HUM/105 v7 Divine Roles Across Cultures HUM/105 v7 Page 2 of 2Divine Roles Across Cultures Complete Parts 1 and 2 below.Part 1 Select one common divine role that recurs in world mythology. Possible options of divine roles include the following: father or mother divinities, divinities of war, home or hearth divinities, divinities of love, divinities of wisdom, divinities of medicine or health, divinities of the wind, divinities of agriculture, divinities of the sky, ruler of all the gods, and so on. Identify the role and write it in the designated box on the table. Select two myths, each from a different culture, in which the divine role appears. Identify the divinity names and cultures in boxes A and B. Complete the table by answering each of the five questions for both selected divinities. Role Column A Divinity Name: Culture of Origin: Column B Divinity Name: Culture of Origin: 1. How is this divinity portrayed? Describe the divinity’s role within the myth. 2. Is the divinity male or female? What function does this gender play? 3. What are the divinity’s attributes, such as divine powers or characteristics? What objects does the divinity possess, such as a weapon or animal, that assist him or her? 4. Within the myth of origin, how does this divinity compare with other divinities? How does this divinity interact with or compare to divinities of the same gender and to divinities of the opposite gender? 5. Identify one character from contemporary culture that shares characteristics of each divinity, and explain why you chose each character. What real-life ideals does this divine role represent? How attainable are these ideals? Part 2 Write a 150- to 350-word short essay that answers the following: Why do so many cultures have divinities in similar roles? References APA-formatted citation APA-formatted citation Copyright© 2018 by University of Phoenix. All rights reserved. Copyright© 2018 by University of Phoenix. All rights reserved. D1 Good Morning! For this week’s explore discussion, the influential Russian psychologist I have chosen to analyze and summarize is Ivan Sechenocv. Sechenocv had a challenging and difficult life growing up. At the age of ten, his father who happen to be a Russian nobleman passed away. He learned German and French and it potentially paved the way to his success. Sechenocv ended up going to the Military Engineering School. One could argue that he going to the Military Engineering School was the best thing that happened to him. Even though the love of his life married an engineer. After leaving the school he decided to study physiology. What makes Ivan Sechenov unique? Why is his work significant? It was difficult for Sechenov to actually study his desired field because of the death of Czar Nicholas. “Russian students were not allowed to travel abroad” (Kardas, 2014). Due to him obtain an inheritance he was able to leave Russia. He ended up travelling to Europe. “While outside of Russia, Sech ...

1. HUM/105 v7
Divine Roles Across Cultures
HUM/105 v7
Page 2 of 2Divine Roles Across Cultures
Complete Parts 1 and 2 below.Part 1
Select one common divine role that recurs in world mythology.
Possible options of divine roles include the following: father or
mother divinities, divinities of war, home or hearth divinities,
divinities of love, divinities of wisdom, divinities of medicine
or health, divinities of the wind, divinities of agriculture,
divinities of the sky, ruler of all the gods, and so on.
Identify the role and write it in the designated box on the table.
Select two myths, each from a different culture, in which the
divine role appears. Identify the divinity names and cultures in
boxes A and B.
Complete the table by answering each of the five questions for
both selected divinities.
Role
Column A
Divinity Name:
Culture of Origin:
Column B
Divinity Name:
Culture of Origin:
1. How is this divinity portrayed? Describe the divinity’s role
within the myth.
2. Is the divinity male or female? What function does this
gender play?

2. 3. What are the divinity’s attributes, such as divine powers or
characteristics? What objects does the divinity possess, such as
a weapon or animal, that assist him or her?
4. Within the myth of origin, how does this divinity compare
with other divinities? How does this divinity interact with or
compare to divinities of the same gender and to divinities of the
opposite gender?
5. Identify one character from contemporary culture that shares
characteristics of each divinity, and explain why you chose each
character. What real-life ideals does this divine role represent?
How attainable are these ideals?
Part 2
Write a 150- to 350-word short essay that answers the
following: Why do so many cultures have divinities in similar
roles?
References
APA-formatted citation
APA-formatted citation
Copyright© 2018 by University of Phoenix. All rights reserved.
Copyright© 2018 by University of Phoenix. All rights reserved.
D1
Good Morning! For this week’s explore discussion, the
influential Russian psychologist I have chosen to analyze and
summarize is Ivan Sechenocv. Sechenocv had a challenging and
difficult life growing up. At the age of ten, his father who

3. happen to be a Russian nobleman passed away. He learned
German and French and it potentially paved the way to his
success. Sechenocv ended up going to the Military Engineering
School. One could argue that he going to the Military
Engineering School was the best thing that happened to him.
Even though the love of his life married an engineer. After
leaving the school he decided to study physiology.
What makes Ivan Sechenov unique? Why is his work
significant? It was difficult for Sechenov to actually study his
desired field because of the death of Czar Nicholas. “Russian
students were not allowed to travel abroad” (Kardas, 2014). Due
to him obtain an inheritance he was able to leave Russia. He
ended up travelling to Europe. “While outside of Russia,
Sechenov conducted his own physiological research and
discovered that reflexes could be inhibited via direct
stimulation of some parts of the forebrain (thalamus) but not
others (cerebral cortex). That discovery broadened the
understanding of reflex action and demonstrated that the CNS
played a role in the control of reflexes” (Kardas, 2014).
Ivan Sechenov’s work relates to behaviorism. “Behaviorism is
the approach to psychology spearheaded by Watson that sought
to eliminate consciousness and introspection and substituted
objective methods that focused on animal and human behaviors
only” (Kardas, 2014). His work explains the significant
relationship between physiology and psychology. “His argued
that because human psychology was so complex the natural
starting place for his kind of psychology was the simpler animal
models” (Kardas, 2014).
Kardas, E. P. (2014). History of psychology: The making of a
science. Belmont, CA: Wadsworth Cengage Learning
D2
This week I went with the very first psychologist that practiced
Neobehaviorism he went by the name of Edward Chase Tolman.

4. Tolman born to a wealthy family in 1886 near Boston
graduation from Massachusetts institute of technology. He went
on to study psychology at Harvard, but unlike many of the other
American psychologist Edward also study in Europe. While in
his travels to learn he study with the psychologist Kurt Koffka
he was also known to be the few to use the theoretical
explanations from Gestalt in behaviorism. Tolman began his
teaching career in 1918 at Berkeley. According to Kardas
(2014), “He quickly discovered that neither Thorndike’s nor
Watson’s approaches to learning satisfied him. Soon he
developed his own theoretical approach: Purposive
Behaviorism. His Version emphasized goal-seeking behavior
and assumed that learning and performance were different from
each other” (p.313). With time Tolman opened a program where
he wanted to explore new concepts and introduce them to the
school’s agenda. With one thought in mind Tolman wanted to
separate psychology from physiology, but still find a better
structure for Neobehaviorism. Kardas (2014) states, “One of his
first contributions was to redefine behavior itself into two
categories: molecular and molar” (p.314). He goes on to
describe each category for example explaining that molecular
behaviors such as muscle contractions or glandular secretions
were linked to physiology. Then Tolman explains that Molar are
behaviors that are learned and could be studied without having
the any backing from physiological mechanism. Another great
contribution that Tolman introduced to the world of psychology
was a cognitive map that he obtained from Gestalt psychology.
It’s a series of test that he performs using rats and he test their
cognitive skills and he introduces food into a map that they
must follow to reach the food. The rats go thru a series of
pathways over and over until they can retain the knowledge of
which is the correct pathway to the food. Tolman remained at
Berkeley exploring and adding many concepts to the world of
psychology until his death in 1959.
Kardas, E. P. (2014). History of psychology: The making of a

5. science. (1st ed.). Belmont, CA: Wadsworth Cengage Learning.
D3
I was curious to who Little Albert was and reading what was in
the book wasn’t enough for me, so I went and looked for
something in relation to this topic. The first article that popped
up is called Correcting the record on Watson, Rayner, and Little
Albert: Albert Barger as ‘Psychology’s lost boy’. The article
mentions a brief on the study conducted on little Albert, how
they used a white rat and then made a sound loud enough that it
scared him as he saw the rat. Along with the all that he then
picked up a fear of anything that resembled a white furry thing
even if it wasn’t a rat. As you continue to read the article, they
start throwing different speculations about Albert and the many
names that come up about who really was little Albert.
They even mention the fact that some of the information about
Alberts health could have been falsely written to alter the fact
that he could have been suffering from many neurological
impairments. With doing such thing of hiding the impairments
could have hindered much of the study done on little Albert
making it unreliable. That’s when they mention another little
boy by the name of Douglas Merritte. They assumed Douglas
was little Albert but couldn’t find any similarities and debunked
that notion when doulas died three years after the experiment
from hydrocephalus. It goes on to talk about looking or little
Albert and the comparison to the other children and could they
be little Albert. If you want to find out more about little this
article takes you in to depth about who he really was and what
was his real name. interviews with relatives that could have
been of little Albert or Alberts correct age at the time of the
experiment. If you got some questions about Little Albert, this
article might answer some for you.
Reference:
Powell, R. A. & Digdon, N. & Harris, B. & Smithson, C.
(2014). Correcting the record on Watson, Rayner, and Little

6. Albert: Albert Barger as ‘Psychology’s lost boy’. American
Psychologist, 69(6). pp. 600-611. Retrieved from
For the assignment this week, I wanted to stay focus on the
Russian psychologist Ivan Sechenocv. His ideas had a
correlation with behaviorism. According to Kardas (2014),
“Behaviorism is the approach to psychology spearheaded by
Watson that sought to eliminate consciousness and introspection
and substituted objective methods that focuses on animal and
human behaviors only” (p. 300). So I wanted to conduct
additional research on Behaviorism. The peer-reviewed journal
article I chose to analyze is called “Learning Theories:
Behaviorism”. The author is Kevin R. Clark. He focuses on
learning and the numerous ways to learning According to Clark
(2018), The differences in how educational theorists believe
individuals acquire, retain, and recall knowledge resulted in the
development of multiple learning theories” (p. 172).
The question to ask is what the correlation between learning
theory and behaviorism is? Behaviorism shows people have
some form of response when learning regardless if it is positive
or negative. According to Clark (2018), “Behaviorists do not
address memory and how new behaviors or changes in behaviors
are stored or recalled for future use. Behaviorists refer to this
type of learning, where a reaction is made to a particular
stimulus, as conditioning. Two main types of conditioning
include Pavlov’s classical conditioning and Skinner’s operant
conditioning” (p. 172).
When it comes to classical conditioning, there are 4 stages. The
stages are “Acquisition, extinction, generalization, and
discrimination” (Clark, 2018). Classical conditioning correlates
to the Russian psychologist Ivan Pavlov. He conducted a study
that related to dog and how it relates to reactions with food. He
noticed a certain behavior when the dogs were fed. He uses a
bell every time they are fed. As a result when the dogs hear a
bell they know they are about to eat.
Operant Conditioning stems from BF Skinner. Operant
Conditioning focuses on reinforcement and punishment. It

7. shows that we can change the behavior through reinforcement
and punishment. Whether the behavior is positive or negative, it
can potentially be changed through reinforcement or
punishment.
Clark, K. R. (2018). Learning Theories: Behaviorism.
Radiologic Technology, 90(2), 172–175. Retrieved
from http://search.ebscohost.com/login.aspx?direct=true&AuthT
ype=sso&db=rzh&AN=132750220&site=eds-live (Links to an
external site.)