Gender Differences in Body Image

Gender Differences in Body Image Body Image and Gender Difference: A Study of Epic Proportions Introduction Body image is defined as â€Å"The subjective picture or mental image of one’s own body†, with a statement as broad as this it is easy to see how there are discrepancies when it comes to how one chooses to view themselves. The constant input of ideal body types from the media and outside sources bombards one’s mind and can lead to feelings of dissatisfaction and a longing for change. This study aimed to closely examine body image, gender differences, and confidence to perform physical activity in relation to students attending their first-year program at university. This correlation is important to study because it addresses topics such as body image and the role physical activity plays in the lives of individuals which can be applied to everyday life. Predicting that females will have a stronger relationship with negative body image than males is a valid expectation when it is formed on the basis that women have a biological predisposition to higher body fat percentages, along with societies idealized standard of beauty which increasingly insists on women being thin (Cash, Morrow, Hrabosky & Perry, 2004). The study Body Image, Self-Esteem, and Health-Related Behaviors Among Male and Female First-Year College Students (Lowery et al., 2005) supports this prediction. Men displayed more positive body image than women, which may be influenced by societal expectations for women being more extreme than those for men. These findings are consistent with other studies (Silberstein, Striegel-Moore, Timko, & Rodin, 1988) where despite the majority of both male and female participants selecting an ideal body that differed from their perceived figures, twice as many females had chosen an ideal figure that was two or more figures apart from thei r perceived figure.   Compared to men, women reported more body surveillance, greater body shame, a greater discrepancy between their ideal and real body figures, and more dissatisfaction with their weight and physical appearance (Lowery et al., 2005). Evidence in studies also suggests that there is a positive relationship between physical activity and body image (Alfermann & Stoll, 2000) (Campbell & Hausenblas, 2009). A six-month exercise program composed of 24 males and 24 females, compared to a control group, produced results that showed that the exercise group improved in physical self-concept significantly in comparison to the control group. Further analysis determined that the only variable that differed considerably between males and females was perceived physical fitness (Alfermann & Stoll, 2000). All other dependent variables were similar between participants of both sexes at the beginning of the study. Therefore, while both males and females increased in positive body image consistently with each other throughout the study, the difference in body image between men and women also remained consistent throughout the study. Another similar study (Sà ¡nchez-Miguel, Leo, Amado, Pulido, & Sà ¡nchez-Oliva, 2017) showed that not only did females have a more negative body image than males, regardless of the effects of physical activity, but that intrinsic motivation towards exercise was greater in males while amotivation was more prominent in females. Research suggests that this may be explained due to women’s tendency to associate body dissatisfaction with the concept of self-esteem (Furnham, Badmin & Sneade, 2002), which could potentially discourage women from exercising, while male self-esteem seemed to have no correlation with body dissatisfaction, thus had no effect on motivation to exercise. Additional research can be used to associate poor self-esteem adversely influencing women’s lower levels of motivation to exercise with the consensus that females have a more negative body image.   A relevant study showed patterns that indicated that those with a higher positive body image were more likely to engage in physical activity in comparison to those with a predominantly negative body image (Kruger, Lee, Ainsworth & Marcera, 2008). Dr. Kruger’s study, Body Size Satisfaction, and Physical Activity Levels Among Men and Women, tested the correlation between body image and physical exercise. The results of this study found that 55.8% of men and 53.3% of women with positive body image exercised regularly. Regardless of participants actual weight, those who were satisfied with their body had a higher probability of engaging in physical activity than those less satisfied. The main questions this study is looking to answer are; how satisfied are students with their bodies, are confidence to manage and perform physical activity, body mass index (BMI) or actual physical activity levels related to body-image satisfaction in this population and lastly, do men have more positive body-image satisfaction than women. It is also predicted that females will have lower body satisfaction and overall body image scores than males based off prior results from other similar studies. Methods Participants The sample for this study consisted of 112 first year students, with 73 females and 39 males. Ranging in ages from 18-24, the average age for females was 18.5 and the average age for males was 18.7, with an overall average age of 18.6 years. Measures The approach used for this study was a one-time qualitative online questionnaire filled out by the first year students enrolled in the course. The questionnaire assessed the psychological variables by using a modified version of the self-efficacy measures (Shields & Brawley, 2007) to look at confidence to manage and perform physical activity. It also uses The Adult Body Satisfaction Questionnaire based on the body-cathexis scale (Secord & Jourard, 1953) to measure body image, and The Godin Leisure-Time Exercise Questionnaire (Godin, 2011) to measure physical activity. Finally, it calculates BMI (measured by weight in kg/height in meters squared) and individual demographics such as age and sex. The results were then combined into a spreadsheet that compiled all of the given information (sex, age, height, weight, level of physical activity, years in sport, confidence levels and individual physical appearance satisfaction). This method of data collection is seen as an accessible way of composing a large set of data quickly and easily. Procedures The study conducted was cross-sectional involving first-year students completing a one-time, anonymous, online questionnaire specific to body image, confidence, physical activity, body mass index and demographics such as age and gender. The participants were asked to rank their satisfaction on a scale of 1-7 relating to specific questions. Some of the questions included; In the past 4 weeks how satisfied have you been with your overall level of physical fitness? In the past 4 weeks, how satisfied have you been with your physical ability to do what you want or need to do? In the past 4 weeks, how satisfied have you been with your overall physical appearance? The dependent variable was the students completing the online questionnaire. The independent variable was the questionnaire that was created for the study, this is because the questions did not change at any point, therefore, staying consistent throughout the study no matter whether the students completed the questionnaire or not.    Results Table 1 shows the total number of students enrolled in first-yearthat completed the survey. The table has been separated by gender as well as combined to give an overall view. Demographics such as age, height, weight, and body mass index have also been included to give background information as to who is representing the population. In general, there is an observable difference in the number of females versus males that participated in the study as can be seen in Table 1. Table 1: General Population Information Table 2 represents the male, female and overall average involvement in sport and physical activity, as well as reported confidence levels and body satisfaction. On average with regard to the population, females had a slightly lower body satisfaction score when compared to males, as well as a significantly lower reported confidence than the males. Overall females scored lower than males in each category. This data shows that students had an overall body satisfaction of 64.29%, with males averaging 73.29% and females averaging 59.57%. This shows that in the population males have a 13.72% higher body satisfaction than females and an overall more positive body image. Table 2: Physical Activity and Body Image Scores Both male and female students were represented as different populations in this study, using a two-sample equal variance T-test with a two-tail distribution the average body satisfaction of male and female students at Acadia University was calculated. The test had an alpha value of 0.05 (probability of rejecting the null hypothesis when the hypothesis is true) and a p-value of 0.0002 (the result of the T-test). The null hypothesis (Ho) should be rejected because the p-value is less than the alpha value, also represented as 0.0002 ≠¤ 0.05. The null hypothesis is that neither male or female students will have any difference in body satisfaction when compared to each other. The Pearsons correlation (represented by r) was used to calculate the strength of a relationship between two variables. Average body satisfaction and total physical activity for the entire population presented a moderate, positive, linear relationship (r= 0.22). For males, the relationship is weak, negative, linear (r= -0.1) and with females, the relationship is moderate, positive, linear (r= 0.38). Average body satisfaction and BMI overall shows a moderate, negative, linear correlation (r= -0.19), males presented a moderate, positive, linear correlation (r= 0.24) and females presented a strong, negative, linear correlation (r= -0.39). Average body image satisfaction and confidence to manage PA (physical activity) presented an overall strong, positive, linear correlation (r=0.48), males presented a weak, positive, linear correlation (r= 0.13) and females presented a strong, positive, linear correlation (r= 0.48). The correlation between body image satisfaction and confidence to perform PA (physical activity) presented an overall moderate, positive, linear correlation (r=0.3) men presented a weak, negative, linear correlation (r= -0.11) and females presented a strong, positive, linear correlation (r= 0.32). In addition, average body satisfaction and total MVPA (moderate to vigorous physical activity) presented a moderate, positive linear relationship (r= 0.38). When the population was split into male and female it showed that males have a weak, negative, linear relationship (r= 0.09) and females have a strong, positive, linear relationship (r= 0.54). Overall average body satisfaction and confidence presented a strong, positive, linear relationship (r= 0.44) when the population was split into male and female, however, the results change slightly. Males presented a weak, positive, linear relationship (r= 0.045) and females present a strong, positive, linear relationship (r= 0.46). These results indicate that the relationship between average body satisfaction and reported confidence is a much stronger correlation for females than males. Average confidence to manage PA (physical activity) and years in sport is a moderate, positive, linear relationship (r=0.37). The correlation between confidence to perform PA (physical activity) and years in sport have a moderate, positive, linear relationship (r= 0.22), with very little difference when the population was split into male and female. The correlation scale is based on r≠¤ 0.2 representing a weak correlation, 0.2 ≠¤ r >0.4 representing a moderate correlation and r >0.4 being a strong correlation. As shown in Graph 1 females tend to decrease in body satisfaction as BMI increases. Graph 1 As shown in Graph 2 males tend to increase in body satisfaction as BMI increases. Graph 2 Discussion The overall findings showed that first-year students have an overall body satisfaction of 64.29%, where males tend to score 73.29% in contrast to females who average 59.57%. This shows that in the population males have a 13.72% higher body satisfaction than females and an overall more positive body image. This supports the original hypothesis that females will have a lower body satisfaction and overall body image scores than males. When looking at the relationship between average body satisfaction and total physical activity there was a moderate positive relationship for the overall population. Looking at the men, the relationship was weak and negative and for the females, it was similar to the overall population with a moderate positive relationship. This means that for women there is a connection between how they feel about their bodies and the amount of physical activity they do in a week, the opposite can be said for men. Looking at the correlation between body satisfaction and body mass index shows that on average there is a moderate negative relationship. Meaning that the lower the BMI the higher the body satisfaction, this is especially true for females. Body image satisfaction and confidence to manage physical activity had an overall strong relationship but when the population was split up into men and women it showed that the correlation was much stronger for females than it was for males. Meaning that for women the more comfortable they are in their bodies the more comfortable they are managing physical activity. Similar to the last findings when looking at body image and confidence to perform instead of managing physical activity females had a much stronger correlation between the two variables than men did. As predicted, this study found that women tend to have more negative body image than men. These findings are consistent with several studies that also concluded that males displayed higher body satisfaction than females (Lowery et al., 2005; Alfermann & Stoll, 2000; Kruger et al., 2008). The results of this study also suggest that societal expectations for women to be thin could be a factor in why females exhibit negative body image more than men. The findings of this study show that when BMI increases, average body satisfaction decreases in females, but increases in males or is unaffected by BMI. This directly corresponds with the findings of (Lowery et al., 2005) who found the same correlations. Additionally, our results which found a lower average confidence to perform in females (72.60) than in males (86.15) coincide with those of (Alfermann & Stoll, 2000) which stated that when there were no sex differences in dependent variables, they found a significant difference in perceived physical fitness where in females were much lower than males. Another similarity between our study and the one of (Alfermann & Stoll, 2000) is that of increased body satisfaction in those who are more physically active regardless of gender. Alfermann explains, â€Å"†¦exercise intervention conditions had improved body image compared to control conditions†¦Ã¢â‚¬  (Alfermann & Stoll, 2000) which can be translated in to our study, which takes place in day-to-day life, by concluding that those who exercise more regularly would similarly resemble that of those partaking in the exercise and those who exercise less would closer resemble the control group. Due to the fact that these findings are similar to the results from other studies, it is not hard to believe these results. With that, these findings can be applied to real-world scenarios focusing on body image in general for both men and women or looking more closely at the effects (positive and negative) physical activity has on women. Due to the fact that this study was conducted on first-year students ranging from ages 18-24, it would be easy to apply these principles to others of the same age range or close to it. It would also be possible to use these findings to try and proactively educate girls about these findings at a young age. This could potentially help them learn to be more satisfied with their bodies throughout their lives, which would hopefully pass on to future generations. It is important to note that even though this study follows the trend of other similar studies there are always discrepancies, and due to the fact that this data is based solely on a one-time survey there is definitely room for error. Meaning that there is no way to draw a final conclusion, simply use this information as an additional source. A next step to build off of this study could be to add 2nd, 3rd and 4th-year students, which would expand the population giving a broader understanding of the results.   References Alfermann, D., & Stoll, O. (2000). Effects of physical exercise on self-concept and well-being.   Ã‚  Ã‚   International Journal of Sport Psychology, 31(1), 47-65 Campbell, A., & Hausenblas, H. A. (2009). Effects of Exercise Interventions on Body Image. Journal of Health Psychology, 14(6), 780-793. doi:10.1177/1359105309338977   Cash, T. F., Morrow, J. A., Hrabosky, J. I., & Perry, A. A. (2004). How Has Body Image Changed? A Cross-Sectional Investigation of College Women and Men From 1983 to    2001. Journal of Consulting and Clinical Psychology, 72(6), 10811089.doi:10.1037/0022-006x.72.6.1081 Furnham, A., Badmin, N., & Sneade, I. (2002). Body Image Dissatisfaction: Gender Differences  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   in Eating Attitudes, Self-Esteem, and Reasons for Exercise. The Journal of Psychology,  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   136(6), 581-596. doi:10.1080/00223980209604820   Kirkcaldy, B. D., Shephard, R. J., & Siefen, R. G. (2002). The relationship between physical   activity and self-image and problem behaviour among adolescents. Social Psychiatry and Psychiatric Epidemiology, 37(11), 544-550. doi:10.1007/s00127-002-0554-7 Kruger, J., Lee, C., Ainsworth, B. E., & Macera, C. A. (2008). Body Size Satisfaction and Physical Activity Levels Among Men and Women. Obesity, 16(8), 1976-1979. doi:10.1038/oby.2008.311 Lowery, S. E., Kurpius, S. E., Befort, C., Blanks, E. H., Sollenberger, S., Nicpon, M. F., & Huser, L. (2005). Body Image, Self-Esteem, and Health-Related Behaviors Among Male and Female First Year College Students. Journal of College Student Development, 46(6), 612 623. doi:10.1353/csd.2005.0062   Sà ¡nchez-Miguel, P. A., Leo, F. M., Amado, D., Pulido, J. J., & Sà ¡nchez-Oliva, D. (2017). Relationships Between Physical Activity Levels, Self-Identity, Body Dissatisfaction and Motivation Among Spanish High School Students. Journal of Human Kinetics, 59(1).    doi:10.1515/hukin-2017-0145   Silberstein, L. R., Striegel-Moore, R. H., Timko, C., & Rodin, J. (1988). Behavioral and psychological implications of body dissatisfaction: Do men and women differ? Sex Roles, 19(3-4), 219-232. doi:10.1007/bf00290156

Analysis Of Miles Davis’ “Kind Of Blue” Essay

In early 1959, jazz trumpeter Miles Davis laid down the foundation for a whole new style of jazz music. Through his â€Å"Kind of Blue† modal jazz was born. This record became a classic, at times showing its complexity through the soloing, but also allowing the educated listener to revel in the simplicity of the modes. Davis planted the seeds for this new style in his album â€Å"Milestones† but â€Å"Kind of Blue† showed that the style had matured and was more developed. From the introductory piano/bass duet to the final notes, it is clear that Davis captured something original. The album was recorded in only two sessions and went on without any prior rehearsal or music written out. Davis only provided general â€Å"sketches† of each song for the musicians, which they read and improvised over. For the task of recording, Davis put together an all-star lineup with some of the greatest jazz musicians in music history. The rhythm section was composed of Paul Chambers on bass, Jimmy Cobb on drums, and Bill Evans on piano, except for â€Å"Freddie Freeloader†, which featured Wynton Kelly on piano. To round out the band was the horn section, led by Davis himself, and completed by alto saxophonist Cannonball Adderley, and tenor John Coltrane. The individual band members were great musicians in their own respect, but when shepherded by Davis for the â€Å"Kind of Blue† sessions, the music they produced was incredible. If â€Å"Kind of Blue† is a musical journey, then surely the rhythm section is the flight crew, insuring that the passengers have a smooth ride. Throughout the entire album, the beat is kept steady, the comping never clutters or inhibits the soloist, and the chord changes are right on the money. With a tight rhythm section laying a solid foundation, Davis, Adderley, and Coltrane are free to take their solos in any direction they choose. Even from the first song, a mellow blues based tune, â€Å"So What†, we can hear the creativity at work. The interplay between Evans and Chambers in the intro is so melodious; it is hard to believe it was achieved without rehearsal. Then the signature melody line, delivered by Chambers, then answered by the horn section, kicks in before we are led into the first solo section. Davis then takes us into his modal playground and allows us to  listen as he runs free. The solo makes you run the emotional gamut from sheer joy to melancholy and despair in the space of a minute. The band performs equally well on the second track, â€Å"Freddie Freeloader† and provide a melody line that many musicians use for impromptu jam sessions because of its catchiness and simplicity. It is a pleasant set up for the next tune called â€Å"Blue in Green†. â€Å"Bleu in Green† is interesting because it is not in a standard form, but in a ten-bar circular form. This provides a challenge for the soloist to follow the form, but they manage the changes beautifully and effortlessly. The next song is â€Å"All Blues†, which is another 12-bar blues, but is metered in 6/8 and has an overcast mood assisted by Davis’ use of a Harmon mute and the piece’s minor tonality. To end the record, they recorded â€Å"Flamenco Sketches†, the only song in these sessions to have two takes. All in all, â€Å"Kind of Blue† has worked its way into the hearts of millions of jazz fans with good reason. Davis has never had a tighter band behind him and every player exudes their confidence and knowledge of their instrument with every note they play. The end product is a beautiful blend of evocative solos and innovative progressions that deserve to be heard, studied and loved by anyone who appreciates good jazz.

Job Design and Work Diversity Essay

Introduction In the current business environment, human resource management (HRM) has become an important role for an organisation. HRM refers to the policies, practices, and systems that influence employees’ behaviour, attitudes, and performance (Noe, Hollenbeck, Gerhart, & Wright, 2010). It is important because HRM helps the company to achieve the goals and improve employee’s performance. One of the HRM roles is to have an impact on the management performance of job design and work force diversity. Due to the definition of job design, it helps to defining how work will be performed and what impact will be given in performance. On the other hand, work force diversity also has impact on HRM to managing people’s similarities and differences. The aim of this paper is to conduct a literature review on what role job design and work force diversity play in attempts to improve individual and organisational performance. Job Design In terms of job design, many aspects of HRM formulation address how the work gets done. As said by Garg and Rastogi (2006), HRM has become one of the internal factors of the organisation that play a vital role in motivating the performance of employees. It is an essential part of every manager’s  responsibility to make sure the employee has the right knowledge, skills and abilities to perform their job. The purpose of job design is to discuss what is needed from the job and the employee. There are four types of approaches that can be used in job design. They are the mechanistic approach, the motivational approach, the biological approach, and the perceptual approach (Noe, Hollenbeck, Gerhart, & Wright, 2010). Studies from Hackman & Lawler (1971) and Hackman & Oldham (1976,1980) has indicated one of the model of how job design affects employee reactions is the individual-job design model, also known as the Job Characteristics Model-JCM (cited in Goris, 2007). Torraco (2005) also has recognized that â€Å"the JCM has had a persistent influence on work design practices and has accumulated an impressive amount of related research† (cited ini Goris, 2007, p.738). Another aspect that has been discussed is ergonomics, which also plays a vital role in job design and influencing the motivational level of employees. Designing job ergonomically will help employee to avoid musculoskeletal injuries and awkward postures, also has a safe working condition (Garg & Rastogi, 2006). Based on research by Lantz and Brav (2007), job design and work routines have been shown strong effects on reflexivity, learning processes, and outcomes such as effectiveness, productivity, and job satisfaction. Job design has made positive impact for group processes and individual performances. Earlier studies (Brayfield and Rothe, 1951) said that global satisfaction has reflected a generalized or an overall evaluation of an employee toward his/her job (cited in Frimpong & Wilson, 2013). Evans (1969), Fisher (1980), Ironson et al. (1989) and Brown & Peterson (1993) have indicated three ways to measure job satisfaction. They are global, narrow and multidimensional measurements (cited in Frimpong & Wilson, 2013). Although job design sounds as a common problem in every company, it holds key to developing and maintaining a compe titive advantage. Manager has the important role to know and understand the entire workflow process in their work unit to ensure that the process going effectiveness and efficiency. Halachmi (2005) pointed out that the basic premise of the concept of performance management is great performance, whether by an individual or by a group is very unlikely to happen on its own. Workforce Diversity Stockdale and Crosby (2004) have defined diversity management as â€Å"a voluntary and planned program designed to make differences between employees a source of creativity, complementarity and greater effectiveness† (cited in Alcazar et al. 2012, p.512). Diversity is viewed as a key to strengthen the human and intellectual capital of business through effective communication and negotiation (Okoro & Washington, 2012). Moreover, diversity has becoming a great factor for recruitment, productivity, relationship, and competitiveness of the organisations. There are many advantages that come up from workforce diversity. Friedman (2005) and Gupta (2008) concurred that a diverse workforce can provide a fabulous advantage by employing new idea and communication skills, thus providing diversity thoughts from employee that will give better result in solutions and decision-making (cited in Okoro & Washington, 2012). Education and communication has become the key to transform the behaviour of the employees in terms of embracing and accepting diversity. According to Kundu (2003), he has categorised the benefits that organisation can achieve for creating a diverse workforce, such as organisation can provide better service because they understand customer’s needs (Wentling & Palma-Rivas, 2000); diversity will help organisation to enter the international area (Cascio, 1998); can enhances creativity and innovation (Adler, 1997; Jackson et al., 1992); produces competitive advantages (Coleman, 2002; Jackson et al., 1992); organization can suc ceed at diversity if they have initiative to create, manage and value the diverse workforce has the full support of the management (Hayes, 1999; Jackson et al.,1992). On the other hand, the literature also has explained that the perception of differences thought among employees could produce negative impact within the group (Alcazar, 2013). William and O’Reilly (1998) pointed out that mismanaged diversity initiatives and implementations could negatively affect organization’s performance and processes (cited in Bergen, 2005). In addition, Devoe (1999) and Esty et al. (1995) argued that managers might be faced the losses due to personnel and work productivity and negative attitudes and behaviours from the employee. Therefore, before designing an  idea for managing diversity, it is necessary to define and analyse clearly all of the kinds of differences that the organisation needs to manage (Alcazar, 2013). Manager should be aware of the values of understanding, appreciating, and respecting human and cultural differences to be effective in interacting across cultural organisations (Okoro & Washington, 2012). Furthermore, it is critically important for managers to understand the importance of workforce diversity and effective communication in achieving the objectives of organisations and academic institutions. Conclusion Both of job design and workforce diversity have equal impact in attempt of HRM. Job design helps managers to developing and maintaining a competitive advantage in organisation. Beside that, managers need to know and understand clearly the entire workflow process in their unit. The other advantages of job design can identify employee’s knowledge and skills. It will help managers to determine employee’s position and job precisely. On the other hand, diversity also has important role in HRM. Organisation can have many advantages from implementing diversity into their business. For example to enhance creativity and innovation in the organisation and have better idea for decision-making. As a manager, it is necessary to analyse and define the differences in the organisation that needs to manage.

Greek And Roman Painting And Floor Mosaic Essay - 1228 Words

As a student in ARH 270: Introduction to Ancient Art in Greek and Roman Mural Painting and Floor Mosaic, I have developed a greater understanding of art in the ancient Mediterranean world, in regards to ancient Rome and Greece. For the Fall 2016 semester, some of the knowledge that I have gained includes being able to visually analyze a work of art in its historical context. For instance, I have learned to visualize the artwork, This includes, but is not limited to style, technique, relation to previous art forms, colors, and the cultural context used in the artwork. Through analyzing the work of art, a viewer can also start to understand the significance of the artwork to the ancient Greeks and Romans. An example of this can be seen in the usage and importance of Greek mythology. Greek Mythology: In the ancient Greek artwork, the term muthos (ÃŽÅ"ÃŽ ¥ÃŽËœÃŽÅ¸ÃŽ £) is often used to describe myth. The primary meaning of a myth is a word, speech, conversation, things said, or fact. Other meanings for the same term, however, include tales, stories, narratives, fiction, and legend. The earliest accounts of the Greek mythology can be seen in the Archaic pre-classical period through any of the nine sister mythological goddesses presiding over song and poetry and the arts and sciences, also known as Muses (Muse). Traditionally the nine goddesses included Calliope, Clio, Euterpe, Erato, Melpomene, Polyhymnia, Terpsichore, Thalia, and Urania. In the ancient Greek world, the goal of the Muses was toShow MoreRelatedAncient Greece And The Golden Age Of Hellenic Art1436 Words   |  6 Pagescentury provided the world with an incredible source of artworks ranging from fresco’s, paintings, sculptures, mosaics and ceramics. These artworks have been a major source of information about art and history in the ancient world. However, what is significant about many of the art works is their connection to Ancient Greece and the the Golden age of Hellenic Art. 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I shall be looking at theRead More Four Styles of Roman Wall Painting and Mosaics Essay examples2687 Words   |  11 Pagesestablished four distinct styles of Roman wall painting at the sites of Pompeii, Herculaneum, Boscoreal, and other smaller sites covered with ash from the volcanic eruption at Mount Vesuvius. The styles begin with one direction, shift completely, and end on a more combined technique. nbsp;nbsp;nbsp;nbsp;nbsp;Style I, known as incrustation, began approximately during the second century b.c. This style features the strong influence of the Hellenistic Greek period in its surface decoration. At