...around all different eras and periods of time. Art has been around since the beginning of time and has branched off into many sectors. Works of art vary from genres and time periods to specific types. I chose to compare the Romanticism Period and the Neoclassicism Period. The term Neoclassicism refers to the classical revival in European art, architecture, and interior design that lasted from the mid-eighteenth to the early nineteenth century. This period gave rebirth to the art of ancient Rome and Greece and the Renaissance as an opposition to the ostentatious Baroque and Rococo art that preceded the movement. Neoclassicism emphasized courage, sacrifice, nationalism and tradition. Neoclassical artists incorporated classical styles and subjects, including columns, pediments, friezes, and other ornamental schemes into their work. They were inspired by the works of Homer and Plutarch and John Flaxmann’s illustrations for the Illiad and Odyssey. Also, the discovery of ancient artifacts at the ruins of Herculaneum and Pompeii also contributed as a big inspiration to neoclassicism. Neoclassical painters took extra care to depict the costumes, settings, and details of classical subject matter with as much accuracy as possible. Much of the subject matter originated from classical history and mythology. The movement emphasized line quality over...
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...Compare and Contrast Perspectives Kelly A Rodriguez Psy/310 3/10/2014 Katrina Ramos Compare and Contrast Perspectives As the evolution of psychology has evolved so has the perspective of the different fields of psychology. Each thought, each view point has been reevaluated and new theories added but the values and core foundation and thoughts of the past are still held strong. Behaviorist such as John Watson, B.F Skinner, and Edward Tolman were some of the most historic men in the field of psychology; although they may be a thing of the past they set a foundation for future psychologists and the schools of thought. John Watson’s Perspective John Watson a young scholar was born in 1878, at the age of 16 Watson began his college education and graduated with his masters at 21. (Cherry, 2014). After working for a year as a school principal he decided to go back to school to study philosophy at the University of Chicago where he met two men a psychologist by the name of Henry Donaldson and a functionalist psychologist by the name of James Rowland Angell. (Cherry, 2014). Watson respected and admired the theories of these men, taking what he learned from them he came up with his own thoughts and theories which drove him to the theory of behaviorism; this theory is what began Watson’s career where he founded the psychology school of behaviorism. (Cherry, 2014). Watson’s behaviorism is the “learning perspective” of all organisms that deal with the act of feeling, thinking...
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...Louis Kahn (1901-1974) was one of the American leading architectures of the 20th century with the design that involved the combination of modern technique an timeless form. Kahn was born and grew up in Estonia then immigrated to the United States with his family when he was in an early age of four. Once Kahn displayed a drawing gift but his family could not afford to buy him art materials so he improvised burnt matches and twigs to sketch and draw. He values the charcoal quality so much that even after he becomes a famous architecture he still uses burnt matches. Kahn attended Philadephia’s Central High School and the Public Industrial Art School. During his final year of high schooling, he received a scholarship of architecture history offered...
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...Academic Standards for the Arts and Humanities Pennsylvania Department of Education 22 Pa. Code, Chapter 4, Appendix D (#006-276) Final Form-Annex A July 18, 2002 Academic Standards for the Arts and Humanities XXV. TABLE OF CONTENTS Introduction………………………………………….……. XXVI. THE ACADEMIC STANDARDS Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts…………..……………… A. Elements and Principles in each Art Form B. Demonstration of Dance, Music, Theatre and Visual Arts C. Vocabulary Within each Art Form D. Styles in Production, Performance and Exhibition E. Themes in Art Forms F. Historical and Cultural Production, Performance and Exhibition G. Function and Analysis of Rehearsals and Practice Sessions H. Safety Issues in the Arts I. Community Performances and Exhibitions J. Technologies in the Arts K. Technologies in the Humanities Historical and Cultural Contexts..……………………….. A. Context of Works in the Arts B. Chronology of Works in the Arts C. Styles and Genre in the Arts D. Historical and Cultural Perspectives E. Historical and Cultural Impact on Works in the Arts 9.1. F. Vocabulary for Historical and Cultural Context G. Geographic regions in the arts H. Pennsylvania artists I. Philosophical context of works in the arts J. Historical differences of works in the arts K. Traditions within works in the arts L. Common themes in works in the Arts Critical Response…………………………………………. A. Critical Processes B. Criteria C. Classifications D. Vocabulary for...
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...Classical conditioning shapes many of society's common, everyday tasks. Whether we know it or not, many actions we do numerous times a day are a direct result of classical conditioning. To better understand why we act the way we do in society, classical conditioning must be defined and described. Classical conditioning is defined as: a process by which a previously neutral stimulus acquires the capacity to elicit a response through association with a stimulus that already elicits a similar or related response. Discovered by Ivan Pavlov, classical conditioning is a form of learning. Pavlov revealed this trait when experimenting with dog's amounts of saliva in response to meat. He started noticing that after many repetitions, the dogs were salivating before the meat was even introduced. Pavlov concluded that some other stimulus that was repetitively associated with the meat was triggering the salivation. This simple concept describes how many actions are carried out in society today. Many times classical conditioning is not something that is purposefully done, but rather an incidental outcome. Conditioning may take a variable amount of time to occur. For example, humans are not born associating red with stop. As we grow, and ride in cars, we begin to consciously or subconsciously figure out that when a stoplight is red-you stop. Stop signs are red, stoplights are red, and brake lights are red. All of these things symbolize stopping. Yes, when you turn sixteen and you get your...
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...Middle Ages and Renaissance Art Western Governor’s University It is interesting how two different artistic periods can compare to each other. When comparing Middle Age art to art of the Renaissance, I find a vast transformation of ideas and mentality between the two eras. The Middle Ages, also called the Medieval period, lasted from the 5th to the 15th century. It began with the collapse of the Western Roman Empire and merged into the Renaissance and the Age of Discovery. Christianity, religion and the church played an important role in life in the Middle Ages. Life seemed difficult in the Middle Ages. A vast majority of the population could read or write. The population’s hope was declining and this lead to a strong belief that the next life in heaven would be better than the current life that they were in. The basic government and society in Europe during the middle ages was based around the feudal system. (Eco, U. (1986). Because Christianity played an important role during the Middle Ages, early Christian art icons were popular such as images of Christ, the Virgin Mary or saints. Also popular were illuminated manuscripts that were of a religious nature. Because of the radiant glow created by the gold, silver, and other colors that were used, these handwritten and decorated or painted texts were called illuminations. These were still being created in the Middle Ages. Architecture of the Middle Ages also focused on a Christianity theme. Two...
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...into the student website to view this document. · Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Carpenter, S., & Huffman, K. (2010). Visualizing psychology (2nd ed.). Hoboken, NJ: Wiley. All electronic materials are available on the student website. Week One: Introduction to Psychology Details Due Points Objectives 1.1 Describe the development of the discipline of psychology. 1.2 Compare and contrast research methods used to examine psychological phenomena. 1.3 Explain biological influences on the human brain. Readings Read Ch. 1 & 2 of Visualizing Psychology. Review this week’s Electronic Reserve Readings. Participation Participate in class discussion. 1 Discussion Questions Respond to weekly discussion questions. 1 Individual Origins of Psychology and Research Methods Worksheet Complete the Origins of Psychology and Research Methods Worksheet located on the student web page. 10 Week Two:...
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...Classical Age: Historical Inquiry: Athens vs. Sparta Research Template: (Please complete the template below in order to complete the questions at the end of the document) General Resources: For each concept below, provide a one to two sentence summary of each key resource. LINK: http://tinyurl.com/kv9gr2h General Resources: Greek Citizenship: Since Greece was not a unified country traditions and laws about citizenship varied. In most city-states, male citizens were involved in such shared civic responsibilities as jury duty or military service in time of war. Every polis had resident aliens, foreign merchants, and others, and on occasion, those people would be made citizens; however, that eventuality was rare. Some women might’ve...
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...essay aims to compare and contrast specific aspects of Catholicism and Hinduism, more specifically their stands on gender, sexuality and violence. Catholicism and Hinduism are two of the world’s greatest religions; the former originated in the west and spread across the world whereas the latter is followed primarily in the Indian subcontinent and to some extent in the Southeast Asian states. Catholicism and Hinduism are essentially different in their approach towards god and religion; Catholicism believing that there is one deity, and Hinduism on the contrary recognizes the existence of many. Two essential points of Christianity, particularly sin and salvation, aren’t present in Hinduism. The two religions nevertheless have several points of similarity. Hindus worship a number of gods and Catholics worship several saints; both of them make use of the burning of candles and incense before the statues for purposes of worship. Both religions make use of images, icons, music and rituals. Catholics chant prayers, whilst Hindus chant mantras; both of them have tremendously wealthy temples, full of statues and golden artefacts and make use of priesthoods that intermediate between humans and gods. Such similarities and dissimilarities notwithstanding, these two religions have distinct and deeply entrenched religious ethos and epistemologies that govern their practice and the attitudes, approaches and behaviours of their members. The goal of this is to compare and contrast Catholic and...
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...measurement in health education and health behavior research using item response modeling: comparison with the classical test theory approach Mark Wilson*, Diane D. Allen and Jun Corser Li Abstract This paper compares the approach and resultant outcomes of item response models (IRMs) and classical test theory (CTT). First, it reviews basic ideas of CTT, and compares them to the ideas about using IRMs introduced in an earlier paper. It then applies a comparison scheme based on the AERA/APA/NCME ‘Standards for Educational and Psychological Tests’ to compare the two approaches under three general headings: (i) choosing a model; (ii) evidence for reliability—incorporating reliability coefficients and measurement error—and (iii) evidence for validity—including evidence based on instrument content, response processes, internal structure, other variables and consequences. An example analysis of a self-efficacy (SE) scale for exercise is used to illustrate these comparisons. The investigation found that there were (i) aspects of the techniques and outcomes that were similar between the two approaches, (ii) aspects where the item response modeling approach contributes to instrument construction and evaluation beyond the classical approach and (iii) aspects of the analysis where the measurement models had little to do with the analysis or outcomes. There were no aspects where the classical approach contributed to instrument construction or evaluation beyond what could be done with the IRM approach...
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...philosopher’s views on play can be best appreciated against the background of shifting meanings and evaluations of play in classical Greece. Play—in various forms such as word play, ritual, and music—proved central to the development of Hellenic culture. In ancient Greece, play (paidia) was intrinsically associated with children (paides). However, both children and play assumed a greater cultural significance as literacy—and, consequently, education (paideia)— developed during the classical age of 500–300 BCE. Uniquely among ancient thinkers, Plato recognized that play influenced the way children developed as adults, and he proposed to regulate play for social ends. But Plato’s attitude toward play was ambivalent. Inclined to consider play an unworthy activity for adults, he seemed to suggest that intellectual play in some form, as demonstrated in the dialectical banter of Socrates, could provide a stimulus to understanding. Key words: education in ancient Greece; play and child development; play and education; play and Plato; Socratic dialectic Among various plausible misquotations that surface from time to time is a piece of popular wisdom attributed to Plato to the effect that “you can discover more about a person in an hour of play than in a year of conversation.” It was quoted by Alaska Governor Sarah Palin in 2009, who took it from a popular American cookbook; the ultimate source may be a seventeenth-century treatise on etiquette by one Richard Lindgard (who does not attribute...
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...concept of learning, differentiate between learning and performance, and compare and contrast the conceptual approaches to the study of learning. Concept of Learning Learning is defined as the process through which experiences modifies pre-existing behavior and understanding (Bernstein, Clarke-Stewart, Penner, Roy, & Wickens, 2000). In order for an individual to learn one must acquire knowledge. Although individuals are naturally equipped with per-existing perceptive behavior at birth, learning plays a central role in the human behavior such as motor skills that an individual has that allows them to walk or the language skills that an individual needs to communicate with others (Bernstein, Clarke-Stewart, Penner, Roy, & Wickens, 2000) . Individuals learn mostly by experiencing certain proceedings around them and by observing relationships between people in their environment. When there are several events that keep reoccurring together individuals are able to predict the knowledge of one event based on the outcome of the other event. For example, when a child is in kindergarten they are introduced to many items. They may learn that when the lights are turned off they understand that it is nap time or when the bell is rings at the end of the day it is time to go home (Bernstein, Clarke-Stewart, Penner, Roy, & Wickens, 2000) . Differentiate Between Learning and Performance From an early age individuals have been led to...
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...STATEMENT AND SHOW HOW A BEHAVIOURIST’S APPROACCH TO THERAPY IS IN STARK CONTRAST TO A PSYCHOANALYTIC ONE” Behaviourism is a movement within psychology that works on the principle that all behaviour is “learned” , that we were all born with a “blank slate”. Behavioural approaches use strict experimental measures to study observable behaviour ( or responses ) in relation to the environment, thus resulting in the maladaptive behavioural approaches that we employ to deal with our learning. Behaviourism was first developed in the early 20th century by an American psychologist John B Watson, who at the time was working in the field of animal psychology. He believed that all behaviour was observable and therefore scientific, and worked on the principle and study of the association between a stimulus and response. ( Watson did not deny the existence of inner experiences, but insisted that they could not be studied because they were not observable ) Watson’s stimulus and response theory of psychology claimed that all complex forms of behaviour – emotions, habits etc – are seen as composed of simple muscular and glandular elements that can be observed and measured, and that emotional reactions are learned in much the same way. Watson aimed to prove his beliefs with laboratory experiments, and one of these experiments was known as “ The Little Albert Experiment”. Little Albert was a small young boy of about 18 months of age , Young Albert would sit happily on the floor and play with a white...
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...are related” . According to Shoemaker the theory is : “a systematic collection of concepts and statements purporting to explain behavior” . And according to Hoover the theory is “a set of related propositions that suggest why events occur”. We can define theory as "Statement of a relationship between two or more propositions and concepts . which explains and/or predicts some behavior ". Introduction to Theories of criminology : There are many "theories" of criminology suggested by many writers. It would not be practical to list them all. a few only that have received some support. The almost prominent schools of criminology Were : The Classical School, "which began about 1755 to 1764" after Beccaria (1738-94) published his famous Essay on Crimes and Punishments; Along with Beccaria, the thinkers of the Classical School were Rousseau, Montesquieu, Voltaire, Jeremy Bentham, William Blackstone, Samuel Romilly, and others. The Positive School, " which began after the publication of Lombroso's L'uomo Delinquente (The Criminal Man) in (1896-97). Along with Lombroso, the thinkers of the Positive School were Enrico Ferri (1856-1928), Rafaele Garofalo (1852-34), and others. The Social Schools which began in 1889, after Colayanni published his famous Essay . _____________ (1) Franklin P. Williams III and Marilyn D McShane , Criminological theory , A Paramount Communications Company ,...
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...The Globalization of International Financial Markets: What Can History Teach Us?* Michael D. Bordo Rutgers University and NBER Paper prepared for the conference “International Financial Markets: The Challenge of Globalization.” March 31, 2000. Texas A and M University, College Station Texas. * For valuable research assistance, I thank Antu Murshid. 1. Introduction Globalization has become the buzz word of the new millennium. It is viewed as the cause of many of the world’s problems as well as a panacea. The debate over globalization is manifest both in public demonstrations against the WTO in Seattle in the Fall of 1999 and the IMF and World Bank earlier. It also has led to a spate of scholarly and not so scholarly books on the subject.1 Until three years ago the consensus view among economists on the issue of the international integration of financial markets was very positive. The benefits of open capital markets stressed include: optimal international resource allocation; intertemporal optimization; international portfolio diversification and discipline on policy makers.2. However, the recent spate of crises in Latin America and Asia has led some to argue that the costs of complete liberalization of financial markets for emerging countries may outweigh the benefits.3 The paper focuses on the globalization of financial markets from the historical perspective of the past 120 years. In Section 2, I summarize the empirical evidence on the international integration of financial...
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