New Jersey History (NJH - E-Journal)
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Bloom's Taxonomy for Art History. Blending A Skills-Based Approach into The Traditional Introductory Survey
No full textThe large-enrollment, lecture-based introductory survey still forms an essential part of art history curricula, particularly at public institutions of higher learning, despite recognition of some of its pedagogical drawbacks. This paper lays out the advantages of a blended model, one that adds student-centered activities in the form of team-based learning to the traditional lecture format. Bloom's taxonomy, translated for art history, became the logical framework for the types of activities and learning outcomes developed using team-based learning in this blended approach
Strengths and Limitations of Internet-Based Cognitive-Behavioral Treatments for Anxiety Disorders
No full textThis commentary discusses the strengths and limitations of internet-based cognitive-behavioral treatments (ICBT) for anxiety disorders, as highlighted by the case studies described in Ciuca, Berger, and Miclea (2017), and in Schulz, Vincent, and Berger (2017). In comparing the course of treatment for patients with contrasting clinical outcomes, the authors offer insights into the many benefits and challenges of ICBT. Suggestions for improving ICBT interventions for anxiety disorders, implications for implementation and dissemination, and ethical considerations are discussed
Beyond Binary Thinking: Providing Best Practice Treatment to Veterans with PTSD
No full textIn "Written Exposure Therapy as Step One in Reducing the Burden of PTSD: The Composite Cases of "Alex,' 'Bruno,' and 'Charles'"(Austern, 2017), I presented three composite case study examples of how veterans suffering from PTSD may benefit from written exposure to their trauma memories. For one case (Bruno), Written Exposure Therapy (WET) was the initial treatment in a stepped-care approach that culminated in Prolonged Exposure therapy. However, for the two others, WET became a standalone treatment. In two commentaries on the cases, Cigrang and Peterson (2017) and Sloan and Marx (2017) discuss the development and efficacy of WET, WET implementation strategies, and practice implications of WET (e.g., the potential to reduce clinician burnout). In my response to these commentaries, I aim to contribute to the bourgeoning discussion of how mental health providers can best incorporate this promising writing-based treatment (WET) into their existing approaches to working with veterans suffering from Post-Traumatic Stress Disorder (PTSD). My response will address themes raised by my composite case studies and by the commentaries, including how stepped-care service delivery models may have the potential to make PTSD care more efficient
Benevolent Patriot: The Life and Times of Henry Rutgers
No full textAfter participating in three early battles in the Revolutionary War, Henry Rutgers served during the rest of the conflict in an administrative capacity as a muster master and recruiter. Like many officers and soldiers, toward the end of the war he became disenchanted with the politics of the army and of Congress. During these years he also suffered the loss of several family members and friends. In occupied New York City, meanwhile, the British inflicted considerable damage on the Rutgers Farm
On Protocols and Principles in the Case of Hiro
No full textDr. Jeremy Lichtman (2017, in this issue) presents a case of successful behavioral treatment of tics in "Hiro," a 10-year-old boy with Tourette Syndrome (TS) and attention-deficit/hyperactivity disorder (ADHD). This commentary discusses the case of Hiro from a principle-oriented approach, with particular focus on issues related to parental involvement in treatment, addressing comorbidity and therapy-interfering behavior, and planning for generalization and long-term maintenance
Making Pictures, Writing about Pictures, Discussing Pictures and Lecture-Discussion as Teaching Methods in Art History
No full textThis article discusses making pictures, writing about pictures, discussing pictures, and lecture-discussion as methods of teaching art history in Finnish Upper Secondary Vocational Education and Training (Qualification in Visual Expression, Study Programmes in Visual and Media Art Photography). A total of 25 students majoring in Visual Expression participated in the research by studying art history using picture-basedvisual and verbalmethods and reflecting on their learning experiences. This article introduces the concept of contextual subject-related didactics,' by which conceptions of contemporary art history, together with the objectives and aims of the curriculum, guide the choice of teaching methods. The article argues that various picture-based teaching methods intertwine reason and emotion, generating profound learning experiences in the field of art history, and developing knowledge of art history and the skills requires to act on the basis of such knowledge
The The Living Syllabus: Rethinking the Introductory Course to Art History with Interactive Visualization
No full textThis essay describes an experiment in adopting mapping and timeline technologies in the Introduction to Art History course taught at Duke University. The creation of an interactive, "living," syllabus in Neatline and Omeka allowed us to embed maps, course powerpoints, links to museum websites, news articles, videos, and clips from movies. In this article, we describe how the integration of mapping tools and multimedia transformed our approach to the discipline of Art History, enabling us to engage with trade and exchange networks for raw materials, artistic ideas and motifs, and the art market
Cover and Table of Contents for Volume 68: Special Issue on Rutgers' 250th Anniversary Part Two
No full textThe cover image is a New York dollar, 1780, co-signed by Henry Rutgers. Source: R-Memorabilia (53/DO/132