Perseid History
This is the most famous of all meteor showers. It never fails to provide an impressive display and, due to its summertime appearance, it tends to provide the majority of meteors seen by non-astronomy enthusiasts.
The earliest record of its activity appears in the Chinese annals, where it is said that in 36 AD "more than 100 meteors flew thither in the morning." Numerous references appear in Chinese, Japanese and Korean records throughout the 8th, 9th, 10th and 11th centuries, but only sporadic references are found between the 12th and 19th centuries, inclusive. Nevertheless, August has long had a reputation for an abundance of meteors. The Perseids have been referred to as the "tears of St.
Lawrence", since meteors seemed to be in abundance during the festival of that saint on August 10th, but credit for the discovery of the shower's annual appearance is given to Quételet (Brussels), who, in 1835, reported that there was a shower occurring in August that emanated from the constellation Perseus.
The first observer to provide an hourly count for this shower was Eduard
Heis (Münster), who found a maximum rate of 160 meteors per hour in 1839.
Observations by Heis and other observers around the world continued almost annually thereafter, with maximum rates typically falling between 37 and
88 per hour through 1858. Interestingly, the rates jumped to between 78 and 102 in 1861, according to estimates by four different observers, and, in 1863, three observers reported rates of 109 to 215 per hour. Although rates were still somewhat high in 1864, generally "normal" rates persisted throughout the remainder of the 19th-century.
Computations of the orbit of the Perseids between 1864 and 1866 by
Giovanni Virginio Schiaparelli (1835-1910) revealed a very strong resemblance to periodic comet Swift-Tuttle (1862 III). This was the first time a meteor shower had been positively identified with a comet and it seems safe to speculate that the high Perseid rates of 1861-1863 were directly due to the appearance of Swift-Tuttle, which has a period of about 120 years. Multiple returns of the comet would be responsible for the distribution of the meteors throughout the orbit, but meteors should be denser in the region closest to the comet, so that meteor activity should increase when the comet is near perihelion (as has been demonstrated by the June Boötids, Draconids and Leonids).
As the 20th-century began, the maximum annual hourly rates of the Perseids
After reading “The Betrayal of History”, I learn many things, which I never heard before about U.S. history. This article was written everything fact about the history book. I completed my high school back in my home country. In my home country, I only learn about world war. Some time I heard from people about U.S. that here in the United States of America, Indian came first, after them Britain came there and they fight and Britain won the United States of America. However, not everything I heard is true. I came here and study History 1 and now I am studying history two. From this the Betrayal of History, my first assignment I learn that educator writer
Further, Daughan covers the British blockade on American ports and the Napoleonic Wars. First, the British blockade on 1813 made difficult for American flagships to leave ports because the British Navy blocked almost all American ports with the exception of New England which provided goods to the British Navy during the war. Secondly, Daughan adds that the Napoleonic wars had a major impact on the American local war; exclusively, Napoleon’s defeat in Russia gave more confidence to Britain for supporting the War of 1812 longer. In contrast, A.J. Langguth did not include in his book, Union 1812: The Americans Who Fought the Second War of Independence, any international aspect that might influence the War of 1812.
Create a list of O'Brien's criteria of how to tell a true war story and give an example of each criteria in outline form.
Elected in 1932 following the Great Depression, Franklin Delano Roosevelt took on his presidency as a challenge to reform the United States by finding ways to provide a larger amount of people economic security in an unequal financial environment. To accomplish this goal, Roosevelt not only implemented a variety of New Deal programs under the categories of reform, recovery and relief, but also redefined what the word “liberty” meant for Americans.
The Aztec Empire was the largest civilization of the Americas in the early 16th century until Spanish conquistadors arrived in the New World. A motley crew of men from Spain, they were led by Hernan Cortes who intended to expand lands for the Spanish monarch and through many factors he was able to do just that. The three main factors that contributed to the fall of Tenochtitlan by the hands of Spanish conquistadors were significance of native allies, difference in battle tactics among the natives and conquistadors, and widespread disease. Another chapter in the Spanish colonization of the Americas, this one stands out in particular due to its unorthodox sequence of events that led a small group of men to defeating an entire empire in a few short years.
In 1625, Jean de Brebeuf a French Jesuit missionary along with other Jesuit missionaries and servants set out and traveled to present day Georgia Bay. The aim of this voyage was the convert the native people of this land known as the Wendat to Christianity. In order to do this, several Jesuit missions were built near the Georgian Bay. However, it was clear from the beginning that the Hurons or Wendat people would not easily accept Brebeuf’s religion of Christinanity. There were many challenges, which he face during his time in the Wendat society, but eventually he was able to convert a sizeable amount of people.
The first part of Practicum in Public History includes understanding the connection between history, museums, and communities. There is ambiguity coming into a class that is unknown to the student on the first day of class. Specific reactions differ from class to class. This is a chance to explore and earn practical experience in Public History. Despite not knowing much about Public History, the course material provided a different way of thinking because several museums implement different ideas.
Throughout the course of Africa’s history, imperialism is one of the biggest transformations that could have happened. More specifically, South Africa. Though it happened almost one hundred and eighty years ago, we are still capable of seeing the different impacts it had on modern South Africa. You should care about the effects of imperialism because you can still see the different effects imperialism has had on South Africa. But, did imperialism have a positive or negative impact on modern South Africa? I believe that though imperialism has had some positive impacts, most of the outcomes were negative. I believe this for several reasons.
What is the history of the sandbox? Should we study history? Who created the history of the world? Is history relevant to the study? The definition of history, is a question which has sparked international debate for centuries between the writers, readers, and the makers of history.
We are all taught essentially the same things in school. We learn of the presidents and what they did and when they did it. But we know, as adults, that we did not get all the facts or even a portion of the correct facts in regards to history. In the essay, "The Historian and His Facts," Edward Hallett Carr shares a bit of insight into the people who record history and write about it. We are given a deeper understanding of historians and just what it is they do and what they know. By doing so Carr gives the reader an opportunity to question much of the history that we are exposed to and taught. The historian Barbara Tuchman says that the most common question asked of historians by the public is whether history serves a purpose and whether we can learn from the lessons of history (Tuchman 608).
The trends that have been most instrumental in the shaping of America over the past sixty years have been suburbanization and the development of our consumer culture. These two phenomena have changed not only the face of America, but also the fabric of our society, our values and aspirations. Suburbanization and consumer culture are broad, sweeping terms that encompass many different catalysts of change. However, the automobile is an important product and tool of both of these institutions. This paper examines the inundation of American society by the automobile during the post war era as a key catalyst for the rise of consumer culture, its role in facilitating suburbanization and some of the negative impacts the automobile has had on America. Over the past sixty years America has changed greatly to become what it is today, and these changes have largely been driven by our national love affair with the automobile.
"Incidentally, I despise everything which merely instructs me without increasing or immediately enlivening my activity." These are Goethe's words. With them, as with a heartfelt expression of Ceterum censeo [I judge otherwise], our consideration of the worth and the worthlessness of history may begin. For this work is to set down why, in the spirit of Goethe's saying, we must seriously despise instruction without vitality, knowledge which enervates activity, and history as an expensive surplus of knowledge and a luxury, because we lack what is still most essential to us and because what is superfluous is hostile to what is essential. To be sure, we need history. But we need it in a manner different from the way in which the spoilt idler in the garden of knowledge uses it, no matter how elegantly he may look down on our coarse and graceless needs and distresses. That is, we need it for life and action, not for a comfortable turning away from life and action or merely for glossing over the egotistical life and the cowardly bad act. We wish to use history only insofar as it serves living. But there is a degree of doing history and a valuing of it through which life atrophies and degenerates. To bring this phenomenon to light as a remarkable symptom of our time is every bit as necessary as it may be painful.
History is invigorating and intriguing. History has the ability to put knowledge in a new light. Imagine learning new critical pieces of information and then you visit a museum or place of that particular topic that you enjoy and placing the new information into practice is like getting all the pieces to fit into the puzzle. Now, the pieces fit in the puzzle before; but the person placed a bright LED light instead of a normal light in the light fixture. I have always loved learning, and history enables me to have that opportunity to learn something new. History is captivating to me because it is requires actively seeking knowledge, creates insight into other situations, and enables a person to research important events in history.