Slavery Essay -- American History

Slavery vs. Economics "We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness" --Declaration of Independence Slavery is a societal institution based on ownership, dominance, and exploitation of one human being by another and reciprocal submission on the part of the person owned. The owner may exact work or other services without pay and virtually without restriction and can deny the slave freedom of activity and mobility. Slavery is one of this country's most debated topics. In America's history slavery and economics go hand in hand. Most people think that the ban of slavery was a human rights issue in the south, where in fact it was a major economic one. The issue of slavery has been debated between the North and South since before the colonization of the thirteen colonies. It has been the instigator of many events throughout the history of the states. The North and the South obviously had very different views regarding the subject. The debate over the economic advantages of slavery in the South has raged ever since the first slaves began working in the cotton fields of the Southern States. Initially, the wealth of the New World was in the form of raw materials and agricultural goods such as cotton, sugar, and tobacco. The continuing demand for slaves' labor arose from the development of plantation agriculture, the long-term rise in prices and consumption of sugar, and the demand for miners. Not only did Africans represent skilled laborers, but also they were a relatively cheap resource to the South. Consequently, they were well suited for plantation agriculture. Whi... ... organizations which sprung up, as well as much bloodshed.(Abbott) Throughout the rest of time before the Civil War, slavery remained in the Southern states. Slavery was not abolished until 1865 when the 13th amendment was passed. Slavery has been around since the dawn of time, and it still exists today. Just because the Constitution says that slavery was outlawed, does not mean that the South followed the "rules" so to speak. If you look at society today, you can still see small types of slavery. In reference to the quote from The Declaration of Independence at the beginning of the paper, where it says that "We hold these truths to be self-evident", "all men are created equal", and "they are endowed by their Creator with certain unalienable Rights", but do we as a society view everyone as it is put in the constitution? Everyone in society has his or her own answer.

The Gestalt Approach

The Gestalt approach was about how people represent a problem in their own minds, and how solving a problem involves a reorganization or restructuring of this representation. The first central idea of Gestalt problem solving is how a problem is represented in a person’s mind. This means what do they think about the problem? They would give people a problem and then see how they could figure out how to solve it by restructuring the problem. Then the second idea of Gestalt is insight. Insight is when you have a sudden realization of how the problem should be solved.Gestalt assumed that when people were figuring out problems that when they finally have the answer this is insight. Insight is like that Aha! Moment you get when you finally figured the problem out. They believed that restructuring the problems was directly involved in solving insight problems. One of the major obstacles to solving these problems was fixation. Fixation is when people tend to focus on one specific prob lem area of the problem that keeps them from seeing the real problem, and being able to solve it. When looking at a problem some people tend to have a preconception of how the problem should be solved.This is called a mental set. The mental set is a preconceived notion about how to approach a problem, which is determined by a person’s experience or what has worked in the past. The Information- Processing Approach is Newell and Simon’s approach to solving problems. They saw problems in terms of an initial state. An Initial state is the conditions at the beginning of a problem. Then you have the goal state which is the solution of the problem. They used the Tower of Hanoi problem, which is three discs stacked on the left peg and the goal state as these discs stacked on the right peg.During this problem they introduced the idea of operators which is the actions that take the problem from one state to another. Each step of the problem created and intermediate state. When a problems starts it starts with the initial state and continues through a number of intermediates states that finally reach the goal state. All of these together, the initial state, goal state and all the intermediate states for the problems are called a problem space. A person has to search the problem to find the solution to it, and one way of directing the search of finding the answer is a strategy called means-end nalysis. The goal of means-end analysis is to reduce the difference between the initial state and the goal state. This is achieved by sub goals. Sub goals are the intermediate states that get you closer to the goal state. Analogical problem solving involves three steps according to Gick and Holyoak. Step one is noticing. You have to notice that there is an analogous relationship between the source story and the target problem. This is a crucial step in analogical problem solving. The second step of this is mapping. Mapping is when you have to correspond between the sou rce story and the target problem.You have to map the different parts of the story together in order to help you solve the problem. Then, the third step is to apply. Applying is you take all of the connections you made during mapping and apply them so you can successfully solve the problem. One thing that makes the first step difficult is that people tend to focus on the surface features of the problem. Surface features are the specific element that makes up the problem. Then you have the structural features. Structural features are the underlying principle that governs the solution.Studies have shown that when people are able to get enough sleep they are able to perform better when it comes to figuring out a solution to a problem. If someone has studied and then are able to go to sleep without any interruption they are able to process more of what they studied, because our mind will take it all in. If someone studied and then had to stay up a while before they went to sleep they are open to more distractions, and this can cause them not to be able to think about what they know and help them solve the problem effectively.If I had to pick out three of the objects on our paper to create something it would be the, circle, the rainbow shape and the cross. I would take the circle and make it like a tire that would bounce, and then connect to cross shape to it to make a back for a seat and use the rainbow shape as a handle so I could hold on. In order to use this for transportation you would sit on it and bounce to where ever you needed to go. It would also make a nice chair to just be able to sit on. If you were to use it as a scientific instrument you could use it see how far it would bounce from point a to oint b, and then measure the distance in between. I’m not really sure how it would be used as an appliance, unless you wanted to use it as a heater. If you bounce up and down enough times it would warm the body and you would no longer be cold. Kids would love this to be able to bounce on all over the place, so it would make an excellent toy that could keep a child entertained for hours. If I was to use this as a weapon I could pick it up and throw it at someone and hope it knocks them out, while I run the other direction.

A Cognitive-Behavioral Treatment - Free Essay Example

Sample details Pages: 7 Words: 2195 Downloads: 1 Date added: 2019/04/05 Category Society Essay Level High school Tags: Police Brutality Essay Did you like this example? It has been almost 60 years since the Civil Rights Movement yet underlying racial tensions and documentation of police brutality continue on in America. While criminal activity knows no race, there seems to be a correlation between increased use of force by police officers on people of color compared to their white counterparts (Spencer, Charbonneau, Glasser, 2016). Whether it is media portrayal, or actual bias by officers, the number of deaths at the hands of police officers since 2014 has sparked outcry from the public. Don’t waste time! Our writers will create an original "A Cognitive-Behavioral Treatment" essay for you Create order Much like the 1960s and the height of the Civil Rights Movement, a grassroots movement, Black Lives Matter, has begun to take a stand against what is viewed as excessive policing. Currently there is no cohesive database documenting the number of police related shootings. Empirically based research and literature is limited regarding criminal homicide and police shootings (Bejan, Hickman, Parkin Pozo, 2018). Current research also suggests an under-reporting or misreporting on governmental websites such as The National Vital Statistics System (NVSS) (Feldman, Gruskin, Coull, Krieger, 2017). The creation of the Black Lives Matter Movement (BLM) in response to the shooting of Trayvon Martin has pushed these types of incidents to the forefront of media. The coverage, negative or positive have sparked conversation and research into these matters. Though racism, racial discord and the use of excessive force by police officers is not a new subject area, the seemingly increase of unarmed individuals being shot by police, social media encounters of racism and misuse of police resources by individuals reporting people of color for infractions such as studying in their dorms (Wootson, 2018) or hosting a barbeque (Fernow, 2018) have opened the door for more research (Bejan, Hickman, Parkin Pozo, 2018). One area of research questions the role of implicit bias in racial interactions, particularly in regard to police interactions with persons of color (Plant Peruche, 2005; Correll, Park, Judd, Wittenbrink, Sadler Keesee, 2007; Spencer, Charbonneau, Glasser, 2016). Implicit bias holds to the idea that individuals are unaware of their own biases that affect their behavior, often in a discriminatory manner (Selmi, 2018). Due to the ignorance of their own bias, behaviors and responses can be attributed to external influences and events, rather than recognizing the internal workings occurring (Plant Peruche, 2005). Coupled with this underlying theory is a response on ways to counteract implicit bias, specifically in police training. Police departments themselves are seeking ways to better train their officers in an attempt to reduce fatalities. Researchers, as well, are considering the implementation of cognitive-behavioral based training as well as exposure-based training in an attempt to minimize implicit bias, therefore reducing the number of police brutality incidents (Kawakami, Dovidio, Moll, Hermsen, Russin, 2000; Lai, Marini, Lehr, Cerruti, Shin, Joy-Gaba, Nosek, 2014; Plant Peruche, 2005). Cognitive-behavioral approaches to treatment focus on the observable or overt behavior as well as the non-observable or covert behavior. The theory examines the importance of the current environment, in this case, that of police encounters, and the development of problematic behaviors; excessive force or police brutality (Plante, 2011). Addressing the overt and covert behaviors through exposure to individuals of different ethnicities through computer simulation, real life intergroup experiences and counter stereotypical materials are areas of methodology under examination. Working to find a more adaptive response to perceived threat through counterconditioning, as well as behavioral rehearsal associated with high stress situations is of consideration as well (Spencer, Charbonneau, Glaser, 2016; Lai et al., 2014; Kawakami et al., 2000). Understanding the underlying behaviors and thought processes and addressing them with a multi-faceted treatment of cognitive behavioral and exposure techniques to address implicit bias within police training, may bring about a reduction in the use of excessive force and incidents of police brutality. This paper examines cognitive-behavioral approaches to reducing implicit bias, specifically looking assessing the effects of exposure training and counter-stereotyping as two successful means of treatment. Counterarguments to these treatments are also presented. Literature Review While some would like to believe they are living in a post-racial America, where race and racism is virtually non-existent, statistics reveal that over the last three years, concerns about racism and race relations has sharply risen to 47% in the United States (Swift Gallop, Inc., 2017). One of the underlying factors that researchers have found contributing to this increase is the number of highly publicized shootings of unarmed Black individuals (Swift Gallop, Inc., 2017). In response, current literature has looked to examine the possible underlying factors that are impacting this rise in shootings. Implicit bias has been considered as one of these elements of influence on these incidents. As previously mentioned, implicit biases are unconscious prejudices that individuals hold, typically toward another person and behaviors associated in response are often negative and discriminatory toward the object of these biases (Selmi, 2018). As an example of implicit bias at work, Eberhardt, Goff, Purdie, Davies (2004) found that the sight of a Black face could generate notions of crime, with the inverse true as well. If the mere thought of, or visual cue of a Black individuals presence could lead to this thought process, how much more so could it escalate a situation? These consequences of implicit bias are being addressed by researchers by seeking to counteract the biases themselves. Some have suggested embracing a colorblind ideology as a means to counteracting racism, and racial bias. Colorblind ideology, at its core seeks to remove color from the equation, and present itself as egalitarian and just, contributing acts of perceived racism to outlying factors. However, as Bonilla-Silva (2014) has discovered, it has simply enabled a new form of racism, allowing for the continuation of systemic racism, including in the realm of policing. While research provides varied means of treatment to reduce or neutralize implicit bias, current literature suggests that the most successful reductions occur with a combination of treatment approaches, namely cognitive-behavioral based training coupled with exposure-based training (Plant Peruche, 2005; Kawakami et al.,2000; Lai et al., 2014). Cognitive-Behavioral Based Training Cognitive-behavioral therapy became popular in the 1970s in response to recognition of limitations found within strict behavioral therapy, specifically the identification of the role that thoughts, attitudes and feelings had on behavior. This awareness brought about an integrative model of the current behavioral practices with more cognitive approaches. This integration recognized the importance of not only the observable outward behavior, but that of the inner workings of thought processes and emotions. Based upon principles of learning and the workings of experimental psychology, cognitive-behavioral therapy recognizes the function of behavior being influenced by thoughts, attitudes and feelings (Plante, 2011). With this understanding, researchers have sought to implement treatments based in this approach to reduce an individuals implicit bias, which should therefore reduce the behaviors associated with said bias. Exposure based training. An area of exploration in seeking to reduce implicit bias is through the avenue of exposure. Exposure based therapy can be a gradual process; slowly exposing an individual to something they fear, or it can occur all at once (Plante, 2011). In the case of implicit bias and policing, an officer may not be outright afraid of a person of color, yet, their underlying biases may manifest in rapidness to fire their weapon when encountering them in a high stress situation. One of the least risky forms of exposure found within the literature was that of a computer-based program. Within this study, officers were presented with images of Black and White men with either a weapon or a neutral object. Initially officers were more likely to fire their weapon in response to a Black face, regardless of the presence of weapon or not. Over time was found that over time, with repeated exposure to images of Black men and a neutral object, officer shootings decreased, and accuracy increased. Authors of the study correlated repeated non-threating exposure to Black men and lack of shooting by officers with a reduction in bias. (Plant Peruche, 2005). Exposure through intergroup contract has been suggested as way to reduce implicit bias in officers. Allport (1954) speculated that in order to reduce biases four criteria should be met. Individuals of the ingroup, in this instance, police, would meet with the outgroup, regularly, and were considered as holding equal status as humans, while seeking the same goal, in this case peace and reduced incidents, and this effort was supported by those in authority, then prejudice and bias could be reduced. Community based police programs, (Gill, Weisburd, Telep, Vitter, 2014) and collaboration with those considered to be the outgroup, in this case, those that are on the receiving end of bias, example of implementation of these elements. A meta-analysis of intergroup contact found that with increased contact, prejudice decreased. It was also found that the removal of choice for participation in intergroup contact within some studies found an actual greater decrease in prejudice than in studies where participants were given a choice. Results were found to be generalized outside of the specific members of the intergroup to members of the entire outgroup as well, even having had zero prior contact. While Allports (1954) four conditions for intergroup exposure strengthened the response, that is, prejudice was reduced, it was found that even apart from all requirements being met, that intergroup contact reduced prejudice (Pettigrew, Troup, 2006). By interacting regularly with individuals outside of their group, in a positive manner, implicit bias is reduced. Counter-prejudicial training Using counter-prejudicial training to change the response and action (excessive force and or shooting) outcomes in reaction to the presence of minority suspects. The focus of this training seeks to change the stereotypical narrative that invokes a negative response and replace it with a counter one. For example, if the stereotype is Black men are ?gangbangers who wear low riding pants and oversized shirts, dealing drugs in the streets, the narrative would replace it with a helpful Samaritan, who happened to be a Black man, intervening in a crime that is occurring. This is a simplistic example, however the idea behind it remains. Calanchini, Gonsalkorale, Sherman, Klauer (2013) conducted a study implementing counter-prejudicial narratives postulating the idea that if an individual could be trained to respond to images of Black men in a counter-prejudicial way, they could reduce the persons implicit biases, as well as reinforce the mental process that aid in diminishing the impact of biased associations. Participants were trained in either a counter-prejudicial manner or a pro-prejudicial manner, a control was not trained in either direction. Using images of neutral faced expressions of Black and White men, participants were primed with relating either a negative or positive wo rd to the image. Following this training, they were given an Implicit Association Test linking Black and White with either pleasant or unpleasant words. Results showed that training individuals in a counter-prejudicial manner showed less triggering of biased responses. However, they found that there was not an increase or decrease in biased responses from those trained in the pro-prejudicial manner. Calanchini et al.s (2013) findings are supported by current literature. Lai et al. (2014) conducted a comparative study of seventeen interventions for reducing implicit bias; one of these interventions was presenting a counter-prejudicial (counter-stereotypical) narrative. Within this vein, four different studies were conducted; a counter-narrative story, a counter-narrative story that places the participant within the story, images pairing the word ?good with the image of Black man and ?bad with a White man, and then only images of a Black man with the word good. Results showed involving the participant in the counter-stereotypic narrative greatly reduced implicit bias. It has been suggested that by re-training associations, there is an ability to negate stereotypes and prejudicial attitudes; in so doing, there is a reduction in implicit bias (Kawakami et al., 2000). Criticism and Counter Solutions. While there are numerous studies supporting the reduction of implicit bias throu gh cognitive-behavioral training; specifically using a counter-stereotypic presentation, there are suggestions within the literature that it (counter-stereotypic presentation) may not be the most effective means due to concerns about the longevity of effect (Burns, Monteith, Parker, 2017). An alternative proposition is found in motivation, by either internal or external influence, and its relation to self-regulation in the reduction or suppression of implicit bias (Devine, Plant, Amodio, Harmong-Jones, Vance, 2002; Hausmann, Ryan, 2004). The source of motivation for individuals to not express prejudicial attitudes may be more effective is the source is an internal motivation. The desire to not appear prejudice due to external pressure, i.e. it is not acceptable, may not be strong enough to control those attitudes privately. However, an internal desire to consciously not act or appear prejudice may strengthen the ability to overcome implicit bias (Butz Plant, 2009). Studies have found, those with higher levels of internal motivation were able to regulate prejudicial attitudes in a variety of situations and varying levels of pressure. Whereas those whos motivation was strictly external were unable to manage prejudicial attitudes in situations that placed them in a position with higher pressure and little control (Burns et al., 2017; Butz Plant, 2009). Furthermore, when individuals were made aware of their biased behaviors, thoughts or actions, and these actions were not in alignment with their personal convictions, it created feelings of guilt. These incongruencies between actions and personal convictions led to a greater reduction in implicit bias (Butz Plant, 2009; Lai, Hoffman, Nosek, 2013).

Top Books on Mars - The Red Planet

Accentures Strategy And Analytical Capabilities - 1593 Words

1. Hard to Duplicate - Accenture s strategy and analytical capabilities is hard to duplicate by its competitors. For example Accenture has launched the Accenture Insights platform, a cloud based, end-to-end analytics solution designed to simplify analytics and deliver real time actionable insights to businesses for a competitive advantage. Comprised of an integrated suite of leading technologies, consumption-based commercial arrangements, and enterprise support, the platform is a flexible Analytics-as-a-Service solution designed to help a range of business users, from the C-suite to data scientists, make data-driven decisions that can solve business issues and create new opportunities. The Accenture Insights Platform can increase an organization’s speed to insight, decision-making and business outcomes. The platform has a preconfigured, industrialized end-to-end architecture that typically can be provisioned within 24 hours and generate initial actionable analytics insights in weeks, as opposed to conventional approaches that can take months. Centralized cloud management capabilities are provided via the Accenture Cloud Platform, a multi-cloud management platform. 2. Uniqueness - There is no single path to follow to become an analytic competitor, and the way every company uses analytics is unique to its strategy and market position. Accenture s use of analytics has always been unique to acquire the market position. Accenture, in telecommunication industry uses bundleShow MoreRelatedCase Study Review of Accenture2159 Words   |  9 PagesRunning head: CASE STUDY REVIEW OF ACCENTURE Case Study Review of Accentures Global Knowledge Management System Joseph M. 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Sarah Birgel Essay Example For Students

Sarah Birgel Essay Writing WorkshopMr. Raymond3-1-2004Starting Early, Starting LateMany high school students are tired during the school day,distracting them from their studies. This causes bad grades, irritableteachers, unhappy parents, and nothing gets accomplished. Studies have suggested that the average adolescent brain doesnt evenbegin to function until around 9:30 am. Although some believe this to bematter of opinion, many schools already use the suggested later arrivaltime, so their students can be ready to learn when they arrive at school. Another thing that everyone knows or remembers about high, school isall of the homework that needs to be done for tomorrow. Plus projects thatare due, persuasive essays that need written, and the time you need to be ateenager. Most students even have so much work that theyll stay up allnight just to get it done. When needing a minimum of 9 hours of sleep as ateenager, getting up at 6:30 to be ready for school is just not enoughtime. Its easy to think that students will just procrastinate even more,but the average teenager is smarter than you may think. It sounds absurd to think that students sleep during the school day. The fact is that many students fall asleep during class. Remember thatsleep isnt something you can make yourself not want. Throwing water onyour face, listening to loud music, or taking a shower cannot make yourbodies craving for sleep disappear. The fact is puberty demands moresleep. There are also risks involved with not getting enough sleep. Mostpeople will be very sleepy and drowsy during the day, mood and behavioralproblems, and even increased vulnerability to drugs and alcohol. Thesethings could also develop more into serious sleeping disorders. Expertsadvise to not read or watch television shows when unwinding from a day atschool or work. Mary Carskadon of Brown Universitys School of Medicineeven believes that students dont need anymore sleep than adults do, butCarskadon still recommends that the school start time should be later inthe daytime. The average high school student just needs a little slack every oncein a while; they need a way to cope with being a teen. Sleep may not solvetheir problems, but it definitely helps in the long run.

Philippine Revolution and Fort Santiago free essay sample

After being held prisoner in Barcelona, Rizal was ordered by General Eulogio Despujol that he would be shipped back to Manila via the transport ship Colon. On board the vessel, Rizal was told that the Madrid newspapers were full of stories about the revolution in the Philippines and were blaming him for it. News of Rizals predicament reached his friends in Europe and Singapore. They dispatched telegrams to an English lawyer in Singapore to rescue Rizal from the Spanish steamer by means of a writ of habeas corpus. The writ, however, was denied and Rizal remained prisoner in the ship. The Colon reached Manila on November 3, 1896 and Rizal was then quietly transferred to Fort Santiago. The preliminary investigation began a few days later, with Colonel Francisco Olive acting as the Judge Advocate. Two kinds of evidence were presented against Rizal, namely documentary and testimonial. Documentary evidence included letters which allegedly implicate Rizal in the Propaganda movement, several transcripts of speech wherein his name was used by the Katipunan, as well as several of his poems which were highly nationalistic in nature. We will write a custom essay sample on Philippine Revolution and Fort Santiago or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Testimonial evidence, on the other hand, consisted of the oral testimonies of Rizals various acquaintances. After the preliminary investigation, the Judge Advocate General, Don Nicolas de la Pena, submitted the following recommendations: (1) the accused be immediately brought to trial; (2) he should be kept in prison; (3) an order of attachment be issued against his property as an indemnity; and (4) he should be defended in court by an army officer. Such army officer who acted as his defense counsel was Lt. Luis Taviel de Andrade, chosen by Rizal himself. The information of charges was later on formally read to Rizal in his prison cell. He was accused of being the principal organizer and the living soul of the Filipino insurrection, the founder of societies, periodicals and books dedicated to formenting and propagating ideas of rebellion. Rizal raised no objections to these charges; however, he pleaded not guilty to the crime of rebellion. On December 15, Rizal wrote a manifesto in his prison cell at Fort Santiago appealing to his people to stop the necessary shedding of blood and to achieve their liberties by means of education and industry. General de la Pena, however, recommended to the newly installed Governor General, Camilo de Polavieja, that the manifesto be suppressed. Thus, it was never issued to the people. The trial of Rizal commenced on December 26, 1896 at the Cuartel de Espana. Although Rizal was a civilian, he was tried by a military court composed of alien military officers. The prosecuting attorney, Lt. Enrique de Alcocer, delivered a long speech summarizing the charges against Rizal and urged the court to give the verdict of death to the accused. Afterwards, Defense Counsel Andrade then took the floor and read his eloquent defense of Rizal. He ended his defense with a noble admonition to the members of the military that the judges be just and not vindictive. His admonition fell on deaf ears. Despite all valid pleadings, the military court, vindictive as it was, unanimously voted for the sentence of death. Polavieja affirmed the decision of the court martial and ordered Rizal to be shot at 7:00 in the morning of December 30, 1896 at Bagumbayan Field. Rizals Last Day and His Execution Rizal spent his last 24 hours in his death cell where he received members of his family and writes his letter of farewell, the first one to his second brother Ferdinand Blumentritt. He gave his sister, Trinidad, an old petroleum lamp and whispered to her in English that there is something inside the lamp. Thus is Rizals famous farewell poem Ultimo Adios, (Last Farewell) was found. Rizal was said to have married his Irish girlfriend according to Catholic rites in the very last hours of his life, after living with her for sometime in Dapitan. They were previously married civilly. On the morning of December 30, 1896, Rizal set on his walk from Fort Santiago to the Bagumbayan square, the same place where the three priests had been killed in 1872, now Luneta Park, in the center of Manila at 6:30 oclock. Many details were told about this walk; how Rizal, on this walk, told the priest accompanying him of his earlier strolls in that place; how the military doctor admired the normal pulse rate of Rizal shortly before his execution; how Rizal requested that he be shot in the chest, which was denied him; how he forgave all those involved in his execution. The Spanish authority set up the ceremony like a fair. Hundreds of men and women of the Spanish colony appeared in their best clothes in order to celebrate the death of their enemy. Troop units were paraded; a musical band celebrated the death of Rizal by playing the national anthem continuously. The firing squad was composed of Filipino soldiers of the colonial army, but behind them stood a detachment of Spanish soldiers with muskets leveled at their brown comrades in case they should refuse to shoot their countryman. Rizal, ready and calm, took his position opposite his executioners. Roll of drums and a volley of artillery accompany the firing of the soldiers. And even at the moment of his fall, Rizal turns his body so that he ends up lying on his back, with his face to the sun. The elegant Spanish ladies wave their handkerchiefs, the Gentlemen applaud. And while the Filipinos see the execution in enraged silence, calls of Viva Espan;a! resound thunderously. The execution of Rizal stirred emotions all over the world. The newspapers, which otherwise hardly took notice of this distant country reported about the execution. The international prestige of the Spanish colonialism, already discredited, suffered a heavy blow. Indeed in the Philippines itself, the death of the man, who for millions ot people had been the embodiment of uprightness, of tolerance, of kindness and helpfulness, but above all of liberalism, of freedom and independence, had the effect of a beacon. Thousands of those who hesitated, who were undecided, who were afraid perceived the death of Rizal as a mute call to join up with the revolutionaries whose ranks swelled in the weeks and months that followed.