Biography of Isabella dEste, Patron of the Renaissance

Biography of Isabella d'Este, Patron of the Renaissance Isabella dEste (May 19, 1474–February 13, 1539) was a patron of Renaissance learning, arts, and literature. She was actively involved in political intrigues among the nobles of Europe. Isabella left behind a voluminous correspondence of more than 2,000 letters, which provide much insight into the world of the Italian Renaissance. Fast Facts: Isabella d'Este Known For: Patron of the Italian RenaissanceBorn: May 19, 1474 in Ferrara, ItalyParents: Ercole I dEste and Eleanor of NaplesDied: February 13, 1539 in Mantua, ItalySpouse: Francesco Gonzaga (m. 1490-1519)Children: 8 Early Life Isabella dEste was born into the noble Ferrara family of Ferra, Italy on May 19, 1474. She may have been named for her relative, Queen Isabella of Spain. She was the eldest in her large family, and, according to contemporary accounts, was her parents favorite. Their second child was also a girl, Beatrice. Brothers Alfonso- the family heir- and Ferrante followed, and then two more brothers, Ippolitto and Sigismondo. Education Isabellas parents educated their daughters and sons equally. Isabella and her sister Beatrice both studied Latin and Greek, Roman history, music, astrology, and dancing. Isabella was accomplished enough in politics to debate with ambassadors when she was only 16. When Isabella was six, she became betrothed to the future fourth Marquis of Mantua, Francesco Gonzaga, whom she met the following year. They were married on February 15, 1490. Gonzaga was a military hero, more interested in sports and horses than in arts and literature, though he was a generous patron of the arts. Isabella continued her studying after her marriage, even sending home for her Latin books. Her sister Beatrice married the Duke of Milan, and the sisters visited each other often. Isabella was described as a beauty, with dark eyes and golden hair. She was famous for her fashion sense- her style was copied by noble women throughout Europe. Her portrait was painted twice by Titian and also by Leonardo da Vinci, Mantegna, Rubens, and others. Patronage Isabella, and to a lesser degree her husband, supported many of the Renaissances painters, writers, poets, and musicians. Artists with whom Isabella was associated include Perugino, Battista Spagnoli, Raphael, Andrea Mantegna, Castiglione, and Bandello. Also part of the court circle were figures such as writers Ariosto and Baldassare Castiglione, architect Giulio Romano, and musicians Bartolomeo Tromboncino and Marchetto Cara.  Isabella also exchanged letters with Leonardo da Vinci over a six-year period after his visit to Mantua in 1499. Isabella collected many pieces of artwork over her lifetime, some for an art-filled private studio, essentially creating an art museum. She specified the content of some of these by commissioning particular works. Motherhood Isabellas first daughter Leonora Violante Maria was born in 1493 or 1494. She was named for Isabellas mother, who had died not long before the birth. Leonora later married Francesco Maria della Rovere, the Duke of Urbino. A second daughter, who lived for less than two months, was born in 1496. Having a male heir was important to Italian families in order to pass titles and lands within the family. Isabella had been given a gold cradle as a gift at her daughters birth. Contemporaries cited her strength in putting aside the cradle until she finally had a son, Federico, in 1500. A Ferrara heir, he later became the first duke of Mantua. A daughter Livia was born in 1501; she died in 1508. Ippolita, another daughter, arrived in 1503; she would live into her late 60s as a nun. Another son was born in 1505, Ercole, who became a cardinal and was nearly selected in 1559 to serve as Pope. Ferrante was born in 1507; he became a soldier and married into the di Capua family. Arrival of Lucrezia Borgia In 1502, Lucrezia Borgia, the sister of Cesare Borgia, arrived in Ferrara to marry Isabellas brother Alfonso, the Ferrara heir. Despite Lucrezias reputation- her first two marriages did not end well for those husbands- it appears that Isabella welcomed her warmly at first, and others followed her lead. But dealing with the Borgia family brought other challenges to Isabellas life. She found herself negotiating with Lucrezias brother Cesare Borgia, who had overthrown the Duke of Urbino, the husband of her sister-in-law and friend Elisabetta Gonzaga. As early as 1503, Isabellas new sister-in-law Lucrezia Borgia and Isabellas husband Francesco had begun an affair; passionate letters between the two survived. As might be expected, Isabellas initial welcome to Lucrezia turned to a coolness between them.​ Husbands Capture In 1509, Isabellas husband Francesco was captured by the forces of King Charles VIII of France and was held in Venice as a prisoner. In his absence, Isabella served as regent, defending the city as commander of the citys forces. She negotiated a peace treaty that provided for her husbands safe return in 1512. After this episode, the relationship between Francesco and Isabella deteriorated. He had already begun to be publicly unfaithful before his capture and returned quite ill. The affair with Lucrezia Borgia ended when he realized he had syphilis. Isabella moved to Rome, where she was quite popular among the cultural elite. Widowhood In 1519, after Francesco died, Isabellas eldest son Federico became the marquis. Isabella served as his regent until he came of age, and after that, her son took advantage of her popularity, keeping her in a prominent role in the governing of the city. In 1527, Isabella bought a cardinalate for her son Ercole, paying 40,000 ducats to Pope Clement VII who needed money to face attacks by Bourbon forces. When the enemy attacked Rome, Isabella led the defense of her fortified property and she and many who had taken refuge with her were spared. Isabellas son Ferrante was among the Imperial troops. Isabella soon returned to Mantua, where she led the citys recovery from illness and famine that killed almost one-third of the population. The following year, Isabella went to Ferrara to welcome the new bride of Duke Ercole of Ferrara (son of Isabellas brother Alfonso and Lucrezia Borgia). He married Renà ©e of France, daughter of Anne of Brittany and Louis XII. Ercole and Renà ©e had been married in Paris on June 28. Renà ©e was herself a well-educated woman, a first cousin of Marguerite of Navarre. Renà ©e and Isabella maintained a friendship, with Isabella taking a special interest in Renà ©es daughter Anna dEste. Isabella traveled quite a bit after her husbands death. She was in Bologna in 1530 when Emperor Charles V was crowned by the pope. She was able to convince the Emperor to raise her sons status to that of duke of Mantua. She negotiated a marriage for him to Margherita Paleologa, an heiress. They had a son in 1533. Death Isabella became ruler in her own right of a small city-state, Solarolo, in 1529. She actively governed that territory until she died in 1539. Legacy Isabella is best remembered for her support of numerous now-famous artists, including Michelangelo, da Vinci, and Raphael. Artist Judy Chicago- whose work explores the role of women in history- included Isabella dEste in her famous piece The Dinner Party. Sources Bonoldi, Lorenzo.  Isabella dEste: A Renaissance Woman. Guaraldi, 2016.Marek, George.  The Bed and the Throne: The Life of Isabella DEste. Harper Row, 1976.Julia Cartwright. Isabella DEste, Marchioness of Mantua. E.P. Dutton, 1903.

Social implication of medical issues; case scenario millers family Essay

Social implication of medical issues; case scenario millers family - Essay Example In our case, Lucy who is a collage student turned to drugs a way to cope with the family environment. In her family tree, most of the elders have suffered a chronic disease. The fear of knowing whether she is next or not has led her to turn to drugs as a means of escape. On top of that, she has been diagnosed with the bi polar disorder. This means that the condition that the family environment is in is pushing her emotions and mental capabilities to being a drug addict with a condition. Her parents and grand parents have been suffering from conditions that push her mentally. Many believe that these conditions are hereditary and might affect them in the near future. In the past, persons with the bipolar issue may have been called essentially irritable or even crazy on occasion. Later, the finding was called manic-despondency. While this term is still occasionally utilized, the, for the most part, acknowledged term is "bipolar dissection". The pair real periods of bipolar protest are l unacy and sadness. There are different features of the sickness, yet they are all parts of the two. About 1 percent of the masses might be seen to have bipolar conditionÃ'ŽCraziness could be further separated into two classifications: hypomania and out and out lunacy. Hypomania is basically a state of extraordinary vitality and frequently high gainfulness. The individuals who never surpass this point in bipolar protestation could be incredible sales representatives or high-controlled men good to go.

Housing segregation in the us Research Paper Example | Topics and Well Written Essays - 2250 words

Housing segregation in the us - Research Paper Example Gotham (2000, p. 13) found out that while housing subsidy housing programs created a situation for a great number of white families to buy â€Å"new† housing units in suburban areas, African American families were only able to buy â€Å"existing† homes in â€Å"racially transitional neighborhoods† in the inner city. Gotham (2000, p. 13) interpreted his data to mean that his research corroborated research that showed that the â€Å"market-centered† focus of federal housing policy has created obstacles to the â€Å"ability of African Americans to accumulate wealth through home ownership and reinforced racially segregate housing patterns.† For Gotham, the culprit is Section 235 of the 1968 Housing Act that â€Å"was designed to shift the focus of federal housing policy away from dispensing aid to local housing authorities for building public housing to providing direct supply-side subsidies to the private sector to stimulate home ownership for nonwhit es and the poor† (2000, p. 13). Taking off from the work of Oliver and Shapiro (1995), Gotham argued (2000, p. 14) that the operation and implementation of the United States 1968 housing program is an example of the â€Å"racialization of state policy.† Citing the study of Massey and Denton (1993), Gotham (2000, p. 15) specifically pointed out Kansas City as one of the United States’ prime examples of â€Å"hypersegregated metropolitan areas due to the high degree of segregation in housing patterns on a range of indices.† Gotham (2000, p. 16) blames the â€Å"segregative effects of federal housing policies and programs, and private real estate activity† for the hypersegregation. In addition, Gotham said (2000, p. 17) â€Å"the various economic and political dimension of housing-related activities have been conducted through an organized and interconnected system of racial discrimination.† At the same time, Gotham (2000, p. 17) also pointed out racial discrimination was

Fluency in a Foreign Language Essay Example for Free

Fluency in a Foreign Language Essay Thesis: Fluency in a foreign language should be required for all students before graduation from high school. Introduction: In a world of advancing technology and higher education, it is imperative that students take the time to develop unique talents and skills in order to gain a competitive edge over the average individual. I. Fluency in a foreign language builds character. A. The time and commitment required from students to learn an entire new alphabet and vocabulary builds diligence. B. The achievement realized by students as they begin to understand and converse in a second language produces confidence. II. Fluency in a foreign language builds life skills. A. The ability to converse fluently in another language with an entirely new realm of people builds communication skills. B. The readiness to alternate between languages with family and friends builds flexibility skills. III. Fluency in a foreign language creates unique opportunities. A. Fluency in a foreign language gives unique traveling opportunities. B. Fluency in a foreign language creates unique job opportunities Fluency in A Foreign Language Should Be Required For All Students Before Graduation From High School In a world of advancing technology and higher education, it is crucial that students take time to develop unique talents and skills which will give them a competitive edge over the average individual. Though many doubt the ability of fluency in a foreign language to advance students in society, businesses, educational systems, governmental offices, and health care departments are all eager to hire students with skills in foreign languages. As globalization becomes more prevalent, foreign language skills are quickly becoming a vital factor in preparation for the future. Fluency in a foreign language should be required for all students before graduation from high school. First of all, fluency in a foreign language builds character. The time and commitment required from students to learn an entire new alphabet and vocabulary builds diligence. According to Walter Pauk, a prominent professor of education at Cornell University, developing an open mind to new phrases and grammar structures along with finding the time required to practice them are two difficulties commonly encountered when studying a foreign language (Pauk 2). Young mindsets are impressionable, and habits are installed early on as students begin to discover and incorporate grammatical structures particular to their mother tongues. In order to break these habits, students in foreign language study must constantly open their minds to accept new rules that are introduced. While relearning and sounding out basic vowels, students must also adjust to sentence patterns that have been completely inverted. Students learn to work efficiently with limited time allowances available between their busy schedules of daily life, striving to move beyond formerly learned language habits. Distractions are pushed aside as students repeat new sentence patterns, rewrite new alphabets, and reread literature that seems to make no sense. The Department of Education from the University of Pennsylvania reports, â€Å"The nature of language immersion teaches students how to stick to difficult tasks. This diligence translates to better performance on exams, because students will be more likely to persist on challenging problems† (in White 2). Regardless of how difficult a task appears to be, students who have mastered another language view the situation simply as one giant project to be conquered bit by bit. Constant and sincere effort spent learning a foreign language produces a firm determination in students to persevere and achieve their set goals. While the important character trait of diligence is being formed through foreign language study, the achievement realized by students as they begin to understand and converse in a second language is also producing a separate character trait of confidence. Introductory lessons in a foreign language start out as seemingly impossible to master, yet in due time begin to make sense. Excitement escalates as the brain starts functioning in another language and continues beyond the first few lessons alone. Dincay, a professor at Istanbul Arel University, notes, â€Å"the feeling of accomplishment that comes with [students’] first steps toward a second language can spur them on to a deeper and broader passion for learning in general† (Dincay 1). Students who reach an expertise level in foreign language carry that same capability acquired first through language studies over into other realms of life, producing competent results beyond areas concerning language alone. In her article, â€Å"Benefits of Being Bilingual,† Marcos writes, â€Å"Studies suggest that persons with full proficiency in more than one language (bilinguals) outperform similar monolingual persons on both verbal and nonverbal tests of intelligence† (Marcos 1). Proficiency in a foreign language develops a needed sense of accomplishment in students, enabling them to move on and conquer other tasks and responsibilities with rare poise and fortitude. They realize that unlike monolinguals, their lives are not confined to one culture alone, but can easily extend to impact an incredible realm of people throughout their lives. Fluency in a foreign language builds character traits such as diligence and confidence, both needed in daily life yet hard to produce. Secondly, fluency in a foreign language builds life skills. The ability to converse fluently in another language with an entirely new realm of people builds communication skills. Students unfamiliar with another country’s language will find it more difficult to understand and accept the specific guidelines associated with the language; however, as Ting-Toomey, professor of Human Communication studies at California State University, writes in her book, â€Å"To the native speakers, the rules of their language make perfect sense and are naturally more logical than those of any other languages† (Ting-Toomey 86). Fluency in a foreign language carries students far past the simple phrases of â€Å"Hello,† â€Å"How are you,† and â€Å"I love you,† and allows them, like the natives, to converse comfortably through a completely foreign vocabulary and grammatical set-up. Once students comprehend and begin to intelligently utilize a foreign language, they are able to understand and relate to the society and culture in a way that many never will. Ted Ward, Dean of International Studies and Missions for a time at Trinity Evangelical Divinity School, writes in his book that â€Å"a highly competent level of [foreign] language skill allows [students] to conceive ideas and communicate them in a way that is synchronous with those of the people of the host culture† (Ward 154). Whereas monolinguals are often confined to the society of others who speak their language, students fluent in a foreign tongue are free to get involved in a second world. Benefits produced from the time and effort spent in mastering another language include filling out visa forms, reading public newspapers, and ordering from local restaurant menus with ease. Teaching, debating, and participating in discussions with words and phrases making the most sense to native speakers are yet other privileges opened up to students with foreign language skills. Along with better communication, the readiness to alternate between languages with family and friends builds flexibility skills. Bhattacharjee, author of the article â€Å"Why Bilinguals Are Smarter,† states, â€Å"In a bilingual’s brain both language systems are active even when he is using only one language, thus creating situations in which one system obstructs the other† (Bhattacharjee 1). Students must constantly determine which language their listeners will understand and recall the correct words and grammatical format to use with that particular language. Though it might seem terribly overwhelming at first, Bhattacharjee concludes that â€Å"this interference . . . isn’t so much a handicap as a blessing in disguise [,] . . . [forcing] the brain to resolve internal conflict, giving the mind a workout that strengthens its cognitive muscles† (Bhattacharjee 1-2). Students fluent in a foreign language respond immediately to one picture, sentence, or idea with two answers from two different languages. Sometimes one particular language carries a better explanation or definition than another, and for the student fluent in a second language, the opportunity is open to decide which language better suits certain situations. Definitions go beyond one explanation alone, and society life is extended to two worlds rather than one. Students can be taught, or teach others from two vastly different spheres of humanity and not be overwhelmed. Third and finally, fluency in a foreign language creates unique opportunities. Fluency in a foreign language gives unique traveling opportunities. While discussing various advantages given to foreign language students, Dincay shares that although thousands of people gain from their travels across the globe each and every year, it is the bilingual students, particularly, which receive the much broader traveling experience. While everyday tourists remain simply outsiders peering through a glass into another country’s unique culture, those familiar with and fluent in the native tongue are able to step beyond that glass barrier and enjoy their visits with full easy and liberty (Dincay 2). Whether visiting historical landmarks, using public transportation systems, or shopping in local markets, students fluent in the foreign language of the country are not restricted to taking pictures, relying on others’ directions, or following suggested prices. They may raise questions over history, follow posted transportation signs, and bargain for better values. Fluency in a foreign tongue gives traveling students an opportunity to stand out with something special that most tourists cannot claim. In his book Why Johnny Should Learn Foreign Languages, Huebener states, â€Å"The American businessman who can speak the foreign tongue fluently and who can make intelligent comments on the art and literature of the country will gain not only the business but also the respect of the person he is dealing with† (Huebener 46). Tremendous time and energy are required to reach fluency in a language, and communicate incredible care and consideration to the country’s citizens as the student is seeking to enter their world and communicate with them on a much more intimate level than sign language alone. Many societies take great pride in their native language and culture and when another individual has developed a firm knowledge and unders tanding of it, the natives, in turn, form a strong appreciation and respect for these students that many outsiders have not taken the time to earn. Fluency in a foreign language does not only create unique traveling opportunities, but also gives unique job opportunities. As the world advances in higher education and technology, men across the globe are seeking to make resources available to all. As one director in the Center for Applied Linguistics shares, â€Å"The need for individuals who can speak and understand languages other than English is acute . . . from business and social services to national security and diplomacy† (Malone et al. 1). A stronger focus on internationalism is emerging, making interaction with people from different linguistic backgrounds inevitable. Washington State University advertises a brochure that considers careers such as â€Å"government, business, law, medicine and health care, teaching, technology, the military, communications, industry, social service, and marketing† to be promising fields for students fluent in a second language, namely because â€Å"an employer [sees them] as a bridge to new clients or customers† (â€Å"Knowing Other Languages Brings Opportunities† 2). Students fluent in a foreign language can easily connect businesses with customers from a wide array of linguistic backgrounds and handle international business without hiring outsiders to translate. Proficiency in a second language is a skill envied and sought after by several employers as they seek to hire a staff to serve and elevate their organization to its maximal potential. Fluency in a foreign language should be required for all students before graduation from high school. The advantages produced from foreign language fluency are incredible and the opportunities limitless. Students are set up for successful futures in modern society as they leave high school and transition into the career world as young adults, able to communicate freely and work confidently in global communities around the world. The foundation laid is vital for young people going out to begin their adult lives in today’s world. Bibliography Bhattacharjee, Yudhijit. Why Bilinguals Are Smarter. The New York Times. The New York Times, 17 Mar. 2012. Web. 15 Oct. 2012. Budig, Gene A. Foreign Language Study Vital to U.S. Students. Lawrence Journal World (8 May 2010): SR12. LJWorld.com. Web. 9 Oct. 2012. Dincay, Turgay. Advantages of Learning a Foreign Language at an Early Age. Todays Zaman. Todays Zaman, 25 Nov. 2011. Web. 9 Oct. 2012. Hawkins, Eric W. â€Å"Foreign Language Study and Language Awareness.† 1999: 124-42. Web. 2 Nov. 2012. Huebener, Theodore. Why Johnny Should Learn Foreign Languages. Philadelphia: Chilton Company, 1961. Print. â€Å"Knowing Other Languages Brings Opportunities.† New York: Washington State University, n.d. Foreign Languages and Cultures. Washington States University. Web. 4 Nov. 2012. Malone, Margaret E., et al. Attaining High Levels of Proficiency: Challenges for Foreign Language Education in the United States. CAL.org. Center For Applied Linguistics, 2005. Web. 2 Oct. 2012. Marcos, Kathleen M. Benefits of Being Bilingual. CAL.org. Center For Applied Linguistics, n.d. Web. 09 Oct. 2012. Pauk, Walter. Studying Foreign Languages. UWEC.edu. University of Wisconsin-Eau Claire, 13 Jan. 2012. Web . 7 Oct. 2012. Ting-Toomey, Stella. Communicating Across Cultures. New York: Guilford, 1999. Questia. Questia. Web. 2 Nov. 2012. Ward, Ted W. Living Overseas: A Book of Preparations. New York: Free Press, 1984. Print. White, Mercedes. Language Immersion Classrooms: Programs Are Popular, Diligence Translates to Performance. Deseret News. Deseret News.com, 29 Jan. 2012. Web. 1 Nov. 2012.

Frankenstein essay :: English Literature

Frankenstein essay The monster is called such because of his appearance; Frankenstein could be judged a monster because of his actions. Who do you think is most monstrous and why? Support your opinion with references to Shelly’s book, Pullmans play and any other interpretations you have seen. To answer this question we must first define the term monster. There are many ways a person can be a monster. If someone does not look good they are defined as a monster, if someone kills people they are defined as a monster, and if their beliefs are different to ours we also call them a monster. Keeping all this in mind it is very hard to label someone or something a monster, but in this essay I will try to describe who is more monstrous- the creator Frankenstein or his creation the monster. Frankenstein could be called a monster because he is trying to play god. He created the monster from the bodies of the dead so this makes him a monster because he will be causing masses of emotional pain to the relatives of the dead. However this could also be a strong proof of his humanity because his experiments show the curious nature that is in every human; he has just taken it one step further and decided to act on his curiosity. Atheist’s who don’t believe in life after death could even call him good hearted because he is recycling! Another reason for Frankenstein being monstrous is that he decided to try and play god a second time when he wanted to create the monster a bride. However this was done at the monsters request so it could be argued that this shows the humane side of Frankenstein because it shows compassion for others. He realized the monster was lonely so decided to create him a companion. The monster could be called more monstrous than Frankenstein because of two reasons. One he looks like a monster and as he is made from the rotting flesh of dead he probably smells like one too. The second reason is because he kills innocent people; this is portrayed in all versions of the story that I have seen/read so far. Pullmans play explains the murder by saying it was a revenge act against Frankenstein who in abandoning him caused him lots of emotional pain. The monster wanted to see him hurt. Most versions of the story agree with this view but brook’s version explains the murder of the child as an experiment. The monster had seen flowers can float so wanted to see if humans could float as well.

Texting vs. Drinking While Driving

Kameron Colley Maribeth Farr English 101 October 3, 2012 Texting While Driving vs. Drinking While Driving Texting and drinking while driving are very serious. Many negative things can be avoided by someone choosing to make the right decisions. While driving the person's undivided attention should be focused on the road and surroundings ahead. A person never knew what could happen while driving. Texting while driving are similar because they both have consequences, are a distraction, and can be fatal. The first way texting and drinking while driving are similar is because they both have consequences.If someone is texting while driving they are increasing not only the possibility of killing themselves but of killing someone else. If someone is caught texting and driving, the officer in charge is responsible for issuing them a ticket or fine. Also, points will be marked off against their driver's licenses. If someone is caught driving under the influence, the officer in charge is requir ed to arrest the driver. Once they are in custody a fine will be issued, alcohol classes are scheduled, and the person's drivers license will be suspended or revoked.The consequences can easily be avoided by choosing to make the right decisions. The consequences behind texting and drinking while driving should not be taken lightly. The second way texting and drinking while driving are similar is because they are both a distraction from driving. While texting and driving the person is paying more attention to their phone than the road. The average text message takes a person's eyes off the road for an average of five seconds. This means they are driving blindly, unaware of their surroundings increasing their chances of wrecking.Drinking while driving is a serious hazard not only to the person driving, but the people surrounding them. Drinking while driving is a distraction because the person is mentally unstable. This causes the person not to be capable of driving. The amount of brai n activity that is focused on driving is reduced because they are unable to focus on their surroundings. Choosing not to text or drink while driving increases your ability to concentrate on the road. The distraction behind texting and drinking while driving is something people should really consider before choosing to make a decision that could be dangerous.The final way texting and drinking while driving are similar is because they both can be fatal. When a person is texting and driving they are not completely focused on the road. This could cause them not to see the person, vehicle, or object in front of them. Drinking while driving can be fatal because the person is mentally unaware of the road or their surroundings. A person being mentally unstable increases their chances of wrecking. How would someone feel knowing that they could of prevented the accident. They could of kept from taking someone's life or their own by just following the law and making the right decisions.Fatalit y is something that can be easily prevented if people would only choose to not text and drink while driving. Texting and drinking while driving are similar because they both have consequences, are a distraction, and can be fatal. A person is not capable of concentrating on the road while texting and drinking while driving. Many wrecks, injuries, and fatalities are caused by texting and drinking while driving everyday. Only if people would choose to make the right decisions, the wrecks could easily be avoided.

The Ladies Room Commercial By Secret Deodorant - 1601 Words

Courage can be found in the most unexpected places. In the ladies room commercial by Secret deodorant. Dana, a transgender female feels discomfort while leaving the restroom after she hears a group of women enter. She then stays in the restroom, and finally finds the courage to go outside. This commercial illustrates the fear that members of the transgender community face in a seemingly non harmful place like the restroom. Through appeal to higher order needs, credibility and appeal to broad cultural values, the commercial effectively persuades millions of American women about the fear that many men and women feel around the world. One of the most important human need is acceptance. Humans strive to appear normal as much as possible. Unfortunately, normality is often associated with heterosexuality and binary genders which is a myth Secret dispels in this commercial. The commercial utilizes an appeal to a higher order need of humans to be accepted as normal to send a social message. The commercial does not persuade its audience of women, that in order to be normal they must use secret deodorant, rather it persuades them to understand that despite their differences they are accepted and are fit to use the deodorant. This persuasion technique is effective because minorities frequently feel the urge to assimilate with the majority, but with Secrets message which says â€Å"there is no wrong way to be a women†, the brand displays an awareness that the definition of normal is fluid.Show MoreRelatedEssay about how to16439 Words   |  66 Pagesrights reserved. This book or any portion thereof may not be reproduced or used in any manner whatsoever without the express written permission of the publisher except for the use of brief quotations embodied in critical reviews and certain other non-commercial uses permitted by copyright law. Disclaimer The events described and the advice that has been given in this book is based on my experiences as a womaniser. For privacy and confidentiality reasons, I have made certain changes, altered identifying