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1) Introduction


The title of this Book is Winston Churchill and the person who wrote this book was named John Keegan. The reason why I picked this book was because Winston Churchill sounded like an interesting name, and then while I looked at him, he had a Big Cigar in his mouth. He looked like a very intriguing man. So I picked off the book shelf and started to read about him and his life.


) Describe Winston Churchill


Winston Churchills parents were too busy for him after he was born, and he spent his early years in school rebelling. He also vowed to be tough, which resulted in almost getting killed. He was born to a very rich family; He was son of Lord Randolph Henry Spencer Churchill. Winston got most of his love from Mrs. Everest. She was the one who took care of him, because his parents were most of the time way too busy for him. His dad was too busy politically wise and his mom were social wise. Mrs. Everest influenced him by far; it was her love and affection that made him what he was. He became Prime Minister for England, A General for WWII and an Author. All these things were what he accomplished. When he was 18, he nearly killed himself by jumping from a bridge to avoid being caught by his cousin and brother who were chasing him. He fell feet, ruptured a kidney, and was unconscious for days and unable to work for nearly months. He wrote for the newspaper, which is why he was so extraordinary. When he was he wrote his first book. He was also captured while he was at war, he was held as a POW. He then later was elected to the House of Commons.


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) Describe Winston Churchill part


At age 60, Winston Churchill spoke about the dangerous rise of German military power under the Nazi reign of Adolf Hitler Churchill’s national popularity went down by a lot. At age 6, he wrote the four-volume historical book. When he was 64, he continued his unpopular warnings about Germany and Hitler in his newspaper columns. And then World War II broke out in September 1 when Germany collided into Poland. Britain and France responded to the invasion of Poland by declaring war on Germany. Then the King of England asked him to be the Prime Minister. At age 66 Churchill lead his nation in fighting the enemy. He was national Commander-in-Chief. He was really a One-Man Army kind of guy, which was a leader and only looked up to his childhood benefactors.


4) Explain what qualities or character traits helped this person become successful.


What helped Winston Churchill to be such a successful man were his Toughness and his stubborn arrogant ways. Then of course his intelligence is another big help. The problem was that if he was more loved by his parents and not so badly mistreated by his parents. People would truly see the greatness of him, in other words. He would be more serene and calmer. But instead he acted more appropriately and led his comrades to victory. With the help of the Americans of course.


5) Explain why you liked this book.


I liked this book because before I looked at it, and I read the title, Winston Churchill? Who is this guy? He looked like a rather exciting guy but I didn’t know he jumped off a bridge to prove his toughness? I didn’t think his vow would go that far. The reason why this book was so great, Is because of his drama he had. His parents were snobs with no time to even look at him, and how he was the oldest. And of course his signature Cigar in


His mouth. So many details in this book that make him so British. And all these wars he had been in, I mean at 18 he joined the Army, voluntarily. If you’re the type of person


With a war-like attitude, you’d like him. For one thing he did not stand for, is for cowards. He did not run from a fight, but only his childhood did he run from fight.





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All or None


“With liberty and justice for all.” This is the last part of our pledge of allegiance, and the beliefs that we have built our country on. Throughout our country’s history we have had vast accomplishments, but we have also made many mistakes. We have destroyed lesser nations, pilfered land from the natives, and enslaved a race of people. Nothing can be done about events of yesterday, but we can correct wrongdoings today.


In trying to right the wrongs the United States government constructed a program known as affirmative action. This program would encourage ethnic diversity in schools and work places. In doing this program minorities would be given opportunities that they would not normally receive because of their heritage. For many minorities this is the only way that they could ever “Make It”. While this has helped many people in the past like all good things it may be reaching its end.


The Supreme Court is not reviewing a case involving Michigan State College, and affirmative action. Michigan students are suing the school with the 14th amendment being their weapon of choice. There is a clause in the amendment that states that no ethnicity can have special advantages over another. The affirmative action program, which is used at Michigan State, is clearly an example of advantages given to ethnic groups. There fore should we get rid of it?


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The Supreme Court has been left with the task of deciding if affirmative action is unconstitutional or not. On one hand affirmative action does give ethnic groups advantages, but on the other hand doesn’t the program just make a level playing field? This is the exact argument of Michigan state lawyers. They feel that without the program thousands of minority students would never have the opportunity to pursue their education. Still there are many objectors to the program. For example President George W. Bush, but thank God it’s not his decision to make.





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Department of Juvenile Justice


Proposed Training Strategy for Juvenile Justice Centre


Operational Procedures


Overview


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In order to prepare a training strategy that will assist in the appropriate application of approved procedures by staff within Juvenile Justice Centres it is worthwhile to examine fundamental questions relating to curriculum design.


How reverent to the learners is the curriculum content?


The curriculum content in this project would focus on the Operational Procedures Manual for Juvenile Justice Centres. These procedures offer for the first time a uniform and consistent set of practices that relate to the operation of Juvenile Justice Centres throughout N.S.W. The relevence of these procedures to staff working within these custodial environments can be outlined as follows.


The procedures have been “field tested” in Juvenile Justice Centres since their inception and therefore provide a valuable and accurate framework for curriculum content.


The procedures as outlined are responsive to the legal, ethical and policy requirements of the Department of Juvenile Justice.


The procedures provide a systematic guideline for professional practice by all staff working within Juvenile Justice Centres.


The procedures provide a “practice template” that enables centre managers, departmental executive and external review agencies an opportunity to review and examine the day to day practice of staff working within a Juvenile Justice Centre against a set of consistant and coherent standards.


Should procedures training be compulsory or optional?


It has often been suggested that it is inappropriate to compel anyone to undertake training that they do not wish to participate in. In this case however, it is felt that the mandatory training of workers in Juvenile Justice Centres in the day to day operational procedures is not only acceptable but necessary in order to provide a safe and secure working environment for staff, young people and the community. Custodial environments are complex and dynamic and it is felt that all staff should not only be familiar with appropriate procedures and practice they should have the opportunity to be regularly assessed and accredited in regards to their competence. The safety and integrity of the centres and the safety of all those within them demand a quality training model that delivers ongoing verification of procedural compliance.


How should Procedures Training be delivered ?


If the relevence of curriculum content is accepted then the issue of delivery of curriculum should be addressed. This question often poses the most difficult problems for managers, staff and training professionals. Factors involved in the issue of delivery of training within correctional environments can include the following


The ability for staff to participate in training as opposed to the need of staff to be rostered on rotating shifts.


The ability of custodial environments to release staff to participate in training and at the same time maintain service delivery to clients and appropriate security and safety.


The impact that the imposition of training can have on staff with reference to their ability to balance the demands of learning with the physical and psychological pressures experienced by staff working in a correctional facility.


The level of pre existing competence in regards to procedures displayed by staff.


The pre existing learning history, experience of training and attitudes to learning displayed by individual staff members.


The impact and influence of “institutional culture” that exists within specific centres


The commitment of the management of custodial environments to encourage and embrace procedural changes .


.


These factors require a delivery system that is both reflective and responsive to the needs of individual learners, individual centres and the organisation as a whole. It is felt that the issue of delivery should be as important as the design of appropriate curriculum. Previous large scale training projects (see Attachment A and B) discuss in detail methods that were developed in an attempt to solve some of the delivery problems previously mentioned.


What Mode of Delivery best suits a Juvenile Justice Centre?


From the outset it is proposed that there are two () possible approaches to the issue of mode of delivery


Integration Approach This would entail the integration of procedure training into the existing training packages offered by the department. This has the advantage of linking the development of competence in day to day procedures to the theoretical and administrative concepts covered in pre existing training. This is seen as a major training advantage and would encourage a “holistic” approach to learning.


Procedure Specific Approach This would entail the development of procedures training in “stand alone” training packages focusing on specific operational procedures. These “stand alone” packages could be developed in either clusters of relevent procedures or packaged to meet the needs of specific worker designations within Juvenile justice Centres.


Advantages / Disadvantages


As stated in the description of the integration approach the major advantage would be the ability to link procedures training into the general learning stream of all pre existing training packages. However, it is acknowledge that the major disadvantage for a integrated approach would be the need to undertake a major rewrite of all existing training packages and to undertake a major revision of the instructional design of these packages. The procedure specific approach whilst not offering the advantage of integrating procedure training into the existing training packages does offer a simpler and more straight forward solution to the issue of training package design. It is felt that the design of “stand alone” packages would be the most cost and resource efficient method of presenting procedure training packages.


What specific delivery methodology and learning technologies could be utilized in order to meet the organisional and situational issues confronting learners?


Past experiences in large scale projects that focus on the training of staff working within Juvenile correctional facilities (see attachment A and B Youth Worker Training Project 10 to 14 attached) tends to indicate that a “Mixed Mode” delivery system best meets the needs of both learners and organisation. A review of this past program indicates that there is no reason why large numbers of “on line” workers can not be simultaneously trained even though they are working in complex facilities throughtout the State.


The “mixed mode” approach combines both face to face and distance learning methodologies. This approach utilises structured distance learning packages that are “self paced” in that the learner works through the curriculum at their own learning pace, however, there are built in completion times for the material in order to conform to a pre set schedule. This allows for the packages to be completed following a set timetable and assists in “programing” the training into a predictable time frame that conforms to the roster requirements of a custodial facility. The other feature of the “mixed mode” approach is the utilization of pre set / programed “face to face” workshops that either proceed the distance package (acting as a “start up” mechanism for the learner) or “face to face” support tutorial sessions that are implemented as the learner progresses through the distance program. A review of attachments A and B clearly outline the interaction of both distance and “face to face” delivery modes.


A review of attachments A and B clearly indicates that the proposed Procedure Training Project has a number of advantages that the 10 Youth Worker Training Project did not have. These can be summarized as follows


The core problem of curriculum relevance and development has been resolved through the publication of the Operational Procedures Manual.


The current learner cohort is focused solely on justice issues rather than a mix of welfare and justice.


Training for Juvenile Justice workers appears to have organisational support then in the mid nineties.


Learning technologies available today (including CD ROM, computer networks etc) are more wide spread amongst Juvenile Justice Centres and are more accepted and understood by workers.


It is therefor conceivable that a subject specific Procedures Training Project utilizing “ mixed mode” delivery approaches and supported by learning packages intergrating sound instructional design and CD ROM / computer technology is more than able to be developed, implemented and accepted by both staff and management of Juvenile Justice Centres.


How do we measure the relevance and impact of Procedures Training on the operations of Juvenile Justice Centres, professional practice of workers and lives of young people?


Any Procedures Training Project undertaken should as part of the curriculum design / delivery design stage address criteria and methodologies that will attempt to measure the relevance and impact of the training on the staff, organisation and young people in custody. It is suggested that the following indicators could be considered


Assessment of the management and follow up of critical incidents.


Assessment of the day to day procedures conducted by staff in their management of Juvenile Justice Centres and the young people living within these centres.


Review of industrial factors such as absentism, workers compensation claim and OH and S etc.


A review of the outcomes of investigations undertaken by internal and external agencys.


Review of the ability to implement more sophisticated programming, health initiatives, case management strategies and theraputic responses as a result of a more systematic and predictable environment that the implementation of operational procedures would bring to a Juvenile Justice Centre.


Methodologies involved in assessing criteria could include


Compelation and assessment of statistics relating to events and incidents.


In depth analysis of specific events and incidents.


Check lists / “ snap shot” reviews of day to day practices undertaken by staff.


“Situational” scenarious and drills utilised to test the response of workers to various operational issues.


“ Re-fresure” training experiences held on annual or biannual bases to “re accredit” workers in core operational procedures with particular reference to general security, searching procedures, critical incident management,behaviour management, evacuation routines.


Should the development and implementation of procedures training take in to consideration educational / training experiences of learners?


Past experiences in developing large scale training of workers in custodial environments (see attachments A and B) has shown consideration must be givern to the experiences, behaviours, attitudes and learning skills that workers bring to the training environment. These attitudes experiences and skills can have a direct impact on how curriculum id developed, how it is presented and importantly how training enhances reinforces or alters the competence and attitude of workers within a custodial environment. These pre existing attitudes and experiences can be influenced by the following


The climate of the custodial environment that workers work in. The existing “culture” of the Juvenile Justice Centre and its “ cultural / social” history can have a direct effect on the receptiveness of workers to training.


An individual workers competence in basic functional such as literacy, numeracy and problem solving can have a direct impact on the ability of learners to undertake training and their motivation towards training.


Previous training experiences can have a direct impact on the willingness of learners to undertake challenging training projects.


Past / current vocational experiences can influence how learners accept new procedures or methods of practice, particularly if current practices conflict with what is being presented in training.


Conclusions


The previous discussion of curriculum discussion issues indicates that in developing a meaningfull and relevant Procedures Training Strategy consideration should be paid to the following


Flexible learner and organisational “friendly” delivery systems.


Assessment and evaluation methodologies that assist in reflecting current practice and support a “transparent” view of how custodial environment manage day to day practise and critical incidents.


Learning systems and technolegies that enhance individual access and participation in training.


Learning packages that reflect the training needs of learners and accommodate their individual learning styles.


Department of Juvenile Justice


Proposed Training Strategy for Juvenile Justice Centre


Operational Procedures


Overview


In order to prepare a training strategy that will assist in the appropriate application of approved procedures by staff within Juvenile Justice Centres it is worthwhile to examine fundamental questions relating to curriculum design.


How reverent to the learners is the curriculum content?


The curriculum content in this project would focus on the Operational Procedures Manual for Juvenile Justice Centres. These procedures offer for the first time a uniform and consistent set of practices that relate to the operation of Juvenile Justice Centres throughout N.S.W. The relevence of these procedures to staff working within these custodial environments can be outlined as follows.


The procedures have been “field tested” in Juvenile Justice Centres since their inception and therefore provide a valuable and accurate framework for curriculum content.


The procedures as outlined are responsive to the legal, ethical and policy requirements of the Department of Juvenile Justice.


The procedures provide a systematic guideline for professional practice by all staff working within Juvenile Justice Centres.


The procedures provide a “practice template” that enables centre managers, departmental executive and external review agencies an opportunity to review and examine the day to day practice of staff working within a Juvenile Justice Centre against a set of consistant and coherent standards.


Should procedures training be compulsory or optional?


It has often been suggested that it is inappropriate to compel anyone to undertake training that they do not wish to participate in. In this case however, it is felt that the mandatory training of workers in Juvenile Justice Centres in the day to day operational procedures is not only acceptable but necessary in order to provide a safe and secure working environment for staff, young people and the community. Custodial environments are complex and dynamic and it is felt that all staff should not only be familiar with appropriate procedures and practice they should have the opportunity to be regularly assessed and accredited in regards to their competence. The safety and integrity of the centres and the safety of all those within them demand a quality training model that delivers ongoing verification of procedural compliance.


How should Procedures Training be delivered ?


If the relevence of curriculum content is accepted then the issue of delivery of curriculum should be addressed. This question often poses the most difficult problems for managers, staff and training professionals. Factors involved in the issue of delivery of training within correctional environments can include the following


The ability for staff to participate in training as opposed to the need of staff to be rostered on rotating shifts.


The ability of custodial environments to release staff to participate in training and at the same time maintain service delivery to clients and appropriate security and safety.


The impact that the imposition of training can have on staff with reference to their ability to balance the demands of learning with the physical and psychological pressures experienced by staff working in a correctional facility.


The level of pre existing competence in regards to procedures displayed by staff.


The pre existing learning history, experience of training and attitudes to learning displayed by individual staff members.


The impact and influence of “institutional culture” that exists within specific centres


The commitment of the management of custodial environments to encourage and embrace procedural changes .


.


These factors require a delivery system that is both reflective and responsive to the needs of individual learners, individual centres and the organisation as a whole. It is felt that the issue of delivery should be as important as the design of appropriate curriculum. Previous large scale training projects (see Attachment A and B) discuss in detail methods that were developed in an attempt to solve some of the delivery problems previously mentioned.


What Mode of Delivery best suits a Juvenile Justice Centre?


From the outset it is proposed that there are two () possible approaches to the issue of mode of delivery


Integration Approach This would entail the integration of procedure training into the existing training packages offered by the department. This has the advantage of linking the development of competence in day to day procedures to the theoretical and administrative concepts covered in pre existing training. This is seen as a major training advantage and would encourage a “holistic” approach to learning.


Procedure Specific Approach This would entail the development of procedures training in “stand alone” training packages focusing on specific operational procedures. These “stand alone” packages could be developed in either clusters of relevent procedures or packaged to meet the needs of specific worker designations within Juvenile justice Centres.


Advantages / Disadvantages


As stated in the description of the integration approach the major advantage would be the ability to link procedures training into the general learning stream of all pre existing training packages. However, it is acknowledge that the major disadvantage for a integrated approach would be the need to undertake a major rewrite of all existing training packages and to undertake a major revision of the instructional design of these packages. The procedure specific approach whilst not offering the advantage of integrating procedure training into the existing training packages does offer a simpler and more straight forward solution to the issue of training package design. It is felt that the design of “stand alone” packages would be the most cost and resource efficient method of presenting procedure training packages.


What specific delivery methodology and learning technologies could be utilized in order to meet the organisional and situational issues confronting learners?


Past experiences in large scale projects that focus on the training of staff working within Juvenile correctional facilities (see attachment A and B Youth Worker Training Project 10 to 14 attached) tends to indicate that a “Mixed Mode” delivery system best meets the needs of both learners and organisation. A review of this past program indicates that there is no reason why large numbers of “on line” workers can not be simultaneously trained even though they are working in complex facilities throughtout the State.


The “mixed mode” approach combines both face to face and distance learning methodologies. This approach utilises structured distance learning packages that are “self paced” in that the learner works through the curriculum at their own learning pace, however, there are built in completion times for the material in order to conform to a pre set schedule. This allows for the packages to be completed following a set timetable and assists in “programing” the training into a predictable time frame that conforms to the roster requirements of a custodial facility. The other feature of the “mixed mode” approach is the utilization of pre set / programed “face to face” workshops that either proceed the distance package (acting as a “start up” mechanism for the learner) or “face to face” support tutorial sessions that are implemented as the learner progresses through the distance program. A review of attachments A and B clearly outline the interaction of both distance and “face to face” delivery modes.


A review of attachments A and B clearly indicates that the proposed Procedure Training Project has a number of advantages that the 10 Youth Worker Training Project did not have. These can be summarized as follows


The core problem of curriculum relevance and development has been resolved through the publication of the Operational Procedures Manual.


The current learner cohort is focused solely on justice issues rather than a mix of welfare and justice.


Training for Juvenile Justice workers appears to have organisational support then in the mid nineties.


Learning technologies available today (including CD ROM, computer networks etc) are more wide spread amongst Juvenile Justice Centres and are more accepted and understood by workers.


It is therefor conceivable that a subject specific Procedures Training Project utilizing “ mixed mode” delivery approaches and supported by learning packages intergrating sound instructional design and CD ROM / computer technology is more than able to be developed, implemented and accepted by both staff and management of Juvenile Justice Centres.


How do we measure the relevance and impact of Procedures Training on the operations of Juvenile Justice Centres, professional practice of workers and lives of young people?


Any Procedures Training Project undertaken should as part of the curriculum design / delivery design stage address criteria and methodologies that will attempt to measure the relevance and impact of the training on the staff, organisation and young people in custody. It is suggested that the following indicators could be considered


Assessment of the management and follow up of critical incidents.


Assessment of the day to day procedures conducted by staff in their management of Juvenile Justice Centres and the young people living within these centres.


Review of industrial factors such as absentism, workers compensation claim and OH and S etc.


A review of the outcomes of investigations undertaken by internal and external agencys.


Review of the ability to implement more sophisticated programming, health initiatives, case management strategies and theraputic responses as a result of a more systematic and predictable environment that the implementation of operational procedures would bring to a Juvenile Justice Centre.


Methodologies involved in assessing criteria could include


Compelation and assessment of statistics relating to events and incidents.


In depth analysis of specific events and incidents.


Check lists / “ snap shot” reviews of day to day practices undertaken by staff.


“Situational” scenarious and drills utilised to test the response of workers to various operational issues.


“ Re-fresure” training experiences held on annual or biannual bases to “re accredit” workers in core operational procedures with particular reference to general security, searching procedures, critical incident management,behaviour management, evacuation routines.


Should the development and implementation of procedures training take in to consideration educational / training experiences of learners?


Past experiences in developing large scale training of workers in custodial environments (see attachments A and B) has shown consideration must be givern to the experiences, behaviours, attitudes and learning skills that workers bring to the training environment. These attitudes experiences and skills can have a direct impact on how curriculum id developed, how it is presented and importantly how training enhances reinforces or alters the competence and attitude of workers within a custodial environment. These pre existing attitudes and experiences can be influenced by the following


The climate of the custodial environment that workers work in. The existing “culture” of the Juvenile Justice Centre and its “ cultural / social” history can have a direct effect on the receptiveness of workers to training.


An individual workers competence in basic functional such as literacy, numeracy and problem solving can have a direct impact on the ability of learners to undertake training and their motivation towards training.


Previous training experiences can have a direct impact on the willingness of learners to undertake challenging training projects.


Past / current vocational experiences can influence how learners accept new procedures or methods of practice, particularly if current practices conflict with what is being presented in training.


Conclusions


The previous discussion of curriculum discussion issues indicates that in developing a meaningfull and relevant Procedures Training Strategy consideration should be paid to the following


Flexible learner and organisational “friendly” delivery systems.


Assessment and evaluation methodologies that assist in reflecting current practice and support a “transparent” view of how custodial environment manage day to day practise and critical incidents.


Learning systems and technolegies that enhance individual access and participation in training.


Learning packages that reflect the training needs of learners and accommodate their individual learning styles.





Please note that this sample paper on food is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on food, we are here to assist you. Your persuasive essay on food will be written from scratch, so you do not have to worry about its originality.

Order your authentic assignment from livepaperhelp.com and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!

If you order your research paper from our custom writing service you will receive a perfectly written assignment on Francisco De Goya and the Era of Romanticism. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Francisco De Goya and the Era of Romanticism paper right on time.

Out staff of freelance writers includes over 120 experts proficient in Francisco De Goya and the Era of Romanticism, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Francisco De Goya and the Era of Romanticism paper at affordable prices with livepaperhelp.com!

Megan Ervin


Art 01 Art History II


Karen L. Churchill


8 July 00


Buy custom Francisco De Goya and the Era of Romanticism term paper

Francisco de Goya’s “The Witches Sabbath”, and the era of Romanticism


Good morning ladies and gentlemen of the exhibition committee. My name is Megan Ervin. Today, I will be discussing Spanish artist Francisco de Goya’s oil on canvas painting of “The Witches Sabbath.” Goya produced this piece of art during the Romantic Movement, which will be the central focus of my discussion today. Romanticism was an artistic and intellectual movement that originated in the late 18th century. It stressed strong emotion, imagination, freedom from classical correctness in art forms, and rebellion against social conventions. I have chosen “The Witches Sabbath” in this presentation due to its fascinating portrayal of witchcraft, which I shall explain later, was Goya’s method of exaggerating the method of witchcraft. The use of light, nature, and characters compliments the very backbone of the Romantic Movement.


The word Romantic is derived from the romance languages; French, Italian, Spanish, Portuguese and Romanian, as well as Medieval tales of chivalry and adventure. Romantic, meaning “romance-like” was associated with the emerging taste for wild scenery, and sublime prospects and ruins. The British writer and statesman Edmund Burke identified Romanticism as having “beauty with delicacy, harmony, vastness, obscurity, and a capacity to in spite terror.” Also during the 18th century, feeling was more important than reason. The visionary illustrations of the English poet William Blake, pictures of Swiss English painter Henry Fuseli, and the somber etchings of monsters and demons by Goya, all showed the reflections of the shift from reason toward feeling and imagination in the Romantic era.


The precise dates of the Romantic Movement are hard to pin point. Historians agree however, that it began in Germany and England in the 1770’s, by the 180’s it had swept through Europe. The revolution of 180 in France1 marks the high point in Romantic influence on the politics of time, echoing peoples fears, hopes and aspirations. It was the voice of the Revolution at the beginning of the 1th century and the voice of the Establishment at the end of it.


Romanticism characterized many works of literature, painting, music, architecture, criticism, and historiography in Western civilization. It can be seen as a rejection of the precepts of order, calm, harmony, balance, idealization and rationality that defined Neoclassicism in the late 18th century.


Among the characteristic attitudes of Romanticism were the following a deepened appreciation of the beauties of nature; a general emotion over reason and of the senses over intellect; a turning in upon the self and a heightened examination of human personality and its moods including mental potential; a preoccupation of the genius, the hero, and the exceptional figure in general, focusing on his passions and inner struggles. This also brought about a new view of the artist as a supremely individual creator, whose creative spirit is more important playing by the formal rules and traditional procedures. Romanticism emphasized imagination as a gateway to spiritual truth. Representative of most pieces of Romantic art are exoticism, remote, mysterious, weird, monstrous, diseased, even sometimes satanic.


In contrast to the Neo-Classicalism, Romantics believed in expressing emotion and sentiment, and supported contemporary causes, such as individuals struggle against abuses in the state. Romantics were interested in the mind as being mysterious, and to some extent a dangerous phenomenon. Dreams, nightmares, imagination and insanity were depicted as internal events. Such is evident in “The Witches Sabbath.” Goya, who under the patronage of Charles IV, became the most successful and fashionable artist in Spain.


Goya came to maturity in 1775 with the first of some 60 cartoons for the royal tapestry factory of Santa Barbara. In 1780, he was elected to the Royal academy in Madrid, and in 1786, was appointed painter for Charles III. Though Goya welcomed his honors and success, the record he left of his patrons and their society is haunting. The eroticism of hi famous “Naked Maja” and “Clothed Maja” (c. 1800-05) caused him to be summoned before the Inquisition in 1815. After an illness left him permanently deaf in the 170’s, his work changed dramatically. His 80 caprices were satirical prints attacking political, social and religious abuses. When Napoleon invaded Spain (1805-1815), Goya produced the 8 etching series, “The Disasters of War”. In 184, he settled in France and reigned as court painter in 186. There, he completed nearly 500 oil paintings and murals, 00 etchings and lithographs, hundreds of drawings and more than 00 portraits. He is said to have acknowledged masters D Velasquez, Rembrandt, and nature. He had no immediate followers, but his work profoundly influenced 1th century European art.


During Goya’s exaggerated realism, was when he produced “The Witches Sabbath”. This painting complimented the belief of witchcraft by portraying the primitive nature of such ideas. Here, Goya attacks the Inquisition by showing old, ugly deformed women as witches, who sucked the blood of children and fed the infants to Satan. Here, the witches form a circle around a devil disguised as a goat. One witch is offering a bloodless skeletal infant to the devil. The use of the goat and the great detail of this artwork compliment the popular ideas that the witches sabbath was an orgiastic, cannibalistic ritual.


Goya uses on-point linear perspective with the vanishing point being the head of the goat. This method is very effective. He wants to first draw the viewer’s attention to the goat, then to scan down to view all of the witches. There is a definite use of symmetry, with the main activity taking place in the middle, and there is an even amount of shape on each side of the canvas. The goat is dead center. The witches are strategically circled around him forming even placement of their bodies. With this format, there is unity in the relationship of the witches to the goat. Their worship, newborn sacrifice, shows their devotion to this satanic emblem, and further emphasizes the moral quality of witchcraft.





The Romantic Movement cannot be compared to a single style, technique or attitude. It is simply highly imaginative, subjective, and intense, with dream-like and visionary quality. Romanticism is different than Classical and Neo Classical art, which is calm, restrained, and clear and complete with expression. The artists of the Romantic Movement showed an affinity with nature, and its wild mysterious aspects. Romantics evoked awe and passion, with their exotic, melancholy and melodramatic subjects.


Unlike the enlightenment, which was a movement that started among the tiny elite and slowly spread to make its influence known through society, Romanticism was more widespread both in its origins and influence. No other intellectual/artistic movement has had comparable variety, reach and staying power since the end of the middle Ages.


The subject of Romanticism and nature is a vast one. There was rarely a time that the Europeans did not celebrate nature in some form or another, but the attitudes toward nature in the Western world today emerged mostly during the Romantic period. Unlike the Chinese and Japanese, Europeans had traditionally little interest n natural landscapes for their own sake. Paintings of rural settings were usually idealized; being well tended gardens, or Arcadian myths of Greek and Rome.


Looking back over the characteristics I have discussed, one cal readily see that despite the fact that Romanticism was not nearly as coherent a movement as the Enlightenment, it was even more successful in changing history, changing the definition of what it means to be human. Ladies and gentlemen, I hope that my discussion of Romanticism, with an emphasis on Goya’s painting, has educated you by furthering your scope of art history. The Romantic Era played such a prominent role in shaping 18th century art, as well as many centuries to follow. I appreciate for your interest and awareness of the subject of my presentation, and look forward to speaking to you again in the future. Thank you, and good day.


WORKS CITED


Schneider Adams, Laurie. Art Across Time, The 14th Century to the Present. Volume II, Second


Edition, (New York John Jay College and the Graduate City University, 00), 75-776.


Light, Fred. Goya in Perspective. Englewood Cliffs, New Jersey Prentice Hall, 17.


Harney, David P. The Challenge of Coleridge; Ethics and Interpretation in Romanticism and Modern Philosophy. Pennsylvania State University Press, 001.





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