Constantine the Great Term Paper Example | Topics and Well Written Essays - 1250 words

Constantine the Great - Term Paper Example In 284, the Empire was ruled by General Diocletian and co-Emperor Maximian; Caesares were appointed by leaders, one of them being Constantius. A system known as tetrarchy was implemented which divided the Empire into four territories with one officer assigned to defend each territory. This system became much more efficient in putting the end to the civil wars and the Empire was able to successfully defend against Persian and German raids. The tax system was reformed and the increased revenue allowed the construction of walls and other defenses; by the fourth century the Empire was considered stable. Christians were a minority population and refused to recognize the Roman Empire as a divine entity and would not submit to taxation, sacrifices or imperial service. In 303, Christians were pronounced enemies of the State. Christians were prosecuted in an attempt to force them into loyalty. It was during the campaigns of Diocletian that Constantine gained experience and military training. Constantius died in 306 and the common people declared Constantine as successor though this support and decision was unpopular and not favored by others in the tetrarchy. Constantine married the daughter of Maximian, who was granted shelter at Constantine’s court when he later became enemies with Maxentius. A conference in 308 insisted upon Constantine relinquishing his title of Augustus and return to being only a Caesar but Constantine refused. Maximian made an attempt to gain power and Constantine, upon learning this, immediately marched into Gaul. Maximian either committed suicide or was executed in 310 (â€Å"Emperor Constantine†). Constantine had an amazing vision in which he claimed to see the symbol of Christ shining above the sun, he imagined this to be a divine vision and had his soldiers paint the symbol on their shields. It seemed Constantine’s conversion was genuine and

Status Consumption as a Factor in Product Demand Research Paper

Status Consumption as a Factor in Product Demand - Research Paper Example Evolutionary economists contend that the current status of economic systems has been largely driven by growth of knowledge over time (Loasby 135). Choice, which has been a factor in retail economics, is therefore not so much about preference, but a function of knowledge and rules controlling the knowledge itself. As such, preferences are just but a subset of the knowledge-controlled rules. Noteworthy, rules and knowledge in consumer consumption, unlike the conventional idea of preferences, are imperfect. Thus, the consumers are ever in a decisional trap of â€Å"knowledge of what to want†; a trap that often leads to coerced consumption (Earl and Potts 626). Generally, there are two preconditions that must hold for consumption to be considered status consumption. First, there must be a sense of belonging, often referred to as â€Å"degree of commonality† concerning relative desirability of association with certain products or brands. Secondly, consumption of such products or association with such brands must be socially visible, that is, openly displayed (Deaton 34). In other words, status consumption follows â€Å"demonstration effects." Social visibility is particularly essential because of the moral hazard effect related to socially non-visible commodities. Consumers acquire incentives to amplify their consumption with the intention of gaining positions in social settings. For those that show their consumption patterns externally (self-reporting), individual's concern with status is one factor that has been identified to motivate such actions.

Temperature Dependent Speed Controller Using Thermistor Computer Science Essay

Temperature Dependent Speed Controller Using Thermistor Computer Science Essay This project is a standalone automatic fan speed controller that controls the speed of an electric fan according to our requirement. This closed loop feedback control system is efficient and reliable by using embedded technology . Micro controller (AT89C51) allows dynamic and faster control. Liquid crystal display (LCD) makes the system user-friendly. The sensed temperature and fan speed level values are simultaneously displayed on the LCD panel. It is very compact using few components and can be implemented for several applications including air-conditioners, water-heaters, snow meltars, ovens, heat-exchangers, mixers, furnaces, incubators, thermal baths and veterinary operating tables. AT89C51 micro controller is the heart of the circuit as it controls all the functions. The temperature sensor thermistor senses the temperature and converts it into an electrical (analog) signal, which is applied to the micro controller through ADC. The analog signal is converted into digital format by the analog to-digital converter (ADC). The sensed and set values of the temperature are displayed on the 162-line LCD. The micro controller drives control relays by means of ULN driver circuit to control the fan speed with the help of high wattage tagged wire wound resistor. Single pole dabble throw (SPDT) relays are connected to the micro controller through a ULN driver circuit. The relays require 12 volts at a current of around 50 mA, which cannot provided by the micro controller. So the ULN driver circuit is added. The relays are used to operate the electrical fan or for operating any other electrical device. Normally the relays remain off. As soon as pin of the micro controller goes high, the relays operate This project uses regulated 5V, 500mA 12V, 500mA power supply. 7805 and 7812 three terminal voltage regulators are used for voltage regulation. Bridge type full wave rectifier is used to rectify the ac out put of secondary of 230/12V step down transformer. This project is useful in process industries for maintenance and controlling temperature. CHOICE OF MICROCONTROLLER There are different types of processors and controllers available in the market. Industrial and control application/may require automation of the process such as temperature, pressure, liquid flow, etc., in order to minimize manual intervention. To automate any application an intelligent controller plays a major role. One such controller proposed for the project is AT89C51, an 8-bit microcontroller. The AT89C51 is a low-power, high-performance CMOS 8-bit microcomputer with 4K bytes of Flash Programmable and Erasable Read Only Memory (PEROM). The device is manufactured using Atmels high density nonvolatile memory technology and is compatible with the industry standard MCS-51à ¢Ã¢â‚¬Å¾Ã‚ ¢ instruction set and pinout. The on-chip Flash allows the program memory to be reprogrammed in-system or by a con- ventional nonvolatile memory programmer. By combining a versatile 8-bit CPU with Flash on a monolithic chip, the Atmel AT89C51 is a powerful microcomputer which provides a highly flexible and cost effective solution to many embedded control appli- cations The AT89C51 provides the following standard features: 4Kbytes of Flash, 128 bytes of RAM, 32 I/O lines, two 16-bit timer/counters, a five vector two-level interrupt architecture, a full duplex serial port, on-chip oscillator and clock circuitry.In addition, the AT89C51 is designed with static logic for operation down to zero frequency and supports two software selectable power saving modes. The Idle Mode stops the CPU while allowing the RAM, timer/counters, serial port and interrupt system to continue functioning. The Power-down Mode saves the RAM contents but freezes the oscillator disabling all other chip functions until the next hardware reset. CHOICE OF MEMORY As the system under consideration is using AT89C51 microcontroller it has 4K Bytes of In-System Reprogrammable Flash Memory and EPROM for its purposes. The ATMEL AMR code is stored in an inbuilt flash memory. Flash memory cannot be reprogrammed constantly. The temperature sensor device also supports the storage of last ten pairs of measurements and new measurements are over written to the older one. Hence this system is using EEPROM as a data storage memory. Even though EEPROM is slower than Flash memory it can be rewritten as many number of times as wanted. Memory Organization The information presented in this chapter is collected from the Microcontroller Architectural Overview, AT89C51, AT89LV51, AT89C52, AT89LV52, AT89C2051, and AT89C1051 data sheets of this book. The material has been selected and rearranged to form a quick and convenient reference for the programmers of Atmels microcontroller family of devices. This guide pertains specifically to the AT89C51, AT89LV51, AT89C52, and AT89LV52. Memory Organization Program Memory The AT89C Microcontroller has separate address spaces for program memory and data memory. The program memory can be up to 64 Kbytes long. The lower addresses may reside onchip. Figure 1 shows a map of the AT89C51 program memory, and Figure 2 shows a map of the AT89C52 program memory. The AT89C10512051 do not have off-board memory expansion. Figure 1. AT89C51 Program Memory Flash Microcontroller Memory Organization Figure 2. AT89C52 Program Memory 0498A Data Memory The AT89C can directly address up to 64 Kbytes of data memory external to the chip. The MOVX instruction accesses the external data memory. (Refer to the Instruction Set section in this chapter for a detailed description of instructions). The AT89C51 has 128 bytes of on-chip RAM (256 bytes in the AT89C52) plus a number of Special Function Registers (SFRs). The lower 128 bytes of RAM can be accessed either by direct addressing (MOV data addr) or by indirect addressing (MOV Ri). CHOICE OF ADC ADC0804 (Analog to Digital Converter) Figure 3 illustrates the main function of the ADC0804 i.e. to convert the input signal from temperature sensor device to voltage form that has 8-bit output. This device acts as a memory location or port entry to the microprocessor and does not require additional logic extension. ADC0804 design. To prove that this design is according to the specifications hardware, the formula used is as follows: ADC out = Ain / Vmax X 256 (1.2) where ADC out = digital output value Ain = Input Gain Vmax = Maximum voltage Using formula (1.2), it is found that: without amplifier, ADC out = Ain / Vmax X 256 = (1/5) X 256 = 51 D = 00110011 B So that, the temperature value is = 100 / 51 = 1.96 °C à ¢Ã¢â‚¬ °Ã¢â‚¬ ¦ 2 °C If using amplifier, ADC out = Ain / Vmax X 256 = (5 /5) X 256 = 256 D = 1111 1111 B (Proved) ADC 0804 Analog to digital converters find huge application as an intermediate device to convert the signals from analog to digital form. These digital signals are used for further processing by the digital processors. Various sensors like temperature, pressure, force etc. convert the physical characteristics into electrical signals that are analog in nature. ADC0804 is a very commonly used 8-bit analog to digital convertor.  It is a single channel IC, i.e., it can take only one analog signal as input. The digital outputs vary from 0 to a maximum of 255. The step size can be adjusted by setting the reference voltage at pin9. When this pin is not connected, the default reference voltage is the operating voltage, i.e., Vcc. The step size at 5V is 19.53mV (5V/255), i.e., for every 19.53mV rise in the analog input, the output varies by 1 unit. To set a particular voltage level as the reference value, this pin is connected to half the voltage. For example, to set a reference of 4V (Vref), pin9 is connected to 2V (Vref/2), thereby reducing the step size to 15.62mV (4V/255).   ADC0804 needs a clock to operate. The time taken to convert the analog value to digital value is dependent on this clock source. An external clock can be given at the Clock IN pin. ADC 0804 also has an inbuilt clock which can be used in absence of external clock. A suitable RC circuit is connected between the Clock IN and Clock R pins to use the internal clock. Pin Diagram:   An ADC is an electronic device that converts continuous signals to discrete digital numbers. The reverse operation is done by a DAC. The digital output may be using different coding schemes such as binary and twos compliment binary. Most ADCs are of a type known as linear which means that the range of input values that map to each output value has a linear relationship with the output value. The ADC used is an IC, ADC 0804. Features  · Compatible with 8080  µP derivatives-no interfacing logic needed access time 135 ns  · Easy interface to all microprocessors, or operates stand alone  · Differential analog voltage inputs  · Logic inputs and outputs meet both MOS and TTL voltage level specifications  · Works with 2.5V (LM336) voltage reference  · On-chip clock generator  · 0V to 5V analog input voltage range with single 5V supply  · No zero adjust required  · 0.3[Prime] standard width 20-pin DIP package  · 20-pin molded chip carrier or small outline package  · Operates ratiometrically or with 5 VDC, 2.5 VDC, or analog span adjusted voltage reference CHOICE OF SCHEDULING ALGORITHM. Many scheduling algorithm have been studied to guarantee the real time constraints of real time process. Scheduling decisions of this algorithm is usually based on parameters which are assumed to be crisp. However, in many circumstances the values of these parameters are vague. The vagueness of parameters suggests us to make the usage of fuzzy logic to decide in what order the request should be executed to better utilize the system and as a results reduce the chance of a request being missed. Our main contribution is proposing a fuzzy approach to microprocessor/microcontroller real time scheduling in which the scheduling parameters are treated as fuzzy variables. SAMPLING RATES OF CONTROLLED LOOP The temperature measurement device Resistance Temperature Detector a measure temperature in the range of -25-150 degree Celsius. But in this application the temperature inside the container is maintained at 25 degree Celsius. There is no much deviation of temperature inside the container. The container temperature doesnt vary that much in a second. The resolution of the device is 0.1 degree Celsius if the temperature inside the container varies more than the 0.1 degree Celsius the temperature sensing device can able to detect and the output will be shown. Suppose the temperature inside the container is changing at the rate of 0.1 degree Celsius per second the output has the frequency of 1 Hz. So the sampling rate for the device to sample or measure the temperature neednt be that high. So the device is using a sampling rate of 1 for measuring temperature i.e. temperature measurement device is having a sampling frequency of 1 HZ. Number of bits per second will be 10 bits per second (1 HZ*10 bits) which can be easily handled by 10 bit ATMEL ADC. Temperature Sensor Resolution   0.1 degree Celsius Temperature change inside the container   1 degree Celsius per minute So the frequency would be 0.6 HZ Sampling frequency = 0.6*5 = 3Hz (to be greater) Sampling rate = 0.3 Seconds   CHOICE OF REAL TIME SCHEDULING ALGORITHM There are basically four types of real times scheduling algorithm Round Robin Round Robin with interrupt Function queue scheduling RTOS( Real Time Operating System)   ROUND ROBIN It is the simplest algorithm. The Round Robin algorithm is characterized by the absence of interrupts. The algorithm consists of a main loop that checks each I/O device in turn and Service them if needed. it cannot suffer from shared data problems. Latency is limited by the maximum duration of a loop cycle. Attractive for simple environments. At the same time the disadvantage for the algorithm is it cannot set priorities. Its worst case wait for an important task code is the sum of execution time of all the other task code. ROUND ROBIN WITH INTERRUPT The main advantage of Round Robin with interrupt routines deals with the very urgent needs of devices. Interrupt routines set flags to indicate the interrupt happened. Main while loop polls the status of the interrupt flags and does any  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   follow up process required by a set flag. It moves more control over priority.    FUNCTION QUEUE SCHEDULING The advantage of function queue scheduling is latency for high priority devices can be reduced compared to Round-Robin with Interrupts. In Round-Robin with Interrupts every loop may end up executing every follow-up task. Function-Queue Scheduling guarantees that at most a single follow-up task is executed per loop iteration. The main disadvantage is latency for low priority tasks can increase. Low priority tasks can actually starve. Queuing algorithm may be complex/costly to run/code. If a low priority follow-up task is very time consuming the latency for higher priority response times will suffer. RTOS The advantage of RTOS is interrupts signal the need for follow-up tasks. But, unlike Function-Queue Scheduling, this is handled by the Real-Time Operating System and not by the interrupt routines manipulating flags or a queue. Instead of a loop deciding what to do next the RTOS decides. One follow-up task can be suspended by the RTOS in favouring of performing a higher priority task.-Queue. Suspension of tasks allows the worst case wait for the highest priority item to be zero. Built-in scheduling mechanism yields a system with very stable response characteristics even when changes to the code occur. Widely available for purchase. This embedded system is using  Round Robin Scheduling  as real time scheduling algorithm. The device is used to control only the temperature inside the steel container and so round robin architecture can be set here. FAILURE CONDITIONS The system will fail only if the temperature exceeds the range of the temperature sensor. Since it is a room temperature controller the variation in the room is very slow. PERFORMANCE MEASURES As the performance measure of system is totally dependent on PID Controller performance. So the PID controller performance can be evaluated by the periodic of the parameter hereafter against some baseline values. The performance improvement actions are taken accordingly on a periodic manner. So the Process Variable Error Overshoot Steady state error Settling time Must be calculated by different values of PID controllers Controller tuning methods provide the controller parameters in the form of formula or algorithms. They ensure that the obtained control system would be stable and would meet. These methods require certain knowledge about the controlled process. This knowledge, which depends on the applied method, usually translates into a transfer function. The objectives which should be achieved by the application of the control system are associated with the   control system features Regulating performance, Tracking performance, Robustness, noise attenuation.

Act I Scene I as an introduction to Julius Caesar :: William Shakespeare

The scene opens in a street of Rome. The play starts with an air of excitement. The workmen of Rome are rejoicing in Julius Caesar's triumph over the sons of Pompey, his old rival. Since the very beginning of the play, there is an atmosphere of disunity. The Tribunes rebuke the crowd angrily and order them to return to their work. A touch of humor is imparted to the scene by the Cobbler who indulges in puns. There is a verbal dexterity. The Cobbler is a brilliant player on words. This would please the Groundlings. The Cobbler is being rude to the Tribunes. This shows the disagreement that exists between the Plebeians and the Tribunes. Flavius and Marullus, the Tribunes, are very hostile to Caesar and are jealous of his growing popularity and power. Marullus rebukes the people for being ungrateful He treats them as "senseless things". Since the start itself, we see how popular Caesar is. All the Plebeians are his followers. He has got the support of the commoners. Pompey was a great founder of cities and he restored cities. He was a great general and a great organizer. History repeats itself. When Pompey won the battle, people followed him, now that Caesar is victorious, they support him. A short time ago, they had enthusiastically acclaimed Pompey, now Pompey?s sons have lost their lives in a war against the very man for whom they have now declared the day to be a holiday. Marullus and Flavius are very disappointed with the people ho are unfaithful to Pompey. They scorn the people and the Plebeians ?vanish tongue tied in their guiltiness.? The final speech of Flavius clearly indicates the widespread feeling that Julius Caesar is growing too ambitious and that his pride needs to be taken down a step. ?These growing feathers, plucked from Caesar?s wing, will make him fly an ordinary pitch?. Caesar is being compared to a bird with wings which may fly high and dominate the people. Marullus and Flavius fear that Caesar will fly so high that he will become a dictator. Flavius intends to pull down all Caesar?s images so that the latter would feel less confident and think that he is not very popular. This will make him less confident and prevent him from being a dictator.

Effects of Globalization on the Micro Level

Globalization was generally derived from the assumptions of neo-classical economics. In order for a country to achieve economic development, it must open its economy to trade liberalization. Trade liberalization serves as a redistribution mechanism of capital and goods. Poor and developing countries can export unlimited volume of goods and services to developed countries. Added to that, the capital inflows from developed countries would serve as a stimulant for capital build-up in the recipient country (developing countries). Because developed countries usually experience labor shortages, labor immigrants from developing countries would serve as the compensating medium. Here economists assume that the â€Å"income† derived from labor migration would then serve as capital outlay. While for many economists globalization is a positive force of development, certain practical issues were laid exposing the bad effects of globalization on the micro-level (individual and communal). There are generally two negative impacts of globalization on the micro-level. The first impact focuses on the condition of the labor force of developing countries (exposed to globalization). It is generally noted while globalization aims for wealth redistribution between developing and developed countries, inequality in terms of income and capital increased (Goldberg, R.K., and N. Pavcnik, 2006). Skilled workers from developing countries are paid less than unskilled workers from developed countries. In China, for example, after opening to globalization, several multi-national corporations (which are based in developed countries) transferred a significant portion of capital to the country. The reason can be derived from the cost of labor in the country. It is estimated that the cost of labor in China is one-eight (on the average) compared to labor cost in developed countries (Goldberg, R.K., and N. Pavcnik, 2006). Multi-national corporations found it rational to shift a significant portion of their capital to labor-rich China. The economic assumptions are clear. Labor surplus would drive the market to realign wages. The more workers, the less average labor price. The inverse relationship between the number of needed workers and labor price pushed these corporations to increase their capital inflow to China. Needless to say, because labor costs are below the market price of labor, these multi-national corporations can increase their profit level, generating new capital (to be transferred to the â€Å"mother† country). Added to that, it was found out that after 10 years of exposure to trade liberalization, China experienced vast disparities in terms of income of its own citizens. Urban workers, on the average, have generally higher incomes than rural workers. Needless to say, these urban workers are generally better off than their rural counterparts. Thus, the vast disparity of income between developed and developing countries is mirrored out in the labor price of urban and rural workers. It can be said that the macro-level effect of globalization resulted to internal income disparities. This owes much to the economic rationalizing of multi-national corporations regarding the â€Å"proper† handling of labor costs. Exposure to longer working hours and poor working conditions are also major impacts of globalization in the workplace. These impacts severely decreased the labor productivity of developing countries. Stallings (2007, pp. 6-7) noted that in Latin America, the opening of several countries to trade liberalization and privatization led to capital build-up in the short-run. Foreign direct investment and other capital inflows contributed to economic growth as well as sustainability of the industrial sector. The labor sector though suffered. The expected level of employment growth as well as improvement in labor productivity in many sectors of several Latin American countries was not met. In fact, some industries like the garment and textile industries suffered from stagnation and high-costs of operations. Several governments were forced to implement longer working hours and tax incentives to several multi-national companies. The general effect: labor productivity decreased by half. Strikes became a common sight in the streets of major Latin American cities. Companies owned by local residents were forced to close as a result of the policy. Multi-national corporations though can easily shift their capital base to countries undeterred by political and economic debacles. We come now to the second general effect of globalization on the micro-level. Globalization requires that all national currencies be on a floating status. This would allow the efficient transfer of capital from developed countries to developing countries. As such, many economists assume that this policy would generally improve the overall economic standing of developing countries in terms of capital outlay and technology acquisition. This is though not the case. Akar (2007) noted that floating currencies would essentially alter the predictability of the market. Inflation, or in many cases stagflation, are usually the main economic problems in developing countries. Because developing countries only own a small percentage of the world’s total monetary reserve, they can easily be affected by price changes in the world market (Kasapidis, R, 1999). Price changes can destroy the predictability of the markets of developing countries. Inflation can become highly unpredictable. Thus, this puts financial institutions on a very high-level of risk. This high risk can be translated to low-level investment schedule of firms. Nonetheless, the overall interest rate increases as a result of monetary downfalls. Increases in interest rate causes inflation and concomitantly, low economic output. On the individual level, as inflation progresses, the present volume of goods and service that can be bought by the value of money is less than the previous volume of goods and services bought. In a simple relationship, globalization requires that national currencies be on a floating status. For developing countries, putting its national currencies on a floating status increases the risks on financial institutions. These risks are translated to high inflation and low economic output. The end: the current purchasing power of a consumer’s income is devalued. Bibliography Akar, O. (2007). Globalization. Available from: [Accessed 24 October 2007]. Goldberg, P.K., & N. Pavcnik. (2006). Distributional Effects of Globalization in Developing Countries. Available from: [Accessed 24 October 2007]. Kasapidis, R. (1999). The Opportunities and Dangers of Globalization. Available from:   [Accessed 24 October 2007]. Stallings, B. (2007). Globalization and Liberalization: A View from the Developing Countries. U.N. Economic Commission for Latin America and the Caribbean. Available from:  [Accessed 24 October 2007].               

Froebel’s Kindergarten Essay

Running head: FRIEDRICH FROEBEL RESEARCH ESSAY 2 fullest extent. Who is Friedrich Froebel? What did he do to become so memorable? He created the Froebel’s Gifts. What are Froebel’s Gifts? How has Froebel influenced today’s children? In the town called Oberweibach located in Germany is where a man named Friedrich Wilhelm August Froebel was born on April 21, 1782 (Manning, J. P. , 2005. p. 371). Nine months after Froebel was born his mother fell ill and passed away (Friedrich Froebel Biography, 1999). His father Johann Jacob Froebel was a Lutheran pastor. He remarried when Froebel was 4 – years – old. Froebel’s stepmother did not care for him and his father was too busy for him. This resulted in Froebel having a terrible childhood. Having a family with a father and stepmother whom did not care or did not have the time is what pushed Froebel to become who he was before he passed. It pushed him to become stronger and more independent. Froebel’s father thought of him as dimwitted. Froebel’s father insisted he goes to a school for all girls (Friedrich Froebel Biography, 1999). Froebel most likely felt very small as if no one listened to him. Froebel had five older brothers. His brothers did not live at home with him, his father, and his  stepmother. One day his eldest brother came to stay at his father’s house for quite some time. Froebel and his eldest brother had a discussion about plants one day. Froebel, â€Å"expressed delight at seeing the purple threads of the hazel buds (Michaelis, E. & Moore, H. 1889. p. 12). † His eldest brother shared with him the knowledge that there was a similar sexual difference in plants. Froebel says, â€Å"From that time humanity and nature, the life of the soul and the life of the flower, were closely knit together in my mind; and I can still see hazel buds, like angels, opening for me the great God’s temple of nature (Michaelis, E. & Moore, H.1889. p. 12). † This is where the first seed was already planted into Froebel’s mind. He had seen a connection with humanity and nature itself. This connection developed all throughout Froebel’s life. In 1793, Froebel moved. Running head: FRIEDRICH FROEBEL RESEARCH ESSAY 3 Froebel moved to Stadt-Ilm to live with his maternal uncle, Herr Hoffman (Friedrich Froebel Biography, 1999). When Froebel moved he was just 10 – years – old. He was allowed to attend the local school. He no longer had to attend the school for girls. Froebel thought the best subjects at the local school in Stadt-Ilm were reading, writings, arithmetic, and religion  (Michaelis, E. & Moore, H. 1889. p. 20). His favorite subject to study was arithmetic. In 1798, his father tried to get Froebel an apprenticeship for farmers, but they wanted to high of a premium. His father came to terms with a forester (Michaelis, E. & Moore, H. 1889. p. 24). By this age, Froebel wanted to be an agriculturist. Ever since he was a child, he loved nature, such as the mountains, fields, forests, and flowers. In order for Froebel to do well at becoming an agriculturist he would have to be acquainted with geometry and land-surveying (Michaelis, E. & Moore, H. 1889. p. 20). The forester had a reputation as land-surveyor and valuer. Froebel started his apprentice for the forester on a Midsummer Day in 1797. Froebel was only 15 and a half. He apprenticed for the forester for two years learning forestry, valuing, geometry and land-surveying (Michael, E. & Moore, H. 1889. p. 20). After two years Froebel left the apprentice job even though the forester wanted him to stay another year. Froebel wanted to learn mathematics and botany. Botany is the study of plants. He received a book on botany where his love of nature flourished even stronger. It was the year 1800 when he left the forester. Froebel had decided to continue his schooling, only problem was he did not have the money. He had a very small piece of property left to him that he inherited from his mother. He did not think it would be sufficient enough. He had to ask his trustee for the consent to realise his property (Michaelis, E. & Moore, H. 1889. p. 28). When he obtained it at the age of 17 and a half he went to Jena as a student in 1799. He later went to Yverdon. Running head: FRIEDRICH FROEBEL RESEARCH ESSAY 4 â€Å"Froebel attended the training institute that was run by Johann Pestalozzi (Mann, H. , 1887). He attended the institute from 1808 to 1810. When Froebel left the institution within the two years, he left with the basic principles that Pestalozzi used for his theory. Those basic principles were, â€Å"permissive school atmosphere, emphasis on nature, and object lesson (Froebel Web, 1998-2008). † Froebel was raised to be very religious and because he was religious his view of education became religious. After the school in Yverdon Froebel went to the University of Gottingen in 1811, but then switched to the school in Berlin to study Mineralogy in 1812 (Froebel Web, 1998-2008). Froebel joined the â€Å"Black Riflemen†. In 1813 to 1814, Froebel joined the â€Å"Black Riflemen†. He was in the Prussian army against Napoleon (Froebel Web, 1998-2008). In the army against Napoleon is where he met two people. Their names were Heinrich Langentha and Wilhelm Middendorf. They ended up becoming friends whom supported Froebel and remained with him throughout his lifetime (Froebel Web, 1998-2008). In 1826, Froebel wrote his first book called The Education of Man. It was one of the most important books that he wrote. In 1885, his book was translated into English. Many say this was his greatest work. In 1837, he opened his first kindergarten. Froebel moved to Bad Blankenburg (near Keilhau), where he opened his first kindergarten (Columbia, 2013). Froebel did not just open his first kindergarten. He was 58 years old when he created the first kindergarten. He became known as Father Kindergarten. In German, kindergarten means â€Å"Children’s Garden (Braun & Edwards, 1972). † Froebel’s kindergarten was created for younger children. He created his kindergarten for children ages three to seven. School back then started at age seven. His kindergarten is where he applied all of the knowledge that he gathered over many years from schooling or his own self-discovery. Froebel believed that children learned through play. According to Froebel, when children played Running head: FRIEDRICH FROEBEL RESEARCH ESSAY 5 it was â€Å"free expression of what is in a child’s soul† giving â€Å"joy, freedom, contentment, inner and outer, rest, [and] peace with the world (Boyd, A. , n. d. ). † Froebel incorporated plants into his school as well. Froebel stated: â€Å"Children are like tiny flowers, they are varied and need care, but each is beautiful alone and glorious when seen in the community of peers (Nichols, R. 2010). † Froebel realized that each child is unique and each child may learn differently than another. â€Å"Froebel’s philosophy revolved around three main ideas: the unity of creation, respect for children as individuals, and the importance of play in children’s education (Braun & Edwards, 1972). † All of Froebel’s ideas are shaped by his inherent belief in the linking of man, and of nature and God. In 1847, Froebel took his idea of women being trained as teachers to an all male conference where the subject and idea was evoked (Hewes, 1990. pp. 7-8). He was laughed at and ridiculed, but that never stopped him. Froebel in 1849 began training women to become kindergarten teachers. He believed that women would make a better teacher because women  were the ones who raised the children in their homes. Froebel’s kindergarten teachers became more of guides rather than lecturers to the children (Nichols, R. 2010). Froebel created gifts that he thought would help children. Froebel created these gifts so that children could continue to learn through play. Froebel built blocks that were 1 inch cubes. He thought that the decorative blocks lacked a realistic view. Froebel believed that building with these blocks would help children progress from the material to the abstract (LeBlanc, M. 2010). He also created gifts called occupations. â€Å"Occupations were  objects in which children would shape and manipulate freely using their own creativity, such as clay, sand, beads, and rope (â€Å"Who Invented Kindergarten? ’, 2010). † His classroom was set for individual development aimed towards each child. He had a garden where children could play and learn more about how plants worked. Froebel believed that children were like plants, such Running head: FRIEDRICH FROEBEL RESEARCH ESSAY 6 as planting a seed and help it grow. They sprout and bloom to become something glorious one day. Froebel is so memorable that even in 2014 people still talk about his accomplishments. In  2010, the University of the Incarnate Word (UIW) celebrated the 238th anniversary of Friedrich Wilhelm August Froebel’s birth. In Texas there were 14 teachers in 2006 that went to Germany. They visited every site and institution were Froebel lived and worked (Campos, D. , 2010. p. 74). Froebel’s philosophy is still alive today. Many schools in the world today still use Froebel’s philosophy. Many kindergartens use his curriculum to a point. He used free play, games, songs, stories, and crafts to stimulate their imagination while developing physical and motor skills (Nichols, R. 2010). He also included mathematics. Schools today even with the change of technology, still have children play with Froebel’s gifts and believe in play with to learn, but many schools no longer allow religion to be taught. Children entering into kindergarten start at age 5-6 years old. From the time Froebel opened his first kindergarten in 1837, until he became ill and passed away at the age of 70 in 1852, more than 90 kindergartens were opened all throughout Germany (New World Encyclopedia, n. d. ). In conclusion, Friedrich Wilhelm August Froebel was born on April 21, 1782. He had a terrible childhood that pushed him to become the person he is today. Froebel had a relationship with plants that flourished over many years. He became an apprentice for a forester in 1797. He went to multiple schools and self-taught himself. He went to multiple classes by Pestalozzi. He joined the â€Å"Black Riflemen† where he met his two lifelong friends named Heinrich Langentha and Wilhelm Middendorf. He moved to Bad Blankenburg where he opened his first kindergarten in 1837. He became known as Father Kindergarten. He created gifts that allowed children to build or even manipulate to all development of physical and motor skills. He is still known Running head: FRIEDRICH FROEBEL RESEARCH ESSAY 7  today for his philosophy and his development of kindergarten. Today teachers still use play as a way for children to learn by. References Running head: FRIEDRICH FROEBEL RESEARCH ESSAY 8 Boyd, A. , (1988). Friedrich Froebel and Kindergarten. Retrieved from Engines of Our Ingenuity Web site: http://www. uh. edu/engines/epi2475. htm Braun, S. J. , & Edwards, E. P. (1972). History and Theory of Early Childhood Education. Belmont, CA: Wadsworth Publishing Company. Friedrich Wilhelm August Froebel. (n. d. ). New World Encyclopedia. Retrieved July 29, 2014, from http://www. newworldencyclopedia. org/entry/Friedrich_Wilhelm_August_Fr%C3%B6bel Friedrich Wilhelm August Froebel. (2013). In Columbia Electronic Encyclopedia (6th Ed. , Vol. 1). Retrieved July 10, 2014, from http://search. ebscohost. com/login. aspx? diect=true&db=a9h&AN=39007863&authtype=cookie,cpid&custid=ns017336&site=ehost-live &scope=site Friedrich Froebel (1782-1852) – Biography, Froebel’s Kindergarten Philosophy, The Kindergarten curriculum, Diffusion of the Kindergarten. (1999). Retrieved July 29, 2014, from http://education. stateuniversity. com/pages/1999/Froebel-Friedrich-1782-1852. html Froebel, F. [1826] 1887. The Education of Man. London: Appleton Froebel Web (1998a). Froebel Timeline. Retrieved July 21, 2014, from http://www. froebelweb. org/webline. html Hewes, D. W. (1990). Historical foundations of early childhood tear training. The evolution of kindergarten teacher preparation. In B. Spodek, & O. N. Saracho (Eds. ), Early childhood teacher preparation (pp. 1-22). New York: Teachers College Press. Running head: FRIEDRICH FROEBEL RESEARCH ESSAY 9 LeBlanc, M. â€Å"Friedrich Froebel: His life and influence on education. † Community Playthings. < http://www. communityplaythings. co. uk/resources/articles/friedrich-froebel. html > 21, Dec. 2010. Manning, J. P. (2005). Rediscovering Froebel: A Call to Re-examine his Life & Gifts. Early Childhood Education Journal, 32(6), 371-376. doi:10. 1007/s10643-005-0004-8 Michaelis, E. & Moore, H. (1889). Autobiography of Friedrich Froebel. (pp. 1-30). Syracuse, n. y. : C. W. Bardeen Nichols, R. â€Å"Friedrich Froebel: Founder of the First Kindergarten. â€Å"HubPages. com. http://hubpages. com/hub/Friedrich-Froebel-Founder-of-the-First-Kindergarten > 21 Dec. 2010. â€Å"Who Invented Kindergarten? † German Culture. com. < http://www. germanculture. com/us/library/weekly/kindergarten. htm > 21 Dec. 2010.