The Human Reproductive System Essay Example for Free

The Human Reproductive System Essay The human reproductive system requires both the female and male to procreate. Although the reproductive organs will function separately, they will not create another human being without each other. The Male Sperm   Ã‚  Ã‚  Ã‚   The male reproductive system is more external than the female. Sperm must be created to fertilize the female’s egg and this is done in the testes or testicles of the male. Sperm are mobile cells that contain the male’s chromosomes, to be passed on the offspring. There are hundreds of thousands of sperm produced during a male’s lifetime, all of which have the potential to fertilize an egg. Sperm die off and are recreated at the rate of 1% day and sperm that are released from the body live only a few hours. Scrotum The testes are contained in a fleshy pouch known as the scrotum, which hangs outside the male body in the groin area. The testes themselves are actually over 850 feet of tiny tubing, curled into two balls inside the scrotum. It is in these tubes that the sperm are formed. The scrotum is a highly sensitive area. Normal body temperature will kill the sperm due to their sensitivity to high temperatures; this is why the scrotum lies outside the body rather than internally. In cold weather, the scrotum will pull the testicles closer to the body to maintain the proper temperature. Once formed the sperm must pass through into the epidiymis, which is a larger tube that stores the sperm and lets them mature until it is time to be ejaculated into the female. The epidiymis is encased in the scrotum along with the testes. Ducts   Ã‚  Ã‚  Ã‚   When the sperm is ready to be ejaculated it leaves the epidiymis and travels through the vasa deferentia. The vasa deferentia extend from the epidymis and go around the bladder in many different directions. The ends of the vasa deferentia are called ejaculatory ducts. These ducts are located behind the bladder and empty into the urethra. Before the sperm reach the urethra they must also travel through the seminal vesicles, which are also located behind the bladder. Accessory Glands   Ã‚  Ã‚  Ã‚   The seminal vesicles are part of a group of accessory glands. The seminal vesicles add the semen that coats the sperm during ejaculation. The seminal fluid â€Å"contains mucus, amino acids, fructose as the main energy source for the sperm, and prostaglandins to stimulate female uterine contractions to move the semen up into the uterus.† (biology.clc.uc.ed, 2007)   Ã‚  Ã‚  Ã‚   Inside the body, at the beginning of the urethra, is the prostate gland. The prostate gland is considered an accessory gland and is the largest of these glands. It secretes directly into the urethra and mixes with the seminal fluid. The secretions of the prostate gland are high in alkaline. Alkaline neutralizes the acid left by urine and produced by the female body. It protects the sperm as they make their way through the female to the egg.   Ã‚  Ã‚  Ã‚  Ã‚   Hanging from the front of the abdominal cavity on the outside of the body, in front of the scrotum, is the penis. It is made from several cylinders of spongy, erectile tissue. When the male becomes sexually excited, the spongy tissue becomes filled with arterial blood and the veins, which allow this blood to drain off to other areas, seal off. This causes an erection, which is required for ejaculation. The erection is also required to be able to enter the female’s vagina and fertilize the egg. Running through the center of the penis is a hollow tube called the urethra. It allows semen or urine to be released from the body. The male reproductive system  Ã‚  Ã‚  Ã‚   http://emc.maricopa.edu/faculty/farabee/biobk/BioBookREPROD.html The Female   Ã‚  Ã‚  Ã‚  Ã‚   The female reproductive organs are internal and produce eggs rather than sperm. The eggs are produced in the ovaries, which are located on either side of the abdominal cavity. The â€Å"eggs† are not like chicken or other animal eggs but more like a collection of special cells. While a female has almost a half million eggs at birth, only about 500 will be released from the ovaries during the time that she is fertile and able to reproduce. Eggs   Ã‚  Ã‚  Ã‚   The eggs are formed with a process known as â€Å"meiosis†. This means that the egg only has half of the chromosomes needed to complete a new being. The process known as fertilization provides the other half of the needed chromosomes, thus giving the offspring half from each contributing parent. Of the hundreds of thousands of eggs a female is born with, only about 300 of these are ever released to be fertilized. Ovaries   Ã‚  Ã‚  Ã‚   The ovaries, located on either side of the abdominal wall, create the eggs that are released for fertilization. The ovaries are connected to the fallopian tubes and store the unused eggs as well.   Ovaries also produce the female hormone estrogen, which affects mood, weight and other aspects of the body. Fallopian Tubes From the ovaries are the fallopian tubes, which extend from the ovaries on each side and down into the females uterus. The fallopian tubes lead into the uterus where the fertilized egg will remain as it gestates. In the female human, hormones contribute to the egg being released into the fallopian tubes. This is normally limited to one egg per cycle. Ovulation   Ã‚  Ã‚  Ã‚   Ovulation is the period when an egg matures and is released into the fallopian tubes. This is â€Å"due to the stimulation of leutenizing hormone (LH), which then stimulates the remaining follicle cells to turn into a corpus luteum which then secretes progesterone to prepare the uterus for possible implantation. If an egg is not fertilized and does not implant, the corpus luteum disintegrates and when it stops producing progesterone, the lining of the uterus breaks down and is shed.† (biology.clc.uc.ed, 2007) Uterus   Ã‚  Ã‚   The uterus is located in the female abdominal cavity. It is lined with millions of cilia. These are tiny follicles that both attach the egg to the wall of the uterus and sweep the lining out when the egg disintegrates. At the end of the uterus is the cervix. The cervix has thick walls and a tiny opening leading into the vaginal canal. The cervix will open to pass the baby through when it is time for it to be born. Vaginal Canal   Ã‚  Ã‚  Ã‚   The vaginal canal extends from the cervix to the outside opening of the female vagina. It allows the penis to be inserted to fertilize the egg, pass menstrual blood out of the body and allow a baby to pass from the body. The walls are highly elastic and will stretch to accommodate the baby’s head. The Vagina   Ã‚  Ã‚  Ã‚   The vagina is the outer area of the female reproductive system. It contains the opening leading to the vaginal canal and a tiny opening located right above it. This is the urethra and it allows urine to pass from the body. Directly above the urethra is the clitoris. This is the female counterpart to the male penis and is also highly sensitive. Covering the openings is the vulva. This consists of inner and outer labia, which are folds of skin. The vulva becomes covered with body hair when the female matures. Fertilization   Ã‚  Ã‚  Ã‚   Fertilization of the egg occurs when the sperm meet the egg at the far end of the fallopian tube. The sperm fertilize the egg, the egg implants itself into the lining of the uterus and a new human is created. The female reproductive system  Ã‚  Ã‚  Ã‚   http://emc.maricopa.edu/faculty/farabee/biobk/BioBookREPROD.html References http://emc.maricopa.edu/faculty/farabee/biobk/BioBookREPROD.html http://biology.clc.uc.edu/courses/bio105/reproduc.htm http://www.kidshealth.org/parent/general/body_basics/female_reproductive_system.html

Development of Car Environment Light System (CELS)

Development of Car Environment Light System (CELS) Chapter 2 STATE OF ART Chapter 2 introduces all the important fundamentals this thesis is based on, in order to provide a better understanding of the concepts related to AmbiLight system, image processing using JAVA and OpenCV libraries. Initially, the general architecture of the AmbiLight system is explained elaborating each modules and components of the system. Going further, the basics of image processing, its need and various techniques of image processing are discussed. Finally, the chapter focuses on JAVA and OpenCV libraries which will be used to implement the image processing techniques. 2.1 AMBILIGHT SYSTEM The AmbiLight system is a Car Environment Light System (CELS) designed to dynamically adapts to the driving situation and enhances the orientation and perception of the passenger compartment in vehicles. Light sources are integrated in the roof liner in-order to create the ambience. These light sources are fed with colour information by the scanning devices attached to the vehicle to capture the colours of the outside environment. Hence, the colour of the light emitted by the lightings in the roof liner can dynamically adapt to the outside environment in real-time. Thus, the CELS provides an enlargement of the visual perception. In particular, the effect is created as the colours displayed by the lightings correspond to the view from the window. Therefore, by looking out of the window, one perceives the coloured light as an extension of the window. This thesis is part of the TUM CREATE joint research programme. The programme is funded by the National Research Foundation of Singapore and executed by the two universities, namely, Technische Università ¤t Mà ¼nchen from Germany and Nanyang Technological University, Singapore. Apart from other research topics, one of the major goals of TUM CREATE is to design and build the world’s first purpose-built electric taxi. The AmbiLight system will also provide the driver and the passengers a pleasant spatial atmosphere thereby creating a feel-good experience psychologically. It also improves the orientation within the vehicle, facilitating the search for things. The below section will cover the design of the Car Environment Light System (CELS). The general system structure of the CELS is also specified. Fig.1 Architecture of the AmbiLight system The design of the Car Environment Light System comprises of camera(s), a computer, a micro-controller unit (MCU) and LED strip which act as the colour display. The camera(s) take images of the car’s surrounding environment. By running a program the computer will acquire and process the images that are captured by the camera(s). The program also determines the representative colours that will be emitted by the LEDs by means of several implemented calculations. The LED-strip is mounted in the roof liner of the car. This arrangement in conjunction with the correspondence of the light colour results in the perception of a larger view. In the below section we will discuss in detail about the design of the input component the camera, the processing unit CPU, the micro-controller unit the arduino and the output component the LED strips. 1. Design of the Input Component This section discusses the realization of the input component. Also the input data types are also discussed. In order to create the enlargement of the perceptual view, the CELS needs to adapt to particular changes in the environment. This comprises of the illuminance, colour and motion. Thus, images as holistic visual information have to be considered to function as CELS input data. Cameras are used since they satisfy the requirement of providing images of the present. Google provides different online services such as Street View which systematically takes and saves images with its geographic parameters, like the GPS coordinates and the cardinal direction. Hence these images can be utilized in a deliberate manner [Goo12]. The Street View data base covers most of Singapore’s streets, hence permitting the possible operation of the CELS. Summarizing, apart from cameras, Google Street View can also be used as a input device providing real-time input data for the CELS, if the vehicle movement is defined as the only changing parameter. Since the Street View images are stored online, access to the internet must be ensured. In general, this does not present a big challenge, as the automotive human-machine interface, which was presented in Section 1.5, provides internet access via a 3G connection. However, the use is still problematic due to the risk of low connectivity or even complete loss of either the mobile or the GPS signal. This would result in asynchronous data, which obviously deteriorates the pursued effect. But, relying on Google Street View implies a disadvantage. Buildings are generally not frequently teared down and constructed again. Walking people and driving cars for instance however are in motion, hence are not considered by the Street View images. The designed CELS, being the first prototype, the achievement of the maximum effect possible is preferable. Consequently, the dynamic features of the environment have to be considered in the calculation of the representative colour. Otherwise, the enlargement of the visual perception could be impaired. Due to this fact, the input component has been realized with a camera. 2. Design of the Processing Component In-order to cater various features and needs of the vehicle, the system relies on a centralized Car PC with a multitude of input and output possibilities. TANK-700-QM67 is chosen as the Car PC. The TANK-700-QM67 provides high performance and cost-effective solutions. The high performance TANK-700-QM67 fanless embedded system is furnished with powerful computing capability, video capture, dual display, flexible I/O configuration, and long product life support. It supports Intel Mobile Core i7/i5/i3 processors and full feature I/O such as Gigabit Ethernet, two high-speed USB 3.0 ports and optional 8 channel video/audio capture and IEEE802.11a/b/g/n wireless module.It also supports DDR3 memory up to 4GB. The TANK-700 embedded computer is fit for high performance embedded controller and rugged environments. These features ensure complex programs written using high-level programming languages like C, C++ or Java can be processed effectively. 3. Design of the MCU Arduino as SPI-Interface For the processing unit to communicate with the output device, here, the LEDs of the LED strip, a MCU is used. Its task is the communication with the LED drivers via the SPI bus. For this purpose, the Arduino board has been used. It is an open-source computing platform which is based on a microcontroller board [Ard13] and is illustrated in Figure 5.1. In particular, the used Arduino Uno model utilizes the 8-bit ATmega 328 microcontroller from Atmel Corporation. Apart from other features, the ATmega 328 has a 16 MHz processor and 32 kBytes of programmable flash memory [Atm12]. Moreover, it supports the required SPI interface. An integrated UART enables the RS-232 serial communication with the computer. Fig.2 Arduino UNO board Arduino Environment The Arduino board comes with its own environment, particularly an integrated development environment (IDE) and programming language. The Arduino programming language is a set of commands, which facilitates the programming of microcontrollers. This is achieved by simplifying the AVR C programming language, which the Arduino originates from. In addition, the Arduino programming language bundles several native commands to single command in some cases. The Arduino software is published as open source. This ensures programmers to develop and offer C++ libraries which can expand the functionality of the Arduino software [Ard13]. FastSPI Library FastSPI, a third-party library has been used to facilitate the control of LED-strips. It provides several distinct commands to configure and control LED-strips. Moreover, characteristics of different LED-drivers are integrated. Thus, the library allows a fast adaptation of the existing code to different LED-strips. The library version from the October, 14th, 2012 bas been used for the implementation of the process structure. 4. Design of the Output Component LEDs are suitable for interior lightings due to their minimal size, long service life, low power consumption and also quick response. The specification of the LED-strip is discussed in the following section. RGB-LEDs In order to achieve the necessary colour environment adaptation, the LEDs need to be capable of emitting different colours. For this purpose, the LED strip that utilize RGB-LEDs that is able to display up to 16.7 million different colours by mixing the three primary colours red, green and blue is chosen. Individually addressable The LEDs of the LED-strip are individually addressable to enable a smooth light colour adaptation over the whole roof liner. This enables the control of both the brightness and the colour of each LED. 12 V input voltage To avoid the necessity of additional devices such as voltage converters, the compatibility to the 12V auxiliary power grid is preferable. LPD8806 LED driver has been used. It offers SPI communication interface having a LED density of 32 LEDs/m Amount of LEDs Two parameters have been taken into account for determining the Amount of LEDs. They are 1. LED density 32 LEDs per meter or a LED distance of 31.3 mm has been assumed for the calculation of the total amount of LEDs.

Role of Women in the American Civil War

Role of Women in the American Civil War Were the women of the North better at complementing their men than their Southern counterparts during the American civil war effort? Table of Contents (Jump to) Part I: Introduction to thesis statement and to background of reading done; Part II: Justification for choosing this area for analysis; Part III: Organisation of this research paper and methodology; Part IV: Limitations of this paper; Part V: Description of the two sides’ efforts at mobilisation; Part VI: Reasons for South’s failure to organise itself as well as the North; Part VII: Conclusion. References _______________________________________________________________________ Part I: Introduction Introduction to thesis statement and to background of reading done: This research paper seeks to explore this self-framed question in relation to an important aspect of the American civil war. In the course of this narrative, this paper relies heavily on three works to address the specific exploratory thesis question: Drew Faust’s 1996 Mothers of Invention: Women of the Slaveholding South in the American Civil War, the same author’s contribution, Altars of Sacrifice: Confederate Women and the Narratives of War, which is part of the 1992 book, Divided Houses: Gender and the Civil War, and Marjorie Greenbie’s 1944 work, Lincolns Daughters of Mercy. This is for the reason that while the first two make a perfectly appropriate source for the most important part of the paper, the third one speaks about the way Northern women were organised better through their association, whose details are discussed in later paragraphs. All other sources are supplementary to these mai n works, and augment the thesis statement. Part II: Justification Justification for choosing this area for analysis: A lot has been written about why the North won the war, primarily written from the psychological and military perspectives of this result. Among the more popular works in these categories, mention may be made of the famous Black-American, Charles H. Wesley’s The Collapse of the Confederacy, and Armstead L. Robinson, who introduced a new paradigm when they enunciated the viewpoint that more than anything else, it was the South’s loss of motivation to carry on that eventually resulted in its defeat. In the opinion of these writers, the South was burdened physically, too, having to fight for the retention of the slaves, who were almost mandatory to their economy, but were not allowed to take part in the war itself. In the words of Robinson, â€Å"[t]he slaves expectations and actions precipitated deep conflicts among Southern whites, conflicts which preceded emancipation and which devastated the Southern war effort. The e vidence suggests that the fear of slave revolt acted as a cancer within the body of the Southern Republic, a cancer first sapping Confederate morale and then ultimately consuming the Souths will to fight for national independence.† (Foner, 1983, p. 454) A notable work about the logistical aspects of the war is that of James McPherson, who has argued that the North’s victory was a kind of fluke. Making an analysis of the patterns of important battles of the war, he concludes that any outcome was possible, and that the North’s eventual victory can be attributed more to fortuity than to anything else. He reasons that all other factors, such as economic and political among others, were merely incidental, and made no significant contribution to the outcome. (Boritt, 1992, pp. 19, 20) However, relatively fewer tomes have been exhausted on an ancillary field –the contribution of women in organising themselves in the areas of the conflict in which they were the sole in-charge –human, physical assistance. Notwithstanding the vast body of research feminist writers have churned out on this topic, the particular point of whether women from the North organised and mobilised themselves better is worth focussing on. In pursuing this narrowed down proposition, this paper takes the position that regardless of the enormity of the odds stacked against them, the Southern women failed to assemble and apply themselves to being associated players of the war effort. This paper attempts to leave the warfare track behind and take the road less taken, seeking to understand if what womenfolk of the victorious side did was dramatically different from what women from the beaten side did. In the course of investigating this course, this paper forms the notion that the Northe rn epicene efforts were markedly superior to that of the Southerners; while they fought against heavy odds themselves in ensuring that president Lincoln’s rather reluctant endorsement of their association, the Sanitary Commission underwent a complete turnaround, its counterparts in the South, Ladies Gunboat Societies, were not such a great success, limited as they were to mainly literary activities. These may have boosted the war morale occasionally, but were not good enough to count as action that was as tangible and as forceful as that by Northern women. Even from the beginning, this movement suffered the chauvinism clothed in a faà §ade that was so typical of the male dominated Southern mindset. In seeking to understand the larger, historical and geographical reasons for the less aggressive mobilisation of the Southern women, this paper toes the perceptive line of reasoning that Faust has made in her chapter in the 1992 book, Altars of Sacrifice: Confederate Women and the Narratives of War. The summary of this stance is that if these psychological obstacles presented formidable hindrances to Southern women, they were handicapped further by physical reasons as well, over most of which they had no control. These factors, seen in their deep-seated context, were in fact the very causes for the civil war in the first place, which are illustrated here. These form the central portion of the analysis part of this paper. Part III: Methodology:  Organisation of this research paper and methodology In presenting this paper, both the descriptive and comparative methods of analysis of the thesis question are employed in parts. The approach has been to first make a description separately of the ways in which the women from the two sides organised themselves. Since this paper is a presentation of the overall way in which women organised themselves, mention of the names of prominent women on the two sides is made only in passing, since that is not the main focus of this paper. From here, this paper presents its core –an analysis of what prevented Southern women from matching the Northerners in this crucial organisational effort. It finally offers its conclusion. Part IV:  Limitations of this paper The efforts women put in organising themselves are not limited to only what is handed down in historical accounts; as Harper, (2003) observes in her work, Women during the Civil War: An Encyclopedia, thousands of women who took part in the war effort did not hog the limelight, while only a few became famous. (E. Harper, 2003, p. ix) The work of these unsung women are not investigated in this paper. Also, the brief of this paper is only a presentation of the differences that existed in the ways in which women organised themselves during the civil war, and their reasons. It does not cover within its purview an important angle of this issue: did the role of women from the two sides actually make an important difference to the outcome of the war? Part V:  Description of the two sides’ efforts at mobilisation The general idea about the role of women in the civil war is that only a handful, merely by their claim to fame, alone contributed substantially to the war effort. Among the names on either side that have gone down in history are Clara Barton, Harriet Tubman, Mary Boykin Chesnut, Louisa Mary Alcott, Lucy Stone and Julia Ward Howe. While this is not to deny or even dilute their importance in one or another area during the civil war era, the most important fact that needs to be borne in mind is that women, literally in their tens of thousands if not millions from each side, dared to risk their lives as well as those of their families in the pursuit of the war effort. These nameless, unrecognised women were no small contributors to the civil war; the major ways in which they contributed included dedicating themselves to the war effort in providing vital food and clothing, apart of course, from care and love to injured soldiers. If women in the North were engaged additionally in the area of organising rallies in which they made inspiring speeches against slavery, and contributed in the form of writings and artwork, in the South, there were a good number of women novelists, writers, poetesses, factory workers and agricultural workers. The writings and other works from these women served to stir the consciousness of the civil war itself. (E. Harper, 2003, p. ix) Yet, when it came to formally organising themselves into associations, the most prominent ones were the Sanitary Commission in the North, and the Ladies Gunboat Societies in the South. North: The North started with some inherent advantages: firstly, it was more industrialised than the South. Secondly, its population stood at 20 million, more than double the South’s nine million, adding to whose ineffectiveness of these already small numbers were its 3.5 million non-participating slaves. But in addition to possessing these advantages, the North’s cause was bolstered by the work of its women: almost from the time of the start of the war, they were quick to organise themselves into a coherent support unit, volunteering to provide all auxiliary medical services such as bandages, clothing and other medical aids. These voluntary efforts took concrete shape in the form of the Sanitary Commission. (Clinton Lunardini, 2000, pp. 81, 82) Inspired by the work of their more famous, pioneering Transatlantic cousin Florence Nightingale, the United States Sanitary Commission came into existence when president Abraham Lincoln appointed this commission with the Ã¢â‚¬Ë œpower to oversee the health and welfare of the volunteer army, and to serve as a channel of communication between the people and the government’. Apart from having qualified and reputed doctors, scientists and army officers on its rolls, it was able to get the best out of women, because it also gave them a great opportunity of being directly employed in government service. In this respect, it was superior to even the war effort Nightingale had made recently in the Crimean War in Turkey. One of its prominent volunteers, the millionaire heiress Miss Louisa Schuyler, best summed up its brief and nature when she remarked that it stood out because â€Å"[i]n England those women who with Florence Nightingale did their work in the Crimea had no such channel through which every woman in the land might work with Government itself. As the men went to their work with the national army, so the women go with them, in an organization running side by side with the army, knowing its needs and meeting them.† (Greenbie, 1944, pp. 76-79) Among the other important ways by which they lent themselves to their cause was in organising an innovative idea, ‘Sanitary Fairs’, in which auctions and sales were held to raise money. These were a great success –just two weeks of these fairs in Chicago alone helped raise no lesser than $100,000, surely a massive amount by those days’ standards. Prominent individuals who made the Sanitary Commission a success story were Dorothea Dix, Louisa Mary Alcott and Clara Burton. (Clinton Lunardini, 2000, pp. 82) South: From the beginning, women’s participation in the war efforts in the South were different from those of the North; if the North saw perceptible action in the formation of its association, the South was steeped more in rhetoric and emotional talk than effective actions. Paternalistic in its attitude, since it were men who mostly controlled slaves and women, the South, while on the one hand exhorting women to play a moral role in the war, curtailed their liberty on the other. Even if ordinary women wanted to take part in the war, they were prevented from it. On occasion, this would take the form of outbursts, which would turn out to be no more than grumbling. Among these recorded outpourings made by women, some stand out, such as: ‘We who stay behind may find it harder than they who go. They will have new scenes and constant excitement to buoy them up and the consciousness of duty done’ and ‘The war is certainly ours as well as that of the men’. A movement that crystallised into an actual war support organisation were the Ladies Gunboat Societies. These, too, like the Sanitary Commission in the North, were formed in the earlier stages of the war. But since their hands were tied, they were forced to remain only literary in character, and had little effect in heartening their men. As if to offset these shortcomings, men sought to project a valorous set of deeds of these women, perhaps out of a sense of guilt. (Faust, 1992, p. 175) Part VI:  Reasons for South’s failure to organise itself as well as the North Precisely the same conditions that led the two sides to civil war, namely the birth and development of slavery, also turned out to be the reasons for which Southern women could not organise themselves better during the war. While the attitudes of the two sides differed over a number of issues, the focal point of their animosity was slavery. The sharp differences between the two sides lay in the distribution of natural resources, by which plantations, the lifeblood of the South, required extensive dependence on slavery. On the contrary, the North was industrialising at a frenetic pace, and developing a kind of economy for which the centrality of slave labour, indispensable for the South, was totally absent. (Collins, 1981, p. 29) An inadvertent invention served to further accentuate the South’s already heavy dependence on labour –Eli Whitney’s cotton gin. This 1792 invention laid the groundwork for the cultivation of cotton on a large scale, something for which the South was extremely well-suited. In no time, heavily labour-oriented cotton edged out the other profit-making crops such as indigo and tobacco, given its near perfect suitability to Southern climate. (Johnson Roark, 1984, p. 10) Since the invention of the cotton gin, the spurt in the production of cotton was dramatic – it jumped from about 178,000 bales in 1810 to almost 4,000,000 bales in 1860. This surge was possible because cotton, a labour-intensive crop could be produced only by slaves; naturally, this spurt in production was matched by an increase in the number of slaves employed to produce it –in these 50 years, the number of slaves went up from about 1,190,000 to over 4,000,000. (Faulkner, 1924, pp. 209-210) These factors were to percolate down to the matter of women’s organisation into the civil war effort. By the basic fact of the overwhelming existence of plantations, and lesser development in industrial development and hence, infrastructure, the South was not able to muster enough or wholesome participation from women in the civil war. The sheer size of these sprawling plantations, which were hardly anything to be termed meeting venues, isolated women from each other, curtailing their interaction. Even if they were organised, they were not as well knit as in the North, which had all these advantages. As a result, most women’s contributions, when they were not listed in literary circles in the cities, were limited to stitching clothes for their men. (Faust, 1996, pp. 23, 24) Yet another critical factor blunted Southern organisation: because of its numerical inferiority to the North, the South had been consistently losing men on the battlefield; this meant that more than half the women in the South had lost any of their male relatives in the war. When more and more men were required for the war effort, the plantations were left without them. In this scenario, women, who till then had been having little experience in looking after slaves, since it were men who were engaged in this practice all these years, were suddenly confronted with a new situation –managing slaves in their huge plantations, with no prior experience. Yet other additional derivative roles were thrust upon them –managing the economy, and receiving corpses of their men and performing the necessary rituals and ceremonies. These left them with little time to pursue the career that they first sought to, nursing, let alone for organising themselves into the war effort. (Faust, 19 92, pp. 184, 185) On the other hand, Northern women applied themselves better to their duty. The panel that oversaw the appointment of the original list of 14 members of the Sanitary Commission was meticulously handpicked. So immaculate was this list that President Lincoln had no alternative to affixing his stamp on it once it came to him for selection. If there was one reason for the success of this commission, it was the effort the women put into it. When the commission’s members were first presented to Lincoln, he was unimpressed by the whole idea of the commission itself, remarking that it was no more than ‘†¦just the fifth wheel to the coach’. He was hesitant to trust its effectiveness in delivering, and had made it a virtually powerless association of eminent persons. If the commission carried out important work in spite of government apathy, it was due entirely to its women. (Greenbie, 1944, p. 79) Part VII:  Conclusion The ways in which women organised themselves in the war effort were symbolic of the larger issue of how the two sides made use of their strengths. On the one hand, the North was fired by the zeal of liberation, and wasted no effort in pulling its women together in the war effort, while fully exploiting their other strengths listed in this paper. On the other hand, hamstrung by both psychological and physical factors, the Southern women’s effort never really was able to sustain itself, in the end becoming a victim of a variety of factors, some self-created, and some created by nature. References Boritt, G. S. (Ed.)., (1992). Why the Confederacy Lost, Oxford University Press, New York. Clinton, C., Lunardini, C., (2000), The Columbia Guide to American Women in the Nineteenth Century, Columbia University Press, New York. Collins, B., (1981), The Origins of Americas Civil War, Holmes Meier, New York. E. Harper, J., (2003), Women during the Civil War: An Encyclopedia, Routledge, New York. Faulkner, H. U., (1924), American Economic History (5th ed.), Harper Brothers, New York. Faust, D. G., (1992), Ch.10 Altars of Sacrifice: Confederate Women and the Narratives of War. In Divided Houses: Gender and the Civil War, Clinton, C. Silber, N. (Eds.) (pp. 171-199), Oxford University Press, New York. Faust, D. G., (1996), Mothers of Invention: Women of the Slaveholding South in the American Civil War, University of North Carolina Press, Chapel Hill, NC. Foner, P. S., (1983), History of Black Americans From the Compromise of 1850 to the End of the Civil War, Greenwood Press, Westport, CT. Greenbie, M. B., (1944), Lincolns Daughters of Mercy, G.P. Putnams sons, New York. Johnson, M. P., Roark, J. L., (1984), Black Masters : A Free Family of Color in the Old South /, W. W. Norton, New York.

The Mad Hamlet :: essays research papers

The Mad Hamlet William Shakespeare wrote "Hamlet, Prince of Denmark". "Hamlet, Prince of Denmark" is a tragedy. William Shakespeare was born 1564 and died 1616. William Shakespeare himself, was one of the greatest play writers of all times. Hamlet was an odd character in the play because of the way he acted. Hamlet is intelligent, mad, and selfish. Hamlet is a very intelligent character. Claudius and Polonius planned to send Hamlet to England to be put to death, escorted by Rosencrantz and Guildenstern. Hamlet was supposed to be killed in England by getting beheaded, but he found a way around it. "†¦ My head should be struck off," (V, 2) "†¦Read it at more leisure†¦" (V, 2) and "†¦Devised a new commission, wrote it fair..." (V, 2) shows how Hamlet outsmarted Rosencrantz, Guildenstern, Claudius, and Polonius. Hamlet wrote a different letter that said that Rosencrantz and Guildenstern were to be executed, and therefore cheated death. Hamlet revenged his father's death by murdering Claudius. After Hamlet found out that the sword he and Laertes were struck with was poisoned he then stabbed Claudius with it; "The point envenom'd too? Then, venom, to thy work." (V, 2) From Hamlet's point of view, what he did to Ophelia was intelligent. When Ophelia went mad she said, "T omorrow is Saint Valentine's Day†¦ Never departed more," (IV, 5) and "Young men will do't, if they come to't†¦ You promised me to wed." (IV, 5) Ophelia was saying that Hamlet told her that they would get married if she had sex with him, and that he never showed any love for her, this was intelligent from Hamlet's or some males point of view. Hamlet was mad throughout the whole play. Hamlet murdered Rosencrantz, Guildenstern, Claudius, Laertes, Polonius, and may have been the reason Ophelia went mad and drowned. Rosencrantz and Guildenstern: "He should the bearers†¦" (V, 2) Claudius: "†¦ Then, venom, to thy work," (V, 2) Laertes: "They bleed on both sides†¦" (V, 2) Polonius: "†¦Dead for a ducat, dead," (III, 4) Ophelia: "What the fair Ophelia!" (V, 2) At one point Hamlet was so mad and depressed he wanted to kill himself. "To be, or not to be, that is the question†¦" (III, 1) The worst possible thoughts that Hamlet could have ever thought, he thought incestuously about his mother and himself. He never said that he wanted to be with his mother, but he was just mad that Claudius took the throne from him at the beginning of the play, not that his father was dead.

Rucksack Rendezvous :: Traveling Travel World Vacation Essays

Rucksack Rendezvous Introduction "Deep in the jungle where the mighty tiger lie, Bill and his elephants were taken by surprise." -The Beatles For many people this is the image that is conjured up when one speaks of third world travel and many times it is this way because of lack of knowledge or lack of resources about the country in question. It is also possible that the person may not have had the chance to study the country and therefore does not clearly understand what goes on there. So many people think that a trip south of the boarder will bring them nothing but diarrhea and hassles. This image is simply not what you will find. Another scenario is that of the timid traveler who feels that traveling through such remote areas would prove treacherous or worse. Sometimes people are afraid that unrest may occur and they may be left with nowhere to turn. Once again this is a notion that is not completely realistic. The problem comes from the lack of information about these countries and an increased encouragement by national businesses to keep your travel funds in your own country. Many of the United States’ surrounding countries could benefit from the travel dollars that we as Americans tend to use exclusively in our country. However, the money is not going there. It seems to me that anyone spending there money for the experience of traveling through a third world country would be adequately compensated in life lessons. In this hemisphere alone there are so many travel destinations that it is enough to boggle the mind. It only takes some simple research before you will see that travel to third world countries is not only possible but affordable, safe, and practical. There are many people who have already found the pleasure that is experienced when visiting any one of the many natural wonders or urban settings of the world’s vast geographical locations. National Standards: Whether your traveling with a group or alone there is a valuable lesson to be learned in the area of using maps and other geographical tools to acquire and process information. Traveling also helps you to use mental maps in order to give spatial perspective to the world.

The Duration Of Coaching Csa Trinity Education Essay

Knowledge is deemed an indispensable portion of training within any clean environment. Furthermore, within any clean environment all managers require some sort of training cognition whether novitiate or expert in which constructed throughout life or coaching experiences. Coaching cognition is critical whether planning, coach/athlete relationship, analysing, and observation etc†¦ In which is important towards participants larning. Therefore, the intent of this paper is to find whether any cognition has been extended and how farther cognition can be constructed to heighten personal coaching towards accomplishing long clip personal end of expertness coaching. This will be completed via 20 completed hours with the CSA Trinity ( CSA ) and training Sessionss which were delivered within the 12 hebdomads at Oxford Brookes University to detect if any patterned advance from a novitiate to expert knowledge base manager. Phases of development Throughout the continuance of training CSA three Football Club training observations were deployed towards myself via feedback from participants and parents to find what training degree public presentation stood. Mention to appendix 5, manager public presentation feedback sheets. As Bloom ( 1985 ) provinces, three stages of the faculty include induction, development and flawlessness in which designed to better immature jocks within a suited environment and hence enhances the development of expertness. However, a somewhat different position from Dreyfus and Dreyfus ( 1986 ) whereby expertise accomplishment involves five phases of completion novitiate, advanced novice, competent, proficient and expert within anyone ‘s field of expertness. Conversely, farther surveies demonstrate several transmutations of athletics context as Cote ( 1999 ) adopted four phases and designed a faculty to raising and develop participants, but besides could drop out at different phases in required duri ng the sampling, specialising, investing and diversion stages. Another theoretical account as Bush and Roberts ( 2011 ) Schempp et Al ( 2006 ) suggest managers ‘ demands of going an adept practician involve extended cognition base. However, in order to make drawn-out cognition base managers require commence through four phases of development, novitiate, competent, proficient and expert. Though each theoretical account demands are important in order for development to make a 1 ‘s end â€Å" expertness † significantly for different types of work industries and degrees of abilities. However, Hargreaves and bate ( 2009 ) province ; experience and cognition are good as developing and training the participants within the session to obtain improved accomplishments and cognition of the game, instead than running a session via accretion drills. Furthermore, Bush and Roberts ( 2011 ) Schempp et Al ( 2006 ) suggest, novice accent lay on participant ‘s behaviors than slightly developing the participant and hence, no future battle of cognition to better acquisition. However, Schempp et Al ( 2006 ) continues, within the competent stage, cognition is consumed to diminish the sum of errors that occur, but every bit concerned with regulations, such as no speaking policy when manager is speaking. Therefore, competent coaching within the first five or six hebdomads at University and ( CSA ) as somewhat confounding due to letters of information received within talks. Consequently, deficiency of experience and cognition prevailed as proficient cognition, contemplations ; planning, coach/athlete relationship and coaching manners etcaˆÂ ¦ were slightly a learning stage and hence running alternatively of training a session in which no acquisition or developments took topographic point when presenting Sessionss. Mention to appendix 4, brooding journal and one to six hebdomads of session evaluations/reflections for under 8 ‘s and 11 ‘s. For that ground, building cognition was the following phase in order to accomplish a degree of proficiency as Perlus ( 2008 ) feels that, training cognition comes from personal experiences, i.e. playing the athletics, expertise degree and context etcaˆÂ ¦ and hence playing ability is indispensable in which refines training cognition. However, these properties would hold a certain grade of effectivity, although non indispensable to go an adept manager. For illustration, Linford Christie ‘s ex-coach Ron Roddan highest accomplishment was running for his county Middlesex and Jose Mourinho current Real Madrid director both encountered short low profile, playing callings. As Carter ( 2006 ) provinces, Jose Mourinho playing calling was really brief, nevertheless, during his brief enchantment as a participant whilst analyzing football methodological analysis within Lisbon ‘s Sports University. Therefore, increased his cognition base in which Mourinho encountered all phases t o expertise which lead him to assorted assistant/manager occupations at high-profile nines. However, deriving experience from old playing calling is non indispensable to derive expertness cognition. Whether professional jock or playing recreational athleticss expertness cognition can be gained through sheer finding and motive and create solid foundation within training. Therefore, indispensable for different facets to derive cognition, i.e. experiences, books, diaries, analyzing public presentation, playing experience and detecting other coaches- penetration into tactics and technique and feedback are important constituents to make coveted end of expertness. Mention to appendix 1,2,3,4 and 5 of portfolio. However, deriving expert cognition requires hours and old ages of deliberate pattern harmonizing to Ericsson and Charness ( 1994 ) , Nelson et Al ( 2006 ) , Ericsson et Al ( 1993 ) , Schempp et Al ( 2006 ) , cote ( 2006 ) and Gilbert et Al ( 2006 ) which are from different Fieldss and slightly indecisive within the continuance and experience to necessitate expertness cognition base. Nevertheless, all theories fluctuate and suggest five, 10 and 13 old ages, 3,000 to10,000 hours to make full potency. However, Schempp et Al ( 2006 ) provinces, adept cognition are neither familial nor typical features, but fineness within training which instruction and experience in which can be expanded over hours or old ages of deliberate pattern dependant on the single motive of success. Though, depending on what type of coach/person, sheer finding, personality, visions, passion, motive and ends etcaˆÂ ¦ you possess cognition. Hence, experience could be administered quicker to stand out from novi tiate to expert to accomplish the end they require as Schempp et Al ( 2006 ) points justly out. Finally, if required plenty cognition and content with the degree of coaching/knowledge, managers may choose to halt if gained a degree of efficiency. Another method which coaches concept cognition is formal, non-formal and informal manager larning whereby ongoing and womb-to-tomb development to build farther cognition in different organisations. As Nelson et Al ( 2006 ) , Bush and Roberts ( 2011 ) , Smilde ( 2009 ) and Edwards et Al ( 2006 ) study that, formal acquisition is institutionalized and organised instruction system with inactive or additive learning aims and chief focal point is the merchandise and non the procedure for illustration, course of study administrations i.e. BTEC, national government organic structure ( NGB ) classs and degrees-foundation grades etc.. â€Å" enfranchisement constructed † . For case Ehlers ( 1998 ) found that, disadvantages occur within formal larning ‘learners remember merely 20 % of the information presented during a formal lesson ‘ . Consequently, formal acquisition has no consideration for the individual/learner and low impact on cognition and hence, decreases the trouble of the demands of the manager. For illustration, managers, possibly hesitant when using cognition to pattern, when and how to train. Although, Nelson et Al ( 2006 ) , Bush and Roberts ( 2011 ) , Smilde ( 2009 ) and Edwards et Al ( 2006 ) continues, non-formal acquisition takes topographic point outside formal acquisition within workshops, groups, administrations and best pattern etcaˆÂ ¦ acquisition does non happen, because, on the other manus good for basic apprehension. However, inordinately hard to mensurate if learning/knowledge has taking topographic point as no base on balls or fail occurs and hence, does non supply a model which is critical for building training cognition. Though, Informal larning consists of building cognition, developing accomplishments and behaviors which benefit training pattern via the usage of diaries, books, pictures and autonomy etcaˆÂ ¦ . Therefore, research and acquisition within the environment over ongoing life long procedure is good for expertness cognition. For illustration, detecting to dispute something, reflecting in ( within session ) and on ( after session ) pra ctical, proficient and critical jobs can make a deeper acquisition or development of training cognition. Mention to appendix 6, readings-development of adept training page 2 and 6. However, persons are slightly different and learn at different velocities, ways. Therefore, to make a sound cognition base, formal and non-formal acquisition would supply non merely enfranchisement, but a foundation for patterns, drills and the rudimentss apprehension of the coaching environment. However, informal, the most good, but using cognition from informal with the usage of the non-formal and informal would turn out slightly good for some persons within the coaching environment. Hence, persons learn otherwise i.e. in their ain in manner which they feel conformable, see different chances to detect the result themselves etcaˆÂ ¦ to accomplish a certain end. Areas of cognition The sentiment of Cassidy et Al ( 2004 ) and Robyn et Al ( 2008 ) is that, the work from researcher Shulman ( 1986 ) in respects to content cognition required three subdivisions, capable affair content cognition ( SMCK ) refers to the manager and cognition to present a session i.e. nucleus accomplishments accomplished by the participants whilst the regulations are coached etcaˆÂ ¦ pedagogical content cognition ( PCK ) is the ability to learn or pass on whilst engaged with the ( SMCK ) participants. Finally, course of study content cognition ( CCK ) ‘tools of the trade ‘ as mentioned by Robyn et Al ( 2008 ) , intending explicating and analyzing the capable affair towards pupil acquisition. However, Metzler ( 2000 ) suggests, Shulman ‘s work is a great get downing point in respects to content cognition. However, Metzler ( 2000 ) continues, farther dislocation of the current constituents into a farther three classs declarative, procedural and conditional cognition would be good as it would go confidant within the designated athletics. Therefore, Metzler ( 2000 ) and Bush and Roberts ( 2011 ) portion the same position in that declaratory cognition ( DK ) in which managers explains and show verbally or within a written format, i.e. the cognition about and facts and things. Metzler ( 2000 ) and Bush and Roberts ( 2011 ) continue, procedural cognition ( PK ) , intending â€Å" knowledge how too/ how to accomplish it † i.e. how to execute a undertaking or process and conditional cognition refers to when and why to make something and what happens if. Refer to appendix 6, readings-development of adept training pages 5-6. However, both Metzler ( 2000 ) and Shulman ( 1986 ) in respects to all classs are slightly good when using both methods together within the coaching environment whereby managers can better participants ‘ public presentations and hence, larning takes topographic point as the cognition to acquire something done had occurred â€Å" adept Coaches † . Mention to appendix 2 Sessionss plans 9 and 10 of both under 8 ‘ & As ; 11 ‘s. The latter phases of the 20 hours training and lectures going more confident as expanded cognition and experience was clearly apparent as some larning took topographic point. Therefore, proficient cognition, reflections/evaluating, planning, coach/athlete relationship and coaching manners etcaˆÂ ¦were developing together non merely certain facets of coaching. However, due to huge accrued cognition and experience proficient cognition base was more distinguished, but still needs betterment. Mention to appendix 4, brooding journal and seven to ten hebdomads of session evaluations/reflections for under 8 ‘s and 11 ‘s. Though, concentrating more on the participants ‘ performance/development, participant battle instead than running a session as before. However, expert knowledge more formidable and hence, more cognition and experience required to make lifetime end â€Å" adept cognition base manager † . As Schempp et Al ( 2006 ) Wiman et Al ( 2010 ) conclude to derive expertness cognition involves changeless planning for coveted results of Sessionss, deriving cognition all the clip via diaries, books, workshops, programmes which involve enfranchisement etc.aˆÂ ¦ Furthermore, larning and detecting from other adept managers, experience etc†¦ Refer to appendix 5, peer observations-strengths/weaknesses Decision Given this grounds, it can be seen that managers get cognition they need to be effectual and adept manager via different methods through a figure of formal, non-formal and informal acquisition environments. However, larning is diverse and dynamic procedure in which is really typical and hence, different to being taught something within instruction. Therefore, indispensable to derive cognition through all types of experiences from playing recreational to professional athleticss, reading diaries or books, written work, workshops programmes which involve enfranchisement etcaˆÂ ¦ Furthermore, deriving expert cognition requires hours and old ages of deliberate pattern all dependant on what type of attitude the coach/person requires as sheer finding, passion, and motive to make the coveted ends could stand out towards the journey of dream end â€Å" adept manager † .

Presidential Election of 1828 Essay

A rematch between two bitter rivals, Andrew Jackson and John Quincy Adams, the presidential election of 1828 was highlighted by the split of electoral votes in New York and Maryland. Andrew Jackson had swept through the west, gaining every single state, and even got Pennsylvania. The winner from the election of 1824 by the ‘corrupt’ bargain, John Q. Adams, had gained the support of all the northeast states. However, the real surprise was the split electoral votes in Maryland and New York. The northern states loved Adams because he favored elites and their manufacturing industries. The south and west favored Jackson because he believed in equal opportunity for any citizen of the United States of America. Two states, Maryland and New York, did not give all their electoral votes to either Adams or Jackson, but were divided equally among the two. The reason for this split was both states were divided into districts that all had one vote. These districts could settle on who they wanted to give their electoral vote to. In every single other state, the electoral votes were decided upon by the state legislature, and once decided, all the electoral votes would be given to one candidate. However, in lone New York, the whole state could back Adams, but if one small self-sufficient farmer district wanted Jackson, then they could award their one electoral vote exclusively for him. So, if there was a dispute in states with a system like New York, the electoral vote could be split. The split between these two states showed how divided and diverse one state could be. If one little district went against the majority, it changes where the electoral votes are distributed, and can thus change the outcome of the election. New York and Maryland proved that one little group can make a large difference. These small changes made the election of 1828 unique, and actually exemplified how dissimilar one state’s people could be.