Civil War Battle of Port Hudson

The Battle of Port Hudson lasted from May 22 to July 9, 1863, during the American Civil War (1861-1865) and saw Union troops final take control of the entirety of the Mississippi River. Having captured New Orleans and Memphis in early 1862, Union forces sought to open the Mississippi River and split the Confederacy in two. In an effort to prevent this from occurring, Confederate troops fortified key locations at Vicksburg, MS and Port Hudson, LA. The capture of Vicksburg was tasked to Major General Ulysses S. Grant. Having already won victories at Fort Henry, Fort Donelson, and Shiloh, he began operations against Vicksburg in late 1862. A New Commander As Grant commenced his campaign against Vicksburg, the capture of Port Hudson was assigned to Major General Nathaniel Banks. The commander of the Department of the Gulf, Banks had taken command at New Orleans in December 1862 when he relieved Major General Benjamin Butler. Advancing in May 1863 in support of Grants effort, his principal command was the large Union XIX Corps. This was comprised of four divisions led by Brigadier General Cuvier Grover, Brigadier General W. H. Emory, Major General C. C. Augur, and Brigadier General Thomas W. Sherman. Port Hudson Prepares The idea for fortifying Port Hudson came from General P.G.T. Beauregard in early 1862. Assessing defenses along the Mississippi, he felt that the towns commanding heights which overlooked a hairpin turn in the river provided the ideal location for batteries. Additionally, the broken terrain outside of Port Hudson, which contained ravines, swamps, and woods, helped make the town extremely defensible. Design of Port Hudsons defenses was overseen by  Captain James Nocquet who served on the staff of Major General John C. Breckinridge. Construction was initially directed by Brigadier General Daniel Ruggles and continued by Brigadier General William Nelson Rector Beall. Work pressed on through the year though delays ensued as Port Hudson had no rail access. On December 27, Major General Franklin Gardner arrived to take command of the garrison. He quickly worked to enhance the fortifications and constructed roads to facilitate troop movement. Gardners efforts first paid dividends in March 1863 when the majority of Rear Admiral David G. Farraguts squadron was prevented from passing Port Hudson. In the fighting, USS Mississippi (10 guns) was lost.   Armies Commanders Union Major General Nathaniel Banks30,000 to 40,000 men Confederate Major General Franklin Gardneraround 7,500 men Initial Moves In approaching Port Hudson, Banks dispatched three divisions west with the goal of descending the Red River and cutting off the garrison from the north. To support this effort, two additional divisions would approach from the south and east. Landing at Bayou Sara on May 21, Augur advanced toward the junction of the Plains Store and Bayou Sara Roads. Encountering Confederate forces under Colonels Frank W. Powers and William R. Miles, Augur and Union cavalry led by Brigadier General Benjamin Grierson engaged. In the resulting Battle of Plains Store, Union troops succeeded in driving the enemy back to Port Hudson. Banks Attacks Landing on May 22, Banks and other elements from his command quickly advanced against Port Hudson and effectively had surrounded the town by that evening. Opposing Banks Army of the Gulf were around 7,500 men led by Major General Franklin Gardner. These were deployed in the extensive set of fortifications that ran for four and half miles around Port Hudson. On the night of May 26, Banks held a council of war to discuss an attack for the following day. Moving forward the next day, Union forces advanced over difficult terrain towards the Confederate lines. Beginning around dawn, Union guns opened on Gardners lines with additional fire coming from US Navy warships in the river. Through the day, Banks men conducted a series of uncoordinated assaults against the Confederate perimeter. These failed and his command sustained heavy losses. The fighting on May 27 saw the first combat for several African-American regiments in Banks army. Among those killed was Captain Andre Cailloux, a freed slave, who was serving with the 1st Louisiana Native Guards. Fighting continued until nightfall when efforts were made to retrieve the wounded. A Second Attempt The Confederate guns briefly opened fire the next morning until Banks raised a flag of truce and asked permission to remove his wounded from the field. This was granted and fighting resumed around 7:00 PM. Convinced that Port Hudson could only be taken by siege, Banks began constructing works around the Confederate lines. Digging through the first two weeks of June, his men slowly pushed their lines closer to the enemy tightening the ring around the city. Emplacing heavy guns, Union forces began a systematic bombardment of Gardners position. Seeking to end the siege, Banks began planning for another assault. On June 13, the Union guns opened with a heavy bombardment which was supported by Farraguts ships in the river. The next day, after Gardner refused a demand to surrender, Banks ordered his men forward. The Union plan called for troops under Grover to attack on the right, while Brigadier General William Dwight assaulted on the left. In both cases, the Union advance was repulsed with heavy losses. Two days later, Banks called for volunteers for a third assault, but was unable to obtain sufficient numbers. The Siege Continues After June 16, fighting around Port Hudson quieted as both sides worked to improve their lines and informal truces occurred between the opposing enlisted men. As time passed, Gardners supply situation became increasingly desperate. Union forces continued to slowly move their lines forward and sharpshooters fired on the unwary. In an effort to break the deadlock, Dwights engineering officer, Captain Joseph Bailey, oversaw the construction of a mine under a hill known as the Citadel. Another was begun on Grovers front extending under Priest Cap. The latter mine was completed on July 7 and it was filled with 1,200 pounds of black powder. With construction of the mines finished, it was Banks intention to detonate them on July 9. With the Confederate lines in a shambles, his men were to make another assault. This proved unnecessary as news reached his headquarters on July 7 that Vicksburg had surrendered three days earlier. With this change in the strategic situation, as well as with his supplies nearly exhausted and no hope of relief, Gardner dispatched a delegation to discuss Port Hudsons surrender the next day. An agreement was reached that afternoon and the garrison formally surrendered on July 9. Aftermath During the Siege of Port Hudson, Banks suffered around 5,000 killed and wounded while Gardners command incurred 7,208 (approx. 6,500 captured). The victory at Port Hudson opened the entire length of the Mississippi River to Union traffic and severed the western states of the Confederacy. With the capture of the Mississippi complete, Grant turned his focus east later that year to deal with the fallout from the defeat at Chickamauga. Arriving at Chattanooga, he succeeded in driving off Confederate forces that November at the Battle of Chattanooga.

William Shakespeare s Sonnet 52 - 1309 Words

When Shakespeare talks about treasure in sonnet 52, he does not refer to just jewels or gold, but also the deep value of legacies and the last name being carried on through a child who will carry on your legacy? There could be various reasons why people have a child, but some of the most important reasons are to treasure the child itself, that someone will inherit all of your jewels, the child will carry on your youth, and carry on the legacy of the last name to pass on for generations. In sonnet 52, Shakespeare mentions that the treasure appears to be â€Å"Sweet† and ‘Locked-up,† Representing a boy’s kind heart. Though the child seems to be locked-up by the man’s lack of desire to have a child, the speaker holds the key by holding the answers to why the man should have a child. The speaker speaks to the man of wise choice he should consider for having a child. The adaptation begins with just a bunch of the same letters in a row following the alpha bet. 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Comptuer Studies Ruby Notes Free Essays

These are notes I took while I was learning Ruby. Comptuer studies ruby notes Instance of a class is a sub-category of that class. E. We will write a custom essay sample on Comptuer Studies Ruby Notes or any similar topic only for you Order Now g. greyhound; dog. Every object has a class. Objects are instances of classes. Methods define what an object can do and properties describe it. Constants start with a capital letter, sometimes they are all caps e. g. INTEREST = 0. 012 #setting constant INTEREST to 1. 2% DOZEN = 12 #setting constant DOZEN to 12 Constants and variables store information in the memory for the duration of the use of the program. Like RAM? Constants can’t be changed but variables can be reassigned based on certain properties and data. Different types of classes: ClassExample of Object Float6. 5 or 3. 9 Fixnum2 or 3 StringThisisastring or randomnumber34 ArrayMonday Tuesday Wednesday Thursday Friday Or January February March April HashToronto [Dion Phaneuf] Pittsburgh [Sidney Crosby] Washington [Alex Ovechkin] Or Haseeb [November 18] Humza [August 6] Hana [August 11] Range11.. 20 Or Hi.. Ho Float = decimal number Fixnum/Integer = whole number String = letters and numbers Array = an ordered list, a couple of objects put together in one list that can also be accessed independently Create a new array or reset an old one by using this: array = Array. new You can also show individual variables by doing: array[number] e. g. subjects[3] you can also add objects to the array by: subjects [4] = ‘Social Science’ Hash = Similar to array but not in order, each object does not have a number. It’s based on key and value pairs. Like if you put five names and assigned each a birthday. They would go based on those pairs. It assigns the first name to the second. E. g: friends = Hash. ew friends[‘Andrea’] = ‘July 22’ friends[‘Mohammed’] = ‘April 9’ Range = A sequence of values e. g. nums = 11.. 20 Setting variable: Fav_food = ‘pizza’ #setting variable fav_food to pizza The quote marks around pizza identify that fav_food is a string value. Identifiers are the constant/variables names In order to change a variable’s value (not class) from one to another use the following To string: x. to_s To float: x. to_f To integer/fixnum: x. to_i Keep in mind, this only changes the variables value based on class properties, not its actual class Scope is where the variable can be accessed r seen within a program. Some are only used for a small task while others may be used for larger tasks and appear several times within the program. Constants’ scope depends on how often it is declared. If a constant is only declared within a class or module it’s scope is within that scope or module. However if it is declared outside of that class or module it’s scope is wider or â€Å"global†. There four different variable scopes. Local variables are confined to the part of the program in which they are declared. If the variable is only declared within a method it is restricted to when that method is used or executed. It can’t be used anywhere else in the program. (e. g. fav_food) Global variables can be declared anywhere in the program and are accessible from anywhere in the program. They are identified by a preceding â€Å"$† e. g. $fav_food. Global variables, however have to be used with extreme caution due to the fact that their values can be changed anytime in the program, sometimes by accidental or careless coding, these accidents can cause huge problems and are not easily fixable. Class variables are confined to a specific class but once all instances of the class are created the value of the variable is shared amongst all instances. If the value is changed in one of the instances, it is changed in all of the instances. (e. g. @@fav_food) Instance variables are restricted to only certain instances of a class. If the value changes in one of the instances it stays the same in the others. (e. g. @fav_food) Commands to determine classes Either: puts variable. class or puts variable. kind_of? Class The first will tell you what class the variable is while the other will say true or false based on what class is inputted at the end of the line. Changing classes The easiest way is to just assign a new value to it. Another way is to use the to_s, to_i etc. commands while also using the â€Å"=† assignment operator in order to change the object’s class permanently e. g. num = num. to_s you can do it without the â€Å"=† and the num variable before the equals sign in order to change it temporarily All math operations are the same except for two. Modulo (%) Divides and gives the remainder and exponent is (**). E. g: X = 6%4 X = 20 ** 2 There are also comparison operators such as: puts a == b #false as a and b are not equal puts a ! = b #true as a and b are not equal puts a b #returns true as b is larger puts a How to cite Comptuer Studies Ruby Notes, Essay examples

In This Report the Prevalence of Asthma Disease Has Been Evaluated

Question: In This Report the Prevalence of What Asthma Disease Has Been Evaluated? Answer: Introducation: In this report, the prevalence of asthma disease has been evaluated through a series of studies carried out in different parts of the world and its a global problem (Asher and Pearce, 2014). The increased prevalence of asthma has been reported in Melbourne city while other infections were low. In another different study, there is a reported increased case of prescription in inhaled corticosteroids. There is also a high association between the body fat distribution (obesity) and development of asthma. This information is addressed to the minister of health at the National state level in an effort to control the cases of asthma and other cases of upper respiratory diseases. Summary The inhaled corticosteroids either in combination or when used alone are commonly used for the control of many infections in the upper respiratory diseases and clear airways. It is also common for the inhaled corticosteroids to present serious health effects. The use of anonymous linkage with pharmaceuticals in Australia has shown that there is also a low level of inhaled corticosteroids compliance among patients with asthma. For instance in the year 2008, (Poulos et al., 2013) reported that approximately 43.6% of the patients from data obtained from concessional patients, had received one-off inhaled corticosteroids. Questionnaire administered to school children in Melbourne city indicate that the cases of asthma have been on the rise. The study in Melbourne city indicated that there was a reduction in wheezing over period of one year by 26%, i.e. form 27.2% to 20.0% (Robertson et al., 2004). Additionally, eczema increased from 11.1% to 17.2% over a period of nine years. Those alrea dy experiencing symptoms such as wheezing had a low drug adherence rates, that is, only 45% of them. There is also a high association between obesity and possible development of asthma in children as evidenced by a study carried out in a children aged 5-11 years old (Papoutsakis et al., 2015). The research found out that the obese children had a high likelihood of being obese and recorded 1.99 (odds ratio) and 1.95% (confidence interval). Conclusion These calls for the health minister to put proper strategies in place that ensure that all the possible factors associated with development and treatment of asthma is concerned. This will reduce the mortality rates, economic burden to the country. Reference List Asher, I. and Pearce, N., 2014. Global burden of asthma among children. The international journal of tuberculosis and lung disease, 18(11), pp.1269-1278. Papoutsakis, C., Chondronikola, M., Antonogeorgos, G., Papadakou, E., Matziou, V., Drakouli, M., Konstantaki, E., Papadimitriou, A. and Priftis, K.N., 2015. Associations between central obesity and asthma in children and adolescents: a casecontrol study. Journal of Asthma, 52(2), pp.128-134. Poulos, L.M., Ampon, R.D., Marks, G.B. and Reddel, H.K., 2013. Inappropriate prescribing of inhaled corticosteroids: are they being prescribed for respiratory tract infections? A retrospective cohort study. Primary Care Respiratory Journal, 22, pp.201-208. Robertson, C.F., Roberts, M.F. and Kappers, J.H., 2004. Asthma prevalence in Melbourne schoolchildren: have we reached the peak?. Medical Journal of A