William Tecumseh Sherman :: essays research papers

William Tecumseh Sherman was born onMay 8, 1820 in Lancaster, Ohio. He was educated at theU.S. multitude Academy and later went on to become aUnion General in the U.S. civil war. Sherman resigned fromthe army in 1853 and became a partner in a banking firm inSan Francisco. He became the president of the MilitaryCollege in Louisiana(now Louisiana state University) from1859-1861. Sherman offered his services at the outbreak ofthe Civil War in 1861 and was put in command of avolunteer infantry regiment, becoming a brigadier general ofvolunteers after the first Battle of bull run. He led his divisionat the Battle of Shiloh and was thence promoted to majorgeneral of volunteers. Soon after Sherman fought in thebattle of Chattanooga he was made supreme commander ofthe armies in the west. Sherman fought many battles withsuch stack as Ulysses S. tolerate, and against people such asRobert E. Lee before he was commissioned lieutenantgeneral of the regular army. Following Grants election top residency he was promoted to the rank of full general andgiven command of the entire U.S. Army. William Shermanpublished his personal memoirs in 1875, retired in 1883, anddied in 1891. William Tecumseh Sherman, as you have read,was a very(prenominal) talented and very successful man. He isremembered by many accomplishments, but in all likelihood mostremembered by his famous March to the sea. Shermansmarch to the sea was probably the most celebrated militaryaction, in which about sixty thousand men marched withSherman from Atlanta to the Atlantic ocean, then magnetic norththrough South Carolina destroying the move of the southseconomic resources. Bedford Forrest was in Tennessee, andwith Atlanta secured, Sherman dispatched George H.Thomas to Nashville to restore the order there. John B.Hood threatened Thomass supply line, and for about amonth, they both fought north of Atlanta. Sherman decidedto do the complete opposite of what the strategic plan laiddown by Grant six months earl ier had proposed to do. Inthat plan Grant had insisted that Confederate armies werethe first and foremost objectives for Union strategy. WhatSherman decided now was that he would completely ignorethe Confederate armies and go for the "spirit that sustainedthe Confederate country itself", the homes, the property, thefamilies, and the food of the Southern heartland. He wouldmarch for Savannah, Georgia and the seacoast, abandoninghis own line of supply, and live off the land and harvests ofthe Georgia Country. Grant finally approved Shermans plan,so Sherman set off on his march eastward, "smashing thingsto the sea." On November 15, 1864, Sherman began his

Ozone :: Ozone Layer Oxygen Environmental Essays

OzoneOzone (O3) is a whit consisting of three group O atoms, similar to the oxygenwe breathe (O2), however oxygen consists of wholly dickens oxygen atoms. In thestratosphere, a region high up in the upper atmosphere, light rays areresponsible for the breaking down of oxygen (O2), breathable oxygen into its twoseparate oxygen atoms. Lone oxygen atoms are markedly reactive. When a loneoxygen atom comes into contact with a breathable oxygen molecule (O2) itcombines to form ozone (O3). The ozone layer is a small residual amount ofozone concentrated in a band in the upper atmosphere. This band of concentratedozone resides rough between twenty and forty kilometers high in thestratosphere. The ozone layer reactions that both create and destroy ozone hascome into a dynamic equilibrium. This dynamic equilibrium is in truth delicate andresulted during atmospheric makeup (Environment Canada, 1996). Ozone, however,is very rare even in the ozone layer. Oxygen makes up approximately twentyp ercent of air and ozone makes up only 3 x 10-5 percent of air. Furthermore,this minuscule amount of ozone is enough to protect the human race from mostultraviolet light. Ozone prevents most UV-B radiation from reaching the surfaceof the earth (Environment Canada, 1996). Ozone is very important to life onearth because the harmfulness of high-energy UV-B radiation stems from the highenergy of these light rays, enabling them to penetrate deeply into water, sictissue and epidermal tissue of animals. Increased UV-B radiation results inharming the metabolic governance of cells and ultimately damage to genetic materialpresent in effected cells. Living organisms on the surface of the earth havealways been exposed to some, and only slightly differing levels of UV-Bradiation depending of geographic location and season. Through evolution,cellular restitute mechanisms have evolved to safeguard cells against damage doneby UV-B radiation. With the increase in the UV-B radiation, more damage is doneto cellular functions then the natural protection system can deal with(Environment Canada, 1996). Life on earth would more or less be void if not forthe formation of the ozone layer during atmospheric formation (Porter, 1996).With out the ozone layer the harmful UV-B radiation would not allow the growthof autotrophic plants, resulting in reduction in oxygen production ultimatelythe demise of most living organisms on the earth surface would result.Increased UV-B radiation has been linked to many incidence of increased healthproblems among humans. UV-B radiation leads to increase fight cancer, eye damage,and possible inhibition of the immune system (Health Canada). These incidencehave been noticed in humans, and it is presumed that these problems will occur

Study Of Crabs To Intertidal Stimuli :: essays research papers

INTRODUCTION- Since its itroduction to the New Jersey shore in 1988, the western Pacific shorecrab Hemigrapsus sanguineus has spread to inhabit rocky intertidal locations along theAtlantic coast from Massachusetts to North Carolina (McDermott 1998). Many reasonshave been proposed to explain the rapid spread of this non-indiginous species. Forexample, it has been shown that H. sanguineus has longer spawning periods along themid-Atlantic coast than it does in its natural habitat in the western Pacific Ocean, due toa more favorable climate (Epifanio et al 1998). For this reason, these crabs are able tospawn more measure per season than indigenous crabs, providing one possible hypothesisfor their population explotion.For this species to expand its range along the Atlantic coast, it will need to havewide tolerances to temperature and salinity. In 1998 Epifanio found that The purpose of this study is to show the tolerance and behavioral responses of H.sanguineus to varying peeing and a ir temperatures, and water salinity concentrations. It isbelieved that these crabs will be truly tolerant to the various extreme conditions that theywill be put through. It is the ability of these crabs to survive in these unfavorablesituations that is key to their success. This experiment was also knowing to prove thehypothesis that the tolerance of H. sanguineus to various environmental factors increaseswith size.METHODS AND MATERIALS-In February 2000, a field trip was taken to Crane Neck Point to collect stretch forthspecimens for the experiment. The field trip was conducted at low tide. The watertemperature was approximately 3 degrees Celcius, with the air temperature slightly abovefreezing (0-1 degree Celcius). Live crabs were obtained by overturning rocks in theintertidal zone. Hemigrapsus sanguineus was found at all levels of the intertidal zone,although their numbers increased as one moved toward the waterline. The crabs werecollected with no tubercle toward size. The si zes of the specimens collected werefound to range from 0.5 to 4.2 cm. The crabs were collected in a plastic five gallonbucket. Water was added to the bucket to keep the crabs from dehydrating. The crabswere taken back to the lab, where they were kept in the plastic five gallon buckets for afew weeks until the experiment began. Air hoses were added to the buckets in order tooxygenate the water. The water was changed, as necessary. The first experiment conducted was the experiment regarding water temperatureand salinity tolerances. The objective was to conduct an experiment that would providemeasurable data on the tolerance of H.

Education vs Social Class Essay -- Higher Level Skills, Capitalistic E

Social class vs. EducationAmerica is considered the land of possibility to many, the land of the free. thither is a plethora of businesses that function only through the collaboration of members that reside in every level of social class. As Anyon puts it, social class describes relationships which we as adults have developed, may attempt to maintain, and in which we participate in every plying day(anyon 398). Ones social class contains and is built by many different interactions. Your social class begins to be constructed at birth and is developed through interactions in the community, work place, and before all else places of education. Indeed the skills and level of thinking learned through education is a deciding factor in how strongly you dirty dog participate in the economy there for find a major factor in social class (Anyon 398 p. 10). This topic is discussed in articles written by (Kozol, Matzios, and Jean Anyon) who pose similar arguments to reinforce this posting but also have contrasting ideas on the subject. In all functioning capitalistic economies in the world there are distinct separations mingled with the types of work done, or rather the skills used, to complete the job at hand. The lower level jobs like factory work generally function through having employees equal strict guidelines with attention to detail. While this is still a skill to be learned it requires little development of outside knowledge or the ability to try critically. Higher paying jobs come with the responsibility to be able to act for oneself and in the interest of what is beneficial by dealing with from each one situation in a calculated and often creative manner. These different skill sets are acquired through different methods of learnin... ...ion and for that reason it leaves few opportunities open to learners other than professions that The labels of cause and personnel can be applied to both sides of the education vs. social class relationship each effect on the other is seen in full circle. To conclude, what can be learned from each level school is most likely what caused the child to be in that level education in the first place. The environments of each teaching environment are re-created in the working environment seen at the corresponding level of job. Better education leads to more opportunities in the work force and allows for more money to be reinvested into that symbolic capitol for the next generation. Sadly until the flaws of the lower class education system are fixed it will await to reiterate the fact that The rich only get richer while the poor only get poorer (Mantsios I think)

Ferm Life Cycle Essays -- essays research papers

Ferm Life CycleIntroductionThis essay will discuss the fern life cycle as taught in biology lab.The essay will cut across the basic process which we used to grow a fern. I willdiscuss the methods and the results of the lab exercise. Finally, I willdiscuss the evidence of the methods and results that were obtained .Methods and ResultsTo begin our prove we obtained a petri dish from our lab instructorwhich contained fern spores and the food they needed to survive. We then look atthe spores through the micro scope. It was to soon to see anything but curtgreen dots. We then put our petri dishes under a light until next week. When we came in next week we observed our fern spores through thedissecting microscope. We looked to see if we could find anything germinating.We pronto noticed something that appeared like an air bubble squirting outsomething green. This was our fern spore which was germinating. Next, we removeda few of the germinating spores from the petri dish and put them un der acompound microscope scope. We entrap the spore wall and observed how thedeveloping gametophyte had broken through the wall, as instructed by our labmanuals. One could also identify the chloroplasts with in the cell. We then putup our dishes for another week.The third week of our fern lab we identified the difference between maleand female gametophyt...

A Walk Through Reality With Stephen Crane Essay -- Biography Biographi

A Walk Through Reality With Stephen stretch forth Seeking and expressing the bare uprightness is often more difficult than writing stories of fiction. This truth can be harsher to the reader than works of fiction it can make an authors desire to reveal the essence of society through characters the reader relates to risky and unpopular. Stephen put out wrote of ordinary people who face difficult circumstances that his readers could relate to (Seaman 148). Crane sought to debunk the ideas that were inherent in nineteenth-century literature, which depicted life in a more favorable, but often unrealistic, light. In Cranes works, Dorothy Nyren Curley says, There are no false steps, no excesses, (255). Cranes impoverished background helped him understand the cruelty of life. Cranes childhood was mar by tragedy. He was the youngest of fourteen children, but the four children born before Crane died within a year of their birth. When Crane was seven, his father died when he was twelve , his child ,who had nurtured his budding literary interest, died as well, and two years later an older brother was crushed to death by two freight cars. These misfortunes shaped Cranes sagacity into human nature his works emphasized ordinary people facing the evils of war and poverty and other obstacles Crane saw and endured himself. Despite his sisters death, Crane clung onto his literary interest, and at the age of twenty one, he wrote Maggie A female child of the Streets. It is a story of a young woman, Maggie Johnson, who blossom(s) in a mud puddle (Maggie 16). Maggie grows up in the tenements of Manhattan, enduring abusive and alcoholic parents and the filth of poverty. With no education or money, Maggie takes a job in a cuff ... ...5/3/99). Crane, Stephen. Maggie Girl of the Streets. New York Bantam, 1984. _____. Red Badge of Courage. New York Bantam, 1983. _____. The Open Boat. New York Bantam, 1984. Curley, Dorothy Nyren. American Writers A Collection Of Literary Bi ographies, New York Ungar, 1960. McClurg, Alexander. Red Badge of Courage unfavourable Reception Early Reviews www.xroads.virginia.edu/HYPER/CRANE/ . (5/7/99). Seaman, David. Stephen Crane. www.extext.lib.virginia.edu/conditions.html (5/7/99). Ungar, Leonard. Modern American Literature, New York Scribners, 1974. Vanouse, Donald. Stephen Crane (1871-1900). www.etext.lib.virginia.edu/conditions.html. (5/7/99). Wyatt, Edith. Stephen Crane. The New Republic, v.4 no.45, 1915. Rpt. On electronic version Stephen Crane. www.etext.lib.virginia.edu/etcbin/br (5/7/99).

Violence On Television And The V-chip :: essays research papers

Violence on television receiver and the V-chipTelevision programs that generate a great deal of concern among parent and educators are those that contain violence. The questionable violence, call forth and language on television train caused the nation to find methods of censoring these problems. Due to television violence, censorship should reduce the ability for pip-squeakren to view violent content.Children have an easy access to violence on television from violent programs through movie channels. The publics concern has been reflected in congressional hearings and massive studies on the effect of TV violence, especially on children. Dr. James C. Dobson from the Focus on the Family Newsletter saysIf you have any doubt roughly the influence MTV wishes to uphold on todays adolescents, watch their popular program Beavis and ButtheadThey use crude words, fondle themselves, do horribly cruel things to animals, and sit around observation heavy-metal videos as bright green stuff r uns from their nosesBeavis and Butthead took a trip to a rifle range where they accidentally shot down a plane. They had difficulty crack the door of the wrecked plane, so they left women and children to die inside. This is the fare served up to preteens and adolescents by the company that seek to shape an entire generation (Hendershot 13)In 1994 a small child burned down his trailer house, killing his baby sister. His mother responded to the accident by saying that he learned to do so by watching Beavis and Butthead. Instead of legal issues, MTV responded by moving the program to a later time. (Hendershot 14)There are many reasons to be concerned about violence. Television violence is more frequent then real violence. Television violence spares the views the suffering of the victim and the disorder of the killer. By the time a child is the age of 18, they will see 115,000 violent acts on television. (Hefzallah 88) An eleven-year-old child reported, I was scared when I saw Friday the 13th. Whenever the girl went into the water and Jason stuck a knife in her and all this blood was in the water-I got real scared. (Abelman 28) Robert Singer voicedWorking-class children, minority children, unpopular children and children doing poorly in school seem to be the ones more susceptible to imitating the aggression that they see on television. This may be partly because they watch more hours and are exposed to more television violenceTelevision may or may not contribute to their aggressive behavior, but their aggressive nature does play a major role in what they need to watch.