European Exploration of Africa

Europeans have been interested in African geography since the time of the Greek and Roman Empires.   Around 150 C.E., Ptolemy created a map of the world that included the Nile and the great lakes of East Africa.   In the Middle Ages, the large Ottoman Empire blocked European access to Africa and its trade goods, but Europeans still learned about Africa from Islamic maps and travelers, like Ibn Battuta. The Catalan Atlas created in 1375, which includes many African coastal cities, the Nile River, and other political and geographical features, shows how much Europe knew about North and West Africa. Portuguese Exploration By the 1400s, Portuguese sailors, backed by Prince Henry the Navigator, began exploring the West coast of Africa looking for a mythical Christian king named Prester John and a way to the wealth of Asia that avoided the Ottomans and the powerful empires of South West Asia.   By 1488, the Portuguese had charted a way around the South African Cape and in 1498, Vasco da Gama reached Mombasa, in what is today Kenya, where he encountered Chinese and Indian merchants. Europeans made few inroads into Africa, though, until the 1800s, due to the strong African states they encountered, tropical diseases, and a relative lack of interest. Europeans instead grew rich trading gold, gum, ivory, and slaves with coastal merchants.   Science, Imperialism, and the Quest for the Nile In the late 1700s, a group of British men, inspired by the Enlightenment ideal of learning, decided that Europe should know much more about Africa. They formed the African Association in 1788 to sponsor expeditions to the continent.   With the abolition of the trans-Atlantic slave trade in 1808, European interest in the interior of Africa grew quickly.   Geographical Societies were formed and sponsored expeditions. The Parisian Geographical Society offered a 10,000 franc prize to the first explorer who could reach the town of Timbuktu (in present-day Mali) and return alive. The new scientific interest in Africa was never wholly philanthropic, however. Financial and political support for exploration grew out of the desire for wealth and national power. Timbuktu, for instance, was believed to be rich in gold.   By the 1850s, interest in African exploration had become an international race, much like the Space Race between the U.S. and U.S.S.R in the 20th century.   Explorers like David Livingstone, Henry M. Stanley, and Heinrich Barth became national heroes, and the stakes were high. A public debate between Richard Burton and John H. Speke over the source of the Nile led to the suspected suicide of Speke, who was later proven correct.   Explorers’ travels also helped pave the way for European conquest, but the explorers themselves had little to no power in Africa for much of the century. They were deeply dependent on the African men they hired and the assistance of African kings and rulers, who were often interested in acquiring new allies and new markets.   European Madness and African Knowledge Explorers accounts of their travels downplayed the assistance they received from African guides, leaders, and even slave traders. They also presented themselves as calm, cool, and collected leaders masterfully directing their porters across unknown lands.   The reality was that they were often following existing routes and, as Johann Fabian showed, were disoriented by fevers, drugs, and cultural encounters that went against everything they expected to find in so-called savage Africa.   Readers and historians believed explorers accounts, though, and it was not until recent years that people began to recognize the critical role that Africans and African knowledge played in the exploration of Africa. Sources Fabian, Johannes, Out of Our Minds: Reason and Madness in the Exploration of Central Africa. (2000). Kennedy, Dane. The Last Blank Spaces: Exploring Africa and Australia. (2013).

Amy Chuas The Battle Hymn Of Tiger Mother - 1573 Words

Joseph Sandoval Professor Sheftman English 2 23 October 17 Contrasting Leadership Styles The Oxford dictionary defines a leader as â€Å"the position or function of a leader, a person who guides or directs a group of others.† Qualities of a good leader include, but are not limited to: being honest, fair, having good communication skills, having intuition, and so much more. Everyone has a different sense as to how they demonstrate leadership; whether it be within the household, the workplace, or even in politics; we see it everywhere. In Amy Chua’s, The Battle Hymn of Tiger Mother, she demonstrates her leadership qualities throughout her book in to how she chooses to raise her children vs. â€Å"western-style† of parenting. She takes on a very†¦show more content†¦The basics are: rules and more rules, work and more work, produce success and results. Western parents want kids that are happy. Kids who feel good about themselves and work towards achieving their full potential. It’s a model that has its own endeavors. Chua’s critics reject her methods as callous and out of line. Business executives ridicule her approach, stating its stress on individual achievement and reclusive pursuit of perfection hinders leadership abilities and falls short of implanting teamwork. The Tiger Method also smothers ingenuity, independence, and imagination -- qualities highly sought after by Americans. As workers, her children’s potential may be limited. Chua’s socio-economic deduction drew fire as well. Parents note the costs of lessons and tutoring; options unaffordable for several low-income families. Correspondingly, the time commitment is an almost impossible luxury for those such as single parents. Back in mommy world, Chua earns searing criticism for the rough criticisms and insults she fired at her daughters. She r ejected their gifts, homemade birthday cards, because they signified less than the girls’ best efforts. Horrified, her critics wondered how can Chua’s daughters possibly bear with the way sheShow MoreRelatedTiger Mom851 Words   |  4 PagesJohn Abbott College Tiger Parenting: a Mistake By Alexander Haniotis Question Should â€Å"Tiger Parenting† be the norm when raising your children? Thesis Statement I believe â€Å"Tiger Parenting† shouldn’t be tolerated in our society. Tiger Parenting: a Mistake Amy Chua’s provocative Battle Hymn of the Tiger Mother has caused great controversy and debate mainly because of her strict parenting philosophy exercised throughout the entire novel. Chua is questioning the traditional Western parentingRead MoreAnalysis Of Battle Hymn Of The Tiger Mom870 Words   |  4 Pagesâ€Å"Excerpt of Battle Hymn of the Tiger Mom† Amy Chua is a mother of two daughters, (Sophia and Lulu). Being brought up in a strict home with her Chinese parents, Chua felt like she owed everything to her parents and has raised her own daughters as she was raised. Chua is a professor at Yale Law School, who is the author of many books and memoirs including â€Å"Excerpt of Battle Hymn of the Tiger Mom†. This was published in the Wall Street Journal in 2011. The memoir is about the variations between ChineseRead MoreThe Everlasting Bond between a Mother and a Daughter Essay1149 Words   |  5 Pagesmore enduring than a mother- daughter relationship. This bond is specifically explored in the books, The Battle Hymn of a Tiger Mother by Amy Chua and The Joy Luck Club by Amy Tan. Authors of these books precisely show the complexity of this type of relationship. Chua and Tan show the reader how a mother and daughter can hurt one other but ultimately forgiveness finds its way through. The similarities in these books include th e difficulty of communication between the mother and daughter and theirRead MoreBattle Hymn Of The Tiger Mother2425 Words   |  10 PagesName: Yen Linh Duong Title of Book: Battle Hymn of the Tiger Mother AP Lang Summer Homework Worksheet Most answers must be supported with SPECIFIC EXAMPLES from book and provide in-depth explanations in order to get CREDIT! You will complete 2 of these worksheets: one for each book. 1. Explain how the author(s) establish their credibility on the subject matter they are writing about. Battle Hymn of the Tiger Mother, written by Amy Chua, was a story of Chua herself and her encounteranceRead MoreWhy Chinese Mothers Are Superior By Amy Chua1119 Words   |  5 Pagesthemselves this question since the beginning of mankind. Some methods are better than others and some are quite questionable. In â€Å"Why Chinese Mothers Are Superior†, Amy Chua discusses the effectiveness of her parenting style. This is an excerpt from Amy Chua’s book Battle Hymn of the Tiger Mother. According to Behrens and Rosen, â€Å"the title â€Å"Why Chinese Mothers Are Superior† was written by the editors of the [Wall Street] Journal, not by Chua, most likely in an attempt (a successful one) to attractRead MoreAnalysis Of The Poem Battle Hymn Of The Tiger Mother Essay747 Words   |  3 Pagesfrom Amy Chua’s memoir, Battle Hymn of the Tiger Mother was published in the Wall Street Journal. Amy Chua is a Harvard graduate, Yale law professor, and a Chinese mother S ohpia and Lulu. Chua’s interpretation and execution of being a Chinese parent has sparked controversy from parents across the globe. Chua has received rapport from â€Å"Readers from Japan, Korea, Singapore, and Taiwan.† Although, in China readers thought her memoir was trying to promote youth liberties. On the other hand, Chua’s novelRead MoreWhy Chinese Mothers Are Superior By Amy Chua1203 Words   |  5 Pagesalways a debatable topic in America. Every person has an opinion on how a child should be raised and disciplined. One woman, with a view agreed upon by many others, is Amy Chua, a professor at the prestigious law school of Yale University. In Amy Chua’s â€Å"Why Chinese Mothers Are Superior,† an excerpt from Battle Hymn of the Tiger Mother, Chua explains Chinese parenting and how it is effective in her life. She claims that by breaking down a child and pushing them to their full potential, the child willRead MoreThe Type Of Parenting Asso ciated With The Tiger Mother1168 Words   |  5 PagesThe type of parenting associated with the tiger mother has been a subject of intense controversy for a very long time. Even though the term itself only became part of our understanding in 2011 thanks to the very controversial book, Battle Hymn of the Tiger Mother, by Amy Chua, there were always questions of how much discipline is healthy and necessary for a child. In Chua’s book, she contrasts the two sides of parenting styles: what she calls â€Å"Chinese† parenting and â€Å"Western† parenting. â€Å"Chinese†Read MoreTraditional Parenting Styles Are Distinct And Share Extremely Opposing Views1600 Words   |  7 Pagesand has even been dubbed the â€Å"tiger† style due to its strict and harsh nature. On the other hand, the Western style offers a free-flowing environment where parents are more relaxed with the handling of their children. Both parenting styles are distinct and share extremely opposing views. Amy Chua is a significant supporter for the chinese parenting style as she has even wrote a book titled Battle Hymn of the Tiger Mother along with an article named â€Å"Why Chinese Mothers are Superior†. Chua has experienceRead Moretiger mother essay663 Words   |  3 Pagesï » ¿ Mother Inferior? Being a mother is to support your children all the way even if they choose to take the road you don’t want them too. Mother’s play a responsible role in children’s health, education and complete wellbeing. In the article, Mother Inferior? Hanna Rosin, the author talks about her mothering style, which is the complete opposite of Amy Chua from The Battle Hymn of The Tiger Mother. Hanna Rosin would allow everything that Amy Chua wouldn’t allow for her children. Her idea of raising

Bluffing Free Essays

string(34) " additional sources as necessary\." HUMN 330 Values and Ethics Online Course Syllabus Credit Hours: 3 Delivery Method: Online (Internet / Blackboard) Required Textbook Rosenstand, N. (2013). The moral of the story: An introduction to ethics (7th ed. We will write a custom essay sample on Bluffing or any similar topic only for you Order Now ). New York, NY: McGraw-Hill. ISBN: 978-0078038426 Course Description This course focuses on the process of practical ethics as a way of resolving moral conflict and of understanding professional responsibility in a multi-culturally diverse society without devaluating specific viewpoints of ethical or metaphysical theory, ideology, or religion. Students will use proposals, value judgments, observation statements, assumptions, and alternate-world assumptions in arguing contemporary issues of moral importance. With this basic moral logic, students will resolve issues in terms of rights, responsibilities, and the community of rational beings; in terms of consequences and contingencies; and in terms of habituated virtues and character. Free and unrestricted discourse will be encouraged so as to let students find common ground in diversity. Course Goals This course is designed to help students: 1. Understand the basic vocabulary and fundamental theories of ethics. . Discover life’s values and determine which values are the most worthwhile. 3. Relate the textbook theories to actual life situations. 4. Find greater personal peace by choosing more constructive values. 5. Apply understanding of ethics to personal lives. 6. Understand the relationship between attitudes, values and moral conduct. Learning Outcomes This syllabus was developed for online learning by Dr. Moseby HUMN 330 Online Syllabus 0712 Upon course completion, students will be able to: 1. Judge the role and importance of ethics and evaluate moral behavior based on the criteria of value and self autonomy. . Assess the psychological, sociological, historical, and philosophical background of ethics. 3. Relate the nature and role of reason in understanding values. 4. Relate the nature and characteristics of freedom when responding to values. 5. Distinguish and apply ethical principles in ethical situations. 6. Explain the various arguments for and against the major contemporary ethical issues. 7. Discuss one’s options for identifying and replacing inferior values. 8. Explain the role, nature, and characteristics of responsibility. 9. Defend the value of and the process of foreseeing the consequences of an individual’s conduct. 10. Defend the choice of a viable ethical theory in solving an ethical problem. 11. Utilize the principles of critical thinking to enhance learning skills and to increase intellectual and moral growth. 12. Evaluate their conduct in the light of constructive ethical expectations. Grading Your final grade will be based on the following evaluation items: Grade Scale 90 – 100% 80 – 89% 70 – 79% 60 – 69% 0 – 59% A B C D F Evaluation Items and Weights Weekly Assignments Discussions Midterm Exam Group Project Final Exam Total 5% 30% 15% 15% 15% 100% Activities and Assignments Activities Each module, excluding Module 9, contains various assignments related to the respective module, such as: ? Chapter and Lecture Notes. This activity consists of reading the text and the lecture notes that are posted in each module. ? Reading and Reflection. This activity con tains a reading activity that is assigned to stimulate additional thinking and some discussions within the topic area. This syllabus was developed for online learning by Dr. Moseby HUMN 330 Online Syllabus 0712 ? ? Research and Critical Thinking. This activity varies with each module; however, they are typical outside readings with associated discussion questions of short essay-type answers to the topic area. Application. This activity varies with each module and is integrated into the learning modules to help you apply and reinforce the concepts that each module introduces. Weekly Assignments The assignments vary from module to module and are based on the activities that were contained within the module. Each includes a combination of threaded discussions, short essays, or study questions based on text or outside readings. The weekly assignments comprise 25% of your grade. Discussions The Discussion Board is an integral part of your learning in this course. You are encouraged and expected to participate in online discussions. Regular and meaningful discussion postings are part of your final grade. Each module, excluding Module 9, contain Discussion Board topics or questions that will help sharpen your critical thinking and written communication skills as you study the theories and concepts related to values and ethics. Thirty percent of your course grade will come from your original responses to module discussion prompts and responses to classmates submitted to the appropriate Discussion Board forum in response to these module discussion activities. Please refer to the Checklist for Meaningful Discussions and Discussion Rubric in Module 1. Discussions account for 30% of your grade. Exams Both the Midterm and Final Exams are time-limited online tests. The Midterm will cover Modules 1 through 4 (Chapters 1-6) and is to be taken in Week 4. The Final is comprehensive (Modules 1-4 and 5-9, Chapters 1-13) and is to be taken during Week 9. The Midterm and Final are each worth 15% of your grade. Group Project Module 8 is devoted to the group project. The Instructor will divide the class into four virtual groups to discuss a case involving an ethical issue. ? ? ? ? Group 1: Media Ethics Group 2: Theory of Just War Group 3: Animal Welfare and Animal Rights Group 4: Death Penalty Each group will have its own private group discussion forum. Accessing this private forum is a little different from reaching the public discussion forums. You will need to click the Groups menu item, not the Discussion Board. After clicking Groups, you will see the four groups listed but you will only have access to the group you have been assigned to. Click your group link to see a list of the other members of your group and then the Group Discussion Board link to access the discussion forum. This syllabus was developed for online learning by Dr. Moseby HUMN 330 Online Syllabus 0712 Work with your assigned group members on the ethics case for your group in your private discussion forum. Identify ethical or moral justifications to support your arguments from the text or additional sources as necessary. You read "Bluffing" in category "Essay examples" Use the Internet to research any additional information you would like to use in your group’s discussion. After groups have had time to review and discuss their cases and reach a consensus on the topic, one member of each of group will post its findings to the appropriate thread in the public Module 8 – Group Presentations forum. As individuals, each student will then comment on at least two other group presentations. The group project makes up 15% of your grade. Additional Information Library Embry-Riddle Aeronautical University has one of the most complete library collections of aviation-related resources in the world. ? ERAU Libraries: http://library. erau. edu/ Hunt Library Worldwide: Information, Services, Help o Worldwide Library: Basic Training o Worldwide Library: Ask-a-Librarian o Reference: Research Request Contact Information ? Hours: Monday – Friday 8:00 a. m. – 5:00 p. m. Eastern Time ? Telephone: 1-800-678-9428 or 386-226-6947 ? Email: librar y@erau. edu RefWorks RefWorks is an online database tool that can manage references and citations from almost any source. It provides specific guidance in how to collect and use references, create bibliographies, and write research papers. You may access it through this ERAU organizational login link when signed in to ERNIE or directly from the RefWorks website (http://www. refworks. com). A different link must be used for off-campus access (see these instructions). RefWorks requires users to create a RefWorks-specific username and password. Please contact the Hunt Library if you have any questions. Online Sources There are many websites that offer current information on values and ethics and any search engine (Google, etc. ,) will get you to both historic and current information that is relevant to the content of this course. In addition, many links are provided within the online learning modules. APA Format ERAU students should master the American Psychological Association (APA) editorial style format for research papers and other written assignments. Two good websites to bookmark for help citing references used in your assignments and discussion posts are listed below. (See the Academic Resources folder in the Resources area of the course for additional sites on APA style. ) This syllabus was developed for online learning by Dr. Moseby HUMN 330 Online Syllabus 0712 The OWL at Purdue, APA Formatting and Style Guide APA Style. rg Course Policies Academic Integrity Embry-Riddle is committed to maintaining and upholding intellectual integrity. All students, faculty, and staff have obligations to prevent violations of academic integrity and take corrective action when they occur. The adjudication process will involve imposing sanctions which may include, but are not limited to, a failing grade on the assignm ent, a failing grade in a course, suspension or dismissal from the University, upon students who commit the following academic violations: 1. Plagiarism: Presenting the ideas, words, or products of another as one’s own. Plagiarism includes use of any source to complete academic assignments without proper acknowledgement of the source. Reuse or resubmission of a student’s own coursework if previously used or submitted in another course, is considered self-plagiarism, and is also not allowed under University policy. 2. Cheating: A broad term that includes, but is not limited to, the following: a. Giving or receiving help from unauthorized persons or materials during examinations. b. The unauthorized communication of examination questions prior to, during, or following administration of the examination. . Collaboration on examinations or assignments expected to be, or presented as, individual work. d. Fraud and deceit, that include knowingly furnishing false or misleading information or failing to furnish appropriate information when requested, such as when applying for admission to the University. Online Learning This course is offered through ERAU Worldwide Online (Blackboard) and runs nine (9 ) weeks. The first week begins the first day of the term and ends at midnight EDT/EST (as applicable) seven days later. Success in this course requires in-depth study of each module as assigned, timely completion of assignments, and regular participation in forum discussions. Late work should be the exception and not the rule and may be downgraded at the discretion of the Instructor, if accepted at all. Unless all work is submitted, the student could receive a failing grade for the course. Extensions may be granted for extenuating circumstances at the discretion of the Instructor and only for the length of time the Instructor deems appropriate. The most important element of success in an online course is to communicate with your Instructor throughout the term. Conventions of â€Å"online etiquette,† which include courtesy to all users, will be observed. Students should use the Send Email function in Blackboard for private messages to the Instructor and other students. The class Discussion Board forums are for public messages. It is highly recommended that students keep electronic copies of all materials submitted as assignments, discussion board posts and emails, until after the end of the term and a final This syllabus was developed for online learning by Dr. Moseby HUMN 330 Online Syllabus 0712 grade is received. When posting responses in a discussion forum, please confirm that the responses have actually been posted after you submit them. Course Schedule Module Title Understanding Values, Morals, and Ethics Activities / Assignments 1. 1 – Introductions 1. 2 – Read Chapter 1; View Morality Video 1. 3 – Reading and Reflection: Morality and Ethics 1. 4 – Application: Current News Search 1. 5 – Discussion 1: Ethical Behavior 1. 6 – Discussion 2: Moral Issues 2. 1 – Read Chapter 2 and 3 2. 2 – Research and Critical Thinking: Haroun and the Sea of Stories Study Questions 2. – Discussion: Understanding the Past 2. 4 – Application: Moral Dilemma 2. 5 – Discussion: Ethnicity vs National Identity 3. 1 – Read Chapter 4; 3. 2 – Research and Critical Thinking â€Å"The Ethics of Emergencies Study Questions† 3. 3 – Reading and Reflection: Altruistic Behaviors 3. 4 – Application: Essay on Randâ⠂¬â„¢s Ideas 3. 5 – Discussion: Understanding Altruism 4. 1 – Read Chapters 5 and 6 4. 2 – Reading and Reflection: Utilitarianism and Deontology 4. 3 – Research and Critical Thinking: Flight 93 and Utilitarianism in Times of Crisis 4. – Discussion: Ends and Means 5. 1 – Review Modules 1 through 4 Learning Objectives 5. 2 – Discussion: Midterm Q A 5. 3 – Midterm Exam 6. 1 – Read Chapters 7 and 8; Listen to â€Å"I Have a Dream Speech† 6. 2 – Reading and Reflection: Walmart Employment Practices 6. 3 – Application: Education Equity and Social Justice Awareness 6. 4 – Discussion 1: Person vs. Human Being 6. 5 – Discussion 2: Rights and Responsibilities 6. 6 – Research Critical Thinking: The Trial of Socrates 6. 7 – Application: Resolving Ethical Dilemmas 6. 8 – Discussion 3: Socrates’ Trial 7. – Read Chapters 10 and 11 7. 2 – Research and Critical Thinking: â€Å"Either/Or† Study Questions 7. 3 – Reading and Reflection: Philosophers 7. 4 – Application: â€Å"Why Courage Matters: The Way to Braver Life† Study Questions 7. 5 – Discussion: Politics 7. 6 – Group Project Preview 8. 1 – Read Chapters 12 and 13; View Gender and Ethics Video 8. 2 – Reading and Reflection: Group Case 8. 3 – Research and Critical Thinking: Group Case 8. 4 – Application: Group Findings 9. 1 – Review Modules 1 through 8 Learning Objectives 9. 2 – Discussion: Final Q and A 9. – Final Exam 1 2 Moral Lessons Through Time and Ethical Relativism 3 Exploring Psychological and Ethical Egoism 4 Utilitarian Reasoning and Universal Law 5 Midterm Exam Week 6 Human Rights, Justice and the Concept of Virtues 7 The Contemporary Perspectives and Case Studies in Virtue 8 Feminism, Virtue, and the Exploration of Ethics in a Global Context 9 Final Exam Week This syllabus was develo ped for online learning by Dr. Moseby HUMN 330 Online Syllabus 0712 This syllabus was developed for online learning by Dr. Moseby HUMN 330 Online Syllabus 0712 How to cite Bluffing, Essay examples

Image Analysis for Expresses and Transmits Information

Question: Discuss about theImage Analysis. Answer: Introduction: Photography as a media form expresses and transmits information to the viewers through decodable messages Evans Hall (1999). Pictures speak volume and disseminate much information and reaction that differs from one observer to another. People's thoughts and behavior directly affects perception, thereby suggesting the possibility of culture and psychological base in picture interpretation. According to Clarke (1997), photographs both mirrors and creates a discourse with the world, and is never, despite its often-passive way with things, a neutral representation. As viewers observe a photo, it sparks different interpretations and beliefs depending on the culture and ideological differences. Images speak louder in their visual language and disseminate information relating to particular occurrences. Photographs lack neutral representation as viewers have varied interpretation and feelings depending on their cultural and ideological differences. The image of a Jewish woman defying Israeli security forces in the illegal settlers eviction in West Bank offers a practical explanation of Clarkes statement. A look at the photo shows a lone woman standing in the way of soldiers in full riot gear who remains undeterred by their sight. Further, the woman in the picture halts their track preventing them from carrying out the intended eviction action. To the eyes of some observers, the image demonstrates defiance to what is perceived as unjust removal by the government forces. At the same time, the image of a composed lady ready for protest regardless of the overwhelming number of officers explains a valid reason for defense against the action. In most cultures, women stand to defend the society and are in most cases not supposed to be harmed. The image shows the reluctant officers who consider the fact and try to calm down to avoid causing harm. Towards the top, a crowd of people is seen gazing at the woman in protest against the eviction thereby emanating a feeling of compassion among viewers. In drawing Judgment from the nature of the image, the situation is dramatic with the soldiers charging towards the woman who holds them back. It is unknown what might be the next move for the law enforcers should the woman continue insisting on blocking their mission. The state evokes different emotional responses from the viewers, who might give sympathy to the woman in the presence of the soldiers. At the same time, the photo creates a tense image between the two parties involving the heavily armed soldiers ready for eviction and the woman in protest. On the other hand, some might find justification for the soldiers to carry out the eviction based on the reasons underlying the same. In this case, it is evident that pictures bear different responses and evokes conversations, which might fail in similarity due to ideological differences on the matter at hand (Rayner, Wall, and Kruger, 2004). Therefore, the image offers non-uniform representation with viewers deriving a different meaning from the picture. While images evoke dialogues and debates from viewers, the information decoded remains different from one person to another (Lester, 2014). While others may sympathize with the woman opposed to the effects of eviction, others, due to ideological and cultural considerations would find opposing views from the case. In essence, there is so much in the photo for the viewers to find meaning and connect the event. The photograph, therefore, provides a justification for the fact that images create a discourse with the world but do not offer a neutral representation. Clarke is right on his view on photography and its lack of uniform representation to the public for ideological reasons. References Evans, J., Hall, S. (1999). Visual culture: The reader. Sage. Graham Clarke (1997): The Photograph. Oxford: Oxford University Press, pp. 27-33 Lester, P. M. (2014). Visual Communication: Images with messages, Sixth Edition, International Edition. USA: Wadsworth, Cengage Learning. Rayner, P., Wall, P., Kruger, S. (2004). AS media studies: the essential introduction.Psychology Press