Ulysses S. Grant :: Biography Biographies Essays

Ulysses S. Grant Ulysses Simpson Grant, (1822-1885), American general and 18th President of the United States. Grant, the most capable of the Union generals during the Civil War, was a master strategist. He won the first major Union victories. President Abraham Lincoln staunchly defended him against critics and promoted him to command all Union forces. Grant accepted Gen. Robert E. Lee's surrender at Appomattox Court House. However, Grant had no disposition for political leadership, and as president (1869-1877) he scarcely attempted to control events. He made injudicious appointments to public office, and official corruption tainted his administration, although Grant himself was not involved in the peculations. Grant was born in Point Pleasant, Ohio, on April 27, 1822, and baptized Hiram Ulysses. The eldest son of Jesse Root Grant and Hannah Simpson Grant, he came from a family that, he proudly declared, had been American "for generations, in all its branches, direct and collateral." In 1823 his father moved his tanning business to Georgetown, Ohio, where "Lyss" spent his boyhood. His education at a grammar school in Georgetown, at Maysville Seminary in Maysville, Ky., and at the Presbyterian Academy of Ripley, Ohio, was superficial and repetitious, and the boy showed no scholarly bent. He became noted, however, for his sturdy self-reliance and for his ability to ride and control even the wildest horses. MILITARY LIFE In 1839, Jesse Grant secured for his son an appointment to the U. S. Military Academy. When he arrived at West Point he learned that he was on the muster roll as Ulysses Simpson Grant, through an error of the congressman who had nominated him. Finding it impossible to change this official listing, Grant accepted the inevitable and dropped Hiram from his name. "A military life had no charms for me," Grant said later, and his only purpose at the academy was "to get through the course, secure a detail for a few years as assistant professor of mathematics at the Academy, and afterwards obtain a permanent position as professor at some respectable college." Understandably, his West Point record was not spectacular. In 1843 he graduated in the middle of his class (21st in a class of 39), was commissioned brevet 2d lieutenant, assigned to the 4th U. S. Infantry, and sent to Jefferson Barracks, near St. Louis, Mo. There he began to learn his army duties and, even more important, met his future wife, Julia Dent, sister of a West Point classmate. Ulysses S. Grant :: Biography Biographies Essays Ulysses S. Grant Ulysses Simpson Grant, (1822-1885), American general and 18th President of the United States. Grant, the most capable of the Union generals during the Civil War, was a master strategist. He won the first major Union victories. President Abraham Lincoln staunchly defended him against critics and promoted him to command all Union forces. Grant accepted Gen. Robert E. Lee's surrender at Appomattox Court House. However, Grant had no disposition for political leadership, and as president (1869-1877) he scarcely attempted to control events. He made injudicious appointments to public office, and official corruption tainted his administration, although Grant himself was not involved in the peculations. Grant was born in Point Pleasant, Ohio, on April 27, 1822, and baptized Hiram Ulysses. The eldest son of Jesse Root Grant and Hannah Simpson Grant, he came from a family that, he proudly declared, had been American "for generations, in all its branches, direct and collateral." In 1823 his father moved his tanning business to Georgetown, Ohio, where "Lyss" spent his boyhood. His education at a grammar school in Georgetown, at Maysville Seminary in Maysville, Ky., and at the Presbyterian Academy of Ripley, Ohio, was superficial and repetitious, and the boy showed no scholarly bent. He became noted, however, for his sturdy self-reliance and for his ability to ride and control even the wildest horses. MILITARY LIFE In 1839, Jesse Grant secured for his son an appointment to the U. S. Military Academy. When he arrived at West Point he learned that he was on the muster roll as Ulysses Simpson Grant, through an error of the congressman who had nominated him. Finding it impossible to change this official listing, Grant accepted the inevitable and dropped Hiram from his name. "A military life had no charms for me," Grant said later, and his only purpose at the academy was "to get through the course, secure a detail for a few years as assistant professor of mathematics at the Academy, and afterwards obtain a permanent position as professor at some respectable college." Understandably, his West Point record was not spectacular. In 1843 he graduated in the middle of his class (21st in a class of 39), was commissioned brevet 2d lieutenant, assigned to the 4th U. S. Infantry, and sent to Jefferson Barracks, near St. Louis, Mo. There he began to learn his army duties and, even more important, met his future wife, Julia Dent, sister of a West Point classmate.

Cultural and Disease

The disease that I am writing about today is Asthma. This disease is a severe allergic reaction in which the bronchial tubes in the lungs swell and become blocked with mucous. The membranes lining the inner walls of the air passages become inflamed, causing the airways to narrow and making it difficult to breathe. Asthma affects roughly 17 million Americans. Five million of those affected by this disease are under the age of 18, making asthma the most common chronic childhood disease. That means that roughly 1 in 20 people out of the general American population including children currently suffer from this incurable disease. This disease causes more than 14 people to die daily from asthma. In my research I found that over the past decades these figures have been steadily increasing in the United State. As our air, water, and food become more polluted with chemicals more people are affected by Asthma. We will continual to see an increase in this disease as long as infants are introduced to solid foods at an early age, and food additives increase, and plants are genetically manipulated to form foods that have a higher allergic potential. Symptoms of asthma may include recurrent attacks of breathlessness, wheezing when breathing out, a dry cough, and excessive mucous. Tightness in the chest during a severe attack, also include sweating and rapid heartbeat, distress and anxiety, an inability to sleep or speak. This disease potentially increased vulnerability to the effects of exposure to air pollutants. There are those who are innately more susceptible to the effects of exposure to air pollutants than others. Those who become more susceptible for example as a result of environmental or social factors or personal behavior and those who are simply exposed to unusually large amounts of air pollutants. Very young children and unborn babies are also particularly sensitive to some pollutants. People with cardio-respiratory disease or diabetes are susceptible to having Asthma. Also people who are exposed to other toxic materials that add to or interact with air pollutants and those who are socioeconomically deprived. When compared with healthy people, those with respiratory disorders such as chronic bronchitis. Asthma has become one of the top chronic conditions in the United States. It disproportionately affects minorities of school age children and youth. Approximately one in 15 Americans suffers from asthma1 and an estimated 4 million children under 18 have an asthma attack each year. Many African-Americans are exposed to unhealthy living and working conditions that trigger more asthma diagnoses than in any other race or ethnic group. Inner- city living conditions typically are crowded and less sanitary, which creates greater exposure to allergens and an increased risk of developing asthma. In a 2002 study, the American Lung Association reported that 71 percent of African- Americans lived in communities where federal air pollution standards were not met, compared to 58 percent of the white population. There are an estimated 1 million to 2 million new cases of asthma diagnosed in the United States each year. Approximately 3 million African Americans have been diagnosed with asthma at some point in their lives. The Prevalence of asthma in African-Americans is 30 percent higher than whites. Although children of all races and ethnicities are affected, asthma appears to be more prevalent among children who are poor, African-American or Puerto Rican. Asthma is the most common childhood chronic disease and is a national public health concern that challenges both health care and school systems. A quarter of the United State population is made up of children, who comprise 40 percent of reported asthma cases. According to the Centers for Disease Control and Prevention (CDC), nearly one in 13 school- age children has been diagnosed with asthma. Many parents are not informed about how to properly manage their hild asthma attacks. This increase pediatric emergency room visits. Medicaid had more severe asthma and used fewer preventive medications than all children in the same managed Medicaid population. Asthma is one of the most common chronic diseases in children, with increasing morbidity and mortality. A genetic predisposition and exposure to allergens have been implicated as major risk factors for the development of asthma. However, increasing evidence indicates that the mother plays a crucial role in mediating the development of fetal-infant immune responses to inhaled allergens. The exact nature and mechanism of this maternal influence and how it might be associated with the development of allergic sensitization and asthma are not clear. Under normal conditions the maternal environment during pregnancy promotes an initial skewed immune response in the offspring which transitions to a non- allergic type response after birth. However the allergic mother's influence may delay the normal transition to a non-allergic immune response to inhaled allergens in her children increasing the risk for the development of allergic sensitization and or asthma. Understanding the underlying mechanisms by which the maternal mmune environment can influence the development of the fetal-infant immune response to inhaled allergens may lead to identifying new targets for the prevention of allergic sensitization and asthma. Asthma cannot be cured, but it can be controlled with proper asthma management. The first step in asthma management is environmental control. Asthmatics cannot escape the environment but through some changes they can control its impact on their health. Some asthmatics use a peak flow meter to gauge their lung function. Lung function decreases before symptoms of an asthma attack occurs. If the meter indicates the peak flow is down by 20 percent or more from your usual best effort an asthma attack is on its way. Other was to managing asthma involves is to use medications. There are two major groups of medications used in controlling asthma attack. Anti -inflammatories corticosteroids and bronchodilators Anti-inflammatories this medication reduces the number of inflammatory cells in the airways and prevent blood vessels from leaking fluid into the airway tissues. By reducing inflammation you can reduce the spontaneous spasm of the airway muscle and reduce having a asthma attach.

Early childhood educators Essay

Theorist What contribution to the field of ECE did this theorist make? When and Where? Identify historical issues and current trends in the early childhood care profession. Share an example of how the theorists work is used today. Rousseau Rousseau was the author of several education books; he proposed that children be educated in moral, harmonious environments free from adult dominance (Follari, 2011). Rousseau was influential in both Europe and America in the mid to late 1700’s. Rousseau emphasized out of the home schooling and viewed children as innately good. Rousseau reduced the importance of learning by reading and emphasized learning by experience. An example of his work is seen today as children learn through play. Pestalozzi Johann Heinrich Pestalozzi published a book in 1801 that helped influence the development of seeing his theories put into action. The â€Å"Pestalozzi method† was put into practice in 1805 at his school in Yverdon (Johann, n. d. ) Johann Heinrich Pestalozzi was an education reformer who was very passionate about getting education to poor children and teaching methods designed to strengthen the students own abilities. He wanted children to be taught as a whole ( Follari, 2011). An example of Pestalozzi’s work can be seen through field trips, puzzles, blocks, and physical exercise. Froebel Froebel made Kindergarten spread like wildfire through Europe and eventually to the U. S. He created what is known as Froebel gifts. He designed balls, wooden block, tiles, sticks, and rings to demonstrate that children could learn while at play (Follari, 2011). Froebel based his beliefs in teaching children on rationalism. He thought children could gain knowledge by logically thinking through concepts from a given premise. He started by giving his gifts and having the children work through them (Follari, 2011). An example of Froebel’s work can been seen through Kindergarten (Follari, 2011). Peabody Elizabeth Peabody opened the first English speaking kindergarten in Boston, MA in 1859(Follari, 2011). She also created the American Froebel Society to provide some regulations and originality of kindergarten programs. (Follari, 2011). Elizabeth Peabody was against the hands-on objects method of instruction. She liked individualized instruction instead. She thought children needed careful direction to develop properly (Follari, 2011). An example of her work is the acceptance of kindergarten as an accepted institution in U. S. education (Today, n. d. ). Piaget During the 1970’s and 1980’s, Piagets theories inspired the transformation of European and American education (Follari, 2011). Piaget believed learning occurs as a result of experience, both physical and logical. He thought knowledge could not truly be formed until the learner has matured to the mental status that the learning is specified to. He believed that children made moral judgments based on their own observations of the world (Follari, 2011). Piaget’s theories were used in the developing of the Dynabook programming system (Jean, n. d. ) Vygotsky. Lev Vygotsky proposed a theory of the development of higher cognitive functions in children that saw the emergence of the reasoning as emerging through practical activity in a social environment. Most of his work was influence in Eastern Europe in the 1920’s and later on in America (Lev, 2013) Vygotsky believed that children organized their thinking by private speech. His theory suggests that children have developmental rages which the child can be assisted in operating at higher levels than are possible alone (Follari, 2011). An example of his work would be scaffolding (Follari, 2011). Gesell. Dewey John Dewey’s education philosophy helped forward the progressive education movement, and spawned the development of experiential education programs and experiments (Follari, 2011). John Dewey believed that education should be based on children’s interests and should involve them in active experiences. He thought an active curriculum should be integrated rather than divided into subject matter segments(Follari, 2011). Problem solving activities. References Follari, L. M. (2011). Foundations and Best Practices in Early Childhood Education: History, Theories and Approaches to Learning (2nd ed., pp. 24-47). Upper Saddle River, NJ: Pearson Education. Jean Piaget. (n. d. ). Jean Piaget. Retrieved from http://www. nndb. com/people/359/000094077/ Lev Vygotsky. (2013, November 17). Wikipedia. Retrieved from http://en. wikipedia. org/wiki/Lev_Vygotsky Johann Heinrich Pestalozzi: Pedagogy, education and social justice. (n. d. ). Infedorg. Retrieved from http://infed. org/mobi/johann-heinrich-pestalozzi-pedagogy-education-and-social-justice/ Today in History. (n. d. ). : May 16. Retrieved from http://memory. loc. gov/ammem/today/may16. html.

Ambiguity in The Scarlet Letter essays

Ambiguity in The Scarlet Letter essays The element of ambiguity, in which the meaning of something is unclear, allows Nathaniel Hawthorne to mingle the marvelous in his 1850 novel The Scarlet Letter. Hawthornes continual use of this element gives the book a certain air of mystery; therefore permitting the reader to draw his or her own conclusions. One is constantly weighing the natural versus the marvelous reason for an event. The Scarlet Letter illustrates ambiguity throughout the entire novel. The first occurrence of ambiguity is concerning the rosebush, outside of the prison where Hester was kept. No one truly knew the origin of the rosebush. Hawthorne leaves it up to the reader to decide whether the rosebush had survived out of the stern wilderness or whether it had sprung up under the footsteps of the sainted Ann Hutchinson. There is also an additional instance of ambiguity with the rosebush. But, this time it also concerns Pearl. When passing the rosebush at the Governors home, Pearl asks her mother for a rose. Later, when she is being questioned where she came from, Pearl replies, that she had been plucked by her mother off the bush of wild roses that grew by the prison door. The natural reason for this is that Pearl wanted a rose from the Governors bush and Hester said no. The marvelous reason is that the origins of both Pearl and the rosebush are unknown and ambiguous. This occurs as well with the creek later in the novel. While Hester meets with her Dimmsdale, Pearl goes off to play. She encounters the creek, which is ambiguous as herself. Both Pearl and the brook have unknown origins. Pearl resembled the brook, in as much as her current life gushed from a wellspring as mysterious. Another instance of ambiguity is why Hester remains in Boston. She could have very easily left and not been forced to wear the scarlet letter and endure years of humiliation. Yet, Hester stayed in ...

How to Distill Ethanol or Grain Alcohol

How to Distill Ethanol or Grain Alcohol Ethanol is also called ethyl alcohol or grain alcohol. Its made from a fermented mixture of corn, yeast, sugar, and water. The resulting alcohol is 100 to 200 proof (200 proof is pure alcohol). In addition to use in the lab, ethanol is a popular fuel alternative and gasoline additive. Because it is flammable, ethanol can be prohibitively expensive to ship, so it may make sense to distill your own. Anyone can have a still, but be advised you may need to get a permit in order to make ethanol. Difficulty: Easy Time Required: 3 - 10 days, sometimes longer How-To Steps If you are starting with whole corn, you first need to convert the cornstarch into sugar by sprouting the corn. Place the corn in a container, cover it with warm water, and drape a cloth over the container to prevent contamination and conserve heat. Ideally, the container will have a slowly draining hole at the bottom. Add warm water from time to time as the liquid level falls. Maintain the setup ~3 days or until the corn has sprouts about 2 inches long.Allow the sprouted corn to dry. Then grind it into meal. Alternatively, start with cornmeal. Other grains can be prepared in much the same way (e.g. rye mash).Mash or mush is made by adding boiling water to the corn meal. The mash is kept warm to start the fermentation process. Yeast is added, if available (half pound yeast per 50 gallons of mash, for example), and sugar (variable recipe). With yeast, fermentation takes about 3 days. Without yeast, fermentation could require more than 10 days. The mash is ready to run once it stops bu bbling. The mash has been converted into carbonic acid and alcohol. It is called wash or beer or sour mash. The wash is placed into a cooker, which has a lid that is pasted shut so that it has a seal which can be blown off should internal pressure become too great. At the top of the cooker, there is a copper pipe or arm that projects to one side and tapers down from a 4-5 inch diameter to the same diameter as the worm (1 to 1-1/4 inch). The worm could be made by taking a 20 ft length of copper tubing, filling it with sand and stopping the ends, and then coiling it around a fence post.The sand prevents the tubing from kinking while being coiled. Once the worm is formed, the sand is flushed out of the tube. The worm is placed in a barrel and sealed to the end of the arm. The barrel is kept full of cold, running water, to condense the alcohol. Water runs in the top of the barrel and out an opening at the bottom. A fire is maintained under the cooker to vaporize the alcohol in the wash.The ethanol vaporizes at 173Â °F, which is the target temperature for the mixture. The spirit will rise to t he top of the cooker, enter the arm, and will be cooled to the condensation point in the worm. The resulting liquid is collected at the end of the worm, traditionally into glass jars. This fluid will be translucent, and about the color of dark beer. The very first liquid contains volatile oil contaminants in addition to alcohol. After that, liquid is collected. The containers of liquid collected from over the wash are called singlings. Liquid collected toward the end of this run is called low wine. Low wine can be collected and returned to the still to be cooked again. The initial collections are higher proof than those collected as the distillation progresses.The singlings tend to have impurities and require double-distillation, so once the low wine has been run to the point where a tablespoon or so thrown on a flame wont burn (too low proof), the heat is removed from the still and the cooker is cleaned out. The liquid remaining in the still, the backings or slop, can be recovered and poured over new grain (and sugar, water, and possibly malt) in a mash barrel for future distillations. Discard mash after no more than eight uses.The singlings are poured into the cooker and the still is returned to operation. The initial collecti ons can approach pure alcohol (200 proof), with the end collections, using the flash test on the flame, at about 10 proof. The desired proof depends on the application. The highest proof usually obtained from a still is 190 proof. For using alcohol as a fuel alternative, for example, addition purification with a sieve may be required to obtain 200 proof ethanol. Tips If you live in the United States, a permit may be required in order to legally distill ethanol.Stills traditionally were operated close to a water source, like a stream or river, because the cool water was used to condense the alcohol in the tubing (called the worm)Stills needed to have removable tops so that they wouldnt explode when pressure built up from heating the mash. What You Need 25 lb corn meal or 25 lb shelled whole corn100 lb sugar (sucrose)100 gallons water6 oz yeast

Land Use Law Essay Example | Topics and Well Written Essays - 1500 words

Land Use Law - Essay Example Said appeal to the superior court shall be by a writ of certiorari as provided by State law. The aforementioned appeal must be filed within 30 days from the date of the decision of the board of appeals, and failure to file said appeal within the 30-day period shall make the decision of the board final and executor† (Section 1809 Article XVIII Zoning Board of Appeals). In Able’s verified petition, he can raise the following contentions: 1. That the board (ZBA) committed a grave abuse of discretion by denying his application for variance. In the case of City of Dallas v. Vanesko, 189 SW 3d 769 (2006), it laid down the principle of the two-tier test for abuse of discretion. The decisions of the ZBA, which is acting as a quasi-judicial body can be the subject of an appeal before a state district court by filing an application for a writ of certiorari, as a mode of appeal. â€Å"The reviewing court shall not be allowed to replace its own judgment for or in behalf of ZBA. How ever, the presence of any aggrieved party who will challenge the decision of ZBA must be able to establish that the board has only reached a single decision. It is the reviewing court which has the power to render a decision in finality. Hence, appeals based on the ground of abuse of discretion is akin in the nature of trial de novo, where the appeals court conducts a new trial, as if no trial has been held in the first place, as it overturns the determination made by a lower court. It shall be the appeals court’s duty to determine if the board acted in bad faith, malice or gross negligence† (Dougherty 16). 2. In the case of Lucas v. South Carolina Coastal Council,  505 U.S. 1003  (1992), the court ruled that the â€Å"total takings test† shall be applied when the property, which is the subject of the actual taking is being made valueless and use would not constitute a common law nuisance, then such regulatory taking  requires compensation. Able can raise t he issue that the challenged zoning forbids all economically viable use of his land. In an analogous case involving similar facts, Mr. Lucas was able to show that the South Carolina Coastal Commission had forbidden practically all development of his beachfront property, amounting to $975,000. Even if the regulations do not destroy entirely all uses of the owner’s land, a favorable decision may still be granted to him provided he will establish that there is a severe economic damage on him and that the temporary interference with an owner's use of his property breaks a distinct investment expectation, may still constitute within the concept of taking for which the Constitution requires that compensation be paid. In the final resolution of this instant case, Able’s contention is untenable. It has been a time-honored principle that zoning is a valid exercise of the police power of the state. It is the comprehensive regulation of land use in a city which imbued with public interest and such power has been recognized by the State. â€Å"In the case of Connor v. City of Univ. Park, 142 SW 2d 706, 712, the court held that zoning is intended to conserve property values and encourage the most effective use of property throughout the city. As cited in the case of Strong v. City of Grand Prairie, 679 S.W.2d 767, 768, the basic purpose of all restrictive zoning ordinances is to prevent one property owner from committing his property to a use which would be unduly imposed on the adjoining landowners in the use and enjoyment of their

Discussion Board Emergency Nursing - 1 Essay Example | Topics and Well Written Essays - 500 words

Discussion Board Emergency Nursing - 1 - Essay Example The most effective thing to do would have been to tell the colleague immediately and firmly that the cannula fastener of their device would not be appropriate, brought the patient at greater risk of harm, and needed to be re-done in a sterile environment. However, the case does not allow for this sort of communication: as often in real world, the action is complete before I can even think to react. The question, ethically, at this point becomes: what should be done about this colleague’s behavior? Obviously, if they are using this â€Å"special method† and are proud of it, they are going to do it again. The question of ethics here, then, becomes one of whistle-blowing on a colleague. The Mrs. D case shows that it is perhaps most important in whistle-blowing to know the difference between a mountain and a molehill. Generally, everyone is much happier without whistle-blowing. There is no internal division or political nastiness as more people find out about the note of dissent, or even take it up and start crusades of their own. The workplace continues to operate smoothly and efficiently, and cohesion is even heightened by the successful handling of the situations in which it is decided that the problem was actually a molehill. No one has been reprimanded, fired, or has formed any sort of vendetta or grudge. Professional communication within the workplace continues on in a friendly and expedient manner, and ethical commitment returns to normal: â€Å"a public commitment to ethics serves at least two functions: it addresses the concerns of the public and it reinforces a bottom-line-justified interest in ethical behavior on the part of the officers† (Newton and Ford, 2002, p. 31). In the case of Mrs. D, the problem is not a molehill. What my colleague has done here is risked the life of a client. And it is my personal and professional responsibility to keep the workplace a safe and functional environment in which harm is