Bøker av Roy Andersen

Sommeren 1914 var himmelen skyfri og varm. I Horten samlet Europas seilerelite seg til vennskapelig kappestrid, og i Balestrand promenerte keiser Wilhelm blant bygdefolket. Men den sommerlige idyllen var et bedrag. Stormaktskonfliktene som hadde ligget latent, eskalerte uhyggelig raskt etter at arvingen til den habsburgske tronen ble skutt i Sarajevo 28. juni. Attentatet utløste en krig som skulle overgå alle tidligere kriger hva gjaldt ødeleggelser, død og konsekvenser. I "1914 - Inn i katastrofen" skildrer Roy Andersen den dramatiske historien om opptakten til første verdenskrig og dens tidlige fase. Vi følger den norske regjeringens kamp for å forsvare nøytraliteten, overfor Sverige og Storbritannia - og også overfor kong Haakon, som mer og mer opptrer som britenes mann snarere enn som Norges konge. Imens ruller den tyske krigsmaskinen gjennom Belgia og Nord-Frankrike og involveres i voldsomme slag også på Østfronten. Gjennom soldatdagbøker og brev får vi et innblikk i krigens råskap, fra de blodige kampene ved Marne og Tannenberg til forbrødringen mellom skyttergravene i Flandern på julaften 1914. Samtidig rammes den livsviktige norske skipisfarten stadig mer av krigshandlingene.

Boka handler om "The Yukon relief expedition" i 1898 da 113 nordmenn, de fleste samer eller kvener, seilte fra Alta til Alaska. Den forteller om hvordan ekspedisjonen tok en uventet vending da flere av ekspedisjonsmedlemmene selv fant gull, en ble en berømt hundekjører, og om hvordan ekspedisjonen ga liv til den amerikanske julenissemyten om Santa Claus og reinsdyret Rudolf. Har personregister.

Developing IQ through compassion and imagination. Roy discusses the work of Feuerstein and gives a new understanding of how parents and teachers can raise the intelligence of the child beyond their expectations. With discoveries in genetics, Roy explains the importance of love and the dangers of children bullying to the intelligence of the child.

Could intelligence begin in the foetus? If so, what causes it to develop in the child before school? The Brain Environment Complex is the first book to bring an easy to understand and yet tantalizing insight into what intelligence could really be. After all, if it is not what we now think it is, then the way we educate children in school is wrong.

Five Ways for Better Grades is a book of two sections:Section One offers five ways the author believes will assist any student to improve their performance, from primary school to university, and so help them to perform better and so earn better grades.Section Two is an introduction to The New School Experience, as it offers a review of the work and books of Roy Andersen. Here, the reader is introduced to new thoughts about what is really wrong with school, and why we need to dramatically change the ways we are preparing the child of today for the world they will live and work in. After all, their will world must be very different from the one we know, as artificial intelligence continues to dominate work and life and will demand a different model citizen than our schools are now producing. If we teach children how to think from 'day one' we offer them greater control in their education and life.

We think of intelligence as something inherited and something developed, but what is it that we actually inherit that allows us to have a quality of intelligence?Could it be that we inherit genetic codes not for intelligence but for the brain to devise itself through the information that reaches it from the outside world, and then how the mind interprets the meaning of this information? If so this would explain why intelligence varies with people of different cultures and so of different social levels, as each group sees the collective meaning to information differently.'The Brain Environment Complex' builds upon this principle to examine how intelligence forms and develops in the individual, by examining how neural networks form in the foetus, and how these networks become shaped by the later psychology of the mind, as behavioural experiences alter the brain's chemistry and so construct the ability for intelligence. Intelligence is far more associated with behavioural experiences than we understand, as both ride upon the emotions of the individual. To understand how intelligence comes to be in the individual, this book explains the roles of diet, language, emotion, and how a complex array of intellectual and behavioral strategies pull it into shape.To understand why intelligence is not so restricted in the individual as we have come to believe, we begin this book with a discussion of how the human brain is actually brought into construction. As we do this, we will see that the parts of the brain that deal with the body's normal functioning are indistinguishable between individuals. The hindbrain of each person will be remarkably similar. In contrast to this we will find that the cerebral cortex, the part of the brain that deals with environmental information and so provides our ability for intelligence, will be uniquely shaped between individuals, as its neural networks were brought into formation by synapses being stimulated by desire and inhibited by concerns. Through this, we will better understand how and why the effectiveness of an individual's brain to interrogate information, and to associate what is new to what has been stored, is based upon learned and developed strategies. These strategies are reliant upon a quality of language, and the individual's ability to control the fears and distractions imposed upon them by others.This affect of behavioral experiences on a child's ability to learn is little understood in education, because as a processing system it takes what the child presents as what they are, in essence, said to be genetically capable of presenting. The truth of the matter is that it is the overall behavioral atmosphere of their learning development, that directly determines how the individual is able to interrogate, process, and present the information they will be evaluated on.As we will find that language is the base of intelligence, so will we discuss how the individual is born with particular schemas that enable them to develop their intelligence through language processes. These processes, which chemically bond the child and their parent, just as they do the student and their teacher, are continually tested by the personality differences, energy, and the shifting desires between them as they share each minute interaction.By the influences of their parents, by the language of the child, by their personality drives, and by the opportunities they have to control or avoid the mental pressures of their peers, each child gains their understanding of when, where, and how to learn in school. Without understanding the real effect of these, we make great error when we think we know what their intelligence is. ¿ ¿