Seven Faces of Persuasion Essay Example

Seven Faces of Persuasion Essay Chapter 1 notes Seven Faces of Persuasion- Interactive media – media in which the receiver is able to actively participate in the communication process. Cultural diversity – the increasing numbers of persons from other cultural backgrounds, races, ethnicities, sexual preferences, educational levels, political and religious beliefs, etc. Propaganda – set of messages designed to influence large numbers and warns that it is selective and that it â€Å"†¦presents facts selectively in order to†¦produce an emotional rather than a rational response to the information provided†. Advocacy – to promote a given belief or course of action. â€Å"arguing on behalf of a particular issue, idea, or person. † Response-ability – your ability to wisely and critically respond to the persuasion you encounter and to make wise choices and ethical decisions when you both process and craft persuasion. Doublespeak – NCTE defined as deliberate miscommunication and which the American Heritage Dictionary defines as â€Å"evasive, ambiguous, high-flown language designed to deceive. Scam – A fraudulent business scheme- a swindle. To deprive by deceit† The typical scam relies heavily on persuasion first in convincing the person to be scammed that the persuader or scammer is credible or believable. Identity theft – Most commonly accomplished by phishing or representing oneself as a trustworthy financial institution in order to gain sensitive information that can be used to masquerade as someone else. Self-protection – Rhetoric Aristotle defined rhetoric as â€Å" the faculty of observing in any given case, the available means of persuasion. † Artistic proof the choice of evidence, the organization of the persuasion, style of delivery, and language choices. We will write a custom essay sample on Seven Faces of Persuasion specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Seven Faces of Persuasion specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Seven Faces of Persuasion specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Inartistic proof – includes things not controlled by the speaker, such as the occasion, the time allotted to the speaker, and the speaker’s physical appearance. Ethos – The sources credibility, the character of the speaker. Pathos – emotional appeals, usually found in the kinds of colorful language and imagers used by the persuader or in the emotional level of evidence cited. Logos – using logical or rational appeals. Aristotle defined this as a persuasive tactic as well as the use of statistics on behalf or against a given policy of government or a brand or other issue. Common ground – Shared beliefs, values, and interests between persuaders and persuades that could be established by all of the tactics. Enthymemes – defined as â€Å" a form of argument in which the first or major premise in the proof remains unstated by the persuader and, instead, is suppli9ed by the audience. † Identification – Burke believed that if receivers feel they are being spoken to in their â€Å"own language† and hear references to their own beliefs and values, they will develop a sense of identification with the persuader, believing that the persuader is like them. Co-creation – this definition implies that persuasion requires intellectual and emotional participation between both persuader and persuade that leads to shared meaning and co—created identification. Self-persuasion – (ELM) Elaboration Likelihood Model – is a theory that serves as an organizational model of persuasions and has resulted in significant changes in the way theorists view persuasion. Central information processing route – one of two routes taken from the ELM, the receiver consciously and directly focuses on the persuasive communication while mentally elaborating on the issues and actively seeking more information. This requires significant effort on the part of the receiver. Peripheral information processing route – one of two routes taken from the ELM, information may be processed almost instantly or just by the senses, without direct focusing on or researching of the decision. SMCR model : A source (S) (or persuader), who or which is the encoder of the message. The code can be verbal, nonverbal, visual, or musical, or in some other modality. A message (M), which is meant to convey the source’s meaning through any of the codes. A channel (C), which carries the message and which might have distracting noise. A receiver (R) (or persuade), who decodes the message, trying to sift out channel noise and adding his or her own interpretation. Influence – refers to the ways in which some kinds of things alter a person’s attitude or behaviors. Coercion – another form of influence, always uses some level of force-physical or psychological- to gain compliance. Propaganda – is also another form of influence-usually psychological versus logical. Hugh Rank’s model of persuasion – this gives four major persuasive strategies and six associated tactics frequently used by persuaders which critical receivers can identity. 1. Intensify their own good points 2. Intensify the weak points of the opposition 3. Downplay their own weak points 4. Downplay the good points of the opposition The six tactics are: Repetition, association and composition to intensify their own good points or the bad points of the opposition Omission, diversion, and confusion are used to downplay their own bad points or the good points of the opposing brands, candidates, causes, or ideologies.

Free Essays on Divine Retribution In The Inferno

In the classic Christian allegory Dante’s Inferno, the spirit Virgil guides Dante the pilgrim through the nine circles of hell. Each Circle is reserved for a certain type of sinner, such examples include the Second (Lustful), the Seventh (Violent), and the Eighth(simple fraud/malice). The reason behind the hierarchy of hell in this book is because each sinner receives a punishment that has certain significance to the sin committed, either by an outside agent of torture, a demon, or within themselves An example of an outside agent of torture being utilized is in the Second Circle. Virgil and Dante see various naked shades spun around in a constant hurricane (p. 110). These were the lustful, and included in this ring were many people, ranging from the empress Semiramus (p. 111) to the adulterer Francesca (p. 113). The significance of this punishment is that their actions do not indicate a tranquil demeanor and that the sinners are oblivious to common sense (p. 115) In the Seventh Circle, there are 3 rings for different types of violence; one of them is the Wood of the Suicides. As their punishment, they were to exist as trees (p. 186-7) and the only way they can speak is if a demon breaks off a branch, which causes much pain. As an addend to their suffering, on judgment day, they will not be able to use their bodies, for they will hang â€Å"on a thorn of it’s own alien shade† (p. 189). The punishment is significant in that they used pain as an outlet in life, so it would be their only outlet in the afterlife. Furthermore, because they didn’t respect their physical form on earth, they can never receive it again in hell (p. 193). In the Eighth Circle of Hell, there are 10 bolgias reserved for different types of fraud. The 10th Bolgia is reserved for the falsifiers. As their punishment, they were afflicted with different illnesses (p. 337). They were divided into 4 distinct categories, the alchemists, who had leprosy (p. 338-9),... Free Essays on Divine Retribution In The Inferno Free Essays on Divine Retribution In The Inferno In the classic Christian allegory Dante’s Inferno, the spirit Virgil guides Dante the pilgrim through the nine circles of hell. Each Circle is reserved for a certain type of sinner, such examples include the Second (Lustful), the Seventh (Violent), and the Eighth(simple fraud/malice). The reason behind the hierarchy of hell in this book is because each sinner receives a punishment that has certain significance to the sin committed, either by an outside agent of torture, a demon, or within themselves An example of an outside agent of torture being utilized is in the Second Circle. Virgil and Dante see various naked shades spun around in a constant hurricane (p. 110). These were the lustful, and included in this ring were many people, ranging from the empress Semiramus (p. 111) to the adulterer Francesca (p. 113). The significance of this punishment is that their actions do not indicate a tranquil demeanor and that the sinners are oblivious to common sense (p. 115) In the Seventh Circle, there are 3 rings for different types of violence; one of them is the Wood of the Suicides. As their punishment, they were to exist as trees (p. 186-7) and the only way they can speak is if a demon breaks off a branch, which causes much pain. As an addend to their suffering, on judgment day, they will not be able to use their bodies, for they will hang â€Å"on a thorn of it’s own alien shade† (p. 189). The punishment is significant in that they used pain as an outlet in life, so it would be their only outlet in the afterlife. Furthermore, because they didn’t respect their physical form on earth, they can never receive it again in hell (p. 193). In the Eighth Circle of Hell, there are 10 bolgias reserved for different types of fraud. The 10th Bolgia is reserved for the falsifiers. As their punishment, they were afflicted with different illnesses (p. 337). They were divided into 4 distinct categories, the alchemists, who had leprosy (p. 338-9),...

How to Make a Bubble Rainbow - Science Project

How to Make a Bubble Rainbow - Science Project Use household materials to make a bubble rainbow! This is a safe, easy and fun project that explores how bubbles and color work. Bubble Rainbow Materials a sockliquid dishwashing soapplastic bottlefood coloring You probably can use bubble solution for this project, but I got much better bubbles using the dishwashing liquid. I used a Vitamin Water bottle for this project. Any soft drink or water bottle will do. Firm bottles are easier to use than thin, flimsy ones. Make a Homemade Bubble Snake Wand Youre going to make a fat snake of bubbles. Its actually a great project even without the coloring. Heres what you do: Cut the bottom off of the plastic bottle. If this is a project for kids, leave this part to an adult.Slip a sock over the cut end of the bottle. If you like, you can secure it with a rubber band or ponytail holder. Otherwise, a small sock fits just fine or you can hold the sock over the bottle.Squirt dishwashing liquid into a bowl or plate. Mix in a little water to thin it out a bit.Dip the sock end of the bottle into the dishwashing solution.Blow through the mouth of the bottle to make a bubble snake. Cool, right?To make a rainbow, stripe the sock with food coloring. You can make any colors you like. Rainbow colors would be red, orange, yellow, green, blue, indigo violet. For most food coloring kits, this would be red, red yellow, yellow, green, blue, blue red. Apply more coloring for a more intense rainbow or to recharge the sock if you need more solution.Rinse yourself with water when youre done. The food coloring will stain fingers, clothes, etc., so its a messy project, best d one outdoors and wearing old clothes. You can rinse your homemade bubble wand and let it air dry if you wish to use again. Learn About Bubbles How Bubbles WorkMake Colored Bubble PicturesMake Colored Soap BubblesMake Glowing Bubbles

My management philosophy Term Paper Example | Topics and Well Written Essays - 1250 words

My management philosophy - Term Paper Example ommunication, face-to-face contact for coordination and ability to rapidly adapt to changes while executing the projects (McShane & Travaglione, 2003). On the other hand, the organic component of our organizational structure will give us the much needed flexibility to deal with the high rate of environmental and technological change and uncertainty. Motivation In pursuing product and market development and being in the software development industry our generic strategy is clearly a differentiation approach. This means that in order for the company to deepen its current advantage and/or build new competitive advantages, we will have to orient the way we deploy our resources to reflect this. This means our selection, promotion, rewards and so will be oriented towards hiring and rewarding the creative and innovative members of staff. To motivate staff the organization will ensure that entrepreneurs are rewarded and recognized, in both monetary and non-monetary terms. We will also cons ider giving employees ‘bootleg’ time to spend on projects of their own interest that may not be directly related to their day-to-day activities. This will keep our highly talented staff motivated as there potential will be exploited while the company benefits from increased competencies as well as increased potential of coming up with breakthrough products. Given that this is a software business, most of the staff are highly technical and educated which adds to difficulty in finding ways to motivate them. Such knowledge workers naturally would require high motivation which Hackman and Oldham job characteristics model identified as: meaningfulness of work, responsibility for outcomes and knowledge of how successful their work has been or not (YourCoach, 2010). Our hybrid... In pursuing product and market development and being in the software development industry our generic strategy is clearly a differentiation approach. This means that in order for the company to deepen its current advantage and/or build new competitive advantages, we will have to orient the way we deploy our resources to reflect this. This means our selection, promotion, rewards and so will be oriented towards hiring and rewarding the creative and innovative members of staff. To motivate staff the organization will ensure that entrepreneurs are rewarded and recognized, in both monetary and non-monetary terms. We will also consider giving employees ‘bootleg’ time to spend on projects of their own interest that may not be directly related to their day-to-day activities. This will keep our highly talented staff motivated as there potential will be exploited while the company benefits from increased competencies as well as the increased potential of coming up with breakthroug h products. Given that this is a software business, most of the staff are highly technical and educated which adds to the difficulty in finding ways to motivate them. Such knowledge workers naturally would require high motivation which Hackman and Oldham job characteristics model identified as meaningfulness of work, responsibility for outcomes and knowledge of how successful their work has been. Our hybrid organic-project-based matrix structure improves our ability to make the jobs motivating for our most highly technical and educated staff.

The Sensory Nervous System Essay Example | Topics and Well Written Essays - 500 words

The Sensory Nervous System - Essay Example The basic unit of the entire nervous system is the neuron. The neurons themselves have three parts 1) the dendrite-which receive message impulses from other cells and transmits it to the cell body 2) the cell body 3) the axon-which transmits messages away from the cell body. There are three types of neurons namely sensory or afferent neurons, motor or efferent neurons and intermediate neurons. The sensory neurons are responsible for the transmission of messages from the various sensory receptors or organs in the human body, which receive the external stimulus, to the central nervous system. The intermediate or relay neurons are present only in the CNS. The motor neurons transmit the message impulses from the CNS to the corresponding effector organ which might be a muscle or a gland which responds to the received impulse. The plasma membrane of the neuron has an unequal distribution of electrical charges between its inner and the outer surfaces, i.e., positive on the inner membrane an d negative on the outer membrane. When a message impulse is to be transmitted the polarities reverse temporarily resulting in what is known as an action potential. This action potential which begins in one spot spreads to the adjacent membranes thereby transmitting the message across a neuron. While the action potential allows transmission within a neuron neurotransmitters allow the transmission of messages between different neurons through the synaptic cleft. The synapse is the space between two nerve cells. (Farabee, 1992). Depending on the type of external stimuli, various parts of the brain are targeted through various pathways through the spinal cord. For example the somatosensory system has three modalities. One particular modality being the discriminatory touch enables the human body to perceive shapes and sizes by touch alone. In this system sensory inputs are provided

Interactive Lecture Essay Example for Free

Interactive Lecture Essay What is interactive lecture? An interactive lecture is an easy way for instructors to intellectually engage and involve students as active participants in a lecture-based class of any size. Interactive lectures are classes in which the instructor breaks the lecture at least once per class to have students participate in an activity that lets them work directly with the material. * The instructor might begin the interactive segment with an engagement trigger that captures and maintains student attention. * Then the instructor incorporates an activity that allows students to apply what they have learned or give them a context for upcoming lecture material. * As the instructor feels more comfortable using interactive techniques he or she might begin to call upon a blend of various interactive techniques all in one class period. Why use interactive lecture? Lecturing is a time-honored teaching technique that is an efficient method to present large amounts of content in classes of any size and it is efficient for sharing information with large numbers of students, but may result in students who listen passively. * Making lectures interactive by including techniques such as think-pair-share, demonstrations, and role playing, can foster active engagement and enhance the value of the lecture segments. * Using techniques that allow all of the students to participate, instead of having individual students answer questions when called on, will promote student retention and learning of the material presented during lecture, give students practice in developing critical-thinking skills, and enable instructors to assess how well the class is learning that day. * Breaking up the lecture with these techniques not only provides format change to engage students, these activities allow students to immediately apply content and provides feedback to the instructor on student Activity Based Teaching Strategies The education on activity based teaching strategies Promotes teaching and learning strategies for learning activities, students work and provide opportunities for real life so they can contribute to self-learning and this strategy can be used to investigate the family situation, or discover an argument and the depth the sharpness. Examples of activity based teaching strategies, as follows: The excursion Games to make oral presentations Discussion of the training group innovative learning through projects The concept of learning The activities are part of the President of the elements of the program strategy and education are also important for other learning strategies and modern media: â€Å"The efforts of physical or mental exertion students (and teachers) to achieve this result, the following defines as â€Å"learning by students apply to intentional activity, and the deliberate and planned† He knew the work and activities â€Å"a student or students responsible for planning, the teacher’s request or desire of the classroom or outside resources, and in the form of movement or say or write according to the source of the accident the conduct in the place of activity to stop. For us it is clear that the task of wages, and reached a low with a test product, and it is necessary that the timing of how success is possible to reach the exit, but the educational activity, whether the teacher did and learning activities is done with the students and the educational activity is a means of learning activities can be educational and various learning activities, but teaching and learning activities with learning activities based on strategic problems of combined measures. Components of practice: It consists of activities in the preparation and planning of six elements: 1. Help 2. Time 3. Objective: The production, which aims to 4. Standard Admission 5. Calendar 6. Working (active substance) Benefits and advantages of activity based teaching strategies Learning by students through activity based teaching strategies on experience you get is of great importance because the education sector, with many goals and the advantages and benefits: †¢ increasing the student’s attention and willingness to respond to the educational settings †¢ Guide the development trend of students and their needs and develop their talents and the direction of education is correct. †¢ Provide real opportunities for students to self-study, where the benefits of the teaching learning situations in their future. †¢ lead to the strengthening of the independence †¢ Work in cooperative learning †¢ encourage students to take responsibility for their own learning †¢ Move the student to reluctance to exercise and respect for manual labor The role of students in the development and use of learning activities based. The role of students to do different things, including: 1. Their personal interests 2. Participate in educational objectives 3. Developing good organizational skills to keep unions 4. Involved in the program flow 5. Demonstrate enthusiasm for seeking new knowledge 6. In collaboration with other The teacher role in the development and use of activity based teaching strategies. Located in the role of the teacher in developing the strategy of education by â€Å"learning and the most important things the teacher must first of a activity based teaching strategies, as follows: 1. The planning and preparation for 2. Identify outcomes 3. Having noted the outcomes of learning using appropriate strategies such as the agenda: report or wish to evaluate the stairs 4. Choose the right activities and stimulating for students 5. Mechanisms within the group 6. Promote cooperation in carrying out activities Activity based teaching strategies describes a range of pedagogical approaches to teaching. Its core premises include the requirement that learning should be based on doing some hands on experiments and activities. The idea of activity based teaching strategies is rooted in the common notion that children are active learners rather than passive recipients of information. If child is provided the opportunity to explore by their own and provided an optimum learning environment.

The Feminine Religious Experience in Victorian Times Essay -- Victoria

The Feminine Religious Experience: Beyond the â€Å"Angel in the House† The conception of the Victorian woman as the pious repository for her family's stockpile of religiosity consistently permeates contemporary notions of the gender roles of the era. However, the idealized role of the â€Å"angel in the house† was often simply that - an ideal rather than a reality. Women's involvement in religion and spirituality varied widely based on class and level of devotion. Though the majority of women's religious duty consisted of assisting charitable works sponsored by parishes (Heeney 330), women were also employed as local missionaries. The era also witnessed the revival of the convent as an alternative avenue for women of all classes. For the Victorian-era upper middle class family of the Pagets of London, the women received a Christian education in terms of learning the Bible and reciting psalms. In adulthood they fulfilled their Christian duty by volunteering for and donating to various charities for the poor and/or feeble-minded (Peterson 692) However, the private letters of the Paget women often indicate that their helping the poor was not inspired by an altruistic love of all God's creatures, as the â€Å"angel the house† myth would lead one to believe. Instead these were societal obligations, on par with social calls to friends: Catherine Paget wrote â€Å"I spent the morning seeing poor people, the afternoon calling on rich ones.† (Peterson 706) Lydia Paget also wrote, â€Å"†¦I always go with such reluctance to visit the poor people under our care; when I once get amongst them I quite enjoy myself, but on setting out I feel inclined to bend my steps in any other direction rather than th e right.† (Peterson 706) Beyond charity work, women also... ...t beyond embodying the moral and spiritual core of the family. Works Cited Heeney, Brian. â€Å"Women's Struggle for Professional Work and Status in the Church of England, 1900-1930.† The Historical Journal 26 (1983): 329-47. JSTOR. University of Florida Lib., Gainesville, FL. 8 Nov. 2004. Peterson, M. Jeanne. â€Å"No Angels in the House: The Victorian Myth and the Paget Women.† The American Historical Review 26 (1984): 677-708. JSTOR. University of Florida Lib., Gainesville, FL. 8 Nov. 2004. Roden, Frederick S. â€Å"Sisterhood is Powerful: Christina Rossetti's Maude.† Women of Faith in Victorian Culture. Ed. Hogan, Anne and Andrew Bradstock. New York: St. Martin's Press, 1998. 63-77.

Poem: “Mr. Bleaney” by Philip Larkin Essay

The poem Mr Bleaney has three characters: Mr Bleaney; the house owner; and the new tenant, but centres around the life of one character, Mr Bleaney. The poem focuses on the house in which Mr Bleaney had a rented room for a number of years, until he moved out, or perhaps died. A new tenant is introduced to the vacated room, and he decides to stay. From the description of his old room and its contents, we are able to paint a picture of Mr Bleaney’s monotonous existence and lifestyle. There is great irony in that he fails to realise that by wanting to live in the marked room of Mr Bleaney, and by acquiring his habits, he is in fact a replica of the figure he contemplates and condemns; although in the last two stanzas there is a suggested subconscious dread that he is following in the same footsteps as Mr Bleaney. ‘Mr Bleaney’ has seven stanzas, each with four lines, formed with an alternate rhyming scheme. It is written in iambic pentameters. The very name Bleaney immediately gives a feel of dull blandness, of dreariness and a lack of energy, spirit, colour and light. A Mr Bleaney would perhaps then be a sad, hopeless man, whose boring life is almost a non-event. We never actually get to meet Mr Bleaney in the poem, but we get to learn a lot about him and are left at the end with the feeling that we have. It says in the poem, â€Å"How we live measures our nature,† and if this is true, then Mr Bleaney certainly deserves his name. The poem centres on a description of the room to let, where Mr Bleaney lived for a number of years. The room has Mr Bleaney stamped all over it: his few possessions (a souvenir plate and ashtray), still litter what little space there is. Alliteration adds to the blandness of the room he lived in, with the phrase â€Å"same saucer-souvenir,† which is effective as it emphasises the blandness and flatness in the room. It has no lampshade nor curtain hook; curtains too short; furnished minimally with merely a bed and upright chair, leaving no place to relax nor put belongings or ornaments; there is no colour, leaving the room void of character and personality. Even the view from the window depicts a barren, derelict and littered building site. This incredibly sad and simple abode would suggest a life of poverty. Line two in  stanza one mentions â€Å"the Bodies,† which is probably a workplace, but connects effectively with the ambiguous phrase one line later: â€Å"Till they moved him,† which could mean that he either got the sack, or died. (hence the connection with ‘Bodies’.) This kind of deliberately mysterious phrasing, which makes you stop and think, adds immensely to the atmosphere. The third stanza begins with another statement describing the basic standard of the room: â€Å"No room for books or bags,† which is immediately contrasted by the new tenant accepting the lease, on the next line. It is now that the new tenant takes over the commentary. In the first stanza it was the house owner who was speaking, and the second stanza was devoted to describing the room. We now learn that Mr Bleaney was a lonely man. He probably lay on his bed most of the day and smoked, just as the new tenant is doing. He gardened, given away by the landlady as she hints for the new tenant to do likewise: â€Å"Mr Bleaney took my bit of garden properly in hand;† he stayed at home a lot, enough to become sufficiently annoyed to get the landlady to buy a radio, so she would leave him alone; he gambled: â€Å"He kept on plugging at the four-aways;† he had a monotonous life, his holidays being annual visits to Frinton and Stoke, not the most exciting places on earth. Mr Bleaney had for sure a dull life, set rigid year in year out: â€Å"Likewise the yearly frame.† From now on, after he moved in, the new tenant devotes his time to finding out about Mr Bleaney, and describing the character who emerges with a critical eye. He looks down the end of his nose at him, mocks his lifestyle and finds a sense of achievement in having deduced so much about him. The irony is immense; we can see this new tenant identifying with Mr Bleaney by adopting the same lifestyle as he: Living in the same abode; stubbing his: â€Å"Fags on the same saucer-souvenir,† (alliterated for the emphasis of monotony,) and actually becoming another Mr Bleaney. And we can stand by and watch the new tenant judge and condemn the very man he is becoming. It is almost hypocritical. In the penultimate stanza, nature is used as a comparison to Mr Bleaney, and ultimately, the new tenant too. Words such as frigid and fusty give an air of restraint and stiffness, and maybe impotence and lack of self belief. Personifying such words builds up a character who is dull, flat, uninspired and pathetic. It fits Mr Bleaney perfectly. The last stanza bears the moral from Philip Larkin, stating that what we do with our lives reflects our character: â€Å"How we live measures our own nature.† Also, the mysteriousness surrounding the disappearance of Mr Bleaney is dredged up again, with the ambiguous â€Å"Hired box,† – meaning either the rented room, or a coffin. At the very end a non committal â€Å"I don’t know.† reminds us of the fact that the new tenant is merely presuming, and that contrary to what it seems, we don’t know Mr Bleaney after all.

Broken Spears

The Broken Spears â€Å"The Broken Spears† is a collection of many accounts of the destruction of Mexico by Cortes and the conquistadors in their invasion. The motive behind this conquest was Cortes’ desire to bring a fortune of gold, spices, and land that can be claimed, back to Spain. Although these desires were admirable, they were sought after at the expense of the Aztecs and consequently changed an entire civilization, due to an initial drive for power, control, land, and money. Cortez along with the Spaniards ultimately destroys the Aztecs in their quest for fortune and fame. The accounts are based on the Aztec’s perception of the invasion and include the revolt of the Aztec people that lead to the terror and the end of the Aztec civilization. The Spaniards first entrance into Tenochtitlan The novel begins with the description of a series of omens or premonitions, observed ten years prior, that was believed to be essential warnings of the coming invasion. The omens arouse many fearful and terrifying reactions. At the time, the meanings were unclear to the Natives. According to the text, â€Å"Montezuma consulted various seers and magicians to learn whether the omens meant an approaching war or some other crisis†, however the magicians could not advise him. Not soon after, according to the second chapter, there were reports that â€Å"the mountains bore a strange people who have very light skin. They all have long beards, and their hair comes only to their ears. † After much contemplation, Montezuma sent five messengers to greet the strangers and to bring them gifts believing that they might be Quetzalcoatl (God of learning and the wind) and other divinities returning to Mexico as they promised. 2:13)Montezuma gave specific instructions as to how to present the messengers and gifts to the strangers. The natives showed reverence to the strangers at their arrival by â€Å"touching the ground before him with their lips†. (25) However, Cortez in return gave orders to chain them by their necks and feet. When the messengers retur n, they inform Montezuma of the various firearms, animals, foods, and resources the Spaniard possessed, and he was astonished and terrified by their report. Montezuma’s attempts to keep the Spaniard away from the Tenochtitlan included everything from sending out magicians and warlocks hoping that they could harm the Spaniards with their magic, to sending out captives to be sacrificed in their presence. With each failed attempt to prevent the Spaniards from entering Tenochtitlan, came the rising fears of the â€Å"inevitable†. As the Spaniard began to inquire about Montezuma, he contemplated fleeing and escaping the â€Å"gods†. Due to Montezuma’s failed attempts, Cortez and the Spaniards decided to begin marching In-land, in their arrival to Tlaxcala and Cholula. One could argue that the invasion of these cities was due to the defiance and the fact that they would not surrender to Cortez’s control. During the march Cortez gained a larger army and allies. Once Cortez and the Spaniards reached the entrance of Tenochtitlan their march was complete. Montezuma then prepared to greet Cortez. According to the text, â€Å"He presented many gifts to the Captain and his commanders, those who had come to make war. He showered gifts upon them and hung flowers around their necks; he gave them necklaces of flowers and bands of flowers to adorn their breasts; he set garlands of flowers upon their heads. Then he hung the gold necklaces around their necks and gave them presents of every sort as gifts of welcome. † Not mentioned in the Broken Spears however, according to the Diaz document, Cortez offered Montezuma his right hand but Montezuma refused it. It also states that Cortez went to place fine a necklace on Montezuma’s neck, but his nephews stopped and refused him. The Spaniards seemed to portray a non confrontational notion, as if they arrived with pure intentions. The document’s perspective seems to contradict those of The Broken Spears. The document describes the Aztec’s conversion to Christianity as a peaceful one. It also states that Montezuma pronounces that â€Å"I am in debt and will give all I poses,† revealing that Montezuma willingly gave of his possessions and land. However, according to The Broken Spears, the Aztecs were tortured and terrorized. The Expulsion from Tenochtitlan (Spring 1520) After imprisoning Montezuma, the Spaniards begin to terrorize the city, causing commotion and inflicting fear into the natives. The terrorism that was taking place caused an uprising battles and massacres to take place. One example of the harshness inflicted on the Aztecs was the events that took place at a Fiesta. The Spaniard invaded the Fiesta, murdering many Aztecs and revealing the Spaniards did not abide by the Aztec rules or expectations of war. They were said to be reckless and extremely brutal, without respect or compassion. Preceding the surprise attack at the Fiesta, other attacks and retaliations arouse, such as the Night of Sorrow. The Aztecs no longer desired to follow Montezuma’s initial orders for non retaliation. They decided to take up arms and fight against the Spanish. In the attack at the Fiesta, they fought with broken spears and attacked with javelins and arrows. However the Aztecs came to the realization that enough blood was shed. Montezuma’s body was discovered and it was unclear as to his cause of death. Since the Aztec no longer catered to the Spaniards by providing them with food, shelter and supplies, Cortez realizes that they must leave the land. They planned to retreat at night, however the retreat was discovered. According to the text, â€Å"They attacked as the Spaniards were fleeing down the Tlacopan (now Tacuba) causeway, and the rout was so disastrous that it has been known ever since as â€Å"la noche triste,† the Night of Sorrows. Those who escaped the disaster found refuge in the nearby village of Teocalhueyacan, where they were welcomed as friends; but three-fourths of the army had perished in the retreat and in the siege that preceded it. The Aztecs benefited greatly from the fleeing of Spaniards. They gathered things that the Spaniard abandoned and claimed it for themselves. They collected weapons that had been left behind or had fallen into the canal-the cannons, swords, spears, bows and arrows-along with all the steel helmets, coats of mail and breast- plates, and the shields of metal, wood and hide. They recovered the gold ingots, the gold disks, the tubes of gold dust and the collars with their gold pe ndants. The violent recapture of Tenochtitlan (1521) The Aztecs were convinced that the Spaniard would never return. They began to rebuild the city and the temples, and celebrated in a victorious manner. They choose a new King for the city; however it was not long that the Aztecs lived in tranquility. A horrible plague of smallpox quickly spread. The plague spread during the thirteenth month and lasted for seventy days, striking everywhere in the city. It was difficult for some to walk or even move. Many died from the disease, some died of hunger because they were incapable of searching for food. The text describes that the first cases were reported in Cuatlan. By the time the danger was recognized, the plague was so well established that nothing could halt it, and eventually it spread all the way to Chalco. Then its cruelty diminished considerably, though there were isolated cases for many months after. The Spaniards returned without mercy. This time however they had more forces, and resources, and better technology. Although the Aztecs had a previous disposition, they retaliated, being aware this time, of some of the Spaniards tactics. For example, discovered that the shots from the cannons always flew in a straight line, they no longer ran away in the line of fire. They ran to the right or left or in zigzags, not in front of the guns. After a great deal of battles and much bloodshed. The Aztecs eventually surrendered to the Spaniards. The Aztecs culture and civilization was eventually eradicated after the Spaniard burned the temples and destroyed their empires. In comparing the readings of The Broken Spears to some document excerpts, a large disparity is found. There were many actions that the Aztec’s took, that to some were considered barbaric. For instance, in The Conquest of New Spain, Diaz describes the Aztecs to be somewhat savage like. He mentioned that they would â€Å"tear out the palpitation heart, with the blood, they present as idols† and they would eat â€Å"arms and thighs at their ceremonial banquets†. However, The Broken Spears describes these actions as sacred sacrifices that were signs of respect and honor. These reasons alone prove why separate accounts help understand history. There is a saying that states: â€Å"There are two sides to every story. † The Broken Spears would be considered the other side

The Majdanek Concentration Camp, 1941 to 1944

The Majdanek Concentration Camp, 1941 to 1944 The Majdanek Concentration and Death Camp, located approximately three miles (five kilometers) from the center of the Polish city of Lublin, operated from October 1941 to July 1944 and was the second largest Nazi concentration camp during the Holocaust. An estimated 360,000 prisoners were killed at Majdanek. Majdaneks Name Although it is often called Majdanek, the official name of the camp was Prisoner of War Camp of the Waffen-SS Lublin (Kriegsgefangenenlager der Waffen-SS Lublin), until February 16, 1943, when the name changed to Concentration Camp of the Waffen-SS Lublin (Konzentrationslager der Waffen-SS Lublin). The name Majdanek is derived from the name of the nearby district of Majdan Tatarski and was first used as a moniker for the camp by residents of Lublin in 1941.* Established The decision to build a camp near Lublin came from Heinrich Himmler during his visit to Lublin in July 1941. By October, an official order for the establishment of the camp had already been given and the construction had begun. The Nazis brought in Polish Jews from the labor camp on Lipowa Street to start building the camp. While these prisoners worked on the construction of Majdanek, they were taken back to the Lipowa Street labor camp each night. The Nazis soon brought in approximately 2,000 Soviet prisoners of war to build the camp. These prisoners both lived and worked at the construction site. With no barracks, these prisoners were forced to sleep and work in the cold outdoors with no water and no toilets. There was an extremely high mortality rate among these prisoners. Layout The camp itself is located on approximately 667 acres of completely open, nearly flat fields. Unlike most of the other camps, the Nazis did not try to hide this one from view. Instead, it bordered the city of Lublin and could easily be seen from the nearby highway. Originally, the camp was expected to hold between 25,000 and 50,000 prisoners. By the beginning of December 1941, a new plan was being considered to expand Majdanek in order to hold 150,000 prisoners (this plan was approved by the camp commandant Karl Koch on March 23, 1942). Later, designs for the camp were discussed again so that Majdanek could hold 250,000 prisoners. Even with the increased expectations for a higher capacity of Majdanek, construction came to a near halt in the spring of 1942. Construction materials could not be sent to Majdanek because supplies and railways were being used for the urgent transports needed to help the Germans on the Eastern front. Thus, with the exception of a few small additions after the spring of 1942, the camp did not grow much after it reached the capacity of approximately 50,000 prisoners. Majdanek was surrounded by an electrified, barbed-wire fence and 19 watchtowers. Prisoners were confined in 22 barracks, which were divided into five different sections.  Working also as a death camp, Majdanek had three gas chambers (which used carbon monoxide and  Zyklon B gas) and a single crematorium (a larger crematorium was added in September 1943). Death Toll It is estimated that approximately 500,000 prisoners were taken to Majdanek, with 360,000 of those killed. Around 144,000 of the dead died in the gas chambers or from being shot, while the rest died as the result of the brutal, cold, and unsanitary conditions of the camp. On November 3, 1943, 18,000 Jews were killed outside of Majdanek as part of Aktion Erntefest  Ã‚  the single largest death toll for a single day. Camp Commandments Karl Otto Koch (September 1941 to July 1942)Max Koegel (August 1942 to October 1942)Herman Florsted (October 1942 to September 1943)Martin Weiss (September 1943 to May 1944)Arthur Liebehenschel (May 1944 to July 22, 1944) * Jozef Marszalek, Majdanek: The Concentration Camp in Lublin (Warsaw: Interpress, 1986) 7. Bibliography Feig, Konnilyn. Hitlers Death Camps: The Sanity of Madness. New York: Holmes Meier Publishers, 1981. Mankowski, Zygmunt. Majdanek. Encyclopedia of the Holocaust. Ed. Israel Gutman. 1990. Marszalek, Jozef. Majdanek: The Concentration Camp in Lublin. Warsaw: Interpress, 1986.

Should You Ever Apply to a College Before Visiting?

Visiting a college can tell you a lot about the school’s culture and whether you’ll fit in there. Many students visit every school on their preliminary list, but for some students, doing so may be difficult and costly. So, can you—and should you—ever apply to colleges before visiting? The biggest reason why a student might choose to wait to visit a college until after being admitted is the cost. Visits can be very expensive, especially when your list is long and contains many out-of-state colleges. You could also be wasting time on the wrong schools . This is, of course, why you should make sure to research each school before you visit. If you visit after being admitted, you know that you have the option of attending that school. If you perform thorough research, you can probably gather together enough information through means other than visiting. Make sure to talk to plenty of current or former students, look online, peruse forum, and research through other vehicles. Learn how to research schools in Can’t Do a College Visit? Here’s How to Review Colleges Online . Also, keep in mind that your college list will be shorter—and therefore less expensive and time-consuming to tackle—after you’ve been admitted. This means you can truly make the most of each experience by talking to professors, sitting in on classes, and experience the college firsthand . You’ll likely have a more meaningful experience after you’ve been accepted as well. Often, colleges offer experiences such as overnight visits to admitted students, but not all prospective students. Estimating your chance of getting into a college is not easy in today’s competitive environment. Thankfully, with our state-of-the-art software and data, we can analyze your academic and extracurricular profile and estimate your chances. Our profile analysis tool can also help you identify the improvement you need to make to enter your dream school. On the other hand, it can be hard to gauge your fit with a college and determine whether you can truly see yourself at a school without seeing firsthand. If you wait to visit, you might end up applying to schools that aren’t a good fit. Furthermore, colleges want to see you demonstrate interest . You need to show that there’s a high likelihood that you’ll attend the college if admitted. This is important for yield, the ratio of students who attend to all those admitted. If you can’t visit, you’ll need to demonstrate interest in other ways, such as attending college fairs and talking to admissions representatives. You also won’t be able to get a sense of the surroundings of the college in question. In addition to the layout of the campus , a college visit should take into account the surrounding town, conversations with students and professors, and other aspects aside of the school aside from campus tours and orientations. Finally, it might be overwhelming to leave all your visits until after acceptance. Visiting earlier allows you to spread out your visits over months and even years and enables you to narrow down your list earlier. If you wait, you’ll need to pack in several visits in a short span of time. There are some other factors to take into account when deciding when to visit colleges including: Fly-in programs allow a small number  of diverse, high-achieving students to visit campuses. Colleges pay for their expenses, including airfare, room, and board. Some schools , such as Columbia University, enable qualified students to do so before they’re even admitted. If you don’t visit before applying, make sure you visit each school thoroughly. Some research vehicles include eCampus Tours , which allow you to explore colleges virtually, and the College Board’s Big Future , which helps you organize your college planning. Remember to talk to current and former students, go to college fairs, and speak to admissions representatives as well. Ultimately, it depends. Carefully weigh the pros and cons of your decision. Have you looked into all your options? Have you researched each school carefully? Do you have a good idea of your fit with each college? Are you able to connect with students at the colleges? How are you demonstrating your interest in the colleges on your list? These are considerations you should take into account when making your decision. Whether you decide to visit before applying or not, do make sure to visit a college before committing to attending it, because you need to make sure it’s a place where you can truly see yourself. Looking for help with your college applications? Check out our College Application Guidance Program . When you sign up for our program, we carefully pair you with the perfect admissions specialist based on your current academic and extracurricular profile and the schools in which you’re interested. Your personal application specialist will help you with branding, essays, and interviews, and provide you with support and guidance in all other aspects of the application process.

Analysis of Child Labor in Photographs Research Paper

Analysis of Child Labor in Photographs - Research Paper Example The first photo is that of a young boy working as a garbage picker. This was taken Mexico in the year 1996. The second photo is of two young girls pictured outside a brick factory, taken on 9thof February 2002. Pictures do not have the power to tell people how to think but they direct them on what to think about. This means that they have the power to make something the center of focus. Another important aspect of pictures is that they are able to achieve a high conviction of power. This is because they are able to appeal to the innermost part of a human being and cause them to demand that justice is granted to the oppressed. In order to achieve greater convincing power and emotional impact, Lewis Wickes Hine capitalizes on the facial expressions of his subjects as seen in the pictures of children fetching wood scraps to be used at the brick factory. The most striking detail in the Kabul picture is the faces of the children featured as they express emotional suffering and exhaustion. The innocent children without a doubt are tired of the kind of work they have to do to make ends meet. They are clearly unhappy at face. The work that they have to do is heavy and especially so considering that the location at which they are working looks desolate. The picture shows the child at the background having a face contorted possibly due to exhaustion and helplessness. A closer look reveals that the child is weeping; possibly wiping her tears. Both the children are dressed in a manner that clearly defines their state of poverty. The children walk with their heads focused on the ground. This shows how downcast they are. This is justified given the fact that other children of their ages are in school or at least playing together somewhere. Between the two girls, the younger is weary to an extent that she is not even able to keep up with the walking pace of her sister. The garbage picker’s face reveals a shade of sorrow even though his face is focused on the photograph er. He is clearly tired, possibly having worked a long time searching in the garbage. He works in a place where all around is garbage. His merchandise therefore comprises pieces of waste material. Both of his hands tightly hold whatever treasures he has retrieved from the garbage pit. The garbage picker carries a box on his back, an item that clearly is big for a person his size. He seems to be helpless and hopeless going by his facial expression. What is evident in both pictures is the depiction of children subjected to child labour and the effect this has on the emotional wellbeing of the victims.