Analysis of 2012 Presidential Campaign Adverstising Research Paper

Investigation of 2012 Presidential Campaign Adverstising - Research Paper Example The 2012 world of politics was a strained one with Obama and Romney attempting to paint the different as an inappropriate man for the American administration. While Obama concentrated following right after him record which was truly great to show the American voter that he was the most ideal possibility for the activity, he utilized Romney’s Wall Street record and job in the 2008 world downturn to toss mud unto his rival . His position was a fragile one since, however he had figured out how to see to the end of the vast majority of America's issues, he had tossed his nation into its most prominent obligation ever. It was a fragile adjusting of influence that necessary him to persuade the American voter that even with the colossal obligation he had made for the nation; he required more cash to reduce a large portion of the populace from the issues it looked in its day by day jobs. His battle adverts along these lines concentrated following right after him record and guarantee f or better days ahead. Then again, Mitt Romney had a harder errand before him regarding persuading the American voter that he couldn't just exceed Obama however he could change the authority of the nation and allow the normal American to make riches for themselves. His crusade adverts in this manner concentrated on the business part of America and Obama's shortcomings. The adverts by Romney's group along these lines took each word that Obama articulated and utilized it against the then officeholder president. The two candidates’ crusade adverts consequently had various subjects however their focal message was an incredible bettering . 3. Obama’s Adverts ‘Always’ The advert by Obama's crusade group named â€Å"Always† has the up-and-comer being referred to explaining an announcement he had said before on that on the off chance that somebody had assembled a business, it wasn’t from their sole endeavors however from the help of different Americans who endeavored to see to their fantasies. Romney’s group had deciphered that to imply that each American who claimed a business reserved no option to it. The fact of the matter was that Obama’s words implied that the American dream must be acknowledged by the solidarity and unity of direction that the residents have consistently appeared. It depicted him as a competitor whose focus on the American large number was a persevering and prosperous country portrayed by difficult work and paying special mind to one another4. ‘Firms’ This is an advert focused on Romney's record on Wall Street to the extent his private val ue firm and riches are concerned. Romney had not uncovered his riches and in this manner the battle intended to paint him as an adversary of the individuals who had individual points rather than Obama's open and real to life nature. The advert asserted that Romney had concealed riches in Bermuda, Switzerland and the Cayman Islands. He was additionally blamed for having sent occupations to India when he was a senator for Massachusetts. These ‘hidden’ properties are supposedly intended to diminish the measure of assessment the American government gets from them. The voter hence has the thought that Romney is the adversary and not the companion since while they make good on charges; he shrouds his fortune in another nation and sends occupations abroad while the residents he

Male Dominance free essay sample

We live in a keeps an eye on world. Male commanded and controlled social orders. It may be the case that it has been a social custom, the man was given an all the more remarkable and powerful job in the network than ladies and it requires some investment for conventions to wear out. Or on the other hand it could be the topic of sexual orientation inclination, the conviction that man is more grounded and more astute, in this manner the undeniable decision for a pioneer. In â€Å"Girls at War† by Chinua Achebe and â€Å"The Collector of Treasures† by Bessie Head, the ruinous idea of a male centric culture is investigated through the story voice and the utilization of incongruity. In â€Å"Girls at War†, Achebe utilizes a third-individual and heterodiegetic storyteller. However, the voice is from a male viewpoint. The account centers around the character Reginald Nwankwo and his considerations and activities. This point of view doesnt straightforwardly tell about the damage of male strength, rather it is dependent upon the peruser to decipher the content and notice the destructions. We will compose a custom article test on Male Dominance or on the other hand any comparative subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Reginald Nwankwo looks at female association in the war to kids professing to be warriors. â€Å"He didnt question that the young ladies and ladies paid attention to themselves, they clearly did. Be that as it may, so did the little children who walked all over the boulevards at the time boring with sticks and wearing their moms soup bowls for steel caps. † (2-3). The ladies in this story are scrutinized by the men for being basic and for being what men have made them into, for their own pleasure. Nwankwo unmistakably shows his uncertainty around there when he muses that, â€Å"He may very well too laid down with a whore It was clear as sunshine to him since she was kept by some military official. What a horrendous change † (9). He thinks about the issue without the understanding his part in it. The issues with man centric society are plainly examined in Bessie Heads, â€Å"The Collector of Treasures†. This short story is additionally from a third-individual, heterodiegetic point of view, yet the account voice is female and straightforwardly goes up against the issue. The character, Dikeledi, voices her conclusion about the sort of male that spins out of control in their general public. One that, â€Å"created such hopelessness and tumult that he could be extensively cursed as evil† (162). Dikeledis spouse Garesego Mokopi is an ideal model a maltreatment of intensity and control. He doesnt care for his significant other yet cant handle the idea, â€Å"that another man had a stake in his hen-pen† (169), when he discovers that Dikeledis neighbor, Paul, has been exchanging family unit merchandise for her administrations, just accepting that Paul would just do as such, â€Å"for ladies they fuck† (169). These accounts are the two instances of how a male overwhelmed relationship or society dismisses the requirements of the ladies. Incongruity is utilized abundantly in both, â€Å"The Collector of Treasures† by Bessie Head and â€Å"Girls at War† by Chinua Achebe, to uncover the issues that emerge in a male ruled society. In â€Å"Girls at War†, ironicly Nwankwo is the one to make due toward the end while Gladys is murdered. Being a pioneer Nwankwo just attempted to secure himself, while Gladys courageously attempted to spare the youngster officer. There is a bounty of incongruity in the way that Nwankwo transparently condemns young ladies and their looking for, â€Å"shoes, wigs, pants, bras, beautifying agents and what have you †(7), yet it is actually what he anticipates that ladies should do. He needs Gladys to become, â€Å"the young lady in khaki pants that looked through him at the checkpoint..â † (7), however when he sees her made up in a, â€Å"high-tinted wig and an over the top expensive skirt and a low profile pullover. † (4), he considers her a, â€Å"beauty queen† (4). The situational incongruity in, â€Å"The Collector of Treasures†, is unmistakably appeared through how Dikeledi, â€Å"found gold in the midst of the ash† (161) and opportunity in jail however when she was legitimately free she felt limited by her significant other, Garesego. In jail, she is not, at this point a captive to men, rather, â€Å"male detainees gave every lady a plate of porridge and a cup of dark teaâ † (159), getting served by men. Taking everything into account, the risks of male strength are unmistakably represented in Bessie Heads, â€Å"The Collector of Treasures† and Chinua Achebes, â€Å"Girls at War†, using the story voice and incongruity. The two writings show the disappointment of the two people in a male centric culture and the breakdown of relationship it carries with it. The battle for equity, love and reason for existing is unmistakably appeared through the ladies in the accounts, while the men are appeared as childish and shallow in their predominance.

From Collecting Dots to Connecting Dots Using Mind Maps to Improve Memory and Learning

From Collecting Dots to Connecting Dots Using Mind Maps to Improve Memory and Learning Mind maps can improve memory and learning by helping students transition from collecting dots to connecting dots.  This postâ€"which was adapted from a talk given by Toni Krasnic at Biggerplate Unplugged 2016â€"examines the importance of learning how to learn. It provides a short overview of principles of memory and learning and effective learning techniques, and demonstrates how students can use mind maps to become more effective learners. You can watch the original talk on YouTube, view it as a mind map presentation, or simply keep reading: The Importance of Learning How to Learn The traditional education paradigm is focused on what students need to learn. Little emphasis, if any, is on training students how to learn. As a result, students focus on  memorizing information (collecting dots), and not on processing information, thinking critically, understanding, and meaningful learning (connecting dots). In a recent publication by Richard Arum and Josipa Roksa, the  authors examined whether students are really learning in college. Their study showed: 45% of college students made no significant improvement in critical thinking, reasoning or written communication skills during their first two years of college. After 4 years, 36% still showed no significant gains in these so-called higher order thinking skills. Key take-away: Teaching students how to learn is as important as teaching content (what to learn) in promoting lifelong learning. Learning and Memory Why do we remember some things and forget others? Memory is a very complex topic, and multiple different models have been developed to explain it. What seems almost certain, though, is that our ability to remember information  indefinitely has a lot to do with how we process that information. According to the well-known  information processing model  there are three key stages of memory: The first stage is sensory memory,  which is the split second encoding of all sensory information. Most of the information, however, is not encoded at all. Only what we pay attention to gets encoded. The second stage is short-term memory (or working memory), which is everything you’re thinking right now. Short-term is limited to around 7 bits of information (which, interestingly, is why phone numbers have 7 digits). It  usually fades within 30 seconds. Long-term memory, the third stage,  is limitless and relatively permanent, although it can also fade over time. To move information to long-term memory, information must be deeply processed (elaborate processing) through meaningful learning. If information is simply repeated (collecting dots), that information is only shallowly processed into memory. On the other hand, if information is given meaning while learning (new information is connected with existing knowledge, which requires thinking), then it is  deeply (elaborately) processed  into long-term memory. Key take-away: To achieve long-term memory, students need to focus on deep processing of information through meaningful learning. Discover online mind mapping! Learning Strategies that  Improve Memory and Learning In a recent study by Dunlosky et al., the authors reviewed the efficacy of 10 different learning strategies, some of which were already popular with students (such as highlighting and rereading texts) and others  which werent but had some initial evidence of effectiveness. The study found that the most effective learning strategies were practice testing and distributed practice, techniques rarely used by students. Interleaved practice, elaborate interrogation, and self-explanation also showed promise as effective learning strategies, whereas the least effective strategies turned out to be highlighting and rereading. Key take-away: Students need to focus  on effective learning techniques to improve memory and learning. Using Mind Maps to Improve  Memory and Learning Mind maps are diagrams that visually organize and connect concepts. They  provide a number of  key benefits for  learners: Visible thinking: your mind map provides insight into your thinking. Filtering of key information:  it lets you separate key concepts from fluff. Connections, not just concepts: notes are just ramblings until they are connected! Scaffolding of knowledge: breadth and depth. Big picture and details: forest and trees. Analysis and synthesis: breaking down information into parts and combining into a new whole. Individual and collaborative: learn by yourself  or in teams. Flexible: freehand or electronic. These properties  make  the mind map format  ideal as a basis for putting effective study  techniques into practice and thus improve memory and learning. Mind Mapping Best Practices To make use of effective learning techniques with mind maps, consider the following best practices: Connect new information with existing knowledge: this makes use of elaborative interrogation and self-explanation. Connect different types of information, such as textbook, lectures, and practice exams: this makes use of interleaved practice. Build your mind maps over time, such as before class, during class, and after class: this makes use of distributed practice. Test your knowledge by recreating mind maps, hiding branches, and adding notes and attachments: this makes use of practice testing. As you study using mind maps, also consider: Self-assessment to identify gaps (what you don’t know) and correct any false knowledge. Self-reflection on your learning process and mind mapping process. Adjust your learning process and mind mapping process to improve your learning. Key take-away: mind mapping + effective learning techniques = improved memory and learning Getting Started with Mind Maps For a successful start with the mind mapping technique follow these four steps: 1. Begin by exploring some mind maps that others have created. You can find great mind map examples in  MindMeisters public map library, on  Biggerplate (over 120,000 members), and in the  Google+ Mind Mapping Community (over 3,000 members). 2. Next, choose a mind map program  that fits your needs. There are many tools  available, including some that are free. The mind map presentation used in this talk was done in MindMeister. 3. Try mind mapping! Pick a class topic, work project, or even a book, and create your first mind map. You can work alone or in teams with others. 4. Stay motivated and keep mind mapping! Hopefully you’ll find value from mind mapping demonstrated in your improved memory and learning, and grades and performance, which will provide motivation to continue mind mapping. As with everything else, the more you practice mind mapping, the better you’ll become. Learn from others in your mind mapping journey and share your experiences with them! 5. Check out this mind map created by Toni Krasnic that provides an overview of the most effective learning strategies. Mind maps and the mind mapping process can help students significantly improve memory and learning. Give mind mapping a try â€" I’m sure you’ll be glad you did. Improve Memory and Learning

Stetson University Acceptance Rate, SAT/ACT Scores, GPA

Stetson University is a private university with an acceptance rate of 68%. Founded in 1883, Stetsons main campus in DeLand, Florida is on the National Register of Historic Places. Three additional campuses are located in Celebration, Tampa, and Gulfport, Florida. Stetson has a 13-to-1  student / faculty ratio, and students can choose from 59 undergraduate majors. Business fields are the most popular among undergraduates, but Stetsons strengths in the liberal arts and sciences earned the school a chapter of the prestigious  Phi Beta Kappa  Honor Society. On the athletic front, the Stetson  Hatters  compete in the NCAA Division I  Atlantic Sun Conference. Considering applying to Stetson University? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, Stetson University had an acceptance rate of 68%. This means that for every 100 students who applied, 68 students were admitted, making Stetsons admissions process somewhat competitive. Admissions Statistics (2017-18) Number of Applicants 13,330 Percent Admitted 68% Percent Admitted Who Enrolled (Yield) 10% SAT Scores and Requirements Stetson University has a test-optional standardized testing policy. Applicants to Stetson may submit SAT or ACT scores to the school, but they are not required.  During the 2017-18 admissions cycle, 59% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 570 660 Math 550 640 ERW=Evidence-Based Reading and Writing This admissions data tells us that of those students who submitted scores during the 2017-18 admissions cycle, most of  Stetsons admitted students fall within the  top 35% nationally  on the SAT. For the evidence-based reading and writing section, 50% of students admitted to Stetson scored between 570 and 660, while 25% scored below 570 and 25% scored above 660. On the math section, 50% of admitted students scored between 550 and 640, while 25% scored below 550 and 25% scored above 640. While the SAT is not required, this data tells us that a composite SAT score of 1300 or higher is competitive for Stetson University. Requirements Stetson University does not require SAT scores for admission. For students who choose to submit scores, note that Stetson participates in the scorechoice program, meaning that the admissions office will consider your highest score from each individual section across all SAT test dates. Stetson does not require the essay portion of the SAT. ACT Scores and Requirements Stetson has a test-optional standardized testing policy. Applicants may submit SAT or ACT scores to the school, but they are not required. During the 2017-18 admissions cycle, 37% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 23 29 Math 22 27 Composite 23 29 This admissions data tells us that of those who submitted scores during the 2017-18 admissions cycle, most of Stetsons admitted students fall within the  top 31% nationally  on the ACT. The middle 50% of students admitted to Stetson received a composite ACT score between 23 and 29, while 25% scored above 29 and 25% scored below 23. Requirements Note that Stetson does not require ACT scores for admission. For students who choose to submit scores, Stetson does not superscore the ACT; your highest composite ACT score will be considered. Stetson does not require the ACT writing section. GPA In 2018, the average high school GPA of Stetson Universitys incoming freshmen class was 3.84, and 57% of incoming students had GPAs of 3.75 and above. These results suggest that most successful applicants to Stetson University have primarily A grades. Self-Reported GPA/SAT/ACT Graph Stetson University Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to Stetson University. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in  with a free Cappex account. Admissions Chances Stetson University, which accepts over two-thirds of applicants, has a somewhat selective admissions process. If your SAT/ACT scores and GPA fall within the schools average ranges, you have a strong chance of being accepted. Keep in mind, however, that Stetson also has a  holistic admissions  process and is test-optional, and admissions decisions are based on much more than numbers. A strong  application essay  and  glowing letters of recommendation  can strengthen your application, as can participation in meaningful  extracurricular activities  and a  rigorous course schedule. The college is looking for students who will contribute to the campus community in meaningful ways, not just students who show promise in the classroom. Students with particularly compelling stories or achievements can still receive serious consideration even if their grades and scores are outside of Stetsons average range. In the graph above, the blue and green dots represent accepted students. The data show that most admitted students had high school averages of B or higher, combined SAT scores of about 1000 or higher (ERWM), and ACT composite scores of 20 or better. A significant number of applicants had GPAs in the A range. If your test scores are below the ideal range, Stetson has test-optional admissions, so you can apply without submitting test scores. If You Like Stetson, You May also Like These Other Top Florida Colleges Flagler CollegeFlorida International UniversityFlorida State UniversityNew College of FloridaUniversity of Central FloridaUniversity of FloridaUniversity of MiamiUniversity of South Florida All admissions data has been sourced from the National Center for Education Statistics and Stetson University Undergraduate Admissions Office.

Analysis Of Jane Austen s Emma - 2163 Words

Jane Austen’s Emma follows the life of an overindulged, upper class young woman who, after enduring a crisis brought on by her own pride, is transformed from callow and vain, to a state of mental and emotional maturity. On first reading, the audience may perceive Emma’s actions as a repression of feelings, but upon closer inspection one can see that she is not suppressing her emotions but simply does not have the level of self-awareness that would allow her to clarify the difference between right and wrong. It is important to bring to light the connections between self and society, which Austen has embedded into narrative, as they raise the question of who is to blame for Emma’s harmful conduct. She struggles with shedding her arrogance, and the fear she has of facing her feelings causes her to misunderstand those around her, wreaking havoc in the lives of others. Her immaturity is not confined to contextual milieu – Austen’s examination of characte r and society has universality in its comment on our sense of self and culture, and is as relevant today as it was in the 19th century. The novel opens by introducing the main character, Emma, who has been endowed with â€Å"some of the best blessings of existence†p3. It is suggested that this is a character flaw of such significance that it is revealed in the opening chapter, and foreshadows the novel’s structure - â€Å"The real evils indeed of Emma’s situation were the power of having rather too much her own way, and a disposition toShow MoreRelatedAnalysis Of Emma s Appropriation Of Jane Austen s 19thc Emma1262 Words   |  6 PagesComparisons of Emma and Clueless pose critical explorations into the importance of context and its role in shaping social values. 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Significance of ingot Free Essays

To look into the significance of metal bar during the Bronze Age within the Mediterranean trade industry. Chapter I: Introduction The significance of the metal bars in the Bronze Age has long been recognized in the development of metallurgical engineering, societal organisation and the primary focal point of this research, the Mediterranean trade industry. The metal metal bars, peculiarly those made from Cu and Sn became an of import facet in the Bronze Age trade, as they were the majority of the ship ‘s lading. We will write a custom essay sample on Significance of ingot or any similar topic only for you Order Now Furthermore the location of these metal ores occur in geographically localized countries, which would hold limited entree of prehistoric communities to metals, which hence encouraged long distance trade between them. ( Jones, 2007, 1 ) Copper was particularly an of import natural stuff as it was used for doing tools, arms and status-enhancing luxury goods. Furthermore, Cu was the chief constituent within the sea trade. Evidence found on Mesopotamia and Dilmun, Egypt, Levant, the Aegean and subsequently the cardinal Mediterranean suggests ladings were much easier to transport by sea than by overland. The shipwrecks at Uluburun ( c.1300B.C ) and Cape Gelidonya ( c.1200B.C ) provide direct grounds for the conveyance of Cu metal bars by sea. This has hence influenced Mediterranean civilizations to increase nautical trade and established interregional contacts for Cu and Sn entree. This besides applies for metals such as gold, Ag and led which besides played a function in long-distance t rade, thought non in the same measures as Cu. There have been many arguments for the exact nature of this trade. Muhly references that the metal metal bars would supply us â€Å" a proper apprehension of the nature and the range of this trade. † ( 1977, 73 ) However, we can non establish our hypothesis on understanding Bronze Age trade on the metal metal bars entirely as â€Å" The metals trade would hold differed considerable in volume and organisation in different parts, depending on locally available resources, geographics, established trade paths, local metallurgical engineering, and assorted societal and political factors. † ( Jones, 2007, 3 ) The most direct grounds for an analysis of early trade comes from Tell el Amarna. The three-hundred-eighty-two clay tabular arraies found within the metropolis, where records of elusive communicating with foreign powers. These clay tablets provide grounds that the function of the metal metal bars in the development of long-distance trade in metals varied over clip. Howev er they provide no grounds for the beginnings of Sn and Cu which suggest that they must hold been imported from states such as Cyprus. Cyprus is by and large known for its laterality within the Cu production. â€Å" This historical state of affairs is well-known among Cypriot and Mediterranean archeologists, and the Cu ingots represent the terminal merchandise of a complex procedure affecting the excavation, smelting and casting of Cu. â€Å" ( Knapp, Kassianidou, Donnelly, 2001, 204 ) However this ‘historical state of affairs ‘ was really complex and ill understood. Nevertheless the grounds shows that the Cypriots played a dominant function within the Cu industry. Sites, such as the Troodos Mountains in western and cardinal Cyprus, contained the largest measure of Cu ore in the Mediterranean ; therefore becomes an of import beginning within the Cu metallurgy in the Late Cypriot societies. Other sites in Cyprus were besides important in understanding the Cu metallurgy. By the Late Cypriot period ( c.1400-1100B.C. ) many sites became affluent regional Centres ; sites such as Enkomi, Hala Sultan Tekke, Kition and several other colonies. These metropoliss were of import in understanding trade, due to their part in Cu production and export. These metropoliss nevertheless, did non bring forth any paperss affecting trade like the castles ; a few Bronze Age letterings found called ‘Cypro-Minoan ‘ . These were undeciphered syllabic books which have been suggested to incorporate economic texts, votive letterings, or for case the clay balls from Enkomi and Kition contained short fables. However a figure of archeologists believe that the map of these books is yet to be known. Nonetheless epigraphers suggested that these texts show marks from a Cypro-Minoan alphabet, which may be identified on trade points such as the Cypriot and Mycenaean clayware and a assortment of oxhide metal bars. This connexion between the books and the goods has late been well-established. Equally of import as Cyprus was within the Cu production, archaeologists struggled to bring out grounds for Bronze Age smelting activities. Virtually all the scoria sedimentations discovered on the excavation countries dated to periods after the Bronze Age. â€Å" While more grounds for Middle and Late Cypriot Cu excavation and metallurgical production is available today, unluckily this grounds is by and large fragmental and hard to construe. † ( Jones, 2007, 6 ) However, the led isotope analysis proved to be really successful and accurate, as it measured the stable isotopes of lead utilizing a mass spectrometer in order to qualify peculiar samples. This method severally measured the samples ‘ radioactive concentration harmonizing to the geological age of the lead ores. This analysis would supply archeologists with near-conclusive grounds that Cypriot Cu was exported on a important graduated table. The chemical and metallographic analysis show high measures of pre Cu within the oxhide metal bars. This analysis suggests a high demand and production for Cu in the Bronze Age. Another of import facet of Bronze Age trade were the shipwreck finds, particularly those found at Uluburun and Cape Gelidonya. Each of these shipwrecks provide of import information for the nature and organisation of the Cu trade within the period of 1300-1200B.C. The Uluburun and Cape Gelidonya ladings contained the largest measures of Cu metal bars, particularly Uluburun which about contained over 10 dozenss of Cu and one ton of Sn metal bars. The three-hundred and 54 metal bars found within this lading exceed old ladings found on land and on submerged sites. Other important goods found within the Uluburun lading include a big figure of glass metal bars, about one ton of terebinth rosin in Canaanite jars, Cypriot clayware in several pithoi, and a broad assortment of luxury goods plus other points such as the personal ownerships of the crew and riders which bordered the ship. These goods were besides notable as they are an indicant for directional trade ; points such as the Nefertit i Scarabaeus sacer. On the other manus the Cape Gelidonya ship is significantly different. This complete digging contained in its vessel 34 complete Cu oxhide ingots every bit good as other ingot types. The Cape Gelidonya ship seems to hold a lower position that the Uluburun ship as it was a great trade smaller in size that the Uluburun ship and the goods it contained and transported have a lower value. These shipwrecks raise a figure of theories which are of import in understanding Bronze Age trade. How important was the position of the goods found within the ladings? Are the smaller ladings, for case the one found at Cape Gelidonya, more typical that the larger 1s? How common was the transit of the Cu and Sn metal bars? How does this alter our position on the Bronze Age trade? This inquiry besides applies to land-based transit. The most appropriate would be that the production and circulation of metals occurred in several different ways to one another. However this response is really by and large used, as there are a figure of possibilities to differences between Cu and Sn metal bars. However the most dominant accounts are the fluctuations of trade mechanisms, the geological and geographical factors, the societal organisation of societies involved and the utilizations to which the metals were employed. These are a few of the accounts used to assist us associate Cu and Sn metal bar s to Bronze Age trade and let us to understand the differences between each metal bar. Furthermore we could now do the theory that by analyzing these metal bars in deepness would let us to acknowledge the trade paths within the Mediterranean. There are a scope of grounds which describe the trade and production of Cu, Sn and other metals in the Bronze Age. The most common are the textual grounds of Tell el Amarna, Mesopotamia, Aegean, Syria-Palestine and Anatolia. However the iconographic grounds is besides of equal importance as several civilizations such as the Egyptians, Cypriots and Mycenaean ‘s represented their oxhide metal bars in pictural signifiers. These â€Å" Representations of oxhide metal bars demonstrate a cultural group ‘s acquaintance with Cu metal bars in this signifier and therefore their entree to interregional trade paths connected with the beginning or beginnings of Cu used to do oxhide metal bars. † ( Jones, 2007, 9 ) Iconographic grounds such as the pictures and reliefs found at Sahure ‘s burial temple represent the ships ‘ crews. This provides information on the ship ‘s beginning and information on the different foreign groups involved within the Mediterranean t rade. How to cite Significance of ingot, Essay examples

Chisholm Trail Essay Example For Students

Chisholm Trail Essay Chisholm TrailWhen the railroads moved west to the Great Plains, the Cattle Boombegan. Southern Texas became a major ranching area with the raising of longhorncattle from Mexico. Cattle was branded by the rawhides who guarded them onhorseback on the ranges. Before the Civil War, small herds of Texas cattle were driven by thecowboys to New Orleans, some as far west as California, and some to the northover the Shawnee Trail. This trail passed through Dallas and near the IndianTerritory, ending in Sedalia, Missouri. In 1866, the Shawnee Trail presentedsome major problems for the cattle drivers Farmers along the route did not liketheir fields being trampled. They also objected to the spread of tick fever. Longhorns carried the ticks but were immune to the fever. A few farmers were soangry, they armed themselves with shotguns to convince the cattle ranchers tofind another trail north. There was a large increase icattle by the end of the Civil War. Over1,000,000 cattle roamed the open range. At this time, people in the northhad money to buy beef and cattle which was in great demand. A cow that cost 4to5 dollars a head in Texas was going for 40 to 50 dollars a head in the east. Ranchers hired cowboys for the cattle drives north, realizing the greatopportunity for a large profit if they could reach the railroads in Abilene,Kansas. Joseph McCoy, a stock dealer from Springfield, Illinois, decided a newtrail was necessary west of the farms. In 1867, he chose a route that wouldreach Abilene and the railroads with the least amount of problems. This routewas to become well-known as the Chisholm Trail. Jesse Chisholm was a half-breed, a Scotch Cherokee Indian trader, who in1866 drove a wagon through the Indian territory, known now as Oklahoma, to theWichita, Kansas, where he had a trading post. Cattlemen use the same trail inthe years to come, following Chisholms wagon ruts to Abilene, Kansas, and therailroads. The trail began below San Antonio, Texas, and stretched north forabout 1,000 miles. The main course then passed through Austin, Fort Worth, TheIndian Territory, and Wichita to Abilene. Side trails fed into the ChisholmTrail. The cattle fed on grass along the trail. Cattlemen moved about 1,500,000 cattle over the trail during a threeyear span. The biggest year was in 1871, when 5,000 cowboys drove over 700,000head of cattle along the trail from Texas to Abilene. The Chisholm Trail wasthe most popular route because of the good terrain. There were no hills orwoods to impede to cowboys progress, nor where there towns or farmers along theway. The cattle trail route moved westward as the railroads across the plainsmoved west, and settlers soon followed. Ellsworth and Newton, Kansas, on theAtchison, Topeka and the Santa Fe Railroad became the end of the trail forcattle drives between 1872 and 1875. Here were the chief cattle markets forseveral years. There cowtowns, as they were called, consisted of gamblinghalls, saloons and brothels. It was a good place for cowboys to spend there payat the end of a long drive. In time the railroad moved even further west. Farmers homesteaded theland and put up fences, barring cattle herds. The Chisholm Trail soon ceased tobe used by 1890, but will be remembered in western stories and songs. Thistrail was very important to Texas. It helped the state recover from the economicblows of the Civil War. It also helped stock new ranches to the north and itmet the nations demand for beef. It is responsible in part for the rise ofChicago and Kansas as packing centers. It also led to the expansion of westernrailroads and the development of refrigerator cars. .u0ff3fb635f1249458e699a411ff5639c , .u0ff3fb635f1249458e699a411ff5639c .postImageUrl , .u0ff3fb635f1249458e699a411ff5639c .centered-text-area { min-height: 80px; position: relative; } .u0ff3fb635f1249458e699a411ff5639c , .u0ff3fb635f1249458e699a411ff5639c:hover , .u0ff3fb635f1249458e699a411ff5639c:visited , .u0ff3fb635f1249458e699a411ff5639c:active { border:0!important; } .u0ff3fb635f1249458e699a411ff5639c .clearfix:after { content: ""; display: table; clear: both; } .u0ff3fb635f1249458e699a411ff5639c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0ff3fb635f1249458e699a411ff5639c:active , .u0ff3fb635f1249458e699a411ff5639c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0ff3fb635f1249458e699a411ff5639c .centered-text-area { width: 100%; position: relative ; } .u0ff3fb635f1249458e699a411ff5639c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0ff3fb635f1249458e699a411ff5639c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0ff3fb635f1249458e699a411ff5639c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0ff3fb635f1249458e699a411ff5639c:hover .ctaButton { background-color: #34495E!important; } .u0ff3fb635f1249458e699a411ff5639c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0ff3fb635f1249458e699a411ff5639c .u0ff3fb635f1249458e699a411ff5639c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0ff3fb635f1249458e699a411ff5639c:after { content: ""; display: block; clear: both; } READ: The Scarlet Ibis EssayAlthough Jesse Chisholms role in the Cattle Boom is veryinsignificant, the trail named for him played a major role in American History.