Finding Words Definition For Science Class

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Art, Science, and the Spiritual (HSD-4026-R1) Fall 2019

Thursdays

Instructor: Dr. Lynn Gamwell lgamwell@sva.edu

Course content: This course surveys the rise of a scientific worldview and its impact on the visual arts.

Text: The reading materials for your class are in a “coursepack” which is on sale at the Baruch College Bookstore, 55 Lexington Ave. (24th-25th). Take the name and number of the course with you to the store. The coursepack is a digital version of the book, Exploring the Invisible: Art, Science, and the Spiritual by Lynn Gamwell (Princeton University Press, 2002). For further reading see the books listed at the back of the text under “Suggested Reading.”

This classroom is an e-free zone: laptops, iPads, cell phones, etc. cannot be use. For scientific research on how your ability to learn is affected by how you listen, read and take notes, go here:

https://www.sciencefriday.com/segments/you-are-how-you-read/

Sept. 5 – Introduction to the Enlightenment and 19th-century Biology

Sept. 12 – homework: Chapter 1: Art in Pursuit of the Absolute

Sept. 19 – homework: Chapter 2: Adopting a Scientific Worldview

Sept. 26 – homework: Chapter 3: French Art of Observation

Oct. 3 – homework: Chapter 4: German and Russian Art of the Absolute

Oct. 10 – homework: Chapter 5: Loving and Loathing Science

Oct. 17 – homework: Chapter 6: Looking Inward: Art and the Human Mind

Oct. 24 – homework: Chapter 7: Wordless Music and Abstract Art

Oct .31 – homework: Chapter 8: Newton’s Clockwork Universe. Report #1 due

Nov. 7 – homework: Chapter 9: Einstein’s Space-Time Universe

Nov. 14 – homework: Chapter 10: Art with a Cosmic Perspective

Nov. 21 – homework: Chapter 11: Surrealist Science

Dec. 5 – homework: Chapter 12: The Atomic Sublime.

Dec. 12 – homework: Chapter 13: The Disunity of Nature. Report #2 due

Dec. 17 (Tues)- Last chance to turn in late assignments.

Grades, Assignments, and Attendance:

1) Weekly on-time homework.

2) Two reports (3-5 pages).

3) Print all assignments.

4) Participation in class discussion.

5) Regular attendance; it will be hard for you to pass this course if you have more than 2 absences.

If you need to contact me between classes, use this address: lgamwell@sva.edu

Do not send me messages using Canvas

DO NOT SEND Lynn Gamwell emails about your attendance. If you are absent, the information about what you missed IS ON YOUR SYLLABUS and you can turn in your printed homework when you return to class.

Academic Integrity: Academic dishonesty, including plagiarism, will not be tolerated.

Cutting and pasting from the Internet is plagiarism. Students who cheat will fail the assignment and not receive higher than a C in this course. More serious violations will be handled through the process enumerated in the SVA Handbook.

Put simply, make sure your work is your own.

Homework

Read the book Exploring the Invisible: Art, Science, and the Spiritual (Princeton University Press, 2002) by Lynn Gamwell. Give short definitions (a sentence or two) of the following terms, or state the key discovery made by a person.  Where appropriate, include and example or diagram.

Art in Pursuit of the Absolute: Romanticism (ch. 1)

Enlightenment, Naturphilosophen, Romanticism, Immanuel Kant, Pantheism, Pythagoras, Jakob Böhme, Baruch Spinoza, monism and dualism, René Descartes, the Absolute, Casper David Friedrich, Franz Anton Mesmer, hypnotism, unconscious mind, Carl Gustav Carus, the sublime, Goethe’s color theory, Luke Howard, New England Transcendentalists, Thomas Cole, Alexander von Humboldt, Fredrich Church, Positivism, Auguste Comte, John Stuart Mill,

Adopting a Scientific Worldview (ch. 2)

geology, Charles Lyell, Louis Agassiz, [immutability of species], evolution by periodic flooding, evolution by acquired characteristics, evolution by natural selection, Charles Darwin, laws of genetics, man’s decent from an ape, Louis Pasteur, germ theory of disease, achromatic microscope, Schwann and Scheiden’s cell theory, national associations fro the advancement of science, science journalism/Alexander von Humboldt

French Art of Observation (ch. 3)

George Cuvier’s attitude toward evolution, popular science, Realism as an art of observation, physiognomy, Impressionism as an art of observation, M.E. Chevreul’s Laws of Simultaneous Contrast, 3-receptor theory of vision, Herman von Helmholtz, after image, color photography, physiological perspective, Monet, Art Nouveau, Ernst Haeckel, Victor Horta, HMS Challenger’s mission, Jules Verne, Emile Gallé, Odilon Redon

German and Russian Art of the Absolute (ch. 4)

German response to Darwin, panpsychism, experimental psychology, G.T. Fechner, Wilhelm Wundt, evolving consciousness, cosmic consciousness, Peter Ouspensky’s Tertium Organum, theosophy, Rudolf Steiner, Jugenstil, Hermann Obrist, August Endell, Theodor Lipp’s aesthetics of empathy, Russian response to Darwin, Kulbin, Kandinsky’s early work in Munich, Suprematism, zaum, Malevich’s Squares

Loving and Loathing Science (ch. 5)

Painting with light, colored pigment, primaries of colored pigment, colored light, primaries of colored light, optical mixture, blue and yellow pigment mixes to what color? blue and yellow light mixes to what color? Charles Henry, aesthetic protractor, Morel-Magnan theory of hereditary insanity, Lombroso’s Man of Genius, neuroses, Munch, Max Nordau, entropy, second law of thermodynamics, exploration of the arctic: Northwest Passage and North Pole, Alfred Kubin

Looking Inward: Art and the Human Mind (ch. 6)

Mind as a machine (a passive, electrical recorder of sensations), mind as an organism (an active, dynamic organizer of sensations), Paul Broca, Charcot, Monet’s view of perception, Helmholtz’s physiology of perception, J. Hughlings Jackson’s evolutionary view of the brain, the development of the eye from the brain, Cézanne’s view of the brain, what did the Cubists (Picasso, Braque and Gris) do when they reached the brink of abstract art in 1911? why didn’t they cross the line into abstraction and become abstract artists? describe the basics differences between: physiological perspective, cosmic perspective, and psychological perspective. a dynamic illness, the talking cure, hysteria, Moreaus’s femme fatale, diagnosis by the patient’s appearance (by looking at the patient), diagnosis by the patient’s free association of ideas (by listening to the patient)

Wordless Music and Abstract Art (ch. 7)

Harmony of the spheres, Kepler’s harmonic law of planetary motion, Newton’s color circle, analogy of hearing and vision, what is the physical basis of harmony? Kandinsky, Ciurlionis and MacDonald-Wright’s visual music, abstract films of color and music, gravity waves echoing the Big Bang

Culmination of Newton’s Universe (ch. 8)

Periodic table of elements, electromagnetic spectrum, radio waves, X rays, wireless telegraph, ionosphere, Van Gogh’s Starry Night, how were Uranus and Neptune discovered? Kirchoff’’s spectrography, astrophysics, Delaunay’s simultaneous windows, Marinetti’s “aesthetics of speed,” Boccioni’s Unique Forms of Continuity in Space, Rayonism, Vorticism, beta particles, electrons, solar system model of an atom, protons, neutrons, Der Blaue Reiter, Marc’s Blue Horse with Rainbow, Hertzsprung-Russell diagram, Klee’s Genesis of the Stars

Einstein’s Space-Time Universe (ch. 9)

Michelson-Morley experiment, Einstein’s principle of relativity, E=mc2 , Minkowski’s space-time, 1919 confirmation of the general theory of relativity, popularization of relativity in Germany, England, America, and France, Einstein’s cosmic religiosity, quantum, photon, distinction between abstract art and non-representational art

Art with a Cosmic Perspective (ch. 10)

Synthesis of the microcosm and macrocosm, biomorphic abstraction, Kupka’s Cosmic Spring, Arp’s Constellations, cepheid variable stars, compare the views of the size of the universe in 1921 and 2002, Hubble Deep Field, Brancusi, Beginning of the World, Hubble’s law, discovery of Pluto, Calder’s mobiles, radio waves in atmosphere, Big Bang, non-Euclidean geometry, van Doesburg’s 4-dimensional architecture, Moholy-Nagy’s gravity-free graphic art, Gestalt psychology, Albers’s Hommage to the Square, Escher’s Other World, Lissitzky’s Proun series, Naum Gabo’s translucent spheres, Bruno Taut’s Cathedral star, Mies van der Rohe’s glass skyscrapers, the International style

Surrealist Science (ch. 11)

Psychological perspective, automatism, Pierre Janet, unconscious mind, repressed wish, free association, Sigmund Freud, the interpretation of dreams, Magritte’s Key of Dreams, relation between Freud and Breton, relation between Jacques Lacan and Dalí, Carl Jung, collective unconscious, archetype, Pollock’s Male and Female, Magritte’s Time Transfixed, Wolfgang Paalen, Remedios Varo

Atomic Sublime (ch. 12)

Enrico Fermi, Cicero’s “Dream of Scipio”, Aeropittura, transmutation of atoms, nuclear fission, nuclear chain reaction, nuclear fission bomb (atomic bomb), atomic sublime, Barnett Newman’s Onement I, Mark Rothko’s floating rectangles of color, Pollock’s drip paintings, Fontana’s slashed canvases and neon drawings, nuclear fusion, hydrogen fusion bomb (H-bomb), strontium 90, Newman, Fourteen Stations of the Cross, Mark Rothko’s Rothko Chapel

Disunity of Nature (ch. 13)

Cynicism, Diogenes, introduction of statistics in the kinetic theory of gases, chance, Duchamp’s 3 Standard Stoppages, Uncertainty Principle, Man Ray’s Chance, Dalí’s response to Heisenberg, what are Minimal artists trying to communicate (what does their art mean?)? Eve Laramé’s Apparatus, Matthew Ritchie’s Stacked, mysticism, Dionysius, Beuys’s Framework for an Absurd Wilderness and Honey Pump, Laib’s Milkstone, neuropsychoanalysis, Bill Viola’s Veiling, Turrell’s Roden Crater, Anselm Kiefer’s Essenz/Ek-sistenz

Reports

Each report should be 3-5 pages

Report #1

Attend the exhibition Agnes Denes: Absolutes and Intermediates (opens. Oc.t 9th) The Shed, Hudson Yards https://theshed.org/

Describe artist’s work on the conservation of nature.

ATTACH PROOF OF ATTENDANCE.

Report #2

Attend the American Museum of Natural History, Central Park West between 77th-81st. www.amnh.org

Describe the Hall of Human Origins and the show in the Planetarium dome. ATTACH PROOF OF ATTENDANCE.

Rules for Citations in your Reports: When you quote, paraphrase or summarize ideas—whether from a periodical, book, interview, non-print or electronic sources—you must cite the source. Use in-text citation (in parentheses) after the quotation, summary or paraphrase, giving the last name of the author, or one word from the title of the work, and the page(s). On the final page of your own paper, include a bibliography that lists all sources you have used. Include the author’s name, the title of the wok, and the publication information (publisher’s name, place and date of publication). For more information, consult your instructor or an MLA guide.

Need help writing your reports? Go to the SVA Writing Center.

Students with Disabilities. In order to receive academic accommodations due to a disability, a student must first register with the Office of Disability Services (ODS). Students approved for accommodations will be given an ODS Accommodation Letter to submit to their instructors. If a student does not provide an ODS Accommodation Letter to their instructor, they will not be eligible to receive accommodations in that course. All instructors are required to adhere to SVA’s policies regarding accommodations for students with disabilities. Students who have a need for academic accommodations, or suspect they may have a disability, should contact the ODS via telephone: (212) 592-2396, or visit the office: 23 Lexington Avenue, Mezzanine, in the George Washington Residence, or email: disabilityservices@sva.edu

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Discussion I: Highlight: Metabolic Syndrome

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As the incidence of Obesity and Heart Disease continue to contribute to the top 10 reasons for Deaths in the US today, we have seen a rise in Metabolic Syndrome.

1. INITIAL POST: After reading the textbook Chapter on Lipids , Unit 4 Course Content AND the handout on Metabolic Syndrome, in 500 words (plus or minus 50) share your thoughts and experiences regarding the following points. USE ESSAY format.

How the information I’ve learned assist me in taking care of my own health. (Include details from your readings to support your conclusions)

How I can apply the information I have learned when working with patients in a health care setting. (Include details from your readings to support your conclusions)2.

Describe the major components of the solar system.

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Note that each question is broken down into several sub-questions. I’ve included these sub-questions to give you more guidance on what a complete answer to the question should include. Your answers should cover all of the sub-questions.

1. Describe the major components of the solar system.

  • What are planets and how do they compare to each other in size?
  • How are the planets in the solar system arranged and how far is it to the farthest planets?
  • What are moons and where do we find them? How do they compare in size to the planets?
  • What and where is the asteroid belt? The Kuiper belt? The Oort cloud?
  • What is the Sun? How does it compare in size to the other objects in the solar system?

2. What are stars and galaxies and how are they related?

  • What are stars made of?
  • What does the term light year mean?
  • How far are the nearest stars in light years?
  • How do the sizes of different types of stars compare with each other and with the Sun?
  • What is the Milky Way galaxy made of?
  • Where in the Milky Way galaxy is our solar system?
  • How many stars are in our galaxy and how big is our galaxy?
  • What is the group of galaxies that includes our Milky Way and how many galaxies are in it?
  • How old is the universe and how do we tell?

3. What are some big numbers you see used (outside of science classes)? How would you write these in exponential notation (use ^ to indicate exponents).

  • What is the largest population you know? Give the value in exponential notation.
  • What is the largest distance you use (outside of science classes)? Give the value in exponential notation.
  • What is the largest amount of money you hear described? Give the value in exponential notation.
  • What are other large numbers you come across? Give the values in exponential notation.

(you don’t have to write too much,just need follow the question and answer.Maybe 3 question half page to one page should be great)

Telehealth Ralston

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Best Practices for Telehealth* ALLURA L. RALSTON, M.A. DEPARTMENT OF PSYCHOLOGY, UNIVERSITY OF NEBRASKA- LINCOLN *Note: This webinar will not address recent OMH guidance on Telehealth. For OMH guidance on Telehealth during this time, please visit https://ctacny.org/covid-19-resources

March 23, 2020

 

 

Overview • Types of telehealth

• Dos and Don’ts of each type

• Common barriers and overcoming them

 

 

Poll Question

What are some concerns you have in using technology for telehealth?

1. I have no concerns 2. Logistical use (I’m not tech savvy) 3. Participant engagement 4. Confidentiality 5. Other

 

 

Telemental Health • Phone conferencing (e.g.

by telephone or cell phone)

• Videoconferencing

• Text messaging

 

 

Phone Conferencing • Phone conferencing is the most simplistic form of telehealth – it just

requires both parties to have a landline or mobile phone

• Generally, phone conferencing is not the most ideal option as it makes it difficult for both the client and therapist to read social cues

• It can also be difficult to complete certain elements of treatment – such as exposure therapy

• However, while trying to establish a new norm phone conferencing can be a better alternative than not providing services at all

• Additionally, many insurance carriers now cover providing services by telephone which has not been true in the past

 

 

Phone Conferencing – Dos and Don’ts Do’s ✓ Decide what phone number you’d like to provide clients ✓ When working from home – find a quiet place you won’t be disturbed ✓ Limit distractions (e.g. set phone to silent or do not disturb, turn off

computer, etc.)

Don’ts ✓ Forget to set boundaries with clients if you provide them with your

personal cell phone number ✓ Forget to be kind to yourself if it feels like conducting therapy by phone

does not feel the same as in-person

 

 

Video Conferencing • This is the best studied and most widely used technology for

disseminating mental health treatments

• Studies examining the use of video conferencing to provide treatment have shown similar reductions in anxiety, depression, and PTSD compared to in-person treatment

• There are few therapy techniques that cannot be completed via video conferencing

• In fact, our clinic ran a study examining whether treatment for social anxiety could be conducted according to a standardized protocol with limited modifications and found that treatment was executed the same way and with the same beneficial results

 

 

Programs for Telehealth via Video • There are numerous programs that can be used for telehealth – our

training clinic at UNL uses VSee

• Zoom is another popular option

• Both provide encrypted video services and messaging features which can be incorporated into therapy

• This link provides a nice overview about selecting a vendor and common vendors used to provide telehealth services: https://nosorh.org/wp-content/uploads/2016/11/NOSORH-Telehealth-Vendor-Fact-Sheet-FINAL.pdf

 

 

Video Conferencing – Dos and Don’ts Do’s ✓ Make sure your audio and video work prior to session start time and make ✓ Be aware of your background (e.g. when working from home what’s behind you?) ✓ Have a back up plan if video is not working for you/your client ✓ When working from home – find a quiet place you won’t be disturbed and

purchase headphones to maintain privacy (unless you have a soundproof room) ✓ Limit distractions – close other programs, silence your phone, etc. Don’ts ✓ Forget to practice video conferencing if you are unfamiliar with this practice – look

at the camera if it is in your line of sight, otherwise look at the client on the screen ✓ Speak too quickly or for too long, if possible – sometime video/audio lags

 

 

App-Based Mental Health Application-based – “Apps” • Occur through mobile technologies

(e.g., phones or tablets) • Internet-based – app continuously uses

the internet to deliver its content • Native – the app is downloaded once

and needing further connection to the internet

Shown to be effective in reducing mental health symptoms

 

 

App-Based Mental Health • Using apps right now may be beneficial to meet clients needs if they

are unable to engage in weekly therapy due to various barriers (e.g. time, cost, lack of internet/data access, etc.)

• Apps are also a nice way to engage clients in aspects of treatment between sessions or after termination to keep skills sharp

• Apps generally have some of the lowest risk associated with them – though it is important for providers to research the apps they are suggesting but often the question is – what should I be looking for?

 

 

Do’s and Don’ts of App-Based Mental Health

Do’s ◦ Look at security features, reviews, and research evidence ✓ What are the security features of the app? Do the app creators have

access to the user’s information? What information are they collecting ✓ What do reviews from users say? Does the app have a lot of

bugs/issues? Does it seem useful? ✓ Has any research been conducted using this app evaluating efficacy?

Don’ts ◦ Don’t assume apps will work for everyone ✓ Providers should carefully consider which clients would benefit from using

apps and which clients require more “hands on” approaches

 

 

Examples of Apps for Mental Health • MoodTools is a CBT-based app primarily used for treating depression • Anxiety Coach is a CBT-based app used for treating depression • PTSD Coach created by the National PTSD Center

• There are a few websites that will provide an overview of various apps including user ratings, research evidence, etc.

◦ https://adaa.org/finding-help/mobile-apps ◦ https://psyberguide.org/ ◦ https://www.psycom.net/25-best-mental-health-apps ◦ https://www.mentalhealth.va.gov/communityproviders/clinic_tech.asp

 

 

Communicating with Clients • This may be one of the most challenging situations to navigate for

many providers • Some providers are comfortable texting or emailing with clients but

are not using appropriate protocols to ensure HIPAA compliance (e.g. using personal phones or email addresses with no protections in place)

• If you are using text or email to communicate with clients make sure the service, you are using is encrypted

• A good example of an email service is ProtonMail – this can be used to communicate with clients if you find yourself in a situation where phone calls are not easy to make (e.g. closure of clinics, no front desk staff, etc.)

 

 

Overall Do’s and Don’ts Do’s ✓ Check your state guidelines about conducting teletherapy ✓ Conduct informed consent ✓ Determine how terminations, interruption of service, and payment arrangements

will be handled ✓ Find a way to securely store client information if you are working remotely ✓ Ensure you have the proper set-up to conduct therapy in private Don’ts ✓ Use a non-HIPAA compliant platform ✓ Use a public space to conduct therapy ✓ Use an email service that is not encrypted to communicate about or to clients ✓ Leave your video service running at all times by logging out rather than just

closing the window so clients can’t just “drop in”

 

 

Types of Technology and the Barriers they Address

● Telemental Health

● Technology Mediated Self-Help

● Technology Adjuncts to Care

 

 

Things to Consider Ensure clients have the means to engage in telehealth:

◦ Do they have a working cell phone or landline? ◦ If they only have a cell phone: do they have unlimited minutes? ◦ Do they have internet access either in their home (e.g. WIFI) or on a

smartphone? ◦ If they are using a smartphone: do they have unlimited data? Can they

connect their phone to WIFI? ◦ Are they comfortable with technology? If not, do you have a plan in place to

walk them through setting things up? ◦ Does your client have a safe, quiet, and private place to engage in

therapy? Is it away from partners, roommates, children, etc.? ◦ Are there topics that might be difficult to discuss with the client if someone

were to overhear? Can the client get access to headphones? ✓ This can be one of the trickiest things to navigate – and we’ll discuss ways to

manage this.

 

 

Engaging Clients in Telehealth • When discussing telehealth with clients it’s important to assess their

readiness and willingness to engage in distance therapy

• It’s also important to allay any fears they may have about security so knowing the basics about the technology you are using, and having a basic understanding of the security features is important

• Providing a detailed informed consent document can also give clients a resource to refer to if they are feeling uncertain

 

 

Engaging Clients in Telehealth • For those using apps, weekly check-ins (or more frequent if needed) can

be helpful in promoting engagement

• It is also helpful to explain to clients that using tele- or video conferencing can be a bit strange at first but that you will work with them to become comfortable

• Remember to look at the camera when speaking with clients (unless you are using a camera that’s way above you!) and make sure you test your video angle before you start! This promotes “eye contact” with the client.

• Check-in with your clients to assess whether they feel their needs are being met and if not, work with them to address barriers

 

 

Conclusions • Telehealth is a useful tool in increasing access to care

during a crisis and when care is not easily accessible for other reasons

• Providers should carefully consider which types of technologies they are using, how these technologies might be appropriate for some clients and not others, and ways to protect both the client and themselves

 

 

Helpful Resources International OCD Foundation. (n.d.). Teletherapy in the Time of COVID-19. https://iocdf.org/covid19/teletherapy-in-the-time-of-covid-19/

American Psychological Association. (n.d.). Pandemics. https://www.apa.org/practice/programs/dmhi/research-information/pandemics

McGrath, P., Wozney, L., Rathore, S.S., Notarianni, M., Schellenberg, M. (2018). Toolkit for e-Mental Health Implementation. Mental Health Commission of Canada. Ottawa, ON https://www.mentalhealthcommission.ca/sites/default/files/2018- 09/E_Mental_Health_Implementation_Toolkit_2018_eng.pdf

 

 

Questions

‣ Contact information: Allura Ralston allura.ralston@gmail.com

 

 

NYS Office of Mental Health (OMH) *Note: This webinar will not address recent OMH guidance

on Telehealth.

For OMH guidance on Telehealth during this time, please visit https://ctacny.org/covid-19-resources

 

 

Upcoming CTAC Offerings Screening for Trauma in a Trauma-Informed and Bias Reducing Way in Children’s Mental Health Services ‣ Monday, March 30, 2020 | 12PM – 1PM

Visit www.ctacny.org to view past trainings, sign-up for updates and event announcements, and to access resources.

Please send questions to ctac.info@nyu.edu