The Era of Innovation Cubism and Fauvism Essay Example For Students

The Era of Innovation Cubism and Fauvism Essay The era of change, during the early 20th century two forms of artistic techniques were born referred to as cubism and fauvism. Fauvism was the first technique born in 1904 by a leader named Matisse of a new group of experimental painters known as the Fauves (wild Beasts). This form of art was known for their application of color to bring the object to reality to evoke strong emotion from the viewer. Cubism is a technique that formed later on around 1908 by two painters named Picasso and Braque. This technique questioned the very nature of reality by forming art outside of reality introducing two and three dimensional elements of space known as collage. Cubism and Fauvism share similarities, but they also are very different forms of art. Cubism was one of the most influential movements born out of the collaboration of the 20th century. Inspired by past impressionists and post-impressionism of French painters in the 19th century a new era of change occurred. We will write a custom essay on The Era of Innovation Cubism and Fauvism specifically for you for only $16.38 $13.9/page Order now Taking the very theory of complementarity art, discoveries in physics, and producing modern art by a new technique where illusions itself lied truth (pg. 125). Relatively, similar to that of Fauvism, as the second most influential movement inspired by both impressionism and post-impressionism that introduced the notion of speed and motion. These two techniques collided together forming a contrast of similar and dissimilar pieces of art. Cubist and Fauvist painters like Picasso and Matisse illustrate the very concept of both techniques in their details. In Picasso painting Les Demoiselles d Avignon, the artist presents a group of nude figures, as well as the fauvist style in Matisse painting called Le Bonheur de vivre (The joy of Life). Picasso figures of the five women set in a rendering position, similar to Matisse figures of men and women set in a posed position. Picasso painting forms squared and angular composition in the background, unlike in Matisse painting that shows circular and round composition in the background (pg. 1122). Picasso painting figures stand still like without movement while Matisse figures are active in moment (pg. 1122). Additionally, Picasso canvas shows unrealistic geometric form of the curves of the womens bodies, unlike the women and men in Matisse scene that shows realistic forms. Picasso has two-dimensional space in the background between the curtains. However, Matisse background has flat and erotic two-dimensional space. Picasso lacks emotion through sense of color yet adds the use of an imitative color like black, beige, blue, and brown-red of the figures hair, bodies, faces, and background. On the other hand, Matisse has a contrast of colors like red-orange, green, and blue-violet, throughout the scenery and figures that evoke strong emotion to the viewer (pg. 1122). Picassos scene takes places at night, whereas Matisse takes place during the day (pg. 122). Picassos painting dominates tension that grabs the viewer inwards, unlike in Matisse that is completing absently (pg. 1122). The figures in Picassos painting show more than one aspect of emotions, rather only one emotion is shown in Matisses. The sense of control is tightly managed on every line and shape in Picassos work, yet in Matisses work its freely expressed and unrestrained. The painting that appeals to me the most is Picasso oil canvas Houses on the Hills, Horta de Ebro, done in 1909. The painting appeals to me the most, because the artist creates a battlefield between perception and illusion. Allowing me to see the object of the cubes from multiple viewpoints. In addition, this is not to mention the fact, that Picasso took a huge risk in painting illusions and the very logic to reality outside of the frame (pg. 1122). For example, the artist use of optical effects of 3-dimensional cubic distinction, creates a scene to be viewed from a closer perspective when in reality it would be further. .uf42bd0ca5244edaf5e59f0813fe2cb77 , .uf42bd0ca5244edaf5e59f0813fe2cb77 .postImageUrl , .uf42bd0ca5244edaf5e59f0813fe2cb77 .centered-text-area { min-height: 80px; position: relative; } .uf42bd0ca5244edaf5e59f0813fe2cb77 , .uf42bd0ca5244edaf5e59f0813fe2cb77:hover , .uf42bd0ca5244edaf5e59f0813fe2cb77:visited , .uf42bd0ca5244edaf5e59f0813fe2cb77:active { border:0!important; } .uf42bd0ca5244edaf5e59f0813fe2cb77 .clearfix:after { content: ""; display: table; clear: both; } .uf42bd0ca5244edaf5e59f0813fe2cb77 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf42bd0ca5244edaf5e59f0813fe2cb77:active , .uf42bd0ca5244edaf5e59f0813fe2cb77:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf42bd0ca5244edaf5e59f0813fe2cb77 .centered-text-area { width: 100%; position: relative ; } .uf42bd0ca5244edaf5e59f0813fe2cb77 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf42bd0ca5244edaf5e59f0813fe2cb77 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf42bd0ca5244edaf5e59f0813fe2cb77 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf42bd0ca5244edaf5e59f0813fe2cb77:hover .ctaButton { background-color: #34495E!important; } .uf42bd0ca5244edaf5e59f0813fe2cb77 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf42bd0ca5244edaf5e59f0813fe2cb77 .uf42bd0ca5244edaf5e59f0813fe2cb77-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf42bd0ca5244edaf5e59f0813fe2cb77:after { content: ""; display: block; clear: both; } READ: Pablo picasso and marcel duchamp EssayAt the same time, use a contrast of dark green and light brown colors to bring the focal point forward. In addition, the colors bought the drapery that recede near the background, and into the shadow areas between the cubes. This a brilliant masterpiece that brings forth the value of abstract arch sculpture and landscape. The change that occurred through the two new forms of art techniques fauvism and Cubism transformed the 20th century. The theory of complementarity and physics, where realistic and unrealistic art produced an artistic innovation led to the revolution of visual arts. Painters like Picasso, Braque, and Matisse produced art that challenge this very concept of modern art. The painting Les Demoiselles d Avignon by Picasso, became the inspiration that started this era of change from complementarity to modern art and the form of cubism. Where the painting of Le Bonheur de vivre (Joy of Life) by Matisse, inspired the application of new colors and the idea of speed and motion that formed fauvism. All of which capture the moment of time, emotion, harmony, and sexuality.

Heroic Figures of the 21st Century essayEssay Writing Service

Heroic Figures of the 21st Century essayEssay Writing Service Heroic Figures of the 21st Century essay Heroic Figures of the 21st Century essayThe 21st century is the epoch of profound changes that have occurred in the world. In this regard, the rise of the US as the only world super power is the most distinct feature of the 21st century but the 21st century also gave rise to powers that oppose to the expanding impact of the US, westernization of the world, democratization and globalization. At the same time, the 21st century brought considerable changes not only to the world but also to the US, especially with Barak Obama coming to power as the first African American president in the history of the US. However, he was not the first African American, who has played an important part in the US politics. At this point, it is worth mentioning Condoleezza Rice, who was the US Secretary of State, when the US has launched its major international advancements to enhance its position as the only super power in the world and suppress any attempts of resistance in the Middle East.Barak Obama i s the iconic figure of the 21st century. He is the personification of the American Dream for probably all African Americans and the symbol of the personal power and charisma recognized worldwide and the first African American president elected in the US (Schama 6). He is a heroic figure because the world has recognized him as one of the prominent world leaders, who stands for the support of democracy worldwide. At the same time, he is the person, who has tried to eliminate racial and religious frontiers not only within the US but also worldwide. He became the first African American President of the US that contributed to the further closing of gaps between white and non-white Americans.Furthermore, his Cairo speech was his prominent attempt to appease representatives of the Muslim and Christian world (Schama 12). In this speech, he referred to his personal example to show the world that people with different religious background can live together and succeed. At the same time, he pr ioritizes democracy as the only way to the peaceful, stable and happy world and his efforts are recognized by the world community. In this regard, it is worth mentioning the fact that Barak Obama won the Noble Prize for Peace in 2009, which became the international recognition of his efforts to put the end to war in Iraq, Afghanistan and other parts of the world along with withdrawal of American troops from Iraq and Afghanistan and supporting peace keeping efforts worldwide (Abcarian 2).In such a way, Barak Obama is the heroic figure because of his considerable contribution to the promotion of democracy and elimination of barriers between different racial and religious group (Abcarian 10). However, what is even more important about the heroic image of Barak Obama, who gave many people throughout the world hope for changes and better life, the hope for putting the end to racism, conflicts and inequality. As for the US, he became the President, whose opponents accuse of socialist view s and policies, while a large part of the population view him as one of the first Presidents, who attempted to take the state responsibility for the wellbeing of American citizens in need, who cannot cover their basic needs, including health care and education.Condoleezza Rice was the person, who has influenced, if not to say determined, the foreign policy of the US for almost a decade from 2001, when she took the position of US National Security Advisor, to 2009, when she resigned from the position of the US Secretary of State (Mabry 115). She is recognized by the international community as one of the most influential politicians in the first decade of the 21st century. As the National Security Advisor, she contributed to the elaboration of the War on Terror policy and foreign policies conducted by the US in regard to the Axis of Evil and outcast states and organizations supporting terrorism. As the Secretary of State she continued to work on the suppression of tyranny and it was h er, who developed the concept of ‘outposts of tyranny’, which were the major threat to democracy in the world. At the same time, she was and still is well-known as the political and just the world leader, who promotes the idea of democratization of the world as the way to the improvement of the quality of life of all people (Cunningham 184). Condoleezza Rice stands on the ground that despair and poverty are the major causes of sufferings of millions of people worldwide, but she believes that despair and poverty persist because of the lack of democracy and poor people control over governments.Thus, Barak Obama and Condoleezza Rice are two heroic figures of the 21st century, who belong to minority groups and who personifies the success and power to overcome social, cultural and racial barriers on their way to success. Moreover, they are not just successful people but they are the major proponents of the democratization of the world and elimination of racial, class and rel igious barriers between people worldwide.

Women study written project Essay Example | Topics and Well Written Essays - 500 words

Women study written project - Essay Example Still, they find jobs for themselves because of the awareness brought to them by the feminist theories. They want to come out of the confinement of their houses to work at par with men. But, they have to face harassment by men, which decreases their job performance and job satisfaction. They are forced to do as the employer says or are forced to face adverse circumstances if they refuse. For example, minority women suffer from sexual harassment because they belong to minority groups. Hence, they face double jeopardy, as found by Berdahl and Moore (426) in their research. They assert that â€Å"Women experienced more sexual harassment than men, minorities experienced more ethnic harassment than Whites, and minority women experienced more harassment overall than majority men, minority men, and majority women† (Berdahl and Moore 426). Hence, sexual harassment is one of the biggest problems that women face at the workplace. Domestic or spousal abuse is defined as the abuse in which one spouse makes his counterpart undergo physical or mental mistreatment so that he may demonstrate his influence and authority. Women are prone to domestic violence than men. It is hard for women to end domestic violence once it starts. Men maltreat their wives to satisfy their pride, and also act loving at times to keep the latter stay in the relationship so as to give the impression that they have improved, which does not happen. Eventually, the frustration leads to hatred and rebellion developing within the women. Domestic violence is a form of gender violence (Berdahl and Moore 260), and it leads to stark mental problems and emotional breakdowns due to which the women may plan to abandon or kill their partners. Divorce rates are also on the rise, and one of the main reasons for this is domestic violence. If the couple has children, domestic

Analyze effective communication practices within diverse contemporary Essay

Analyze effective communication practices within diverse contemporary families - Essay Example People are not as close to each other as they once were. The much older folks prefer their people close to them. This is unlike the younger ones who prefer the distance between family members to be relatively large. Mobile phones are the only connection that enables people to communicate. This paper will review some stages present in the family life cycle. Also, it will look into the effects that effective communication plays in the different family settings that exist today. There are different stages that are present in the family life cycle. This is the transition that different families undergo during certain phases in their lives. This means that a family can undergo changes in their lives as times change, and the need to adapt to their immediate environment arises (Tutwiler, 2005). The first stage in the family cycle is the where young adults leave their homes. This is maybe in search of emotional and financial stability. This they may achieve on their own or maybe through help. At this stage, they struggle to create their own identities by becoming self-reliant. The comfort that comes with achieving independence is what drives them. The second stage that comes in the family life cycle is the joining of a couple. This is either through marriage, or living together. Here, a couple gets to adapt to the changes by learning to live with their spouse, and all the people in the other person’s life. Commitment is the fundamental foundation on which this stage is based on (Gonzalez, 2005). Without commitment, the people in this arrangement may not have the ability to stand the test of time let alone have the time to create a family of their own. The third stage is the introduction of children into the family. Children bring a whole new dimension to the family structure. Room and time have to be created so as to accommodate them. They bring the family structure closer. This is sometimes

The Scientific Study of Ecology Essay Example | Topics and Well Written Essays - 500 words

The Scientific Study of Ecology - Essay Example By addressing and discussing these three specific issues, not only will we be able to gain valuable information on these particular matters but on the subject of ecology as a whole. This is what will be dissertated in the following. In ecology terms, the carrying capacity of a population refers to the supportable population of an organism, and this is taking into consideration the vital factors such as food, habitat, water, and so on. There is strict mathematics involved with the carrying capacity issue, and depending on the particular situation, the impact of famine, for instance, could be quite moderate or extreme. In terms of what the possibilities are for the continued growth of a population once it has approached its carrying capacity, this really depends on the particular population being discussed, but it is very important either way here to understand that â€Å"Algorithms for estimating the carrying capacity of areas provide wildlife managers with important information for understanding and managing populations†¦The energy-based carrying capacity of an area varies with the energy required by a wildlife population and the energy available in foods in the area.† (29). In response to the issue of what process would be necessary in order to allow a population to be established and thrive in an ecological community, basically, there are several different factors that need to be taken into consideration here. In all reality, the most classical explanation is that all species are able to coexist, as long as they are â€Å"sufficiently different in their ‘niches’, the particular habitats or conditions in which they thrive or in the resources they exploit, and have corresponding weaknesses in other areas, so that no one species is able to out-compete the others.† (67).  

Educational Psychology: Quantitative Research Methods

Educational Psychology: Quantitative Research Methods Rachel Price Select a psychological discipline and Identify the primary research methods and designs  used in that discipline, and consider why that may be the case. This assignment will look at a number research methods and designs used in Educational Psychology. While there are numerous research methods and designs used in Educational Psychology this assignment will focus on the use of quantitative research in the forms of interviews, questionnaires and case studies and will also discuss quantitative research in the form of psychometric testing used in the assessment of dyslexia such as the Wechsler Intelligence Scale for Children (Wechsler 1949) and the Kaufman assessment battery for children (Kaufman Kaufman, 1983) and why each of the methods discussed are used, while looking at the validity and limitations of the methods and design. Educational Psychology is defined by Wittrock (1989) as the scientific discipline concerned with the development, evaluation, application and principles and theories of human learning. Educational Psychologists complete research when they examine the cognitive development of young children, explore the relationship between teachers preferences, educational experiences and classroom performance, and manipulate the structural features of lessons and study that result in student participation levels or explore the issues associated with the interaction of teachers and learners and learning contexts in situations (Berliner Calfee, 2004). Alexander and Winne, (2006) suggest all of these areas of research contribute to the science of learning and help develop guidelines for effective class room practises. The two research methods that influence scientific educational research are quantitative and qualitative approaches. Educational research tends to be a mixture of both quantitative and qualitative research methodologies (Williams, 2011). Quantitative research methods are primarily experimental in nature and concerned with the causal relationships between dependent and independent variables, whereas qualitative research methods are primarily non-experimental and concerned with identifying and describing themes underlying human experience or the experience of a particular phenomenon (Della Porta Keating, 2008). Willis (2008) argues that quantitative and qualitative research methods are often borrow elements or techniques from each other. For example, program-evaluation research, action research, and teacher-as-researcher methods are forms of mixed educational research design that use elements of both quantitative and qualitative methodologies (Johnson, Christensen, 2008). Educational psychologists rely on quantitative based research methods to help them make decisions about school programs and practices (Slavin, 2002). Stanovich and Stanovich (2003) define quantitative based research as a form of study that uses systematic methods that draw on careful observation or experimentation in order to make valid, credible and reliable, conclusions. The science part of educational psychology seeks to sort fact from fiction by using particular strategies for obtaining information (Johnson Christensen, 2000; Kawachi, Kennedy Glass, 1999). Wolfe (2010) argues that the art of educational psychology lies in translating scientifically valid and reliable information into viable and effective classroom practice. Quantitative research is objective, testable, and systematic ( Kothari, 2011). Gravetter and Forzano, (2015) suggest that It reduces the likelihood that information will be based on personal beliefs, feelings and opinions. Quantitative research is based on the scientific method, an approach that can be used to discover accurate information. It includes these steps: conceptualize the problem, collect data, draw conclusions, and revise research conclusions and theory( Cronbach, 1957).Once data has been collected, educational psychologists use statistical procedures to understand the meaning of their quantitative data to help draw conclusions. They also compare their findings with what others have discovered about the same issue. The final step in the scientific method is revising research conclusions and theory (Mertens, 2014).Slavin and Davis, (2006) suggest that educational psychologists have generated a number of theories about the best ways for students to learn McInerney, (2005) suggests that when an educational psychologist wants to test a hypothesis they can choose from many methods, such as observation .Scientific observation is highly systematic. It requires knowing what is being looked for, conducting observations in an unbiased manner, accurately recording and categorizing what was seen, and effectively communicating these observations (Hersen, Haynes Heiby, 2003). A common way to record observations is to write them down, using shorthand or symbols. In addition, tape recorders, video cameras, special coding sheets, one-way mirrors, and computers can be used to make observations more efficient. (Coolican, 2009). Educational psychologists conduct research in laboratories at the universities where they work and teach, although laboratories often help researchers gain more control in their studies, they have been criticized as being artificial. In representational observation, behaviour is observed out in the real world (McInerney, 2005 ).Educational psychologists conduct representational observations of children in classrooms, at museums, on playgrounds, in homes, in neighbourhoods, and in other settings (Gà ¶ncà ¼, Jain Tuermer, 2007). Educational psychologists use interviews and questionnaires to find out about students’ and teachers’ experiences (Vaughn, Schumm Sinagub, 1996). Interviews normally take place face-to-face, although they can be done over the phone or the Internet whereas questionnaires are usually given to individuals in printed form and can be filled out in many ways, such as in person, by mail, or via the Internet (Coolican, 2009). Good interviews and surveys involve concrete, specific, and unambiguous questions and some means of checking the authenticity of the respondents’ replies (Ritchie, Lewis, Nicholls Ormston, 2013). However Fowler (2008) argues that interviews and surveys are not without problems. One crucial limitation is that many individuals give socially desirable answers, responding in a way they think is most socially acceptable and desirable rather than how they truly think or feel. For example, some teachers, when interviewed or asked to fill out a questionna ire about their teaching practices, hesitate to admit honestly how frequently they chide or criticize their students (Loughran, 2002). Skilled interviewing techniques and questions that increase forthright responses are crucial to obtaining accurate information. Another problem with interviews and surveys is that the respondents sometimes simply lie (Coolican, 2009). Another type of research method used by educational psychologists are case studies (Woolfson, 2011). Crosling Webb, ( 2002) define case studies as descriptions of â€Å"real-life† experiences that illustrate important concepts and issues in a field of study . In other words, a case study is an in-depth examination of an individual or situation A case study presents a unique method for combining theory and practice in a problem-solving framework. Case studies differ from spoken or written statements, in that they typically do not contain outcomes or conclusions, but leave the reader to contemplate the most appropriate course of action (Crosling Webb, 2002).Traditionally, case studies have been associated with business, medicine, and law. Recently, however, case studies increasingly have been used in education to help teachers and teacher-candidates develop essential problem recognition and resolution skills (Clandinin Connelly, 2000; Elliott, Woloshyn, DiPetta, Bennett, 200 0). Educational Psychologists use psychometric testing during the assessment for dyslexia. Lyon, Shaywitz and Shaywitz (2003) define dyslexia as a specific learning difficulty that is unexpected in relation to an individuals cognitive abilities. Psychometric testing methods such as the Wechsler Intelligence Scale for Children (WISC) (Wechsler 1949), which is an individually administered intelligence test designed for children between the ages of six and sixteen (Cohen, 2011) and contains fifteen subtests that provide a comprehensive assessment of intellectual ability which are divided into ten core subtests and five supplemental subtests (Grizzle, 2011). The Wechsler Individual Achievement Tests (WIAT) (Wechsler, 1992) is also used, and is a comprehensive test that assesses academic achievement by testing the ability to apply cognitive skills and knowledge to graded expectations It alsoincludes nine subtests designed to assess specific areas within the areas of reading, mathematics, writ ten language, and oral language (Johnson, 2011) Another psychometric test used in the assessment of dyslexia is the Kaufman assessment battery for children (KABC)( Kaufman Kaufman, 1983), which is a consistent and valid measure of cognitive abilities for children aged three to eighteen (Hall Noggle, 2011). Psychometric tests are defined by Coolican (2009) as instruments that measure mental measurement and include personality scales and also include measures of mental ability such as intelligence, linguistic ability, creative thinking etc. Psychometric tests are mainly used in educational settings to help identify students who may need additional learning support (Stapleton, 2001). Vernon and Parry (1949) argue that the variables that psychometric tests such as the WISC and KABC scales, use, are always the best measures, and for educational purposes most of the relevant variables are measured by well accepted tests. They also suggest that this is one of the main arguments for the use of psychometric testing over interviews or recommendations from teachers (Vernon Parry, 1949). Mislevy, Behrens, Dicerbo and Levy (2012) suggest that psychometrics is the measurement of educational and psychological construct. As the WISC-V, WIAT-II and KABC-II scales are all variations on pervious scales (i.e. the WISC scale is currently on version five) and have been validated by comparison with previous models they have concurrent validity (Coolican, 2009).Coolican (2009) also suggests that new personality and IQ tests are often compared with older but similar models that have been known to have good validity. Stapleton (2001) suggests that if an assessment score can is closely correlated with future performance, then the assessment used is said to have predictive validity, and that in turn the assessment can be used to predict the likelihood of future academic success or failure. However Atkinson, Atkinson, Smith and Bem (1993) argue that the degree of correlation between IQ scores and psychometric testing and people’s academic achievement declines as a student moves up from primary school to higher education. Moreno (2011) states that group intelligence tests are more practical than individual intelligence tests as they are designed to assess several students simultaneously, however due to their tendency to be less accurate than individual intelligence tests, some authorities do not administer the use of group IQ tests. Due to numerous technical problems with IQ calculations, such as the fact that chronological age increases indefinably, mental age does not, deviation IQ scores are used to interpret the results of IQ tests (Kline, 2013). References Alexander, P., Winne, P. (2006).  Handbook of educational psychology. Mahwah, N.J.: Erlbaum. Atkinson, R.L., Atkinson, R.C., Smith, E.E., Bem, D.J. (1993). Introduction to Psychology (11th ed.). Fort Worth: Harcourt Brace Jovanovitch. Berliner, D., Calfee, R. (2004).  Handbook of educational psychology. New York: Routledge. Clandinin, D. J., Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. Cohen, M. J. (2011).  Children’s memory scale(pp. 556-559). Springer New York. Coolican, H. (2009).  Research methods and statistics in psychology. London: Hodder Education. Cronbach, L. J. (1957). The two disciplines of scientific psychology.  American psychologist, 12(11), 671. Crosling, G., Webb, G. (2002).  Supporting student learning. London: Kogan Page. Della Porta, D., Keating, M. (2008).  Approaches and methodologies in the social sciences. Cambridge, New York: Cambridge University Press. Elliott, A., Woloshyn, V., DiPetta., Bennett, S (2002). Instructors manual for stories from Canadian classrooms. Toronto, ON : Pearson Education. Fowler Jr, F. J. (2008).  Survey research methods. Sage publications. Gà ¶ncà ¼, A., Jain, J., Tuermer, U. (2007). Children’s play as cultural interpretation.Play and development: Evolutionary, sociocultural, and functional perspectives, 155-178. Gravetter, F., Forzano, L. (2015).  Research methods for the behavioural sciences (5th ed.). Belmont, CA: Wadsworth Cengage Learning. Grizzle, R. (2011). Wechsler Intelligence Scale for Children. In  Encyclopaedia of Child Behaviour and Development(pp. 1553-1555). Springer US Hall, J. J., Noggle, C. A. (2011). Kaufman Assessment Battery for Children. In  Encyclopaedia of Child Behaviour and Development(pp. 853-854). Springer US. Hersen, M., Haynes, S., Heiby, E. (2003).  Comprehensive handbook of psychological assessment. New York: Wiley. Johnson, K. L. (2011). Wechsler Individual Achievement Test. In  Encyclopaedia of Clinical Neuropsychology(pp. 2681-2682). Springer New York. Johnson, B., Christensen, L. (2000).  Educational research: Quantitative and qualitative approaches. Allyn Bacon. Johnson, B., Christensen, L. (2008).  Educational research: Quantitative, qualitative, and mixed approaches. Sage. Kaufman, A. S., Kaufman, N. L. (1983).  K-ABC: Kaufman assessment battery for children: Interpretive manual. American Guidance Service. Kawachi, I., Kennedy, B. P., Glass, R. (1999). Social capital and self-rated health: a contextual analysis.American journal of public health, 89(8), 1187-1193. Kline, P. (2013).  Handbook of psychological testing. Routledge Kothari, C. R. (2011).  Research methodology: methods and techniques. New Age International. Loughran, J. J. (2002).  Developing reflective practice: Learning about teaching and learning through modelling. Routledge. Lyon, G., Shaywitz, S., Shaywitz, B. (2003). A definition of dyslexia.Annals Of Dyslexia, 53(1), 1-14 McInerney, D. M. (2005). Educational Psychology–Theory, Research, and Teaching: A 25 year retrospective.Educational Psychology, 25(6), 585-599 Mertens, D. M. (2014).  Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. Sage Publications. Mislevy, R. J., Behrens, J. T., Dicerbo, K. E., Levy, R. (2012). Design and discovery in educational assessment: evidence-centred design, psychometrics, and educational data mining.  JEDM-Journal of Educational Data Mining, 4(1), 11-48. Moreno, R. (2010).Educational psychology. Hoboken, N.J.: John Wiley Sons. Ritchie, J., Lewis, J., Nicholls, C. M., Ormston, R. (Eds.). (2013).  Qualitative research practice: A guide for social science students and researchers. Sage. Slavin, R. E. (2002). Evidence-based education policies: Transforming educational practice and research.  Educational researcher, 31(7), 15-21. Slavin, R. E., Davis, N. (2006). Educational psychology: Theory and practice .Stanovich, P. J., Stanovich, K. E. (2003). Using research and reason in education: How teachers can use scientifically based research to make curricular instructional decisions. Washington, DC: US Department of Education Stapleton, M. (2001). Education. London: Hodder Stoughton. Vaughn, S., Schumm, J. S., Sinagub, J. M. (1996).  Focus group interviews in education and psychology. Sage Publications. Vernon, P. E., Parry, J. B. (1949). Personnel selection in the British forces. Wechsler, D. (1949). Wechsler intelligence scale for children. Wechsler, D. (1992). Wechsler individual achievement test Psychological Corporation.  San Antonio. Williams, C. (2011). Research methods.Journal of Business Economics Research (JBER), 5(3). Willis, J. (Ed.). (2008).  Qualitative research methods in education and educational technology. IAP. Wittrock, M. C. (1989). Generative processes of comprehension.  Educational psychologist, 24(4), 345-376. Wolfe, P. (2010).  Brain matters: Translating research into classroom practice. ASCD.

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When the Europeans discovered the New World, endless conflicts and issues were placed against the Indians who originally resided there. Their lands in America were taken away little by little by the settlers who were hungry for more territory. Their cultures were drastically changed and ruined because of the invading settlers who kept coming from different parts of the world. The first encounter between the Indians and Europeans was during the expedition led by the Spanish explorer, Hernando de Soto. He captured a majority of them and used them as slaves. The natives were abused and harassed because they were depicted as savages. On account of this harassment, the Europeans also brought deadly diseases that spread through the natives’ villages, decreasing Indian population. Proclamation of 1763 The French and Indian War also called the Seven Years’ War concluded with the Treaty of Paris in 1763. The British victory led to the loss of land of not only the French but to the Native Americans as well. Conflicts arose between the British and the Native Americans over the fight...