Biografia resumida de Antonio Lopez de Santa Anna Essays

Biografia resumida de Antonio Lopez de Santa Anna Antonio Lopez de Santa Anna nacio en Xalapa (Mexico) el 21 de febrero de 1794. Sus padres fueron Antonio Lopez de Santa Anna (notario) y Manuela Perez de Lebron. A los 16 anos ingreso como cadete de la Infanteria de Veracruz, sirviendo en las provincias de Santander y Texas. En 1821 lucho contra los independentistas en Orizaba, pero luego se unio a ellos. El 1 de febrero de 1823 lanzo el plan de Casa Mata, que busco y logro la caida del emperador Agustin de Iturbide. En 1828 ayudo a Vicente Guerrero a tomar el poder y fue nombrado Jefe del Ejercito Mexicano. En 1833 se convirtio en Presidente de Mexico, cargo que ejercio en diez periodos mas, hasta 1847. Con Santa Anna en el poder Mexico la Guerra contra Estados Unidos (1846). La derrota le hizo perder a Mexico los estados de Alta California y Nuevo Mexico en 1848. Despues de exiliarse en Colombia, en 1853 Santa Anna regreso a Mexico y recupero el gobierno con ayuda de los conservadores. Poco despues se proclamo Dictador Vitalicio y se autotitulo "Alteza Serenisima". En 1855 fue derrocado por los liberales y se exilio Estados Unidos y Colombia. En 1874 regreso a Ciudad de Mexico. Aqui fallecio el 21 de junio de 1876, a la edad de 82 anos.

A Short Analysis of the Language in Shakespeares Sonnet Essay Example

A Short Analysis of the Language in Shakespeares Sonnet Essay Example A Short Analysis of the Language in Shakespeares Sonnet Essay A Short Analysis of the Language in Shakespeares Sonnet Essay William Shakespeare expresses the emotional power of love in Sonnet 29 by using big words such as pewee or phrases such as curse my fate and wishing me lie eke to more rich in hope. These phrases/ words create a sad feeling throughout the poem. They create a sad feeling by using negative words such as pewee(crying), curse(my fate), and disgrace e(noun in disgrace with fortune and mens eyes. Of course, since this is a sonnet, the pop mes mood changes in the ninth line. This is clearly seen when he uses phrases such as sweet love e and heavens great after the ninth line which represents somewhat of a joyful mood change . Using such big words like these express the emotional power in Sonnet 29 rather than just Pl mainly saying happy or sad. The theme of this poem is being grateful for what you already have an d not to be too greedy. One poetic device Shakespeare uses to convey the theme of this Poe is using the Structure and Format of the Sonnet. He starts out feeling sad for what he doe sensate but then in ninth line, he switches his feeling by being happy for what he already has. An other poetic device he uses is simile where he would describe how great he feels then continuing on how he is happy with what he has and wouldnt trade what he has already with anything else. Finally, the main poetic device he uses is the attitude and experiences of the speaker.

Assignment 2 Example | Topics and Well Written Essays - 2000 words - 1

2 - Assignment Example Intuitively this can happen, but the evidence presented does not warrant that such would lead to the kind of seemingly dramatic downturn in the quality of the relationship between Lindsey and Malik, as described. The literature describes this fallacy as the Slippery slope fallacy which is a fallacy where the evidence to make a given conclusion is not sufficient. Here there may be an exaggeration of the consequences of Lindsey’s going to university over having a baby. After all, Lindsey can have a baby and go to university, and the choice does not preclude Lindsey having a baby after university. Moreover, given that the couple’s relationship seems long-term, it is unlikely that just one event whose consequences can be reversible can lead to the downturn of the relationship. The consequence is reversible because they can always have a baby during or after university, assuming that Lindsey is young and still have many childbearing years ahead of her (Bassham et al.). 2. Pr emise: (1) The Globe and Mail and the Toronto Star reporters made the claim that Mayor Ford uses crack cocaine, and that the mayor’s brother was a drug dealer in the 80’s. (2) Mayor Ford says that the reporters are â€Å"just a bunch of maggots† Conclusion: People should not listen to the â€Å"sleazebags†. Fallacy: Personal Attack Here the mayor says that because the reporters have questionable professional and personal morals, the conclusion is that their assertions that the mayor did drugs and that his brother pushed drugs cannot be true. He is equating the reporters' morals with the non-truth of their claims (Bassham et al.) It may be that the reporters are of questionable morals and integrity as far as looking for news and making sure that their newspapers are able to feed off sensational reporting, but the character of the reporters do not preclude them from making truthful claims relating to the activities of the mayor and his brother, especially s ince the newspapers themselves are reputable and can be presumed to have done its fact checking prior to the publication of the claims. The personal attacks on the reporters are not relevant to whether the mayor and his brother used/are using and/or dealt drugs (Bassham et al.). 3. Premise: (1) There are many weight loss programs available. (2) The Weight Watchers sales associate said theirs is the best weight loss program among alternatives Conclusion: The Weight Watchers program is the best there is. Fallacy: Hasty Generalization Here the conclusion is that since the sales associate says Weight Watchers is the best, then that claim must be true. This is relying on the authority of one person, the sales associate, and not considering that other points of view may yield different answers as to which program is the best (Bassham et al.) It may be true that the Weight Watchers program that Keesha enrolled in is the best in the market, but this cannot be concluded from the evidence tha t Keesha presented, which is the word of the Weight Watchers sales associate. The evidence is small, and just consists of one sample so to speak, whereas a more