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What Inspired Edward Munch to draw The Scream Essay

What Inspired Edward Munch to draw The Scream - Essay Example He is cited as saying â€Å"I was strolling along the street with two friendsâ€then the Sun setsâ€all without a moment's delay the sky became blood redâ€and I felt defeat with despairing. I stopped and inclined toward the railing, dead tiredâ€clouds like blood and tongues of fire hung over the blue-dark fjord and the city. My companions went on, and I remained solitary, trembling with nervousness. I felt an extraordinary, ceaseless shout puncturing through nature† (Olson and Doescher Web) Various elements can be credited as having assumed a significant job in rousing Edward Munch to draw the image. We can get a few insights from the set-up of the image. One of the significant wellsprings of his tension was the financial condition that existed during that time. Around then there was a monetary emergency, which prompted a great deal of hopelessness to the individuals. This implies people groups organizations were crumbling in execution and the joblessness rate was ex tremely high. At an individual level, Edward Munch was experiencing through this condition notwithstanding the unforgiving condition from the isolating with his long-lasting sweetheart. This prompted pressure, melancholy, and later nervousness (Messer and Munch 7). Another wellspring of motivation can be drawn from the seasons in which the image was drawn. While thinking about the time that the image was drawn, and its substance, we can discover that this image was drawn during the nightfalls of a pre-winter season, in the blink of an eye before the fall. Also, the shouts can be identified with the Awu emission of June 7, 1892. It was the ejection that gave the skies the red foundation shading that is mirrored the shout (Bischoff 10). In addition, we can infer a portion of the motivations from Edward Munch’s remain in Nice, France, somewhere in the range of 1891 and 1895. It was right now that Edward Munch unequivocally talked about craftsmanship with his companion putting to gether their specialty conversation with respect to past works of different painters. Crunch himself makes reference to that the year 1884 was the time of unique motivation for three works of art. One of the headliners that happened during that period was the Bohemian days of the 1880s. Crunch as a craftsman and author, was significantly engaged with the exercises of the bohemian network. He was associated with imparting a studio to Christiania, and six other youthful specialists identified with the Bohemian people group. During this occasion, he showed his drawings without precedent for a fiercely angry Christiania presentation of Henrik Ibsen's play, â€Å"Ghosts†, on October 17, 1883. The play gave an understanding of the exercises completed by the Bohemian people group containing deceptive nature, absence of a free life, and pietism. This drawing was painted in when sky watchers had a memorable season. Besides, the period between the finish of 1883 and the principal lon g stretches of 1884, had the most wonderful nightfall’s for as far back as 150 years. An alternate wellspring of motivation can be drawn from the ejection of the volcanic island of Krakatoa in a calamitous blast on August 27, 1883, which sent residue and noxious gases into the air. Thusly, there were sublime and red hot dusks and dawns for the most part in the southern half of the globe and later in the equator. The red hot nightfalls and dawns later spread toward the northern scopes imparting dread in the vast majority of the individuals in the influenced district (Olson and Doescher Web). Another wellspring of the motivation can be drawn from the dim lunar obscuration on December 10, 1992. This obscuration occurred in when there were numerous optical consequences for the sky during the night. This contributed significantly to ingraining dread among the individuals who lived in the district. Besides, the lunar shroud was trailed by the ejection of Mount Pinatubo in the Phili ppines. The ejections in this mountain added to a ton

Gordon Allports Impact on the Field of Psychology

Gordon Allport's Impact on the Field of Psychology History and Biographies Print Gordon Allports Impact on Psychology of the Personality By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Updated on September 16, 2019 Bettmann / Contributor / Getty Images   More in Psychology History and Biographies Psychotherapy Basics Student Resources Theories Phobias Emotions Sleep and Dreaming In This Article Table of Contents Expand Early Life Meeting Sigmund Freud Approach to Psychology Career Trait Theory Contributions Selected Publications View All Back To Top Gordon Allport was a pioneering psychologist often referred to as one of the founders of personality psychology. He rejected two of the dominant schools of thought in psychology at the time, psychoanalysis and behaviorism, in favor of his own approach that stressed the importance of individual differences and situational variables. Today he is perhaps best remembered for his contributions to the trait theory of personality. In a review of the most influential psychologists of the twentieth century, Allport was ranked as the 11th most eminent psychologist. Early Life Gordon Allport was born in Montezuma, Indiana, on November 11, 1897. He was the youngest of four brothers and was often described as shy, but also hard-working and studious. His mother was a school teacher and his father was a doctor who instilled in Allport a strong work ethic. During his childhood, his father used the family home to house and treat patients. Allport operated his own printing business during his teen years and served as the editor of his high school newspaper. In 1915, Allport graduated second in his class and earned a scholarship to Harvard College, where one of his older brothers, Floyd Henry Allport, was working on a Ph.D. in psychology. After earning his bachelors degree in philosophy and economics from Harvard in 1919, Allport traveled to Istanbul, Turkey, to teach philosophy and economics. After a year of teaching, he returned to Harvard to finish his studies. Allport earned his Ph.D. in psychology in 1922 under the guidance of Hugo Munsterberg. Meeting Sigmund Freud In an essay entitled Pattern and Growth in Personality, Allport recounted his experience of meeting psychiatrist Sigmund Freud. In 1922, Allport traveled to Vienna, Austria, to meet the famous psychoanalyst. After entering Freuds office, he sat down nervously and told a story about a young boy he had seen on the train during his travels to Vienna. The boy, Allport explained, was afraid of getting dirty and refused to sit where a dirty-looking man had previously sat. Allport theorized that the child had acquired the behavior from his mother, who appeared to be very domineering. Freud studied Allport for a moment and then asked, And was that little boy you? Effect on Approach to Psychology Allport viewed the experience as an attempt by Freud to turn a simple observation into an analysis of Allports supposed unconscious memory of his own childhood. The experience would later serve as a reminder that psychoanalysis tended to dig too deeply. Behaviorism,  on the other hand, Allport believed, did not dig deeply enough. Instead, Allport chose to reject both psychoanalysis and behaviorism and embraced his own unique approach to personality. At this point in psychology history, behaviorism had become the dominant force in the United States and psychoanalysis remained a powerful influence. Allports approach to human psychology combined the empirical influence of the behaviorists with the acknowledgment that unconscious influences could also play a role in human behavior. Career Allport began working at Harvard in 1924 and later left to accept a position at Dartmouth. By 1930, he returned to Harvard where he would remain for the rest of his academic career. During his first year at Harvard, he taught what was most likely the first personality psychology class offered in the United States. His work as a teacher also had a profound effect on some of his students, which included Stanley Milgram, Jerome S. Bruner, Leo Postman, Thomas Pettigrew, and Anthony Greenwald. Trait Theory of Personality Allport is perhaps best known for his trait theory of personality. He began developing this theory by going through a dictionary and noting every term he found that described a personality trait. After compiling a list of 4,500 ?different traits, he organized them into three different trait categories, including: Cardinal Traits: These are traits that dominate an individuals entire personality. Cardinal traits are thought to be quite rare.Central Traits: Common traits that make up our personalities. Traits such as kindness, honesty, and friendliness are all examples of central traits.Secondary Traits: These are traits that are only present under certain conditions and circumstances. An example of a secondary trait would be getting nervous before delivering a speech to a large group of people. How Many Personality Traits Are There? Contributions to Psychology Allport died on October 9, 1967. In addition to his trait theory of personality, he left an indelible mark on psychology. As one of the founding figures of personality psychology, his lasting influence is still felt today. Rather than focusing on the psychoanalytic and behavioral approaches that were popular during his time, Allport instead chose to utilize an eclectic approach. Selected Publications Here are some of Allports works for further reading: Allport GW. Personality: a Psychological Interpretation. New York: Holt, Rinehart Winston; 1937.Allport GW. The Individual and His Religion. New York: McMillan; 1950.Allport GW. The Nature of Prejudice. Cambridge, MA: Addison-Wesley; 1954.Allport GW. Becoming: Basic Considerations for a Psychology of Personality. New Haven: Yale University Press; 1955.Allport GW. Pattern and Growth in Personality. New York: Holt, Rinehart Winston; 1961.

Analysis Of Phyllis Wheatley s On Being Brought From...

On being brought from Africa to America† by Phyllis Wheatley TWAS mercy brought me from my Pagan land, Taught my benighted soul to understand That there s a God, that there s a Saviour too: Once I redemption neither sought nor knew, Some view our sable race with scornful eye, Their colour is a diabolic die. Remember, Christians, Negroes, black as Cain, May be refin d, and join th angelic train. (Wheatley) The title, On Being Brought from Africa to the America is nearly as frank as you can get. This poem is clearly about the writer’s thoughts about being transported as a slave from Africa such as, Gambia or Senegal areas that were not considered to be Christian land by America’s standards. The identification additionally makes known the concept of suggestion, or change. Phyllis makes use of metaphorical dialectal within the poem, and just as, she become converted from being a pagan to a Christian. The title tells us about being moved from one area to another. One would have observed that the word, brought is utilized and implemented not words such as, kidnapped or stolen. There were no other phrases utilized or implement to indicate the struggle that slaves persisted as they had been taken far away from their place of birth. Phyllis clearly uses a positive tone. â€Å"On Being Brought† is the passive form that Wheatley utilizes, in order to make a direct statement. She associates her coming to America as a worthy factor that, brings her to the religion of Christianity

Comparing and Contrasting Platos The Republic and Thomas...

Thomas More and Plato create their ideal Utopia. A utopia is described as a perfect world. Thomas Moore and Plato have different mentalities when it comes to the selection of an individual’s occupation. Thomas Moore focuses on a Utopia were the work force is strictly determined by the society’s needs while Plato believes that each individual should perform the task that best fits with his or her natural ability. Thomas Mores Utopia has more of a community sense. People are forced to believe that the purpose for working is for the good of the public. No matter what a persons status or rank is, they must learn the basics of Agriculture during their childhood. As mentioned by Thomas More, â€Å"Every year of this family come back to town after†¦show more content†¦13). Thought this is the case, if there is a greater necessity for agricultural products they are obligated to return to work. In Plato’s Republic a person duty is determined by their natural ability. Unlike Thomas Mores Utopia, Socrates believes that a person should focus on achieving the most for themselves rather than the community being primary purpose. Plato’s Republic greatly supports the idea of inequality, and shows that social stratification is essential for the movement of the economy. For a country to function, there must be some sort of hierarchy and inequality. In page 118 of the republic Socrates states that he â€Å"leaves it to each class to achieve the kind of happiness that nature confers it†(pg. 18). Citizens in each class must work hard to prosper in theirs own class. People in the Republic must have the mentality of working hard for themselves. What they don’t realize is the domino effect that is triggered. As they work more, the classes above them are also greatly impacted because they are able to benefit. Social Stratification is valued in Socrates to a ce rtain extend. Socrates mentions the importance of each member in each class to be apart of neither wealth nor poverty. In Plato’s republic, the importance of not being rich and not being poor is greatly expressed. Socrates gives Adeimantus the example of the craftsman.

American History (1815-1820) Free Essays

Economic development is shaped by a nation’s political leaders, the external forces and the natural courses of history. The United States of America was under the leadership of ten presidents from 1815-1850. This started with the 4th US president James Madison who, through the Congress, declared war with Britain in 1812. We will write a custom essay sample on American History (1815-1820) or any similar topic only for you Order Now There was economic depression as a normal consequence of war. But the young nation bounced back and it was during the presidency of John Quincy Adams that the war of 1812 was declared successful. There was an upsurge of nationalism. There was successive waves of economic and social change that swept across the nation. Adams called his idea the American System, where canals, roads, railroads and expansion were at the forefront of his economic model. This stimulated interregional trade and sparked an unprecedented development of towns and cities. He was defeated by Andrew Jackson in the elections of 1828. Jackson destroyed the Bank of the United States, a well established private bank that handled the money of the federal government, as it was run by his political enemies. There was bank war and federal deposits were removed from this bank. The leadership that followed was that of Martin Van Buren, William Henry Harrison and John Tyler from 1837- 1845. It was faced with problems inherited from Jackson’s presidency as well as problems related to rapid increase in population. The Panic of 1837 resulted from the abrupt closure of a large number of American banks which plunged the US into the first major economic depression or severe economic downturn. Sale and settlement of public lands also became a major focus of the federal government. It was the leadership of James Polk that showed positive trends as he had these as achievements at the end of his term in 1849: 1) reduced tariffs on imports; 2) re-established independent US treasury; 3) settled dispute with Great Britain over the control of Oregon Country; and, 4) acquired California for the US. It was also during his term that Texas, Florida, Iowa and Wisconsin became states. The American nation also reached the shores of the Pacific Ocean at the end of his term. The presidency of Zachary Taylor from 1849-1850 (as he died after, not completing his term) was marked with the discovery of gold in California which was America’s first â€Å"gold rush†. Vice-President Millard Fillmore took over the presidency and he made sure that the issue of slavery on the newly-acquired lands of the Southwest would not tear the nation apart. 2 References Google, Ancient Lights Educational Media. America’s Era of Expansion and Reform, 1817-1860, http://www. writingco. com/pdf/FH617VTG. pdf Google, Wikipedia, en. wikipedia. org/wiki/President_of_the_United_States How to cite American History (1815-1820), Papers

The Soldier by Rupert Brooke Essay Example

The Soldier by Rupert Brooke Paper Even though seems like one, The Soldier by Rupert Brooke is not a war poem which stresses the hideousness of the war. Instead it is a patriotic poem, written on the way to the battle, which is a time when patriotism usually reaches the peak. The speaker, presumably the soldier, shows his eternal love to England, by personifying it as this protective, caring mother like figure. Throughout the sonnet the extended metaphor of England as a mother develops, and it helps Brooke to show his love and patriotism evidently. Definite article of The in the title The Soldier shows us that the poem will be about a specific soldier, and it deceives the readers by making them think it is a war poem. The first line gives us much information about the sonnet and the narrator, as it clarifies the question marks created by the title; If I should die, think only this of me I and me show that the reader is the soldier. In addition to that, it also shows that the speaker is alive and he is about to make his last wish. In the following two lines, the forever love for England is introduced for the first time. We will write a custom essay sample on The Soldier by Rupert Brooke specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Soldier by Rupert Brooke specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Soldier by Rupert Brooke specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Besides, it indicates that the speaker is on his way to the war at a foreign field which contains an alliteration of f which draws attention to the idea of distant and strange place where he might not be welcomed, as foreign is a word with negative connotations such as, strange, outlandish and unfamiliar. Subsequent lines demonstrate the building up of patriotism as the speaker starts to show the influence of his country on him as a person. In what rich earth a richer dust concealed; A dust whom England bore, shaped, made aware, Gave once, her flowers to love, her ways to roam These lines contain personification of England and some constant repetition to emphasize ideas. In the first line of those three lines, the repetition of rich catches attention and shows the richness of English soil and Englishmen, as he is referring to himself in the phrase richer dust. England, and everything related to her, is conveyed as this superior figure with the help of the comparative of the word rich which already is a superior word only as a nominative. The extended metaphor of England as a mother to the speaker is first introduced here. England gives birth to him, shapes him and makes him aware, in other words takes care of him and educates him, which is what mothers do. England has given the speaker everything he has and made him what he is, thus he feels like it is his duty to go protect his mother. He is also enthusiastic about the fact that he has the chance to give something back to his country after everything she gave him. Therefore, he sees the war as a good opportunity which illustrates the poets naivety towards the war which in reality is not a glorious situation. The last two lines of the first stanza, some religious references are used to show that England is this holy figure in the speakers life. A body of Englands, breathing English air, Washed by the rivers, blest by suns of home. Washed by the rivers and blest by suns are strongly religious ideas. Washed and blest represent Christian baptism. Furthermore, air, sun and river represent the fundamental needs of life as well as being religious allusions. They are all granted to the speaker by England. The continuing personification of England, is linked to the extended metaphor hence helps the poet build up the mother like figure he created. Furthermore the poet draws this idyllic picture of England by using superior and pleasant words such as rich, river, and blest. The previous repetition of England and its belongings such as body of Englands and English air also help the poet illustrate the idealistic picture. In the sestet, there are no negative words; instead it is filled with positive and warm words. There are no war images at all. It focuses on the glory and honor of dying for ones country; therefore it is optimistic about dying in a battle, while fighting for your country. The sestet commences with the word And which reinforces the idea in the first line of the octet. The phrase And think gives the idea that he is trying to convince the reader that what he believes in, which is fighting and dying for your country, is true. To verify this idea, he expresses that if one will die for his country, his heart will be purified, which means that in death he will be purified from all mortal sins. Moreover, even though its jarring, the poet starts off the sentence with an And which is used to create the impact of this continuation idea as well as a link back to his original point which he makes at the beginning of the octet and gets ready to build his original point up. The continuation idea is related to the second line where he draws attention to the fact that even if he dies in the war, he will be remembered for what he has achieved and will keep on living as a heart beat in peoples thoughts and memories. The last three lines, is where the sonnet becomes optimistic and calm. The poet achieves this mood by using positive words such as; dreams, happy, laughter, friends, gentleness, hearts, peace and heaven. In addition to these optimistic words, the soft alliterations such as s sound and other sounds such as h and f sounds which are steady and calm, are used to emphasize the natural beauties of England. There is also the sense of success in these final lines. The poet is satisfied with the outcomes of the war, and doesnt regret it at all. Instead, he is pleased with his current feelings which celebrate the glory of England. There are religious allusions in the last two lines, just like there is at the end of the first stanza. Such words as, peace and heaven are religious. The phrase English heaven shows the reader that England is the holy side in this war. It also suggests that it s a good cause to side with England because then God will be on your side. Heaven is also a positive word which is linked to the general atmosphere of the war from the poets point of view. In addition, it indicates that soldiers who will die at a war, fighting for ones country, will go to heaven. Throughout this sonnet, the sincere and genuine tone was kept by the poet. He has full belief in the ideas he puts forward and argues them enthusiastically. Extreme patriotism is highlighted in this sonnet. The whole sonnet has an extended metaphor of England as the mot her of the speaker. She gave life to him, brought him up, and educated him. She provided him with the crucial needs of life and helped him survive like a mother would help her son. Because England was a mother to the speaker and she took care of him when he was young, he feels that it is his duty to protect England, his mother. Finally, to elucidate his message and his statement, Brooke chooses an unusual structure. Even though this piece is a sonnet there are no couplets, but it includes an octet and a sestet. The difference between them is that in the first stanza, the soldier describes his last will on his way to the war. The second stanza takes place in the future when he is dead and he describes what presumably will happen after hes gone. The traditional attitude, which is getting all patriotic about the war without questioning its causes and effects like this specific soldier, and the contrast in this stanza, is even though he dies, which is supposed to be a mournful event, to him it is something to be proud of, some sort of success and something which was crucial to accomplish.