, Davis (USA)Theodosia Stefanidou-Tiveriou, Professor of Classical Archaeology, Aristotle University of Thessaloniki (Greece)Rachel Sternberg, Associate Professor of Classics, Case Western Reserve University (USA)Dr. Tom Stevenson, Lecturer in Classics and Ancient History, University of Queensland (Australia)Andrew Stewart, Nicholas C. Petris Professor of Greek Studies, University of California, Berkeley (USA)Oliver Stoll, Univ.-Prof. Dr., Alte Geschichte/ Ancient History, Universität Passau (Germany)Richard Stoneman, Honorary Fellow, University of Exeter (UK)Ronald Stroud, Klio Distinguished Professor of Classical Languages and Literature Emeritus, University of California, Berkeley (USA)Sarah Culpepper Stroup, Associate Professor of Classics, University of Washington (USA)Dr Panico J. Stylianou, Lecturer in Ancient History, Lady Margaret Hall, University of Oxford (UK)Thomas A. Suits, Emeritus Professor of Classical Languages, University of Connecticut (USA)Nancy Sultan, Professor and Director, Greek & Roman Studies, Illinois Wesleyan University (USA)Peter Michael Swan, Professor of History Emeritus, University of Saskatchewan (Canada)David W. Tandy, Professor of Classics, University of Tennessee (USA)James Tatum, Aaron Lawrence Professor of Classics, Dartmouth College (USA)Martha C. Taylor, Associate Professor of Classics, Loyola College in Maryland (USA)Petros Themelis, Professor Emeritus of Classical Archaeology, Athens (Greece)Eberhard Thomas, Priv.-Doz. Dr., Archäologisches Institut der Universität zu Köln (Germany)Michalis Tiverios, Professor of Classical Archaeology, Aristotle University of Thessaloniki (Greece)Michael K. Toumazou, Professor of Classics, Davidson College (USA)Stephen V. Tracy, Professor of Greek and Latin Emeritus, Ohio State University (USA)Prof. Dr. Erich Trapp, Austrian Academy of Sciences/Vienna resp. University of Bonn (Germany)Christopher Trinacty, Keiter Fellow in Classics, Amherst College (USA)Stephen M. Trzaskoma, Associate Professor of Classics, University of New Hampshire (USA)Vasiliki Tsamakda, Professor of Christian Archaeology and Byzantine History of Art, University of Mainz (Germany)Christopher Tuplin, Professor of Ancient History, University of Liverpool (UK)Yannis Tzifopoulos, Associate Professor of Ancient Greek and Epigraphy, Aristotle University of Thessaloniki (Greece)Gretchen Umholtz, Lecturer, Classics and Art History, University of Massachusetts, Boston (USA)Panos Valavanis, Professor of Classical Archaeology, University of Athens (Greece)Eric R. Varner, Associate Professor, Departments of Classics and Art History, Emory University, Atlanta (USA)Athanassios Vergados, Visiting Assistant Professor of Classics, Franklin & Marshall College (USA)Frederik J. Vervaet, PhD, Lecturer in Ancient History. School of Historical Studies The University of Melbourne (Australia)Christina Vester, Assistant Professor of Classics, University of Waterloo (Canada)Dr. Zsolt Visy, Leiter Universität Pécs Lehrstuhl für Alte Geschichte und Archäologie, Archäologisches Seminar (Hungary)Emmanuel Voutiras, Professor of Classical Archaeology, Aristotle University of Thessaloniki (Greece)Speros Vryonis, Jr., Alexander S. Onassis Professor (Emeritus) of Hellenic Civilization and Culture, New York University (USA)Michael B. Walbank, Professor Emeritus of Greek, Latin & Ancient History, The University of Calgary (Canada)Dr. Irma Wehgartner, Curator of the Martin von Wagner Museum der Universität Wurzburg (Germany)Bonna D. Wescoat, Associate Professor, Art History and Ancient Mediterranean Studies, Emory University (USA)E. Hector Williams, Professor of Classical Archaeology, University of British Columbia (Canada)Peter James Wilson FAHA, William Ritchie Professor of Classics, The University of Sydney (Australia)Roger J. A. Wilson, Professor of the Archaeology of the Roman Empire, and Director, Centre for the Study of Ancient Sicily, University of British Columbia, Vancouver (Canada)Engelbert Winter, Professor for Ancient History, University of Münster (Germany)Timothy F. Winters, Ph.D. Alumni Assn. Distinguished Professor of Classics Austin Peay State University (USA)Ioannis Xydopoulos, Assistant Professor in Ancient History, Aristotle University of Thessaloniki (Greece)David C. Young, Professor of Classics Emeritus, University of Florida (USA)Maria Ypsilanti, Assistant Professor of Ancient Greek Literature, University of Cyprus (Cyprus)Katerina Zacharia, Associate Professor and Chair, Department of Classics & Archaeology, Loyola Marymount University (USA)Michael Zahrnt, Professor für Alte Geschichte, Universität zu Köln (Germany)Paul Zanker, Professor Emeritus of Classical Studies, University of Munich (Germany)Froma I. Zeitlin, Ewing Professor of Greek Language & Literature, Professor of Comparative Literature, Princeton University (USA)332 signatures as of June 22nd, 2009, that were sent with the update.The original letter sent on May 18th, 2009, had 200 signatures.For the growing list of scholars, please go to the Addenda.cc: J. Biden, Vice President, USAH. Clinton, Secretary of State USAP. Gordon, Asst. Secretary-designate, European and Eurasian AffairsH.L Berman, Chair, House Committee on Foreign AffairsI. Ros-Lehtinen, Ranking Member, House Committee on Foreign AffairsJ. Kerry, Chair, Senate Committee on Foreign RelationsR.G. Lugar, Ranking Member, Senate Committee on Foreign RelationsR. Menendez, United States Senator from New Jersey.Addenda3 Scholars added on June 25th 2009:Jerker Blomqvist, Professor emeritus of Greek Language and literature, Lund University (Sweden)Christos Karakolis, Assistant Professor of New Testament, University of Athens (Greece)Chrys C. Caragounis, Professor emeritus of New Testament Exegesis and the development of the Greek language since ancient times, Lund University (Sweden)5 Scholars added on June 29th 2009:Harold D. Evjen, Professor Emeritus of Classical Studies, University of Colorado at Boulder (USA)Hara Tzavella-Evjen, Professor Emerita of Classical Archaeology, University of Colorado at Boulder (USA)Michael Paschalis, Professor of Classics, Department of Philology, University of Crete, Rethymnon (Greece)Vrasidas Karalis, Professor, New Testament Studies, The University of Sydney (Australia)Emilio Crespo, Professor of Greek Philology, Universidad Autónoma de Madrid (Spain)2 Scholars added on July 8th 2009:Dr. Zoi Kotitsa, Archaeologist, Scientific research fellow, University of Marburg (Germany)Dr. Ekaterini Tsalampouni, Assistant Lecturer in New Testament, Graeco-Roman antiquity and Koine Greek, Ludwig-Maximillian University of Munich (Germany)2 Scholars added on July 18th 2009:Karol Myśliwiec, Professor Dr., Director of the Research Centre for Mediterranean Archaeology, Polish Academy of Sciences, Warsaw (Poland)Stephen Neale, Distinguished Professor of Philosophy and Linguistics, John H. Kornblith Family Chair in the Philosophy of Science and Values, City University of New York (USA)1 Scholar added on July 20th 2009:Marsh McCall, Professor Emeritus, Department of Classics, Stanford University (USA)1 Scholar added on August 10th 2009:Georgia Tsouvala, Assistant Professor of History, Illinois State University (USA)1 Scholar added on September 3rd 2009:Mika Rissanen, PhL, Ancient History, University of Jyvaskyla (Finland)2 Scholars added on October 10th 2009:José Antonio Fernández Delgado. Professor of Greek Philology, Universidad de Salamanca (Spain)Zinon Papakonstantinou, Assistant Professor of Hellenic Studies, Henry M. Jackson School of International Studies, University of Washington, Seattle (USA)1 Scholar added on October 17th 2009:Eugene Afonasin, Professor of Greek Philosophy and of Roman Law, Novosibirsk State University (Russia)1 Scholar added on October 28th 2009:Hartmut Wolff, Professor für Alte Geschichte (emeritus), Universität Passau (Germany)1 Scholar added on October 30th 2009:Eleni Manakidou, Assistant Professor of Classical Archaeology, Aristoteles University of Thessaloniki (Greece)1 Scholar added on November 3rd 2009:Pavlos Sfyroeras, Associate Professor of Classics, Middlebury College (USA)1 Scholar added on November 11th 2009:Konstantinos Kapparis, Associate Professor of Classics, Department of Classics, University of Florida (USA)1 Scholar added on November 14th 2009:Prof. Dr. Ingomar Weiler, Professor Emeritus, Ancient Greek and Roman History, Karl-Franzens-Universität of Graz (Austria)1 Scholar added on November 15th 2009:Werner Petermandl, Universitätslektor, Karl-Franzens-Universität of Graz (Austria)1 Scholar added on December 4th 2009:István Kertész, Professor of ancient Greco-Roman history, Department of Ancient and Medieval History, Pedagogic College in Eger (Hungary)1 Scholar added on March 11th 2010:Nassi Malagardis, chargée de Mission au Département des Antiquités Grecques, Etrusques et Romaines du Musée du Louvre, Paris (France)2 Scholars added on March 25th 2010:Gonda Van Steen, Professor, Department of Classics, University of Florida (USA)Robert Wagman, Associate Professor of Classics, Department of Classics, University of Florida (USA)2 Scholars added on March 27th 2010:Angelos Barmpotis, Ph.D., Director of the Digital Epigraphy and Archaeology Project, University of Florida (USA)Eleni Bozia, Ph.D. Visiting Lecturer, Department of Classics, University of Florida (USA)1 Scholar added on April 16th 2010:Timothy Johnson, Associate Professor, Department of Classics, University of Florida (USA)1 Scholar added on April 17th 2010:Christos C. Tsagalis, Associate Professor of Classics, Aristotle University of Thessaloniki (Greece)1 Scholar added on August 31st 2010:Potitsa Grigorakou, Lecturer in Hellenism in the Orient, Public University of Athens (Greece)2 Scholars added on September 3rd 2010:Maurice Sartre, Professor of Ancient History, emeritus. Université François-Rabelais, Tours (France)Apostolos Bousdroukis, Researcher, Institute for Greek and Roman Antiquity, National Hellenic Research Foundation (Greece)1 Scholar added on September 10th 2010:Alastar Jackson, Hon. Research Fellow in Ancient History, Manchester University (U.K.)1 Scholar added on October 5th 2010:Frances Van Keuren, Professor Emerita of Ancient Art History, University of Georgia (USA)1 Scholar added on December 4th 2010:Thomas Heine Nielsen, Associate Professor of Ancient Greek, University of Copenhagen (Denmark)1 Scholar added on April 18th 2011:Antonis Bartsiokas, Associate Professor of Anthropology, Department of History and Ethnology, University of Thrace (Greece)1 Scholar added on October 16th 2011:Thanasis Maskaleris, Emeritus Professor of Classics and Comparative Literature, San Francisco State University (USA)1 Scholar added on February 22nd 2013:Stephen Bertman, Professor Emeritus of Classics, The University of Windsor (Canada)1 Scholar added on October 12th 2013:Helen Karabatzaki, Associate Professor emeritus of Ancient Greek Philosophy, University of Ioannina (Greece)1 Scholar added on February 19th 2018:Sylvian Fachard, Professor of Classical Studies, American School of Classical Studies (Switzerland)1 Scholar added on February 23rd 2018:Charalampos Stamelos, Instructor in the History of Law, European University Cyprus (Greece)Macedonia EvidenceThe Macedonian ethnicity didn't exist until the 1940s when Tito saw it as a good possiblity to distance the population from Bulgaria and lay claims on Greek land (the province of Macedonia to be exact). As much as you want things to be different they will not change. Unfortunatly when people are indoctrinated it is very hard to correct them and that's also why we gain things like this.So I suggest that you stop gaining your information from propaganda websites like Republika or history of Macedonia.To answer your question anyway: Alexander the great was burried in Alexandria, Egypt where his body was eventually lost.

Thanks, Daniel for the A2A.It really depends on what you consider “harm.”Study after study shows (seriously, read the literature review section in this recent study I linked to) that the effects of gentrification are seriously overblown. There are several reasons for this:Gentrification that happens over a relatively “short” time still takes a generation (30 years.) This is because what people are often calling gentrification is really just natural turnover combined with the pressures of rapid population growth and historically slow rates of housing production. The average US household that rents moves every 5 years, on average. For homeowners it’s every 13 years (probably not coincidentally the length of a K-12 education).It typically only happens quickly (20 years) in neighborhoods with very low rates of home ownership. Such neighborhoods are very rare in the US. The only urban counties where homeownership is below 40% are Boston, San Francisco, Manhattan, Brooklyn, Bronx, and Jersey City. There are only a handful more between 40 and 50% - DC, Baltimore, and LA. All of the other counties that show up on that list - and there aren’t many - are dominated by military bases or large universities (barracks and dorms). When you drill down to the zip code level and look at the zip codes where homeownership is below 40% (where it isn’t being driven by soldiers or students) we’re talking about 1% of all zip codes in the country. This also happens to be the 1% of zip codes that most journalists live in - by choice.Gentrification doesn’t effect homeowners much (it’s usually a benefit) and people who live in rental properties are already in a minority of tenure. Renting households make up less than 45% of all households in 99% of counties and renters are a majority in 0.01% of counties. People sometimes argue, “yeah, but rising property taxes.” The problem with that is that most cities already have systems in place to limit the impact of property tax rises on homeowners (“homestead rebates” and the like) even though it’s actually renters who are the most exposed to the whims of the market. It’s also the case that most people looking to cash out of a gentrifying neighborhood because of taxes own their home free and clear (no mortgage) so they’re usually taking a pretty nice windfall and can’t be considered “victims.”Working class renters are less likely to move out of an improving neighborhood in the first place but if they do move it’s more likely to be because they’re moving to a nicer apartment and/or feel they’re paying too much for an obsolete space - not because it’s breaking the bank.Poor renters are more vulnerable but being poor is somewhat synonymous with instability. Poor people move more on average and it’s usually because they lost benefits, broke up with a romantic partner, had a roommate move out, or were evicted - the rent going up is way down on the list.Gentrification isn’t really a process where poor people get kicked out of a neighborhood. It’s a process where people who were already moving out of a neighborhood get replaced by people with more money. Once that starts to happen the higher rental costs then shut the door to other poor people moving in.So, how to lessen the harm? If I could waive a magic policy wand I would:Make sure more housing gets built. Whatever it takes. Household size is shrinking. Where in the 1950s you might have needed 20 houses for 100 people, now we need 40 houses for 100 people. The national population has also been growing at close to 2 million people per year. The nature of work and commuting has been changing rapidly over the last 25 years. We haven’t kept up with it. We need more 1 and 2 bedroom apartments and 2 and 3 bedroom townhomes and we have too many 4 and 5 bedroom houses. We also need much better transportation infrastructure to get people to and from where the jobs are. A cheaper house out on a former farm field on the edge of town isn’t very attractive if it takes you 2 hours to go 20 miles to work.Mandate inclusionary zoning at the state and (if legally possible) at the federal level. Too many cities and towns limit the inventory of apartments (and even townhomes) on purpose. The courts have been saying for years that this is discriminatory and illegal. It drives up the cost of housing for everyone but especially for those at the bottom of the income ladder. Every metro area should have a somewhat even mix of housing that doesn’t pack all of the lowest end housing into a few neighborhoods.Once problems 1 and 2 are solved then target housing assistance to lowest 10% of household(s income). These are the most vulnerable households. In big cities where displacement is a concern you can mandate 10–20% affordable units. This is going to raise the cost of housing but it’s still cheaper than paying more in taxes to build “projects.” Besides, economic segregation isn’t good for anyone.Relax federal rules on affordable housing construction. The current rules are in place as anti-corruption measures but I’m sure we can come up with a better way to fight corruption without having rules in place that make the integration of affordable units into market rate apartment projects even more difficult (thus making them more expensive.)Dramatically slow down immigration for a few years until we can catch up. We’ve been growing at 2 to 3 million people per year for 30 years and it’s almost entirely from immigration (Americans don’t have enough kids for the population to grow) It’s too many people, too fast. Imagine building a new Salt Lake City or Buffalo or Jacksonville every 6 months for 30 years. All the houses, all the schools, roads, buses, trains - all of it. That’s basically what we’ve been doing for the last three decades and it’s very clearly unsustainable. We ran out of places to build cheap, new housing about 20 years ago. Our transportation infrastructure has been overwhelmed by the demands. New highway and rail construction money comes out of the budget that should be going to maintenance. Out water infrastructure is beyond taxed and our water security in many metro areas has already been compromised (I’m looking at you Miami and Phoenix). The competition for housing has driven up the prices and (at least in the pre-Covid world ) we were at historic lows for home vacancy rates. The competition for jobs has also suppressed the wages of the poorest Americans. From looking at the data, we probably need to cut back to 500k immigrants per year for 5 years before going back up to 1 million per year for the next 5 years and then reassessing after that. That would be dramatic relief from the housing pressures and would also raise wages across the board.Incentivize US businesses to move away from expensive metro areas to less expensive metros. The map below shows the percentage of households in each metropolitan or micropolitan county that is struggling to make pay the rent or mortgage. You’ll see in some places like Memphis or Myrtle Beach it has more to do with low wages than a lack of available housing. In yellow and orange housing is expensive more most households. In those shades of green housing is more affordable. The most expensive places are also where the bulk of the job growth has been happening which is making the problem worse. The problem isn’t just immigrants from other countries moving to NYC or LA or Atlanta that make housing expensive - it’s also Americans leaving places like Cleveland and Detroit and Buffalo because it’s too difficult to get ahead. A dynamic and changing economy requires a mobile workforce (who can and will move to where the jobs are) but we also need to spread the jobs out so we have a better jobs to housing balance. We need to give people incentives to stay in places like Pittsburgh or Kansas City. Those are great cities with wonderful amenities, great infrastructure, and cheap housing that would attract more people (and get more people to stay) if the right jobs were there. Same goes for cities like Cincinnati and St. Louis. Even relatively fast growing metros like Charlotte, Nashville, and Salt Lake can sustain that growth for decades and still keep housing affordable by investing in the right transportation infrastructure. SLC is doing a great job with this. Charlotte is trying but could do better. Nashville is really falling behind.

31 Surprising Facts About Learning (That Challenge The Academic Approach)Have you checked your assumptions about student learning at the door?People in general, hold onto beliefs that are shaped by early experiences, the media, and faulty influences. The following list is a compilation of research that may surprise you. Video games, eBooks, playtime, and music are all a part of an educator’s repertoire.Read on, and be prepared to put your traditional beliefs aside as science points to innovative methods that indicate future success.1. Playing scary and violent video games help children master their fears in real life.Until recently, studies done with regards to children and video games usually centered on the negative impacts and consequences of prolonged use. But a study done by Cheryl K. Olson that appeared in the Review of General Psychology suggests that there are a lot of psychological benefits to video games.She recognized several social motivations for playing video games including competition, a reason to hang out and casually converse with friends, and teaching peers how to play a game. The psychological motivations for video games are even more profound.In boys who struggle with stress, fear, and anger- negative emotions that can have violent consequences; video games acted as a safe alternative for the release of pent up emotion.There were other findings as well, comprising the fun of “unreality”- experimenting with a world where natural laws are suspended- plus the fun of challenge, mastery, and playing with different identities. These findings reveal that video games can be an alternate way to release negative emotion, and help children alleviate their innate desire for risk and adventure.2. Video games can lessen disruptive behaviors and enhance positive development in ADHD childrenThe Australian Journal of Educational & Developmental Psychology published a study about the use of video games to help children with ADHD. The sample of children was small, so more research is needed. But the results of this study indicated that the video game (designed to teach kids how to control their heart rate and breathing) had a significant impact on behavior.This finding flies in the face of popular remarks such as, “Video games make my child hyper,” and “ADHD is a disease that inflicts this generation because of video games.” These beliefs are not backed by scientific study, and in some cases, it is these very biases that slow down inquisitive minds that might dare to think otherwise.3. Practical work in science provides children little or no learning at allIn an attempt to enrich learning, science curriculums often have practical work or labs that teach the science concepts learned in the textbook. However, an in-depth review by Justin Dillon from King’s College in London, found that practical work isn’t always as effective as it may appear on the surface.A lot of labs are designed so that students follow a “recipe” or list of directions that don’t exercise critical thinking skills.A lot of labs are designed so that students follow a “recipe” or list of directions that don’t exercise critical thinking skills. In fact, using other mediums like technology to master scientific principles can give students more time to reflect on important concepts, without wasting time and resources on a poorly developed lab.There is no question that scientific curriculum needs to be enhanced in some way, but typical lab work may no longer be the way to go. Of course, more research is needed, but it is unwise to assume that simply because a class has a hand’s on experiment- that they are learning the crucial necessary skills.4. Chess makes kids smartPatrick S. McDonald, a great lover of chess and the Youth Coordinator for the Ontario Chess Association, compiled a series of papers and research that highlights the benefits of chess, especially as it relates to education. Honestly, there isn’t much negative to say about chess. It is an inexpensive game, a great opportunity for socialization among many different age groups and levels.It forces students to slow down, concentrate, use precise thinking, active both inductive and deductive reasoning, as well as recognizing difficult and complex patterns.Teachers who are in charge of children with mental and physical disabilities can also benefit from chess. It is a game that does not discriminate, and no matter what level you learn to play, it helps children to understand that ‘losing’ the game is as valuable as winning.5. Gardening improves children’s desire to learn and boosts their confidenceThe Royal Horticulture Society in the UK has started a campaign to bring gardening back into the school systems. Thousands of schools have participated and some of the findings point to gardening as a crucial learning tool for children. These are just some of the few findings.Kids who garden show a better ability to concentrate.Gardening helped use up surplus energy in active kids.The process of growing something from seed to fruit helps teach children responsibility and managing a living organism.Some students learned valuable math skills as they sold their produce to the town for a profit.Getting in touch with the dirt and bugs, helped some young students overcome their fears.An English teacher found her student’s creativity in poetry expanded after working in the garden.Gardening touches on so many different school subjects, from the science of photosynthesis, to nutrition, math, and even English. Kids who garden show a better ability to concentrate, whether it is because they have an opportunity to engage their whole bodies in the learning process, or simply because learning in the outdoors is good for the mind, heart, and body.6. Playing with blocks increases neuron count in childrenSchools are endangering a student’s creative intelligence when they replace all scheduled playtime with academic study. As the trend moves more towards structuring a curriculum that teaches to a standardized test, psychologists who study play are screaming that this is the wrong move.In a Community Playthings article about the wisdom of play, researchers note that something as simple as toy blocks can have incredible impacts on a young student’s mind. Even with 15 minutes of free play, children will use some of that time learning about mathematical and spatial principles. Blocks, one of the simplest and longstanding toys, teach geometry, patterns, shapes, colors, and physics.Even high-tech industries like NASA’s Jet Propulsion Laboratory take into consideration a person’s background of play when they are hiring new scientists. This is because research shows that children who have ample opportunity to play and manipulate the environment creatively, will be the most innovative and original thinkers as adults.7. Teaching kids at a very early age is counterproductive to their learningWhat is more beneficial–to teach a child how to use an object, or to allow them to explore the object without direct instruction? The research outlined in Alison Gopnik’s article on Slate (dot) com gives us some startling facts.When children in a controlled study were given a toy that did multiple things like squeaking, play music, etc., the children who had a teacher instructing them on how the toy worked did not explore it further than the directions given by the adult. However, the students who were given the toy with no specific instructions discovered the way it worked, as well as several different other mechanisms that weren’t immediately obvious.Psychologists are drawing the conclusion that early academic learning structured around directive teaching not only inhibits creativity, but stunts a child’s natural curiosity to discover how the world works.8. Music and movement augment children’s language capabilities during the preschool yearsMusic has a calming effect on children and adults alike. Though much of modern education focuses primarily on visual sight for learning, the auditory processes are critically important for language acquisition. The younger the child, the more important music becomes.Children who engage in music from a young age have a more finely tuned ability to speak and communicateFor example, when children learn nursery rhymes that are set to a steady beat; they learn to appreciate the pacing of words and how to speak more clearly. Songs that are taught for the purposes of remembering routines (like cleaning up or going to bed) activate the part of the memory that is used when memorizing sight words and other rote principles.Research shows that children who engage in music from a young age have a more finely tuned ability to speak and communicate. Music must continue to be a part of a young child’s learning environment.9. Green spaces or natural backyards elevate children’s learning through discoveryHow important is it for children to play and interact with the great outdoors? Does it really make a difference in the educational process? The research says yes. Not only is it critical for children to have time to play outside, but the type of outdoor environment is important as well.Research documented in Colorado University’s Journal of Children, Youth, and Environments noted that students who were given access to green woodlands, ponds, and other natural habitats had an increase in social cooperation and creativity, as opposed to the children who were given an asphalt yard with a jungle gym.Not only did the student’s enjoy the environment more, but the teachers also incorporated the outdoor area into their formalized curriculum. It became a place to learn about ecosystems, science, gardening, and preserving the Earth.The more natural and open the environment, the greater the invitation for discovery through curiosity.10. Drama and comedy in the classroom encourage children to listen and participateTeachers are constantly thinking about new and innovative ways to encourage active participation with their students. An engaged child is one who is more likely to absorb information, retain it, and make real-life associations with the knowledge.In order to engage students, several activities or processes need to be present. In Beyond the Journal, authors and educators Judy R. Jablon and Michael Wilkinson outline the following:Some prior understanding or knowledge of the materialAn environment that fosters questions and investigationThe ability to work in a group or collaborative settingOffering multiple choices so students can be self-directedIndependent thinkingGames, drama, and humorIt might not come as a surprise, but laughter is a great indicator of engagement. Just like tears or anger, it is a vibrancy of emotion that shows a student’s entire mind and feelings are engaged in the activity.11. Children who construct their own video games experience increased cognitive and social growthIn a primitive society, children learned necessary survival skills by mimicking their elders. It was essentially, learning in action. In modern times, academics are often taught rather than “shown”- removing this type of opportunity from the educational process.However, research outlined in the Lookstein Online Journal indicates that children show cognitive growth when they are given the task of creating their own video game. In order to develop such a game, students must use prior knowledge, create links between scenes, and take control of their learning through trial and error.In essence, it is another way to create and active learning environment similar to ancient history. Children must use logic, survival skills, and generate new ideas and solutions in order to complete the game.12. Interest areas in the classroom promote a child’s autonomy and choice makingWhen children catalog an experience in their minds, research shows that they are more apt to remember the place or location, than the person or thing. This acute sensitivity to detail is one of the main reasons that architects and educators should pay careful attention to the types of spaces they are designing for classrooms.According to the Undergraduate Research Journal for the Human Sciences, Jaclynn Shaw, of Kansas State University reports that children have four major needs while in their learning environment; the ability to move around the space, the ability to engage all five senses, the need to feel a sense of confidence, safety, and success, and a level of independence and control. One way to accomplish this is through interest areas.Interest areas are different sections in the classroom that focus on a certain skillset or study; science, social collaboration, art, reading, etc. When the students are paired in groups and given the chance to move from area to area, it helps foster a sense of control.They get to make choices, move in the classroom, and explore independently. These skills build confidence in young students.13. Economically disadvantaged children reap long-term benefits from preschoolThere is no doubt that a well thought out preschool education program can provide long-term benefits for any young child. However, W. Steven Barnett, Ph.D., in the National Institute for Early Education Research suggests that it is the disadvantaged populations that benefit the most.In impoverished areas, parents are not able to provide their children with the optimal learning environment. Instead, adults struggle to find work and make ends meet, and the academic and creative needs of an impressionable young child go to the bottom of the pile. A child growing up in a financially secure home may be offered an enriching environment if the mother and/or father have the resources to invest in early education initiatives at home. Unfortunately, this is not the case with the lower class, and the reason why preschool is so important.The brain of a young child is incredibly impressionable from ages 0-6. When there are positive influences during this time, there is a higher likelihood that those experiences will shape the child’s future for years to come.14. Learning, for children with ASD, is affected by classroom acoustics, artificial lighting, and windowsChildren with autism and related disorders are greatly impacted by their environment, more so than the average child. In many cases, it takes a child’s full concentration to simply interact with another student or teacher, so classrooms need to eliminate any unnecessary distractions. The Undergraduate Research Journal for the Human Sciences studied different areas of the classroom and found ways to reduce excess stimulation for these children.Students do better when their work areas are tucked in a nook with walls and other makeshift boundaries sectioning off their space. Putting a desk against a wall with a bookshelf on either side can minimize distractions. Secondly, adding carpet on the floors and even on the walls will muffle the noise and echo of an empty concrete room. Teachers can also add curtains, floor pillows, and rugs to further muffle noise.Another crucial necessity is natural light. Fluorescent lighting is difficult on the eyes and can be render a child with ASD completely ineffective. Instead, opt for large windows and skylights that allow sunlight to pour in. These changes can make a big difference in the learning potential of a student suffering from Autism.15. Engaging children in planning and reflection enhance their predictive and analytic capabilitiesWhen you think of a classroom curriculum in action, you might suppose that the teacher plans the lesson and then the children carry it out. But more and more, educators are seeing the importance of teaching the children how to plan.This important skill is not only useful in everyday life, it seems that it enhances a child’s capabilities as well. In a journal put out by the NAEYC, they noted that the High/Scope Educational Research Foundation found that students who were given a chance to learn how to plan out their activities, performed better in language and other skills.When a child is brought into the process of planning and reflection, it forces them to evaluate what behaviors and actions are necessary to complete a task. When the plan does not work, they then must analyze why it didn’t and what must be done to get back on track.16. Mature make-believe play provides the most beneficial context for children’s developmentDo you remember playing “store” or “restaurant” when you were a child? These imaginative scenarios, in which children take on roles, props, themes, and collaborate with other children, is one of the most crucial avenues for development.In an article written by the National Association for the Education of Young Children, they make the argument that play is an ever-evolving skill that children must be guided through. Whereas young kids used to play in multi-level age groups (perhaps in a neighborhood or in a family with a lot of children) having older peers in which to mimic and follow, now students are segregated according to age. This means that the teacher is now in the primary role of teaching children how to play.There also must be ample time for play. Sessions that are only 10-15 minutes do not give a child the opportunity to play out the scenarios, actions, and sequences necessary to really engage the senses, the mind, and the child’s innate creativity. The classroom must allow room for these play-based scenarios, as they are one of the building blocks of learning.It is within this context that children build the preliminary skills for advanced academic understanding.17. Children are not blank slates on which adults imprint knowledgeChildren’s brains are far more powerful and intuitive than we ever imagined. As more and more research is done on the impact of early education on children, the results continue to point to a surprising conclusion; when children are given a rich environment to explore, they naturally use scientific processes to discover the world around them.Alison Gopnik, professor at the University of California, reported this in her research that was outlined in the September issues EdWeek’s blog. The push for more academics, more structure, and more early academic intervention is not necessarily beneficial. Adults are not the “givers” of information, but rather facilitators that allow children to use their natural curiosity to discover the world. It would seem that one of the best predictors of future academic success is built on this foundation.18. Young children learn about prejudice by instruction, older children by experienceScience Daily released an article last March that gives educators insight into how children form opinions about discrimination and prejudice. When several different age groups of children were put into differing groups (with one group discriminating against the other), the younger children were more influenced by a teacher’s comments regarding the discriminating group than their actual experience. With the older group of children, they relied on their experience, and not the teacher’s opinion.This has profound implications for early education teachers, as well as parents and caregivers. Young children will believe adults, even when it contradicts their own personal experience. However, this only lasts for a short time during development. By 5th grade, most kids will trust their peers or their own experience over an adult, even an influential one.Delivering a positive message about ethnicity and social equality is best communicated in younger ages in order to make a lasting impact.19. Play-based learning increases a child’s attention spanIn this study done by the Australian Journal of Educational and Developmental Psychology, researchers took a closer look at how teacher’s beliefs regarding early education influence the classroom environment. A group of teachers partook in the study and here were some of the findings.When teachers have confidence in a child’s ability to learn independently, the child/teacher relationship is stronger.When teachers have confidence in a child’s ability to learn independently, the child/teacher relationship is stronger. Teachers are then able to take a more “facilitative” role and observe the student actively learning. The educators also recognized that when children are allowed to learn through play, there is far less time spent on behavior management. A child’s attention span is also longer.Play-based learning shifts the focus of learning from the outcome or goal, to the process.20. Children learn more when they initiate an activity and are actively engaged in itCuriosity is the birthplace of learning. If you follow a two-year-old around for even a couple of hours, you will watch as he explores the world organically, following his innate curiosity about how things work, taste, feel, look, and sound. When a parent or teacher can harness the power of that curiosity, it is like riding a wave that already has momentum.The Center for Development and Learning gives caregivers helpful advice about how to maximize a child’s early experiences. One of the key points centers on this foundation of curiosity. To give a child a chance to initiate learning, the caregiver must remain in the background, supporting the child’s natural curiosity and offering helpful ways to explore.This is different from the traditional model of instruction, where a teacher doles out knowledge and asks the student to learn the information.21. Rapping helps children learn the concept of place value in mathThe Southwest Educational Development Laboratory put out a classroom math lesson that included a rap song! It is not all that surprising that rap music helps with mathematical concepts. The steady rhythm, and the cadence and rhyming of words make the song easier to remember. The concept is written into the lyrics and the children can learn the song, and thus the mathematical rule.Music is a proven method to aid learning. Classical music has been shown to help concentration, and rhyming melodies are far easier to remember than a list of facts. It activates the auditory system, allowing the child to use another one of their five senses to learn.22. Reinforcing children’s capabilities as confident explorers build children’s resilience and confidenceOne of the most impactful moments for a child is when they understand that a caregiver or teacher believes in his/her ability to learn. This boost of confidence activates the already-present learning mechanisms available in the brain, and helps propel them forward to discover new things in the world.Teachers can do this by standing back, providing opportunities for children to collaborate in groups, as well as offering reflection after the experience, so the child can see what worked and what didn’t. The Open University’s research proves that an adult’s confidence in a child also helps motivate them when experiments fail.Failure no longer becomes a negative thing, but another learning experience.23. Children who are encouraged to talk to themselves aloud have increased probability of learningHave you ever stood in front of a mirror and rehearsed a presentation or important conversation you were about to have? Science proves this is a helpful method of learning and self-analysis.The Council for Exceptional Children incorporated the idea of self-talk in their article about student learning.If a student is working on a math problem or difficult concept, self-talk can help with reasoning and logic. Speaking a loud activates another of the five senses, hearing, and can possibly catch minute details that the eyes keep missing when the child looks over the problem again and again.This concept also works with writing. If a child reads their report or paragraph out loud, the ear is better able to pick up on awkward phrasing than simply using the eyes.24. Children behave better when parents are involved in their education at home and at schoolWhen a parent sends a child on the bus to school, it doesn’t mean that all learning is pushed to the school. Parents are a crucial component to their child’s success. The NYU Child Student Center writes about parents as the key ingredient to a successful school career.Learning continues even after school is done. Parents can help their children with homework, reading, extra enrichment activities, as well as be informed of school behavior problems or social situations that need attending. When parents are active in their child’s education, this minimizes emotional disturbances and other negative situations that can impair the educational process.25. Game playing can develop a positive attitude towards mathematics for childrenMathematics can easily become a tedious and dry subject, full of repetitive problems, formulas, and exams. But when teachers add games to the curriculum, student’s attitudes about math change dramatically. According to Leicha Bragg’s research from Deakin University, she noted that game playing helped change children’s perspective on the subject of math.More kids were able to articulate positive emotions surrounding math, as well as an increase in confidence about different concepts. There was more energy for math, more motivation, and ultimately more success. It seemed that playing math games helped to alleviate the tediousness of repetitive problem solving.26. Children who participate in laughing activities experience increase in memory retentionDo you remember the last time you had a good belly laugh? If you are fortunate enough to have laughter as part of your everyday life, you can probably easily remember what triggered it. Laughter is evidence of an engaged body, mind, and heart, increasing the likelihood that you are able to recall what triggered the positive emotion.Laughter not only increases a child’s capacity to remember the humor, but it also gives a feeling of security and contentment.Pam Schiller and Clarissa A. Willis, both PhD authors, speakers, and curriculum specialists, put out an article that highlights this fact. They note that laughter not only increases a child’s capacity to remember the humor, but it also gives a feeling of security and contentment. It is important that teachers use funny songs, games, or silly phrases to start a lesson.This positive beginning sets up the lesson for success.27. Children who use electronic books show more cooperation and retain more informationAs technology speeds ahead, the learning environment and classroom is rapidly changing. Books especially, are going through a digital overhaul, as more and more texts are available online and in ebook format.In a Scroll Essay called The Effects of Electronic Books Designed for Children in Education, students who used e-books with sound effects, narration, music, and video were able to find and recite more information than the children who used a traditional printed text. The use of the e-book also enhanced group cooperation and gave the students more opportunity to interact.In essence, the e-book was more conducive to group activity than individual private reading.28. Boys engage more in exploratory play while girls engage more in dramatic playBrowse the aisle of a toy store, and most people can identify toys that are marketed towards girls versus boys. Although there is benefit to exposing both boys and girls to a wide variety of toys, research still notes that boys are drawn more to exploration, and girls are drawn more to dramatic play.The Undergraduate Research Journal for the Human Sciences put out an article on gender differences that converged on the same bottom line. Boys tend to be more assertive in their interactions and games, whereas girls are more intuitive and relational as they play.Though this is the norm, it is important to note that teachers shouldn’t automatically assume that each gender isn’t capable of playing in the other way. Instructors should acknowledge these differences, make room for each gender to play as they are naturally wired, while encouraging them to try out methods that they may not naturally be comfortable with.29. Phonemic awareness and alphabet recognition increase children’s chances of reading achievementAs soon as a child is two years old, they can begin to recognize letters, numbers, and the association of sounds that go along with them. These pre-reading skills are an early indicator of a child’s ability to read and enjoy literature as a child, teen, and adult.According to Scholastic Research and Results, there are a lot of pre-reading skills that are necessary for literacy, but two stand out as most important; phonemic awareness (understanding the sound a letter makes), as well as alphabet recognition. Even though reading is a visual skill, activating the ear to recognize the different sounds of each letter is the foundation on which reading is built.When a child doesn’t make these connections, a lifetime of literary frustration is sure to result.30. Getting in rhythms helps children grasp fractionsFractions aren’t the easiest concept for a child to learn. However, it is a foundational mathematical principle that is necessary for future advanced mathematics. But there seems to be a connection between music and fractions that is proving to be beneficial.In an article from the SF State News, educators have noticed that clapping, drumming out a beat, notations, and chanting help students understand the concept of fractions. In music theory, notes are identified by halves, eighths, sixteenths, etc. and students have a visual way to begin placing fractions in context.The results show that students who use music and rhythm to teach fractions score notably higher on math exams that those that don’t. So get out your drums and your hands, and begin clapping your way to a better understanding of fractions.31. Daydreaming boosts brains [Editor’s Addition]Daydreaming is often seen as wasting time and sometimes a lack of the ability to focus. But recent research found the opposite is true.Among its many benefits, daydreaming has been associated with longer attention span, increased resolve, creativity and even higher IQ.Perhaps this explains why some of the brightest minds in the world are born daydreamers – Einstein being a prime example. In fact, Elizabeth Blackburn, Australia’s first female Nobel prize winner, said, “I think you need time to daydream, to let your imagination take you where it can … Just do that some of the time, because I’ve noticed [that] among the creative, successful scientists who’ve really advanced things, that was a part of their life.”Following is the link for newly created space for getting all Indian government jobs updates. Because many students say that they missed to fill the form and now the time has gone. So, let me remind you in a proper time about the jobs, it’s all description, providing link for main website to fill this form, sending link for videos that how to fill this form. So, follow this newly created space and this space is managing from the student of Banaras Hindu University.Link…Following is the link of newly created You Tube Channel- “India tour”. Here, you will find all the videos related to the rich diversity of India. If you like the videos then subscribe the channel because Your one subscribe will make the US dollar, come into Indian Economy. So subscribe the channel…India TourThis is You Tube channel-India Tour. Basically, on this channel you see the all tourism place whatever we hear from any people. We know that looking anything live is the another thing but whenever we go somewhere then which kinds of things are popular on that area, that also matters. So, about the famous things of that particular criteria, you would be able to get information about that particular place. Except, the information about any tourism place in India, you will also also be able to know about the importance of that tourism centre and you will also be able to get the particular information about that tourism centre. Is You Tube channekl par aap sabhi log Bharat ke baare mein sabhi jankari ekatra kar paasyenge aur wo saari jankari Bharat ke prachalit jagahon ke baare mein hogi. Saath hi aap sabhi un tamam videos ko dekh paayenge, jin par unse sambamdhit jaankariyan hogi, jo bharat ke bhavishya ko prastut karta hai.https://www.youtube.com/channel/UCI0S7f2y_9C5IBkyRl5LyBg/featured