Design Opt of Engine Valve free essay sample

DESIGN OPTIMIZATION OF ENGINE VALVE (PROFILE RADIUS AND DISH PARAMETER) Objective: The main object of this project is to reduce the material from profile radius and dish parameter. This project mainly concentrates on design and analysis of stress, buckling analysis, fatigue analysis, heat treatment condition on wear resistance and comparing the results with the current valve results. Introduction: In order to save material several design principles are explained. These are derived from the properties of material, the kind of mechanical stress, the solution to the design problem, the structure, the manufacturing technology and the product use. The recommendations have a more qualitative and strategic character and have to be optimized and adapted to the individual designs. With a design the engineer strongly influences the required amount and kind of material necessary to build the product. Using several examples, this article gives an overview of the general strategies and principles for a material-saving design, which helps to combine knowledge of mechanics and design methodology and supports their application in industry. We will write a custom essay sample on Design Opt of Engine Valve or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Recently, it has been expected that high carbon alloy valves will be adopted at extremely high rate to car engines where higher engine performance is required than in automobiles. However, there were difficulties with respect to reliability required for motorcycle engines. The reason for this is that engine valves of car engines are not only smaller in stem diameter, but also used at a higher maximum engine speed than those of automobile engines. This study is about a material reduction of high carbon alloy engine valves that meet reliability requirements in motorcycle engines. Project scope: Since, lighter in weight than conventional heat resistant steel engine valves, they possess a number of advantages promising increase in engine power, downsizing of engine, improvement of acceleration response, fuel economy, and reduction in engine noise. These advantages are schematically

The opening of Educating Rita Essay Example For Students

The opening of Educating Rita Essay Educating Rita is a 1970s play, which tells the story of a young woman, who pursues her dream of getting an education and moving up in the world. She embarks on an Open University course, and is tutored by a University professor, named Frank. The differences between Frank and Rita are emphasised straight from the opening of the play, and the first recognisable difference to the audience is the accent and dialect of the two characters. Frank is a well spoken, RP speaker, which would be almost essential for a man of his profession in the 1970s. He uses no slang words and speaks proper English. We will write a custom essay on The opening of Educating Rita specifically for you for only $16.38 $13.9/page Order now Rita on the other hand is an eccentric scouser who speaks with her broad, regional accent and speaks almost completely in regional slang. The other major difference in the play is the difference in class of the two characters. As mentioned, Rita is a young working-class woman and Frank is an older Middle-Class man. Frank has the highly respected profession of a university professor whereas Rita is a local hairdresser. Today, anyone watches any television they feel like, conversely, in the 1970s there were only two television channels available to the minority of the public who owned a television. These were BBC and ITV. BBC was, and still is, a government run television channel, which was designed to educate the public. It was aimed at middle-class people who felt the need to learn prioritised over the need to be entertained, as was the view of the BBC. This is the channel that Frank will have watched. ITV however, was designed purely for entertainment purposes, it was, and still is regarded as an entertainment channel. It was created to entertain families on Saturday nights and in the evenings. This was Ritas preferred television channel. We learn of the characters television preferences when Rita says to Frank Its all BBC with you isnt it? i Frank is seemingly taken aback by Rita on her arrival, unsure of how to respond to her. This is clearly expressed by his first words to her Erm yes, I Suppose I always mean to ii. This will be because Frank will have spent his life around middle-class people and the majority of students at university in the 1970s will have been middle-class. Rita however has not had such an upbringing and has a very different lifestyle to that of a typical 1970s student. She is wildly eccentric and has a very loud personality. We learn of her poor upbringing and how she fell victim to both peer pressure and the government education system. In the 1970s, the education system in Britain was extremely different to the one that we are used to today. At the age of eleven all children took an exam known as the 11+ exam, and depending on the results that a child got in these exams, they went to either a Grammar School or a Secondary Modern. Frank, will have passed these exams and proceeded to the Grammar School, where he would have been given a very good education and would have had the option to take O level exams and then A levels. Being successful in both of these external exams, Frank then moved on to University and graduated with a degree. With a degree, Frank along with every other person who earned one, was then given the one thing vital to a good lifestyle. They all get a choice of what they can do with their lives. However as the audience soon learns Frank has failed to use this to his full potential. He ends up suffering from depression, and being an alcoholic, thus making his life a misery, something which, he could so easily avoid. .uc6c778e8cc1ccbee43da033b0884fc2f , .uc6c778e8cc1ccbee43da033b0884fc2f .postImageUrl , .uc6c778e8cc1ccbee43da033b0884fc2f .centered-text-area { min-height: 80px; position: relative; } .uc6c778e8cc1ccbee43da033b0884fc2f , .uc6c778e8cc1ccbee43da033b0884fc2f:hover , .uc6c778e8cc1ccbee43da033b0884fc2f:visited , .uc6c778e8cc1ccbee43da033b0884fc2f:active { border:0!important; } .uc6c778e8cc1ccbee43da033b0884fc2f .clearfix:after { content: ""; display: table; clear: both; } .uc6c778e8cc1ccbee43da033b0884fc2f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc6c778e8cc1ccbee43da033b0884fc2f:active , .uc6c778e8cc1ccbee43da033b0884fc2f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc6c778e8cc1ccbee43da033b0884fc2f .centered-text-area { width: 100%; position: relative ; } .uc6c778e8cc1ccbee43da033b0884fc2f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc6c778e8cc1ccbee43da033b0884fc2f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc6c778e8cc1ccbee43da033b0884fc2f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc6c778e8cc1ccbee43da033b0884fc2f:hover .ctaButton { background-color: #34495E!important; } .uc6c778e8cc1ccbee43da033b0884fc2f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc6c778e8cc1ccbee43da033b0884fc2f .uc6c778e8cc1ccbee43da033b0884fc2f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc6c778e8cc1ccbee43da033b0884fc2f:after { content: ""; display: block; clear: both; } READ: Romeo and Juliet - Romeos' diary EssayThe alcohol, despite being Franks greatest joy has also, ironically, been the unequivocal cause of his personal self-destruction. Rita on the other hand will have taken her 11+ exams under severe peer pressure from her friends. They were not bothered by school, and if Rita wanted to remain friends with them she would have to fail the exam and move on to the Secondary Modern. We become aware of her struggle with peer pressure when she says I would have had to have become different from me mates, an thats not allowed. iii She gave into her peer pressure, failed the exams and veered off the path to Higher Education. At Secondary Moderns, students took a more vocational course of education, there were very few, if any external exams and no 6th form, meaning Higher education was not an option. This was the most common route for teenagers in the 1970s as only 5% of the population went on to Higher Education, with 95% of pupils leaving at 15 or 16 and moving into the world of work. The children who came out of the Secondary Modern, were sent straight into the world of work and did not have the choice of a better lifestyle, that the Grammar School children were given, due to their lack of qualifications. Rita is one of many people who was forced down a set route, with no chance to turn back. This is when she becomes to determined to turn her life around. Until the 1970s once you had finished school, there was nothing you could do to get a qualification. However, Howard Wilson (the Labour Prime Minister whose terms in office ran from 1964 to 1970 and from 1974 to 1976), helped set up the Open University, which allowed people of all ages to get a degree and improve their lives for the better. When it first opened, it was free, open to anyone and no qualifications were needed, thus making it the perfect opportunity for hundreds of people to turn their lives around. This is Ritas path to her education, which is how she meets Frank. Both Frank and Rita are involved in relationships throughout the course of the play, however neither of them are going well. For different reasons, their relationships are crumbling. Rita is married to Denny, a working class man who is perfectly satisfied with his life. However, once Rita joins the O. U. he begins to get wary of her. He doesnt want Rita to change. He wants the two of them to settle down and raise a family. Whereas Rita wants to get her qualifications and turn her life around before raising a family. Denny, unable to see why Rita is so fond of her education, gets more and more frustrated with Rita, we learn of this when Rita says hes wonderin where the girl he married has gone toiv eventually has enough and leaves Rita. Alternatively, Frank has already been through what Rita experiences in the play. He has been married but was divorced because of his alcohol addiction. He is currently in a relationship with one of his former students, however like his marriage, this relationship seems to be crumbling due to his unprecedented addiction of alcohol. At the very beginning of the poem, Rita struggles to get into Franks office, when the door will not open. Its that stupid bleedin handle on the door. v When first watching the play, the audience will see this as nothing more than a bit of humour, but as the play progresses it can be seen that the room is a metaphor, for education and one major difference between the two characters is their opinion and view on the room in which the play is set. .u2f506fcc4bb625a3dc5421ca16ecea0e , .u2f506fcc4bb625a3dc5421ca16ecea0e .postImageUrl , .u2f506fcc4bb625a3dc5421ca16ecea0e .centered-text-area { min-height: 80px; position: relative; } .u2f506fcc4bb625a3dc5421ca16ecea0e , .u2f506fcc4bb625a3dc5421ca16ecea0e:hover , .u2f506fcc4bb625a3dc5421ca16ecea0e:visited , .u2f506fcc4bb625a3dc5421ca16ecea0e:active { border:0!important; } .u2f506fcc4bb625a3dc5421ca16ecea0e .clearfix:after { content: ""; display: table; clear: both; } .u2f506fcc4bb625a3dc5421ca16ecea0e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2f506fcc4bb625a3dc5421ca16ecea0e:active , .u2f506fcc4bb625a3dc5421ca16ecea0e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2f506fcc4bb625a3dc5421ca16ecea0e .centered-text-area { width: 100%; position: relative ; } .u2f506fcc4bb625a3dc5421ca16ecea0e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2f506fcc4bb625a3dc5421ca16ecea0e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2f506fcc4bb625a3dc5421ca16ecea0e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2f506fcc4bb625a3dc5421ca16ecea0e:hover .ctaButton { background-color: #34495E!important; } .u2f506fcc4bb625a3dc5421ca16ecea0e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2f506fcc4bb625a3dc5421ca16ecea0e .u2f506fcc4bb625a3dc5421ca16ecea0e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2f506fcc4bb625a3dc5421ca16ecea0e:after { content: ""; display: block; clear: both; } READ: Monotonous vault EssayFrank sees the room from a very negative viewpoint, he feels trapped in it, like a prison and cannot escape, where as in the opening of the play Rita cannot get in to the room. This emphasises the determination of Rita and how much she wants a change. While Frank, despite the obvious poor state that he is in, is complacent with his life and does not want to change. Change is the main focus of the play and there are two very thought provoking quotes, both of which show change from a different perspective. The first we could sing better songsvi is said by Ritas mother. It shows her craving for change in a metaphorical sense, as one can see the songs as being their lives, and how they could be living better lives instead of living on a council estate, spending evenings in a pub. This quote seems to encourage Rita to change her life for the better and make life better for her family, something that Frank has no interest in whatsoever. However, the second quote regarding Change is said in Act 2 Scene One by Frank and is in relation to the office and its metaphorical purpose. If you must open the windowvii The window symbolises escape from the room and a way out. Soon after this quote, Frank claims It hasnt opened for generationsviii which further emphasises that Frank is trapped in the room and cant escape, and at the beginning of the play Frank claims that he sometimes gets an urge to throw someone through itix this could be seen as Frank saving his students from becoming like him and helping them expand and use their choices wisely. Another difference regarding the office, is that Rita is excited by the prospect of being in there, and even says Im gonna have a room like this one dayx Again, on first viewing, this will seem like Rita talking about her life after education. However, on another level, it is Rita talking about how she will fulfil her goal of becoming an educated women, and that she will be like Frank, an educated, respectable middle-class citizen. Frank, however is bored by the room but due to his complacency and his failure to use the choice he has, he seems to have become part of the room itself. However despite this he has grown so used to the room he even fails to notice certain things. This is shown at the beginning of the play when Rita points out a picture to him and he replies Actually I dont think Ive looked at it for about ten years I conclude this essay by saying that Frank and Rita have many differences, furthermore, their biggest difference is their aspect on change. Rita feels as if she can sing better songs and change her life for the better, whereas Frank is complacent with his life despite his obvious state of depression.

Review the Basic Principles of History I - A Sample Essay

Review the Basic Principles of History I - A Sample EssayHistory I A sample essay can be constructed from the basic criteria. However, since there are several essential facts about the student to be covered in the history assignment, the history teacher should make sure to make a good choice of topics and subjects. There are also various types of assignments with different format and content. The form of these types of essays vary, but the content of them should reflect the main topic of the class.Sample essays are written for each class in every academic department. There are four basic subjects that are used as the basis for all the sample essays, whether they are written by the student or by the history teacher.We all know the definition of history, though it may not be one we would have learned in school. These forms of writings are all based on how and why people and events took place. The particular forms in which historical documentations were made were dependent on the contex t and historical factors in the period. So, it is important to do an authentic job and not make changes based on your personal liking and disliking.For example works of experts are all worth studying. It will help you learn about events or people that are less famous. In contrast, many of the works are not written by the experts, so you will get to learn more about things that you cannot learn from what you find in newspapers and books. The writer could be a famous author or any historical person, so read with an open mind.Do not be scared to use the words you learn in history classes, even if it may be historical subjects. The context is your guide. You may learn how history has shaped us into who we are today. You may know about some mistakes that have been made, and how certain decisions could have gone differently.Use the written work that you are working on to enrich the subject of your class, but remember that you are not doing the work for a specific field. In order to have m ore scope, make the essay look interesting will only add to the completion of the job. The timing of writing is crucial, too. This is the reason why the writer will need more than one version of the assignment.Make sure that the article submission requirements are present on the assignment. They will give the writer a chance to show that the essay has good accuracy. The choice of words will be important, so make sure to use the standard standards in the topic. Make the work interesting and this will prove that you can write the history essay.

Viking Social Structure - Living in a Norse World

Viking Social Structure - Living in a Norse World Viking social structure was highly stratified, with three ranks or classes which were written directly into Scandinavian mythology, as slaves (called thrall in Old Norse), farmers or peasants (karl), and the aristocracy (jarl or earl). Mobility was theoretically possible across the three strata- but in general, slaves were an exchange commodity, traded with the Arab caliphate as early as the 8th century CE, along with furs and swords, and to leave slavery was rare indeed.   That social structure was the result of several changes within Scandinavian society during the Viking age. Key Takeaways: Viking Social Structure The Vikings in and outside of Scandinavia had a three-tier social structure of slaves, peasants, and elites, established and confirmed by their origin myth.The earliest rulers were military warlords called drotten, who were selected from warriors based on merit, only in power during wartime, and subject to assassination if they gained too much power.  Peacetime kings were selected from the elite class and they traveled throughout the region and met people in halls built in part for that purpose. Most provinces were largely autonomous of the kings, and the kings were also subject to regicide. Pre-Viking Social Structure According to archaeologist T.L. Thurston, Viking social structure had its origins with the warlords, called drott, which had become established figures in Scandinavian society by the late 2nd century. The drott was primarily a social institution, resulting in a pattern of behavior in which warriors selected the most adept leader and pledged fealty to him. The drott was an ascribed (earned) title of respect, not an inherited one; and these roles were separate from the regional chieftains or petty kings. They had limited powers during peacetime. Other members of the drotts retinue included: drang or dreng- a young warrior (plural droengiar)  thegn- a mature warrior (plural thegnar)  skeppare- captain of a chiefly vesselhimthiki- housekarls or the lowest rank of elite soldiersfolc- the population of a settlement Viking Warlords to Kings Power struggles among Scandinavian warlords and petty kings developed in the early 9th-century and these conflicts resulted in the creation of dynastic regional kings and a secondary elite class which competed directly with the drotts. By the 11th century, Late Viking societies were led by powerful, aristocratic dynastic leaders with hierarchical networks including lesser religious and secular leaders. The title given to such a leader was that of respect rather: old kings were frea, meaning respected and wise; younger ones were drotten, vigorous and warlike. If an overlord became too permanent or ambitious, he could be assassinated, a pattern of regicide which continued in Viking society for a long time.   An early important Scandinavian warlord was the Danish Godfred (also spelled Gottrick or Gudfred), who by 800 CE had a capital at Hedeby, inherited his status from his father and an army set to attack his neighbors. Godfred, probably overlord over the federated south Scandinavia, faced a powerful enemy, the Holy Roman Emperor Charlemagne. But a year after victory over the Franks, Godfred was assassinated by his own son and other relations in 811. Viking Kings Most Viking kings were, like warlords, chosen based on merit from the earl class. The kings, sometimes called chieftains, were primarily itinerant political leaders, who never had any permanent role over the whole realm. The provinces were almost entirely autonomous, at least until the reign of Gustav Vasa (Gustav I of Sweden) in the 1550s.   Each community had a hall where political, legal and perhaps religious matters were dealt with, and banquets were held. The leader met his people in the halls, established or reestablished bonds of friendship, his people swore oaths of allegiance and gave the leader gifts, and proposals of marriage were made and settled. He may have held a high priest role in cultic rituals.   Norse Halls Archaeological evidence concerning the roles of jarl, karl, and thrall is limited, but medieval historian Stefan Brink suggests that separate halls were constructed for the use of the different social classes. There was the house of the thrall, the banqueting hall of the peasant, and the banqueting hall of the nobleman.   Brink notes that in addition to being places where the itinerant king held court, halls were used for trade, legal, and cultic purposes. Some were used to house specialized craftsman in high-quality forging and skilled handicrafts or to present cult performances, attendance by specific warriors and housecarls, etc.   Archaeological Halls The foundations of large rectangular buildings interpreted as halls have been identified in numerous sites through Scandinavia and into the Norse diaspora. Banqueting halls ranged between 160–180 feet (50–85 meters) long, and 30–50 ft (9–15 m).  Ã‚  Some examples are: Gudme on Fyn, Denmark, dated to 200–300 CE, 47x10 m, with ceiling beams 80 cm in width and equipped with a double doorway, located east of the Gudme hamlet.  Lejre on Zealand, Denmark, 48x11, thought to represent a guild hall; Lejre was the seat of Viking age kings of ZealandGamla Uppsala in Uppland, central Sweden, 60 m long built on a man-made platform of clay, dated to the Vendel period CE 600–800, located near a medieval royal estateBorg on Vetvagoy, Lofoten in northern Norway, 85x15 m with cultic thin gold plates and imports of Carolingian glass. Its foundations built over an older, slightly smaller (55x8 m) hall dated to the Migration Period 400–600Hogom in Medelpad, 40x7–5 m, includes a high seat in the house, an elevated base in the middle of the building, thought to have had several purposes, high seat, banqueting hall room and assembly hall   Mythic Origins of Classes According to the Rigspula, a mythic-ethnologic poem collected by Saemund Sigfusson at the end of the 11th or beginning of the 12th century CE, Heimdal, the sun god sometimes called Rigr, created the social classes at the beginning of time, when the earth was lightly populated. In the tale, Rigr visits three houses and engenders the three classes in order.   Rigr first visits Ai (Great Grandfather) and Edda (Great Grandmother) who live in a hut and feed him husk-filled bread and broth. After his visit, the child Thrall is born. The children and grandchildren of Thrall are described as having black hair and an unsightly countenance, thick ankles, coarse fingers, and of being a low and deformed stature. Historian Hilda Radzin believes this is a direct reference to the Lapps, who were reduced to a state of vassalage by their Scandinavian conquerors. Next, Rigr visits Afi (Grandfather) and Amma (Grandmother), who live in a well-built house where the Afi is making a loom and his wife is spinning. They feed him stewed calf and good food, and their child is called Karl (freeman). Karls offspring have red hair and florid complexions.   Finally, Rigr visits Fadir (Father) and Modir (Mother) living in a mansion, where he is served roast pork and game birds in silver dishes. Their child is Jarl (Noble). The nobles children and grandchildren have blond hair, bright cheeks, and eyes as fierce as a young serpent. Sources Brink, Stefan. Political and Social Structures in Early Scandinavia: A Settlement-Historical Pre-Study of the Central Place. TOR 28 (1996): 235–82. Print.Cormack, W. F. Drengs and Drings. Transactions of the Dumfriesshire and Galloway Natural History and Antiquarian Society. Eds. Williams, James and W. F. Cormack, 2000. 61–68. Print.Lund, Niels. Scandinavia, c. 700–1066. The New Cambridge Medieval History c.700–c.900. Ed. McKitterick, Rosamond. Vol. 2. The New Cambridge Medieval History. Cambridge, England: Cambridge University Press, 1995. 202–27. Print.Radzin, Hilda. Names in the Mythological Lay Rigspula. Literary Onomastics Studies 9.14 (1982). Print.Thurston, Tina L. Social Classes in the Viking Age: Contentious Relations. C. Ed. Thurston, Tina L. Fundamental Issues in Archaeology. London: Springer, 2001. 113–30. Print.

Massacre at the Festival of Toxcatl

Massacre at the Festival of Toxcatl On May 20, 1520, Spanish conquistadors led by Pedro de Alvarado attacked unarmed Aztec nobles congregated at the Festival of Toxcatl, one of the most important festivals on the native religious calendar. Alvarado believed he had evidence of an Aztec plot to attack and murder the Spanish, who had recently occupied the city and taken Emperor Montezuma captive. Thousands were slaughtered by the ruthless Spaniards, including much of the leadership of the Mexica city of Tenochtitlan. After the massacre, the city of Tenochtitlan rose up against the invaders, and on June 30, 1520, they would successfully (if temporarily) drive them out. Hernan Cortes and the Conquest of the Aztecs In April of 1519, Hernan Cortes had landed near present-day Veracruz with some 600 conquistadors. The ruthless Cortes had slowly made his way inland, encountering several tribes along the way. Many of these tribes were unhappy vassals of the warlike Aztecs, who ruled their empire from the marvelous city of Tenochtitlan. In Tlaxcala, the Spanish had fought the warlike Tlaxcalans before agreeing to an alliance with them. The conquistadors had continued on to Tenochtitlan by way of Cholula, where Cortes orchestrated a massive massacre of local leaders he claimed were complicit in a plot to murder them. In November of 1519, Cortes and his men reached the glorious city of Tenochtitlan. They were initially welcomed by Emperor Montezuma, but the greedy Spaniards soon wore out their welcome. Cortes imprisoned Montezuma and held him hostage against the good behavior of his people. By now the Spanish had seen the vast golden treasures of the Aztecs and were hungry for more. An uneasy truce between the conquistadors and an increasingly resentful Aztec population lasted into the early months of 1520. Cortes, Velazquez, and Narvaez Back in Spanish-controlled Cuba, governor Diego Velazquez had learned of Cortes exploits. Velazquez had initially sponsored Cortes but had tried to remove him from command of the expedition. Hearing of the great wealth coming out of Mexico, Velazquez sent veteran conquistador Panfilo de Narvaez to rein in the insubordinate Cortes and regain control of the campaign. Narvaez landed in April of 1520 with a massive force of over 1000 well-armed conquistadors.   Cortes mustered as many men as he could and returned to the coast to battle Narvaez. He left about 120 men behind in Tenochtitlan and left his trusted lieutenant Pedro de Alvarado in charge. Cortes met meet Narvaez in battle and defeated him on the night of May 28-29, 1520. With Narvaez in chains, most of his men joined Cortes. Alvarado and the Festival of Toxcatl In the first three weeks of May, the Mexica (Aztecs) traditionally celebrated the Festival of Toxcatl.   This long festival was dedicated to the most important of the Aztec gods, Huitzilopochtli. The purpose of the festival was to ask for the rains which would water the Aztec crops for another year, and it involved dancing, prayers, and human sacrifice. Before he left for the coast, Cortes had conferred with Montezuma and had decided that the festival could go on as planned. Once Alvarado was in charge, he also agreed to allow it, on the (unrealistic) condition that there be no human sacrifices. A Plot Against the Spanish? Before long, Alvarado began to believe that there was a plot to kill him and the other conquistadors remaining in Tenochtitlan. His Tlaxcalan allies told him that they had heard rumors that at the conclusion of the festival, the people of Tenochtitlan were to rise against the Spanish, capture them and sacrifice them. Alvarado saw stakes being fixed into the ground, of the sort used to hold captives while they awaited being sacrificed. A new, gruesome statue of Huitzilopochtli was being raised onto the top of the great temple. Alvarado spoke to Montezuma and demanded he put an end to any plots against the Spanish, but the emperor answered that he knew of no such plot and could not do anything about it anyway, as he was a prisoner. Alvarado was further enraged by the obvious presence of sacrificial victims in the city. The Temple Massacre Both the Spanish and the Aztecs became increasingly uneasy, but the Festival of Toxcatl began as planned. Alvarado, by now convinced of the evidence of a plot, decided to take the offensive. On the fourth day of the festival, Alvarado placed half of his men on guard duty around Montezuma and some of the highest-ranking Aztec lords and placed the rest in strategic positions around the Patio of the Dances near the Great Temple, where the Serpent Dance was to take place. The Serpent Dance was one of the most important moments of the Festival, and the Aztec nobility was in attendance, in beautiful cloaks of brightly colored feathers and animal skins. Religious and military leaders were present as well. Before long, the courtyard was full of brightly colored dancers and attendees. Alvarado gave the order to attack. Spanish soldiers closed off the exits to the courtyard and the massacre began. Crossbowmen and harquebusiers rained down death from the rooftops, while heavily armed and armored foot soldiers and about a thousand Tlaxcalan allies waded into the crowd, cutting down the dancers and revelers. The Spanish spared no one, chasing down those who begged for mercy or fled. Some of the revelers fought back and even managed to kill a few of the Spanish, but the unarmed nobles were no match for steel armor and weapons. Meanwhile, the men guarding Montezuma and the other Aztec lords murdered several of them but spared the emperor himself and a few others, including Cuitlhuac, who would later become Tlatoani (Emperor) of the Aztecs after Montezuma. Thousands were killed, and in the aftermath, the greedy Spanish soldiers picked the corpses clean of golden ornaments. Spanish Under Siege Steel weapons and cannons or not, Alvarados 100 conquistadors were seriously outnumbered. The city rose in outrage and attacked the Spanish, who had barricaded themselves in the palace which had been their quarters. With their harquebuses, cannons, and crossbows, the Spanish were able to mostly hold off the assault, but the rage of the people showed no signs of subsiding. Alvarado ordered Emperor Montezuma to go out and calm the people. Montezuma complied, and the people temporarily ceased their assault on the Spanish, but the city was still full of rage. Alvarado and his men were in a most precarious situation. Aftermath of the Temple Massacre Cortes heard of his mens dilemma and rushed back to Tenochtitlan after defeating Panfilo de Narvaez. He found the city in a state of uproar and was barely able to re-establish order. After the Spanish forced him to go out and plead for his people to stay calm, Montezuma was attacked with stones and arrows by his own people. He died slowly of his wounds, passing away on or about June 29, 1520. The death of Montezuma only made the situation worse for Cortes and his men, and Cortes decided that he simply did not have enough resources to hold the enraged city. On the night of June 30, the Spanish tried to sneak out of the city, but they were spotted and the Mexica (Aztecs) attacked. This became known as the Noche Triste, or Night of Sorrows, because hundreds of Spaniards were killed as they fled the city. Cortes escaped with most of his men and over the next few months would begin a campaign to re-take Tenochtitlan. The Temple Massacre is one of the more infamous episodes in the history of the Conquest of the Aztecs, which had no shortage of barbarous events. Whether or not the Aztecs did, in fact, intend to rise up against Alvarado and his men is unknown. Historically speaking, there is little hard evidence for such a plot, but it is undeniable that Alvarado was in an extremely dangerous situation which got worse daily. Alvarado had seen how the Cholula Massacre had stunned the population into docility, and perhaps he was taking a page from Cortes book when he ordered the Temple Massacre.   Sources: Diaz del Castillo, Bernal. . Trans., ed. J.M. Cohen. 1576. London, Penguin Books, 1963. Print.Levy, Buddy. Conquistador: Hernan Cortes, King Montezuma and the Last Stand of the Aztecs. New York: Bantam, 2008.Thomas, Hugh. Conquest: Montezuma, Cortes and the Fall of Old Mexico. New York: Touchstone, 1993.

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