History of Vehicles Essay Example for Free

History of Vehicles Essay Vehicles had provided humans a means of transportation and vehicles had been a great help in building early civilizations such as of Mesopotamia with its chariots, Egypt with its reed boats, and China with its wheelbarrow. The old had been improved; the new had been invented; and the future had been conceptualized. These had been the cycle of vehicles through the change of time. Looking ahead†¦ The Wheel and the Ship (3500 BC) The oldest wheel discovered was in Mesopotamia and is believed to be over fifty-five hundred years old. Rock drawings of ships were found in Egypt and are believed to have been drawn around 6000 BC. These thus proved that wheel and ships are known by man at that very early time and were used as a part of their trading and technology. Wheels are taught to had been conceptualized when â€Å"humans realized that heavy objects could be moved easier if something round, for example a fallen tree log, was placed under it and the object rolled over it† (Bellis, â€Å"The Invention of the Wheel†). First boats then were usually built of wood while animal skins, clay pots, and reeds had served as an alternative. The Wheelbarrow (181 234 AD) The wheelbarrow is believed to have originated from China and was invented by a general named Chuko Liang to transport supplies to injured soldiers. It is believed that â€Å"wheelbarrows do not exist in Europe before the 11th or 12th century (the earliest known Western depiction is in a window at Chartres Cathedral, dated around 1220 AD). Descriptions of the wheelbarrow in China refer to first century BC, and the oldest surviving picture, a frieze relief from a tomb-shrine in Szechuan province, dates from about 118 AD† (â€Å"Wheelbarrow†). The Early Triumphs to Fly (400 BC-1850s) Kite flying started by the Chinese had been the pioneer of man on how he could fly. Different thoughts as to how man could meet this objective had undergone. These included the experiment to imitate a bird by attaching feathers or light weight wood to arms which had been proven disastrous since human arms’ muscles are not like of birds and cannot move with a strength like of a bird. Other experiments though were not originally intended so as man could fly included the work of Hero of Alexandria on Aeolipile. â€Å"Hero mounted a sphere on top of a water kettle. A fire below the kettle turned the water into steam, and the gas traveled through pipes to the sphere. Two L-shaped tubes on opposite sides of the sphere allowed the gas to escape, which gave a thrust to the sphere that caused it to rotate. Aeolipile must be included in the history of vehicles because it gave the principle for engine created movement† (Bellis, â€Å"Early history of Flight†). In the 1480s, with over 100 drawings that illustrated theories on bird and mechanical flight, Leonardo da Vinci had also entered this search to man’s mean to fly (Bellis, Early history of Flight). Leonardo’s Ornithopter concept had been the basis to the invention of the modern day helicopter. In 1783, Jacques Etienne and Joseph Michel Montgolfier invented the first hot air balloon (â€Å"How Did We Learn to Fly Like the Birds? †). Using the smoke from a fire to blow hot air into a silk bag that was attached to a basket, they had been able to fly aboard the hot air balloons’ first passengers, a sheep, a rooster, and a duck. On November 21, 1783, the first ever successful manned flight took place sending Francois Laurent and Jean-Francois Pilatre de Rozier up in the air (Bellis, Early history of Flight). Further studies then went on. In the 1850’s, George Cayley, the considered founder of Aerodynamics, had made his contribution through his gliders wherein a young boy had been the first to fly. The Submarine (1578 – 1620) Designs for underwater boats or submarines date back to the 1500s and ideas for underwater travel date back even further but only in the year 1578 did appear a record of a craft for underwater navigation. â€Å"William Bourne, a former Royal Navy gunner, designed a completely enclosed boat that could be submerged and rowed beneath the surface (Bellis, â€Å"History of the Submarine 2†). Bourne’s idea had never been implemented but a similar apparatus was launched in 1605 (Bellis, History of the Submarine 2). The apparatus didn’t get farther as its designers did not considered the tenacity of underwater mud which caused the craft to stick in the river bottom in its first underwater trial. But in the year 1620, Cornelius Van Drebbel had invented the first â€Å"practical† submarine which was a rowboat covered with greased leather (Bellis, History of the Submarine 2). His submarine had successfully maneuvered at depths of 12 to 15 ft. below the surface of Thames River. He had then further made revisions of his first submarine and legends says that after repeated tests, King James I of England rode to one of his later models (â€Å"The Saga of the Submarine†). Despite success, Drebbel’s invention did not quickly amaze the British Navy that made submarine warfare infeasible during that time. Steam Powered Automobiles (1600 1700) Steam power had been known for the past centuries but it was only in the 1600’s where it had been in practical use. â€Å"Ferdinand Verbiest created a model steam carriage in 1678, that moved by using a principle that is used in the modern day turbine. In the 17th century the Dutch physicist, Christiaan Huygens built an engine that uses air pressure. About 1750, the French inventor Jacques de Vaucanson gave a demonstration of a carriage propelled by a large clockwork engine. The steam engine had then developed the motorized land transport by the 1760s† (Brainard). The first built automobile is attributed to Nicolas Joseph Cugnot in the year 1769. He made his three wheeled steam driven tractor intending to help the French army to move its heavy artillery pieces in and around Paris (Brainard). His being the first had made also his automobile to be also the first to be involved in an automobile accident in 1771. Steamboat (1783 1787) After a century of steam power exploration used in automobiles, development of steam powered boats then took place. In 1783, the first practical steamboat was demonstrated by Marquis Claude Francois de Jouffroy d’Abbans – a paddle wheel steamboat. â€Å"The era of the steamboat then began in America in 1787 when John Fitch (1743-1798) made the first successful trial of a forty-five-foot steamboat on the Delaware River on August 22, 1787, in the presence of members of the Constitutional Convention. Fitch later built a larger vessel that carried passengers and freight between Philadelphia and Burlington, New Jersey. † (Bellis, â€Å"History of Steamboats†). Modern Bicycles (1790) The next notable improvement in the history of vehicles is the invention of modern day bicycles which is disputed on whether the invention of Pierre and Ernest Michaux were the first ever built or not. â€Å"Some history books states that Pierre and Ernest Michaux, the French father and son team of carriage-makers, invented the first bicycle during the 1860s. Historians now disagree and there is supporting evidence that the bicycle is already known before. However, historians all agree that Pierre and Ernest Michaux invent the modern bicycle pedal and cranks in 1861. † (Bellis, â€Å"Bicycle History†, â€Å"Bicycle History in Debate†). Steam Powered Locomotives (1801) Locomotives were designed first by Richard Trevithick but not originally for railroad tracks but for roads while George Stephenson is regarded as the inventor of the first steam locomotive engine for railroads. â€Å"Richard Trevithicks invention is considered the first tramway locomotive, however, it was designed for a road, not for a railroad. † (Bellis, â€Å"Richard Trevithick†). The Motorcycles (1867) The mechanical version of the bicycles had been born with the invention of motorcycles in 1867. â€Å"American, Sylvester Howard Roper (1823-1896) invented a two-cylinder, steam-engine motorcycle (powered by coal) in 1867. This can be considered the first motorcycle, if you allow your description of a motorcycle to include a steam engine. † (Bellis, â€Å"Motorcycle†).

Cultural Relativism as Applied to Female Genital Mutilation Essay

Cultural Relativism as Applied to Female Genital Mutilation "I remember the blade. How it shone! There was a woman kneeling over me with the knife. I bit her; it was all I could do. Then three women came to hold me down. One of them sat on my chest. I bit her with all my might." These words reflect Banassiri Sylla’s account of her experience undergoing female circumcision, also known as female genital mutilation (FGM), at the young age of eight in the Ivory Coast. This disturbing description of her struggle makes it hard to understand why any culture could support such a practice. Yet, it is estimated that about 132 million women and girls in about thirty African countries have undergone the same, or at least similar, cultural procedure as Banassiri. According to the World Health Organization, about two million girls undergo female genital mutilation every year and the percentage of women circumcised is as high as ninety-eight percent in countries such as Djibouti . Despite its popularity in Africa, FGM is under scrutiny by members of the international human rights community. In 1993, female circumcision was deemed harmful by the international Human Rights Conference in Vienna . The World Health Organization, UNICEF, and the UN Population Fund have planned programs designed to â€Å"completely eliminate [female genital mutilation] within three generations† , on the basis that FGM is a human rights violation. This gives rise to the obvious question as to whether human rights activists and organizations should be sensitive to the cultural practices of the people of Africa. Some human rights activists have even professed FGM as a â€Å"knock-down counterargument to cultural relativism†, and use the practice as an example of how hum... ...ture of others. Works Cited Dorkenoo, Efua and Scilla Elworthy. â€Å"Female Genital Mutilation: Proposals for Change†. British Library Cataloguing in Publication Data. (1992): 3-36. â€Å"Female Genital Mutilation: An Overview†. World Health Organization Publications. Geneva: 1998. Viewed 1 Dec. 2001. http://www.who.int/dsa/cat98/fgmbook.htm#2.%20Prevalence%20and%20epidemiology> Fluehr-Lobban, Carolyn. â€Å"Cultural Relativism and Universal Rights†. The Chronicle of Higher Education. June 1995. Viewed 1 Dec. 2001. http://www.cs.org/publications/featuredarticles/1998/fluerhlobban.htm> Reaves, Malik Stan. â€Å"Alternative Rite to Female Circumcision Spreading in Kenya†. Africa News Service. Nov. 1997. Pp 1-3. Robinson, Simon. â€Å"The Last Rites†. Time Europe. Dec. 2001: Vol 158, No 23. 1 Dec. 2001. http://www.time.com/time/europe/af/magazine/0,9868,185799,00.html>

Developmental Profile †Cognitive

The classroom is the venue with which a child learns how to use his/her cognitive abilities for greater understanding and mastery of educational skills like reading, problem solving, critical thinking and hypothesis testing. Piaget’s theory of cognitive development shows that each person undergoes cognitive milestones which have to be attained by a child before he/she can go into the next stage. Each stage is composed of cognitive skills that have to do with the cognitive processing of information (Atherton, 2005).For example, in the early stages a child first knows that he/she is separate from other people. Next, he/she is able to use language and can identify objects and what they represent. The school age child normally is able to think logically; makes use of number, mass and weight conservation and classify objects in terms of various characteristics. The last stage is when the child can think abstractly and test hypothesis as well as be concerned with ideological thinkin g and problems (Atherton, 2005).The classroom offers different activities that promote the learning of this cognitive sills, as well as delivering information and knowledge in ways that are cognitively appropriate for their age. This developmental profile report shows how the teacher supports the cognitive development of her students through the instructional approaches he/she uses in the classroom. Ms. Lisa is a 4th grade teacher, she is well aware that children are still in the concrete stage and that they are more able to understand the lessons if it is presented using concrete examples and models that the children could touch and feel or observe.For today’s lesson, Miss Lisa is introducing the concept of classifications; she has Amber, Stacy and Luis to help her in the lesson presentation. Ms. Lisa presents the 3 children with colored balls and in different shapes, She firsts asks Amber to describe what she sees and then to arrange the balls in size. Amber seems to smile because she knows that her task is very simple, she first places the golf ball in the line, followed by the baseball, then the volleyball and the basketball. Ms.Lisa check Amber’s work and is satisfied, she then asks the class why the balls are correctly lined up. Now Ms. Lisa tells Stacy to arrange the balls by color, Stacy claps gleefully as she proceeds to arrange the balls with the golf, baseball and volleyball on one side and the basketball on the other side. Stacy seeks the approval of her teacher as she asks whether her answer is correct. Ms. Lisa tells her it is correct and she smiles even more. Finally, Ms. Lisa tells Luis to arrange the balls in shape.The class fell silent and Luis scratched his head and made inquisitive looks to his teacher. He approached the balls not really sure of what to do since all the balls looked the same. Then Ms. Lisa encouraged him to go and try out his answer so he would know if it was right or not. In an instant, Luis eyes brightened a nd became rounder, he then went to the balls more confident and then went on to lump the balls in one pile. He smiled and said â€Å"that’s it, they are all round, and they are balls†. Ms. Lisa smiles and tells the class that Luis is right. The process that Ms.Lisa used to demonstrate classification of different characteristics using the same objects showed that the children have achieved the ability to classify objects, in the process the teacher have contributed to the self-esteem and confidence of the student in working with her class demonstration. Amber definitely knows she has the right answer and Ms. Lisa did not have to encourage her, on the other hand Stacy was unsure but tried her best, and Ms. Lisa affirmed her answer. Ms. Lisa however spent more time with Luis since he had difficulty with the task, but in a moment of insightful thinking, he was able to give the correct answer. Reference Atherton, J. (2005).   Learning and Teaching:   Piaget's developmental theory. Retrieved November 12, 2007, from http://www.learningandteaching.info/learning/piaget.htm   

Comparing Rousseau And Mill On Liberty Essay - 1838 Words

The term â€Å"civil or social liberties† is one that garners a lot of attention and focus from both Rousseau and Mill, although they tackle the subject from slightly different angles. Rousseau believes that the fundamental problem facing people’s capacity to leave the state of nature and enter a society in which their liberty is protected is the ability to â€Å"find a form of association that defends and protects the person and goods of each associate with all the common force, and by means of which each one, uniting with all, nevertheless obeys only himself and remains as free as before† (Rousseau 53). Man is forced to leave the state of nature because their resistance to the obstacles faced is beginning to fail (Rousseau 52). Mill does not†¦show more content†¦By joining civil society and becoming a part of the general will, man is enriching his actions with a morality and rationality that was previously lacking. As he states in Book I, Chapter VIII, â€Å"although in this state he deprives himself of several advantages given to him by nature, he gains such great ones†¦that changed him from a stupid, limited animal into an intelligent being and a man† (Rousseau 56). What man posses in nature is an unlimited physical freedom to pursue everything that tempts him, although this is viewed by Rousseau as almost an enslavement towards one’s own instincts. In a civil state man is benefited by â€Å"substituting justice for instinct in his behaviour and giving his actions the morality they previously lacked† (Rousseau 54). In acting in accordance with the general will man is granted the most important form of all freedoms, civil freedom. Freedom of individuality is seen as the essential form of freedom according to Mill. The freedom of thought and speech, discussed in Chapter 2, do play a pivotal role in ensuring freedom, however, they are viewed more as a means to an end rather than being something that should be pursued for its own good. The freedom of individuality is essential for human progress and development and â€Å"it is only the cultivation of individuality which produces, or can produce, well-developed human beings† (Mill 70). It is this stressed importance on the importance ofShow MoreRelatedRousseau, Mill, And Constant Articulated By Unpacking Essay1663 Words   |  7 Pagesdistinctively different. Rousseau, Mill, and Constant exhibit a very different view of the modernizing society. This paper seeks to point out the distinct visions of liberty that Rousseau, Mill, and Constant articulated by unpacking the central premises of each argument, pitting them against each other through comparing and contrasting. 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