Durkheims Theory of Suicide

Durkheims Theory of Suicide Suicide is a very complex subject triggered by various complex factors. The failure to meet ones expectations which may have been instilled as early as childhood may bring about a wide variety of emotions leading to people committing suicide for various reasons. Depression, physical or sexual abuse, horrible disappointments, severe financial loss, mental or emotional disorders, all trigger feelings of emptiness and hopelessness and are just some of the few psychological factors which may influence an individuals final and distorted decision of committing suicide as a means to put an end to these insufferable emotions. The foregoing, however, is just a superficial analysis touching merely upon the surface of the deep-seated source of suicide. This paper will thus attempt to provide a more in depth analysis of why people commit suicide by looking primarily at the sociological factors and in particular in relation to Durkheims work. Durkheim defines suicide as a general state of extreme depression and exaggerated sadness, causing the patient no longer to realize sanely the bonds which connect him with the people and things about him -pleasures no longer attract [Durkheim,1951:63]. Durkheim further stated that man cannot become attached to higher aims and submit to a rule if he sees nothing above him to which he belongs to free him from all social pressure is to abandon him to himself and demoralize him [Durkheim,1951:110]. In Durkheims Interdiction to Suicide: A study in Sociology, Durkheim expresses his concern in developing the conduct of sociology. He sees the main problem to be that sociology is mostly constructed on philosophical overviews, and does not answer the exact social questions. he suggests a methodology that will give the science of sociology strong baselines and real results. In his book, Durkheim applies these propositions and shows how sociology should be conducted, and firmly draws conclusions that expose to us the way in which we should be able to approach the difficulties of society. This study has been presented in such a way that it is probable to assess the relevance and accuracy of its meanings and deductions. Durkheim gives the importance of sociology far more than being just a tool to fix the world, but it is a lens, through which we see reality as a shared reality, one included of individuals who are determined by their realities. In this introductory chapter he investigates the act of suicide and explores its social roots by examining suicide rates in different social classes and correlating that with the characteristics of the society . [Durkheim,1970:41] A differentiation is made between two types of suicide, positive and negative. In Durkheims words suicide is thus described as all cases of death resulting directly or indirectly from a positive or negative act of the victim himself, which he knows will produce this result [Durkheim,1986:64]. A positive performance would be to discharge or to suspend an act. In this case, death comes as a straight product of the action. A negative act would be the scenario of remaining in a burning house or to refuse eating to the point of hunger. Death in this case is the indirect result of an individuals act. Durkheim believed that the areas with the highest rates of mental illnesses and alcoholism are not necessarily the areas with the highest suicide rates , esquirol wrote that suicide may be seen to be for us only a phenomenon resulting from many different causes and appearing under many different forms ; and it is clear that this phenomenon is not characteristic of a disease.[Esquirol,1838:528] Durkheim believed that suicide is not an individual act nor a personal achievement. It is produced by some power which is over and above the individual. Durkheim studied suicide vis a vis the relationship between individuals and society affirmed that suicide is a social phenomenon as well as establishing that there are no societies in which suicide does not occur. He asserted that what most people regard as an individual act is in reality the result of the social world. The evidence supporting this view are numerous. In addition to the start differentiation made between positive and negative acts of suicide , Durkheims research concluded that the institution of marriage protects against suicide making the observation that suicide rates are higher among people that have lost their spouse and those whom are divorced.. In additional Durkheim observes that suicide rates are higher among couples who have no children than couples who do, concluding that a human being needs to be loved and have a purpose in life. People who does not experience this in their life are the ones more susceptible to suicide. [Durkheim,1951:175]. The institution of marriage may thus play a vital role in ones decision to commit suicide Whether marriage should be viewed positively in relation to suicide is however debatable. While on the one hand marriage may play a role in protecting against suicide by providing love, purpose and stability in ones life it may on the other hand be a volatile institution that once shattered may instead be an instigator of suicide Durkheim interestingly further observed that suicide rates are higher during times of peace than times of war because during war people need to be untied in defending their country [Durkheim,1951:229] This observation may therefore suggest that feelings of patriotism, honor as well as purpose tend to distant an individual from suicide. Suicide rates also tend to be higher during rapid economic changes than in economic crises as rapid economic changes are sudden and difficult to endure. [Durkheim,1951:241]This observation made by Durkheim may suggest that people are required to work harder in such economic times constantly being pushed to their limits in order to keep up to such rapid changes bringing about feelings of despair, restlessness and being under appreciated. According to Durkheims research, religion may have an affect on suicide rates. Durkheims collected data suggested that Protestants are more likely to commit suicide than Catholics, due to the fact that Protestants are more idiosyncratic while Catholics are more communitarian. [Durkheim,1951:153] In other words Catholics tend to have more social support. According to Durkheim people connecting and validating each other within a community plays an important role in preventing suicide making this kind of social integration important. Without this type of connection people may experience feelings of depression , isolation pushing them towards suicide. Durkheim, however, seemed to identify two sides a coin in relation to social integration pointing out that where social integration is high, people are more likely to commit suicide in order to avoid becoming burdens to society . Two distinct features are therefore identified by Durkheim; namely, social regulation and social integration. In tegration is described as the degree to which collective sentiments are shared and regulation refers to the degree of external constraint on people [ Ritzer,1992:90] . Based on these two social forces, four types of suicide have been proposed by Durkheim. Durkheim differentiated between four types of suicide, the first being egoistic suicide. [Durkheim,1951:152] Egoistic suicide is viewed as stemming from an absence of social integration and is committed by people who are outcast by society and are insufficiently integrated into social groups and societies, they depend more on themselves than on a group of objectives and instructions. They are not socially combined or not socially tied to a community or group. These types of individuals find themselves powerless in finding their own individual place in society and experience problems adjusting to other groups and are given little or no social care. Suicide is therefore perceived as a solution to free themselves of the loneliness or excessive individuation , this brings Durkheim points out that this type of suicide is mostly prevalent amongst those who are unmarried, widowed, divorced, have no children as well as those without any strong attachments to religious, social or community gr oups. The second type of suicide identified by Durkheim is anomic suicide. Anomic suicide is viewed by Durkheim as disillusionment and disappointment occurring when a person goes through extreme changes in wealth and is ultimately caused from a lack of social regulation. This type of suicide is most notable at times when society is rapidly changing leading to uncertainty. It is a type of suicide that stems from sudden and unexpected changes which Durkheim found mostly occurs during rapid economic changes than in economic crises. Durkheims interestingly points out that suicide is more evident in crisis that brings out disturbances in ones life rather than being attributed to poverty. [Durkheim,1951:245] Altruistic suicide is the third type of suicide that has been identified and according to Durkheim this type of suicide occurs when individuals or a group are too close and intimate ,and stems from being overly integrated into society. It is the other side of the spectrum in social integration when an individual is so well integrated into society that they choose to sacrifice their own life in order to fulfill some obligation. Altruistic suicide, being a complex concept, can further be broken down into three types: optional, acute and obligatory altruistic suicide. Optional altruistic suicide is brought about by societal pressures that may in fact be well-intentioned. This can be seen in Japan where there is a high level of suicide amongst students because of stress and high expectations from others and the constant pressured to excel at school exams. Often the accompanying stress and anxiety pushes them to commit suicide; suicide in the victims perspective becomes the answer to free dom of oppression from what society expects individuals to be Acute altruistic suicide occurs when an individual kills himself in order to save another life. For example when a fire-fighter saves a person from a burning fire but the fire-fighter dies as a result. This is an act of heroism and self-sacrifice. It could be argued that it may by flawed to categories this as a type of suicide which is mainly associated with a troublesome and stressed life when in fact such an act may be a form of righteous act Obligatory altruistic suicidal refers to a type of suicidal where respect and honor plays an important factor. For example in hind women should kill themselves in the funeral of their husbands after the death of their husbands they are not allowed to live anymore. If such a person insists on living he loses public respect; in one case the usual funeral honors are denied, in another a life of horror is supposed to await him beyond the grave. [Durkheim,1951:219] Durkheim points out that altruistic suicide is part of the collective spirit [Durkheim,1970] for example when the spirit inquires you to do something you are obliged to do so and which we therefore see in environments where society places a substantial amount of pressure and expectations on individuals which may in turn push an individual towards suicide as a means of escape. The final type of suicide is fatalistic suicide. Durkheim discussed this type briefly because it was seen as a rare phenomenon in the real world. Fatalistic suicide occurs in social conditions where an individual experiences universal persecution resulting from excessive regulation whose passions [were] violently choked by oppressive discipline [Durkheim,1970] Slavery and persecution are examples of fatalistic suicide in which an individual may feel that they are destined by fate to be in such conditions and choose suicide as the only means to escape such conditions These four types of suicide are categorized by the degree of integration and regulation of individuals in their surrounding society. According to Durkheim people commit suicide because of either too high or too low integration or regulation , Suicide is a social fact and is due to social forces. Individuals are more likely to commit suicide each time the condition of society leaves from a state of stability. Society preserves stability by integration and regulation Durkheims work has been critiqued on many grounds for example his emphasis on consensus and morality ,his positivist method and negligence of the individual as an actor , his description of suicide rates . Durkheims concept of suicide is thought to be more reinforced by argument than by fact. However, he is contributed to the growth of sociology and over a difficult theoretical framework To conclude suicide is not an individual act it is a social act. People commit suicide because they are not supported by society or they do not feel loved by their own family, if a person has no support in his life and no one to care about him than they can feel valueless and this will lead to depression which may lead to suicide , Suicide rates are correlated with how well a person is integrated into society and the degree to which society regulates individual behavior . in general suicide has some connection with social rules or standards and the individual

J.B. Preistly’s Presentation of Inspector Goole in An Inspector Calls :: English Literature

Analyse J.B. Preistly’s Presentation of Inspector Goole in An Inspector Calls ‘An Inspector Calls’ is a play written by J.B. Preistly in 1945 after WW2. The play was set in 1912 just before WW1, this date was chosen to show the contrasts of the two orders and to help J.B.Preistly’s message of the play become clearer. In the world in1945, as I’ve said, it was the end of WW2 and the Labour Party had been elected for government for the first time. Preistly’s message of the play is that he thinks that the old older was a bad idea because it had already got the world in 2 world wars’ and that every body should respect and care about each other . The Inspector is an important character is important to the play because he is like the spokes person of the play because he shows that the ways of the old order are wrong and that the way of the new order was the right way to go. He is also pointing out Preistly’s message by saying that the old order views from Arthur Birling about how everybody should look after themselves and not care about any other problems in the world accept your own. The way that Preistly does this is by contrasting Inspector Goole and Arthur Birling for example the Inspector is cool, calm and collected, Arthur Birling has to always have his wits about him and always try to be right. My first impressions of the Inspector are that he is an important character to the play and solving the mystery of who killed Daisy Renton, but I didn’t think that he would have any thing to do with the message. Did Preistly want the audience to think this? I think that he did and that adds to the initial impact of the inspector’s character, not knowing what he is all about. In the text Preistly describes the inspector as a big character in his late 40’s makes him seem a convincing inspector; this could help to trick the audience in the later scenes. The Inspectors entrance is important because it is the middle of Birling’s big speech about only looking after yourself and later in the play he contradicts that speech and shows Birling that he is in the wrong and that Eric And Sheila are right for being in the new order. When he enters the room with the lines â€Å" I’d like some information if you don’t mind, Mr. Birling† it makes the audience feel that Birling, who is so convinced the old order is correct and he is

Education Essays – Curriculum Steiner Montessori

Curriculum Steiner MontessoriIntroductionAs with most things in instruction, there is no in agreement definition of ‘curriculum’ . The manner we understand and theorise it has altered over the old ages. A utile starting point for us here might be the definition offered by John Kerr and taken up by Vic Kelly in his standard work on the topic. Kerr ( Kelly 1999, p.10 ) defines course of study as ‘All the acquisition which is planned and guided by school, whether it is carried on in groups or separately, inside or outside school.’ There are many theoreticians who have studied kid development and have designed curriculum’s from their ain theories which they think will offer the best acquisition environment. This study will merely analyze three of assorted current course of study but offers an penetration of how there is no existent right or incorrect manner of how a kid learns. The study will take a expression at the ‘Steiner Method’ , the ‘Montessori Method’ , and eventually it will discourse the ‘High Scope Method’ , a more late developed method. It will besides supply illustrations on how some of the thoughts of these methods are being incorporated into other childcare scenes and course of studies.The Steiner MethodThere is over eight hundred Steiner schools universe broad. The Steiner method is based on the doctrines of Rudolf Steiner and the instruction emphasises personal duty and societal consciousness. The cardinal purpose of the instruction is to fit immature people emotionally, spiritually and intellectually, non merely to run into the hereafter but to play an of import portion in determining it. Harmonizing to Steiner’s doctrine, adult male is a treble being of spirit, psyche, and organic structure whose capacities unfold in three developmental phases on the way to maturity: early childhood, in-between childhood, and adolescence. Steiner instruction differs from the mainstream in a figure of ways. In a Steiner school there is no Hierarchy, instructors and parents work along together. Children do non get down formal instruction until they are six or seven old ages old and they so stay with the same instructor for seven old ages. The instructor works with the student’s parents, frequently sing the household place to let parental engagement. Classrooms are filled with natural and organic stuffs. In a Steiner baby's room, kids typically play with simple unfinished, wooden toys instead than bright plastic 1s, to let their imaginativenesss to develop. A Steiner schoolroom would hold few books and few computing machines. The Steiner doctrine dictates that screen images hinder the development of idea and imaginativeness. Colour is of import to Steiner ‘s educational doctrine for assisting kids ‘s imaginativeness to boom so students are instructed carefully as to how to continue through the coloring material spectrum ( Lewis 2001 ) . The immense difference between the Steiner method and other methods is that larning is directed by the instructor instead than the kid. There is a immense accent on creativeness and instructors will demo kids how and what stuffs they use. Teachers stress physical development through a ritualised dance signifier called eurythmy. Another primary rule of the Steiner method is kids do non get down reading until their grownup dentitions have erupted, normally around age seven, which, harmonizing to Steiner, shows the child’s preparedness to get down formal instruction. Delayed reading is one of the most controversial issues environing Steiner instruction, and there is concern from some pedagogues that kids may lose out on their literacy and reading â€Å"windows† ( Mogensen 2004 ) . The Steiner method is one that is enormously different to other methods used in Nurseries and schools ; therefore it is sometimes hard to see similarities in other educational establishments. However you can see similar theories in the Montessori Method. The usage of natural stuffs and the composure scene is one of the chief rules that link the two methods. I have seen this in topographic point at a Montessori primary school. The school was really quiet, and tonss of playthings and larning stuffs were made of wood and other natural stuffs. The school besides adopted some of the originative thoughts that Steiner follow. They let the kids make their ain narrative books alternatively of reading published books with ‘ready-made’ images, which encourages the kid to utilize their imaginativeness more widely. I think this is a great thought, as kids are non tainted by a peculiar image of a individual, animate being, object or environment. Kettle Nursery, who follow a 3-5 course of study, hold regular meetings with parents to inform them of their child’s development, and they besides give parents chances to detect their kid in the baby's room. This promotes parental engagement, which is another of Steiner’s chief rules.The Montessori MethodThe Montessori Method is an educational method for kids, based on theories of kid development originated by an Italian pedagogue, Maria Montessori. The method accommodates all ages of kids but it is applied chiefly in preschool and simple schools. It is an alternat e type of method that harnesses the child’s natural ability to larn and is built upon the thought that kids develop and believe otherwise than grownups. The Montessori Method supports all facets of the Childs personal and societal development. â€Å"From the minute the kid enters the schoolroom, each measure in his instruction is seen as a progressive edifice block, finally organizing the whole individual, in the outgrowth from childhood to adulthood. All focal point is on the demands of the child† ( Hainstock 1997, p.xiii ) . One separating characteristic of the Montessori at the preschool age is that kids direct their ain acquisition, taking among the subdivisions of a well structured and stocked schoolroom including practical life, sensory, Language, Math, Geography, Science and Art. The â€Å"Practical Life† country is particularly for the really immature kid and teaches them how to care for themselves and their environment. Here, a kid will larn to dress themselves, to pour, to rinse a tabular array, and to properly rinse their custodies, among other things. The â€Å"Sensorial† country allows them to utilize their senses to larn about the universe. Here, a kid will larn to judge different highs, lengths, weights, colourss, sounds, odors, forms, and textures. The linguistic communication, math, geographics and scientific discipline countries provide a kid with AIDSs for their rational development. Exercises in organic structure motion assist their physical development and their consciousness of their organic structure and what it can make. Many Montessori schools add such countries as music, art, dance, run uping, wood-working and foreign linguistic communications to foster enrich a child’s sum development ( Montessori 1912 ) . In a Montessori school, a kid teaches himself through their usage of the specially designed Montessori stuffs. These are attractive, by and large simple, child-sized stuffs that are self-correcting, that is, if a kid makes an mistake, they can see it by looking at the stuff itself in this manner ; no grownup is needed to indicate out their error and possibly wound their self-pride. The kid learns to work entirely and with others in a Montessori school. A kid learns to follow the category â€Å"ground rules† and may frequently remind other kids to follow them every bit good. Because they can take their ain work and make it at their ain gait, a kid has many chances for success ; the Montessori schoolroom is non-competitive. They will besides hold entree to workss and animate beings and will assist care for them. The Montessori schoolroom is an attractive topographic point in which a kid can be free from big domination and can detect their universe and construct their head and organic structure. The Montessori Method is alone. It is based on a reasonable balance between freedom and construction specifically designed for the immature kid. It provides a pleasant environment with carefully devised stuffs that meet the child’s natural demands. It provides the overall counsel of a thoroughly trained teacher. The function of the instructor is to present kids to stuffs and remain a â€Å"silent presence† ( Montessori 1912, p.371 ) in the schoolroom. Montessori gives a kid a strong footing, in their most formative old ages, for developing into a all-around, responsible, happy and fulfilled grownup. From my experience in Kettle baby's room, I can see how the course of study incorporates some of the thoughts that the Montessori Method follows. For case, the kids are to the full encouraged to make things for themselves, and take their ain drama and acquisition. The grownup is to merely function as an helper by back uping and widening their acquisition through drama. They are besides encouraged to clean up after themselves ; rinsing up their bite dishes, cleaning the tabular arraies and clean uping off stuffs one time they have finished utilizing them this is a really similar thought to the Montessori’s practical life thought. Another activity that allows kids to see practical life is when every bit shortly as they enter the baby's room they are expected to take their outside vesture and places themselves, and at the terminal of the twenty-four hours they are expected to set it back on themselves.The High Scope MethodThe High Scope course of study was developed in the United States of America in the 1960’s. It is one of the most common methods used at that place and in some other states. The thought behind High Scope is that kids should be involved actively in their ain acquisition. The grownups working with the kids should see themselves more as facilitators than supervisors. The High Scope method is an â€Å"active learning† attack. This means pupils have direct custodies on experience with people, objects, events and thoughts. Children’s involvements and picks are at the bosom of High Scope based plans. They construct their ain cognition through interactions with the universe and the people around them. Children take the first measure in the acquisition procedure by doing picks and following through on their programs and determinations. Teachers and parents offer physical, emotional and rational support. In active learning scenes grownups expand children’s believing with diverse stuffs and nurturing interactions. High Scope has alone characteristics that differentiate it from other early childhood plans. One is the day-to-day plan-do-review sequence. Research shows that be aftering and reexamining are the two constituents of the plan twenty-four hours most positively and significantly associated with children’s tonss on measurings of developmental advancement. This three-part sequence is alone to the High/Scope attack. It includes a short little group treatment during which kids plan what they want to make during work clip ( the country to see, stuffs to utilize and friends to play with ) . They are so given to clip to transport out their programs and so they meet up once more for another group treatment for reexamining what they have done and what they have learned. In between â€Å"do† and â€Å"review† kids clean up by seting off their stuffs or hive awaying unfinished undertakings. Childs are really active and purposeful during â€Å"do† clip because they are prosecuting activities that involvement them. They may follow their initial programs but frequently as they become engaged their programs shift or may even alter wholly ( High Scope Educational Research Foundation 2007 ) . The High Scope method besides operates group clip. ‘Small’ group clip is a opportunity for the kids to run into with an grownup to experiment with stuffs and work out jobs. Although grownups choose the activity to underscore a cardinal experience, kids are free to utilize the stuff in any manner they want during this clip. ‘Large’ group clip is the clip where kids and grownups come together for motion and music activities storytelling and other activities. Children have many picks and play the function of leader. In High Scope plans grownups are as active in the acquisition procedure as kids. A common spring and take relationship exists in which both groups participate as leaders and followings, talkers and hearers. Adults interact with kids by sharing control with them ; concentrating on their strengths, organizing echt relationships with them, back uping their drama thoughts, and assisting them decide struggles. Adults participate as spouses in children’s activities instead than supervisors. They respect kids and their picks and promote enterprise, independency, and creativeness. Because grownups are good trained in kid development, they provide stuffs and program experiences that kids need to turn and larn. Children and grownups spend at least half an hr outside every twenty-four hours basking vigorous and frequently noisy drama. They are free to do big motions running, jumping, mounting singing turn overing leaping yelling-all with energy. They collect and they garden. In utmost conditions they do big motor activity indoors. Transition times are the proceedingss between other blocks of the twenty-four hours including reaching and going times. The end is to do passages go through swimmingly since they set the phase for the following section in the days’ agenda. They besides provide meaningful chances themselves. Children may make up one's mind how to travel across the floor on the manner to little group clip. With a consistent day-to-day modus operandi, kids know what is traveling to take topographic point next. It is non unusual for them to denote the following activity and originate the passage. Snack clip allows kids to bask eating healthy nutrient in a supportive societal scene ( High Scope Educational Research Foundation 2007 ) . Some of these day-to-day modus operandis that happen in a high range baby's room are rather similar to other course of studies. The thought of the kid taking their ain acquisition is incorporated into the Montessori Method and the 3-5 twelvemonth Curriculum. I have seen this work good at Kettle Nursery. Another of import component that I have seen in working action was the importance of wellness. Snack clip at Kettle allows kids to see a healthy eating experience ; including sugar free bites, fruits and veggies. It seems to be that in the High Scope Method, the child’s wellness is a really of import facet of the course of study, which is really similar to the 3-5 old ages course of study. Kettle Nursery provides the chance for the kids to see play outside each twenty-four hours. They encourage an active life style which once more is really similar to High Scope. At the terminal of they twenty-four hours at Kettle Nursery, the Nursery Nurse besides spends a few proceedingss to discourse with the kids what they did that twenty-four hours, this is a small similar to the High Scopes thought of ‘reviewing’ .MentionsHainstock, E. 1997.The Essential Montessori: An debut to the adult female, the Hagiographas, the method, and the motion. New York: Plume Books. High Scope Educational Research Foundation. 2007.Curriculum.[ Online ] Available at: hypertext transfer protocol: //www.highscope.org/Content.asp? ContentId=1 [ accessed 24 September 2007 ] Kelly, A. V. 1999.The Curriculum: Theory and Practice. Thousand Oaks: Sage Publications. Lewis, G. 2001.Rudolf Steiner. [ Online ] Available at: hypertext transfer protocol: //www.freedom-in-education.co.uk/Steiner.htm [ accessed 24 September 2007 ] Mogensen, K. 2004.Eyess Wide Open. [ Online ] Available at: hypertext transfer protocol: //www.aeufederal.org.au/Publications/AE/Atmn04pp26-30.pdf [ accessed 24 September 2007 ] Montessori, M. 1912.The Montessori Method.[ e-book ] New York: Frederick A. Stokes Company. Available at: hypertext transfer protocol: //digital.library.upenn.edu/women/montessori/method/method.html [ accessed 14 October 2007 ]BibliographyScots Executive. 2001.Curriculum Framework for kids 3 to 5.Dundee: Learning and Teaching Scotland. Tanner, D. 2006.Curriculum Development: Theory into Practice. New Jersey: Prentice Hall. Maria Montessori. n.d.Maria Montessori, MD.[ Online ] Available at: hypertext transfer protocol: //www.montessori.edu/maria.html [ accessed 24 September 2007 ]

Men Sculptures From Ancient Art - 867 Words

Men sculptures from Ancient Art The mini exhibition will center on ancient art found in the Rome and Greece, and will mainly focus on male sculptures from that area. History dates that the civilization of man began in the Rome hence their advancement of art is especially important as well. The rulers of the time appreciated the art built regardless of its structure. The artist was strict on the appearance and representation of the sculpture. Their attention to detail makes them unique and interesting. Every art form has a history behind it and a reason for its creation. The three arts picked have a rich history of some of the great arts of the time. Apart from that, it shows how similar art works was carved from time to time. The Lansdowne Herakles is the centerpiece of the mini exhibition. It is a sculpture of a Greek god with a club in his hands. On his right hand, he has the skin of a lion. It gives a glimpse of what the man could be. He seems like a hunter or a warrior. 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Ancient Rome culture has been affecting our modern world from colosseums and satre, for entertainment, to the name of Roman gods, for constellations. In Ancient Rome their entertainment included gladiator fighting and Roman Theater. Ancient Rome’s arts were greatly influenced on the art Ancient GreeceRead MoreThe Renaissance And The Ancient Mediterranean Periods974 Words   |  4 Pagescreate art would be during the Renaissance and the Ancient Mediterranean periods. The reason for the Renaissance would be because of their religious influenced paintings and sculptures. Artists during this period developed a linear technique that created a deep, convincing space that set the figures in a sculpture or painting that made it appear as if the scene is alive and right before them. 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Not onlyRead MoreAssignment 2: Comparing Sculptures of Ancient India and Greece1470 Words   |  6 PagesComparing Sculptures of Ancient India and Greece Assignment 2: Comparing Sculptures of Ancient India and Greece Andelle Gregoire World Cultures I Abstract Overall, Greek and Indian art had many similarities and differences. Even though they lived far away and had different beliefs, their depicted the same topics: Gods and goddesses, animals, royalty, myths, everyday life, and sports. Jewelry wise, they both used a lot of gold, although Indians used more beads and gems. In sculpture, Greeks