The Industrial Revolution Essay by BestEssay.Education

The Industrial Revolution Essay Any student in a modern western civilization or history course will of course reach those units related to the Industrial Revolution – the early Industrial Revolution (1750-1850) in England and the ensuing second Industrial Revolution that spread to the rest of Western Europe and America. This was a fascinating time in man’s journey, for it brought changes in lifestyles that no one could have imagined, along with social, economic, and political upheaval. It is no wonder, then, that instructors and professors love to assign essay and research papers on a huge variety of topics related to both Industrial Revolutions. If you have options for topics, you will have no problem finding one that interests you, because they are so varied. And almost any type of essay can be written as well – descriptive, definition, comparison/contrast, cause/effect, and persuasive/argumentative. Here are some topic ideas for essays of each type. Descriptive Describe the working conditions in specific industries – meat packing, coal mining, steel or automotive factories. Describe the impact of the invention of the steam engine on industries other than transportation Describe the exodus from rural to urban areas and the living conditions in urban areas surrounding factories Definition What is an industrial revolution? Can we say that mankind, throughout all of history, has had mini industrial revolutions beginning with the invention of the wheel? Provide an extensive definition of the term division of labor both during the Industrial Revolution and today How did Henry Ford define the factory system that he created? Comparison/Contrast Contrast the manufacturing systems that used steam engine power with those that later came to use coal and hydroelectric power? Compare and contrast the lifestyles of so-called â€Å"native† Americans with those of newer immigrants who came from Eastern and Southern Europe. Contrast the public educational systems between the years 1875-1945 and today. Cause/Effect What were the effects of the Industrial Revolution on the family unit? What changes in governmental economic policies occurred as a result of the industrial revolution? What conditions and pressures resulted in child labor, work hours, and working conditions laws that restricted powerful industrial leaders? Persuasive/Argumentative Write a persuasive essay that supports or rejects the notion of laissez-faire capitalism. Minimum wage laws in the U.S. began in 1938. Make a case that they are or are not necessary today. Government regulations of industry and commerce began as early as the 1920’s. Are we-over-regulated today? What single invention during the Industrial Revolution (first or second) do you believe has, over time, had the greatest impact on man? Writing the Industrial Revolution Essay These essays, like those for any other courses, will require the same basic structure – introduction, body and conclusion. As well, be certain that you have included the following: A strong thesis statement in your introduction. Why is this topic important? The answer to that question will give you your thesis. You must have supportive detail for each point that you make in your body paragraphs. This means that you will need facts and figures from research – don’t’ scrimp! Begin your essay with a startling statistic or a short anecdote from your research. Be creative. Your essay can utilize interesting formats. For example, an essay that describes life on the factory floor might be written in the form of a letter that a new immigrant is writing to his family back in Europe. Writing the Industrial Revolution Research Paper Any of the topics above could be expanded to produce an excellent research paper. And, because of the time period involved, there are innumerable primary resource materials available. Use those, rather than secondary source materials. They are easy to find, and your instructor or professor will be greatly impressed! For these and any other essays or papers for which you need help, be sure to contact the helpful folks at .

Pamela Colman Smith Biography

Pamela Colman Smith Biography Pamela Colman Smith is perhaps best known for her design of the iconic Rider Waite Tarot cards, the deck that many  new Tarot readers choose to learn the ropes on. Smith was an unconventional, bohemian artist who traveled the world and rubbed elbows with people like Bram Stoker and William Butler Yeats. Fast Facts: Pamela Colman Smith Full Name: Pamela Colman SmithParents: Charles Edward Smith and Corinne ColmanBorn: February 16, 1878 in Pimlico, London, EnglandDied: September 18, 1951 in Bude, Cornwall, EnglandKnown For: Designed artwork for Rider Waite Smith cards, illustrated works by Stoker and Yeats, wrote and illustrated her own books. Early Years Pamela Colman Smith (1878-1951) was born in London, but she spent her childhood in Manchester and Jamaica with her parents. Smith was biracial; her mother was Jamaican and her father was a white American. As a teenager, Smith- nicknamed Pixie- attended art school in New York City, at  the Pratt Institute. After her mother passed away in 1896, Smith left Pratt without graduating to join a traveling theater group and lead the nomadic life of a troubadour. In addition to working onstage, Smith developed a reputation as a skilled costume and set designer. During the early part of the twentieth century, this was an unusual occupation for a young, single woman. She was also active in the women’s suffrage movement around the turn of the century. Pamela Colman Smith, the creator of the RWS Tarot deck, around 1912. Public domain / Wikimedia Commons Little is known about her romantic life, although Smith never married or had children. It’s certainly possible that she preferred women; scholars have speculated about her relationships with housemate Nora Lake, as well as Smith’s close friend, actress Edith Craig, who was definitely a lesbian. Smith surrounded herself with creative, intelligent people who valued her passion for art and her exotic appearance as well as her free spirit. Artistic Career Smith developed a stylized look that soon put her in high demand as an illustrator, and some of her most popular drawings were utilized in works by  Bram Stoker  and  William Butler Yeats. In addition, she wrote and illustrated her own books, including a collection of Jamaican folktales called Annancy Stories. According to Dianca London Potts, Smith became known for her miniature theatrical pieces inspired by Jamaican folklore and her illustrations, which helped her create a name for herself within artist circles in New York and abroad. She became a sought after illustrator and buzzworthy figure within her community. In 1907, photographer and art promoter Alfred Stieglitz gave Smith exhibition space for a collection of her paintings. She was the first painter to have her work exhibited in his gallery, as he primarily focused on the new art form of photography. Artwork by Pamela Colman Smith, 1913. Russian Ballet,  Bobbs-Merrill Co, New York, via Wikimedia Commons Her early work with William Butler Yeats- she illustrated a book of his verses- would prove to be the catalyst for some changes in Smith’s life. In 1901, he introduced her to his friends in the  Hermetic Order of the Golden Dawn. At some point in her Golden Dawn experience, she met the poet and mystic Edward Waite. Around 1909, Waite commissioned Smith to do the artwork for a new Tarot deck he was interested in creating. Waite wanted to see a Tarot deck in which every card was illustrated- which was something completely new. Up until this point,  throughout the history of Tarot, decks primarily had illustrations only on  the Major Arcana, and sometimes the court cards. The only known example of a fully illustrated deck up until this point was the  Sola Busca  deck, commissioned by a wealthy Milanese family in the 1490s. Waite suggested Smith use  Sola Busca  for her inspiration, and there are many similarities in the symbolism between the two decks. Smith was the first artist to use characters as representative images in the lower cards. Rather than just showing a group of cups, coins, wands or swords, Smith worked human beings into the mix and created a rich tapestry of occult symbolism that set the gold standard for modern Tarot decks. Her original images were created using Smiths preferred medium of gouache, a type of opaque watercolor mixed with natural pigments and a binding agent, and often found in advertising illustrations. The resulting collection of 78 cards was published by Rider and Sons, and sold for a whopping six shillings as the first mass market Tarot deck. Thanks to the publisher and Edward Waite, the deck became known commercially as the Rider Waite deck, although in some circles it is now referred to as the Waite Smith deck, or even Rider Waite Smith, as credit to the artist. Two years after creating her iconic Tarot images, Smith converted to Catholicism, and a decade or so later, she used money from an inheritance to open a home for priests in Cornwall, England. Although she continued to produce illustrations, including several for the war effort during World War II, Smith didnt make much money from her work, and never earned royalties from her Tarot images. Although her artwork was popular, she never gained mass commercial success, and she died penniless in Cornwall in September 1951. Afterwards, her personal effects- including unsold artwork- were auctioned off to settle outstanding debt. Sources Alfred Stieglitz and Pamela Colman Smith, pcs2051.tripod.com/stieglitz_archive.htm.Kaplan, Stuart R., et al.  Pamela Colman Smith: the Untold Story. U.S. Games Systems, Inc., 2018.Potts, Dianca L. â€Å"Who Was Pamela Colman Smith? The Mystic Woman behind the Rider-Waite Tarot Deck - The Lily.†Ã‚  Https://Www.thelily.com, The Lily, 26 July 2018, www.thelily.com/who-was-pamela-colman-smith-the-mystic-woman-behind-the-rider-waite-tarot-deck/.Ramgopal, Lakshmi. â€Å"Demystifying Pamela Colman Smith.†Ã‚  Shondaland, Shondaland, 6 July 2018, www.shondaland.com/inspire/books/a21940524/demystifying-pamela-colman-smith/.

Behavioral Expectations and Consequences Essay Example | Topics and Well Written Essays - 1250 words

Behavioral Expectations and Consequences - Essay Example As Emmer, Evertson, & Worsham (2006) elaborate, students have to train their mental ability to relate and come up with viable explanations, while the teacher may offer warm up questions at the beginning of any period. Each students will then be asked to explain to the class what they think are the happenings in the picture. Each student has to answer. Activity 2. Students will be required to write a story about any social setting that they presume is peaceful, clean and that would enhance harmony and favorable living, whether real or out of their creativity. The teacher will offer the class specific time during the lesson to discuss as a group and then write individual essays after reading through stories of a good and bad communal living or set up. Students will then use the knowledge gained to write their own understanding of what a good place has to be. Emmer, Evertson, & Worsham (2006) argue that students in their early education have to learn to formulate important social proble ms and questions in locating and analyzing important data and knowledge. Such will portray students have a connection with their social and communal environments. Expected Behavior Activity 1 Emmer, Evertson, & Worsham (2006) explains, procedures communicate behavior expectations that apply to specific activity. Students will be required to portray the use of thinking in promoting understanding. Every child will be expected to offer a viable explanation touching on a social issue and elaborate on the possible causes of this issue. The student will be expected to behave confidently, have the courage to speak before other students effectively and portray integration of learned concepts in their arguments. The student though may repeat what their peers say will be expected to offer additional information to portray understanding of certain social issues. The student will be expected to show connection with picture shown in that they will be expected to show interests in diverse social issues and expound on the same. No student will be allowed to sit, refuse to speak, or repeat exactly what their peer say without additional information regarding the social setting as constructed in their minds. Expected Behavior Activity 2 Student will be expected to portray ability to write logical explanations of a social setting. Student will be expected to interact closely in groups and talk with low tones. Students will be expected to ask questions to the teacher whenever they are in doubts or for clarification, and have to participate effectively in these groups. Each student will in addition be expected to have finished by the time the teacher assumes appropriate, and hand in the writing for marking before the class ends. To portray excitement and interests, student will be expected to discuss briefly with their next peers after the teacher collets their books. Out of Class Activity Activity 1 Students will be required to go around their homes or community after school, not e and write down any pollution they observe in these areas. Students will indentify the specific causes of pollution and the possible effects it may have on the environment or people, and how the problem may be solved. Students will particularly be required to detail at least 10 pollution causes as observed in their areas and note how they are caused and how they can be prevented. Students will however not expect to go into much

Role war plays in art Research Paper Example | Topics and Well Written Essays - 1000 words

Role war plays in art - Research Paper Example However, one the main thematic concerns that are delivered through the artwork either past or present has not changed with the main themes being glory, heroism, drama, suffering and sadness. These emotions emanate from the audience as they look at the different pieces of art and the artist should ensure that they draw on these main themes when working on art on war. War therefore plays a very important part in art as it helps the artists showcase the different emotions and themes for a particular war or time through their works of art for the present and future generations which is the main purpose of artwork. This paper examines different works of art and analyses the main theme depicted by the works, the overall effect for the audience, the visual elements that the artwork presents, and the historical significance of the art. One of the most famous portraits is that done by Jacques-Louis David in 1802 of Napoleon that depicts Napoleon as a war hero and a savior of his people. The photos main theme is to show the heroic nature of Napoleon and also his manly aspect which the artist compounds together to form one major hero in the portrait (Keegan 89). In the portrait Napoleon is on a White Horse that is sitting on its hind legs and is directing other members of his battalion to charge. There is a mountain and Napoleon is sitting on the bottom side also preparing to charge upwards to what can be assumed to be enemy battalions that are charging downwards. His large red cloak swirls as it is being blown by the wind and he is holding on to the horse that is already sitting on its hind legs with one arm. This shows him as heroic since he is the one who is prepared to lead the charge and is in front of all the other soldiers as he looks behind to issue instructions. The fact that he also wears a crown to symboli ze that he was the leader then also shows how heroic and courageous Bonaparte was. There is

Luis Valdezs Los Venditos :: Mexico Mexican Essays

Luis Valdez's Los Venditos "Los Venditos," which means "the sold out ones," is a play that was directed by Luis Valdez and produced by the Farm Workers Theatre of Atzlan. They have based their theatre society on the old drama clubs that were prevalent in the striker’s communities of the sixties and seventies. In these communities, actors and actresses would play roles that would make fun of certain groups or individuals that they were rebelling against. For example, if the produce pickers were striking against a grower, then the play would bring out every stereotype that person believed in or every bad quality that that person had and would embellish it. They would make their target out to be stupid and ignorant. "Los Venditos" accomplishes this task very well because it shows every stereotype that Anglos have against Mexican Americans, and puts it in a way that will make almost any Anglo be ashamed for having believed such falsities. Everything that was put into the play was put there for a reason, whe ther it is an actual incident or a common stereotype. The narrator before the play explains what the Theatre Society of Aztlan is all about. The narrator is costumed as the Aztec sun god in an Aztec high-rise temple. The area around the sun god was the ancient Aztec calendar. It shows that the Aztlans have a good knowledge about their past. They are proud that they are from the area that the Aztecs originated from. The play starts off with a man, named Honest Sancho, that recently aquired a shop that sold used Mexican models. One might notice, however, that his shop is located in an area that has trash all around it. Many Anglos believe that even if a Mexican were to own his own establishment, it would have to be in their own neighborhood, which is most likely a slum, because they might bring their property value down with their presence. It was, and still is in some places, frowned upon when Mexican Americans try to move their business out of their usual surroundings. A woman, named Ms. Jimenez, who worked for the governor’s office, walked into the store because she said that she needed a Mexican for her office. This was obviously only for appearance because that person would have to do everything he/she was told without question. That person would be used for the good of the office where he would be a puppet for the Anglos.

Music and Fashion

Subculture is a word which implies liberty of creativeness, liberty of appearance, ease and liberty of a selected model for getting pleasure. In addition, to resolve the contradictions of forefathers and parents culture, where forefathers and parents culture fails to provide a workable ideology for the next generation it usually takes the form of rituals, fashion and music. However, there is an important connection between fashion and subculture, and it is clothes that the young generations wear in the street, the new ideas of the rock bands, the glittering clothes in the clubs  Ã‚   have influenced a lot fashion design industry.According to Brian â€Å"The transformation rave culture from underground, and frequently illegal, dance parties organized by electronic music lovers to highly publicized popular concerts sponsored by local radio stations and major music labels was predictable, if not wholly inevitable. After all, part of capitalism's appeal lies in its ideological flexibi lity–its capacity to embrace transgressive subculture, repackage it, and sell it as the latest stylistic innovation.Though predictable, rave culture's evolution was and continues to be anything but simple and straightforward. It entails a set of complex negotiations surrounding the meanings of artist, authorship, and authenticity. It reflects deeply fought rhetorical/ideological battles around communalism and commercialism, performance and product, and sharing and spectacle†. (Brian, pg, 249+)Mainly, Raves attract people who belong to the middle-class and are in their mid-teens to late-twenties. Normally, the average age of people at most of the rave events is 18 to 25 years. More interestingly, the average age of the Ravers increased due to its popularity among all age group people.Rave scene has its own culture instead of just a party term. Vivacious group of like-minded young individuals gather in one platform and dance in order to join rave communities. The rave tra dition has become popular among New York youth.In this regard, one community has developed a Ravers website and named it (www.Raveclick.com). The primary motive behind the creation of this website was to urge youth to adopt rave culture. With the advent of this website, music and fashion in New York have gone out of their track. For example, the outfits and style of music were completely changed. Rockers have begun to perform electronic hip-hop music which amused ravers in dance parties.In rave parties, teenagers dance to electronic music from dusk to dawn. Old scholars treat the rave as a hypertext of delight and disappearance. In the period of 1989 to 1992, rave culture began to flourish into a global phenomenon on grassroots basis. In 1980 Rave people were first traveled to attend the rave parties, usually at that time the parties were arranged in home basis. However, by the mid of 1990 major companies were started to sponsor rave parties on commercial basis.In subculture trends, fashion dressing of teenagers are very interesting and unluckily very little studied. In this regard, if we look imaginative and psychological nature of fashion dressing we will find it very interesting, For instance, style of haircuts, clothes and accessories, and make up etc.According to Nayak, â€Å"the excessive style of Charver spilled over from fabrics to music. Many Charver Kids favored Rave and Jungle music, sounds that were historically tied to the mutating patterns of cultural syncretism formed in British inner cities. Interestingly, some of the young people who had spoke disparagingly about Charver style in one context were willing to admit that they were ‘a bit Charver’ in their tastes towards music and certain elements of fashion. Thus, James admitted liking ‘Rave, Coliseum kinda thing’ and was willing to take on a Charver identity at certain moments†. (Nayak, pg, 16)More interestingly, among the rave community, characteristics of life such as gender, age, sexual orientation, race, dress and many other things do not matter. Ravers are the people who come out at night, for fun. Nonetheless with regard of subculture context, every one in the rave community wants himself or herself to mark some distinct point in his or her individual personal characteristics by doing something different from others. With respect of this, before joining the rave party, raver eyes aglow with anticipation, body curious for foreign rhythms, glittering shoes encompass feet hungry for dancing these are some fantasies which always are the primary context of a Raver.Youth culture denotes to a homogenous belief of teenagers as doing similar things and being dealt in a similar fashion and plays down aspects of distinctions. Generally, this idea was popular with United States sociologists in the period of 50s and 60s mainly those of the social functionalism persuasion. For instance, in 1964 Talcott debated that although youth culture, disconcer ting for young generation, but in reality it performed certain useful functions for society. It was a security valve, a way of letting off steam for young generation caught up in the period of doubt and indistinct social roles.In this regard, we have been noticed so many times that in some communities families tend to have closer interaction with teenagers and they seem so intent on being different to their forefathers and parents. On the other hand, in some communities young age children may intentionally choose a specific subculture group in order to reinforce their independence and even opposition to their family culture. It has been observed that, children who belong to upper class communities have more disposable income resources to spend in entertainment, sport and some other related activities. Consequently, while they indulge themselves in these activities they face a diverse society and adopt certain things from other which is sometimes considered a primary root of subcultu re society.According to Wilson â€Å"The rave issue is contextualized through a thorough examination of the history of rave scenes. Not surprisingly, Wilson discovers that rave culture has its roots in disco, pre-disco, warehouse parties and gay clubs in New York City, Chicago, Detroit and Britain. More interestingly, however, is Wilson's scrupulous documentation of previous scholarship of the heyday of rave. He reveals that while some scholars were claiming the libidinal space of the rave dance floor as an anti-patriarchal realm of resistance, others were decrying its elitism and upper-middle class tendency toward exclusion and clique formation. So the question becomes, does rave culture alter and question reality, or does it confirm it.† (Wilson, pg, 224)The most controversial issue of rave subculture is excessive use of drugs and from the very outset of the rave parties it has been closely associated with it. Ravers in dance parties usually take dugs as to get more amuseme nt. More interestingly, in some communities beside alcohol drinks drugs are the primary motive of joy and happiness in rave parties.Often Ravers have embraced deviation and exoticism with respect of people, music, and everything. In addition, different cultures have established because of rave offers a lack of hierarchy and the pure sense of progression that are significant for the social and emotional development of a particular group.As discussed above, drugs and violence have been known as an element of the rave subculture but it is very difficult to judge the degree of their impact on young generation. However, curious youth have already embraced and hence encouraged many of the aesthetic hallmarks of rave culture.Conclusionâ€Å"According to Huq Rave could be seen as the last subculture, signifying either most recent or even as those pronouncing the end of youth culture contend, and the final one. In many ways it is cause and effect of youth culture coming of age. For the danc e music generation computer technology, foreign travel and drugs have largely been normalized as they have grown up with all three†.  Ã‚   (Huq, 2006, pg, 108)Ravers say that Rave culture express respect, peace and love, nevertheless, some people who do not wish to join this upstream subculture, can mark numerous negative stereotypes of raves. In this context, one must recognize the diversities and differences as well as similarities between the today’s and past generation youth. However, in order to find out the concept of subculture is valid or not this area needs more study. In this regard, one can say that awkward fashion and dance in mainstream youth which bring them together in one platform may be a good idea to share their own life beliefs culture, social customs and so forth.On the other hand, as we have discussed earlier that in ravers gathering Ravers frequently take drugs to boost their stamina and to mark some distinct cultural values among others a clash of individualism may occur in respond to other behavior and personal nature. In the end, one can say that not every thing in today’s upstream youth is bad and the birth of subculture fashion and music presenting a modern image of the world.Works CitedBrian L. Ott, Mixed Messages, Resistance and Reappropriation in Rave Culture, Western Journal of Communication. Volume: 67. Issue: 3. Publication Year: 2003. Page Number: 249+.Huq Rupa, Pop Arts / Pop Culture, (2006),Nayak Anoop, Race, Place and Globalization, Youth Cultures in a Changing World. New York. Publication, Year: 2003 page nuber (16)Wilson Brian, Fight, Flight Or Chill: Subcultures, Youth, And Rave In The Twenty-first Century, McGill-Queen's University Press 0-7735-3061-4, Paper 224 pp. (n.d.)

Mexican Revolution Battle of Veracruz

Occupation of Veracruz - Conflict Dates: The Occupation of Veracruz lasted from April 21 to November 23, 1914, and occurred during the Mexican Revolution. Forces Commanders Americans Rear Admiral Frank Friday Fletcher757 rising to 3,948 men (during the fighting) Mexicans General Gustavo MaassCommodore Manuel Azuetaunknown Occupation of Veracruz -  The Tampico Affair: Early 1914 found Mexico in the midst of civil war as rebel forces led by Venustiano Carranza and Pancho Villa battled to overthrow usurper General Victoriano Huerta. Unwilling to recognized Huertas regime, US President Woodrow Wilson recalled the American ambassador from Mexico City. Not wishing to directly intervene in the fighting, Wilson instructed American warships to concentrate off the ports of Tampico and Veracruz to protect US interests and property. On April 9, 1914, an unarmed whaleboat from the gunboat USS Dolphin landed at Tampico to pick up drummed gasoline from a German merchant. Coming ashore, the American sailors were detained by Huertas federalist troops and taken to the military headquarters. The local commander, Colonel Ramon Hinojosa recognized his mens error and had the Americans returned to their boat. The military governor, General Ignacio Zaragoza contacted the American consul and apologized for the incident and asked that his regrets be conveyed to Rear Admiral Henry T. Mayo offshore. Learning of the incident, Mayo demanded an official apology and that the American flag be raised and saluted in the city. Occupation of Veracruz -  Moving to Military Action: Lacking the authority to grant Mayos demands, Zaragoza forwarded them to Huerta. While he was willing to issue the apology, he refused to raise and salute the American flag as Wilson had not recognized his government. Declaring that the salute will be fired, Wilson gave Huerta until 6:00 PM on April 19 to comply and began moving additional naval units to the Mexican coast. With the passage of the deadline, Wilson addressed Congress on April 20 and detailed a series of incidents that demonstrated the Mexican governments contempt for the United States. In speaking to Congress, he asked for permission to use military action if necessary and stated that in any action there be no thought of aggression or selfish aggrandizement only efforts to maintain the dignity and authority of the United States. While a joint resolution quickly passed in the House, it stalled in the Senate where some senators called for harsher measures. While debate continued, the US State Department was tracking the Hamburg-American liner SS Ypiranga which was steaming towards Veracruz with a cargo of small arms for Huertas army. Occupation of Veracruz  -Taking Veracruz: Desiring to prevent the arms from reaching Huerta, the decision was made to occupy the port of Veracruz. As not to antagonize the German Empire, US forces would not land until the cargo had been off-loaded from Ypiranga. Though Wilson wished have the Senates approval, an urgent cable from US Consul William Canada at Veracruz early on April 21 which informed him of the liners imminent arrival. With this news, Wilson instructed Secretary of the Navy Josephus Daniels to take Veracruz at once. This message was relayed to Rear Admiral Frank Friday Fletcher who commanded the squadron off the port. Possessing the battleships USS and USS  Utah and the transport USS Prairie which carried 350 Marines, Fletcher received his orders at 8:00 AM on April 21. Due to weather considerations, he immediately moved forward and asked Canada to inform the local Mexican commander, General Gustavo Maass, that his men would be taking control of the waterfront. Canada complied and asked Maass not to resist. Under orders not to surrender, Maass began mobilizing the 600 men of the 18th and 19th Infantry Battalions, as well as the midshipmen at the Mexican Naval Academy. He also began arming civilian volunteers. Around 10:50 AM, the Americans began landing under the command of Captain William Rush of Florida. The initial force consisted of around 500 Marines and 300 sailors from the battleships landing parties. Meeting no resistance, the Americans landed at Pier 4 and moved towards their objectives. The bluejackets advanced to take the customs house, post and telegraph offices, and railroad terminal while the Marines were to capture the rail yard, the cable office, and the powerplant. Establishing his headquarters in the Terminal Hotel, Rush sent a semaphore unit to the room to open communications with Fletcher. While Maass began advancing his men towards the waterfront, the midshipmen at the Naval Academy worked to fortify the building. Fighting began when a local policeman, Aurelio Monffort, fired on the Americans. Killed by return fire, Monfforts action led to widespread, disorganized fighting. Believing that a large force was in the city, Rush signaled for reinforcements and Utahs landing party and Marines were sent ashore. Wishing to avoid further bloodshed, Fletcher asked Canada to arrange a ceasefire with the Mexican authorities. This effort failed when no Mexican leaders could be found. Concerned about sustaining additional casualties by advancing into the city, Fletcher ordered Rush to hold his position and remain on the defensive through the night. During the night of April 21/22 additional American warships arrived bringing reinforcements. It was also during this time, that Fletcher concluded that the entire city would need to be occupied. Additional Marines and sailors began landing around 4:00 AM, and at 8:30 AM Rush resumed his advance with ships in the harbor providing gunfire support. Attacking near the Avenue Independencia, the Marines methodically worked from building to building eliminating Mexican resistance. On their left, the 2nd Seaman Regiment, led by USS New Hampshires Captain E.A. Anderson, pressed up the Calle Francisco Canal. Told that his line of advance had been cleared of snipers, Anderson did not send out scouts and marched his men in parade ground formation. Encountering heavy Mexican fire, Andersons men took losses and were forced to fall back. Supported by the fleets guns, Anderson resumed his attack and took the Naval Academy and Artillery Barracks. Additional American forces arrived through the morning and by noon much of the city had been taken. Occupation of Veracruz - Holding the City: In the fighting, 19 Americans were killed 72 wounded. Mexican losses were around 152-172 killed and 195-250 wounded. Minor sniping incidents continued until April 24 when, after the local authorities refused to cooperate, Fletcher declared martial law. On April 30, the US Army 5th Reinforced Brigade under Brigadier General Frederick Funston arrived and took over the occupation of the city. While many of the Marines remained, the naval units returned to their ships. While some in the United States called for a full invasion of Mexico, Wilson limited American involvement to the occupation Veracruz. Battling rebel forces, Huerta was not able to oppose it militarily. Following Huertas downfall in July, discussions began with the new Carranza government. American forces remained in Veracruz for seven months and finally departed on November 23 after the ABC Powers Conference mediated many of the issues between the two nations. Selected Sources National Archives: The United States Armed Forces and the Mexican Punitive ExpeditionDavis, Thomas (2007). With No Thought of Aggression Military History Quarterly. 20(1), 34-43.