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Literary theory and criticism: America BY ALLEN GINSBERGThe poem America talks about the hard times after the second world war. It discusses such issues as the political unrests during this time and calls for a positive change. The poem’s style is a type of free verse; which Ginsberg wants to represent the unorganized messiness in American society during this time.

Literary theory in this poem focuses on power and the ability to make choices. There are many different interpretations of this text, with most focusing on the American Dream in America. The book focuses on this unreliable concept of nobility through storytelling, which includes its own form of propaganda in a sense.

The literary critic of society, who is often hidden behind the scenes and never shown whether they are a hero or villain, is portrayed as someone with power-making choices that might result in both sides being wrong in some way.

America has been widely used as a metaphor for revolution throughout history with varying results; it has been seen as both a savior and an enemy depending on what kind of revolution was taking place at the time. Ginsberg makes use of this by adding the idea that the government is able to use the media to control not only its own citizens, but how it is viewed outside of its own borders. In a foreign country, America is often seen as a savior. In America, however, it is seen as controlling and oppressive. As much as the speaker seems to want to take some sort of stand against these claims in this poem, he cannot. The fact that he says that America “gave me no dreams” and “no help” shows how he feels about his homeland. He wants change, but also has seemingly accepted that change cannot be made because of what has happened in the past; instead it must be accepted and move on from there.

The first stanza talks about the terrible and harsh things that Americans were faced with during the time, including violence and death. The second stanza talks about how Ginsberg doesn’t want America to be like it was before. In his opinion, what America needs are “new eyes” with an “innocent vision”. He mentions that he would like for there not to be anymore politicians or plutocrats who take control of people’s lives. This stanza can be interpreted as a call for a change in government and what it means to be considered as an American.

The third stanza talks about other countries and how America should not care about everyone else. He says that he wants America to “leave the others alone” and not be concerned with the other countries and their issues. The fourth stanza mentions that Ginsberg wants the crowd of people to become peaceful. He wants them to stop fighting each other and become peaceful people, “who are happy in their ignorance”. This stanza can be interpreted as advice or a call for hope.

The poem and Allen Ginsberg have both received a lot of criticism. Critics, who were on the left, have said that the poem did not contribute anything positive to society. While some critics, who were on the right, love the poem’s aggressive style and message and are dedicated to keeping it alive. Another criticism of America is that it does not follow a typical pattern of meter or rhyme scheme; however Ginsberg’s style was displayed in his other poems as well.

“America” is a poem Ginsberg wrote in December 1948, when he and Gary Snyder were driving from Merrimack Street in New York City to their new home at Corinna, which is on the Hudson River in Croton-on-Hudson. On the way, Ginsberg writes about how the cold weather has affected his windpipe. He claims that this has caused him to cough and vomit due to his lungs being as dry as tinder without lubrication [1]. “Wherefore Art Thou America?” was written by Allen Ginsberg on December 5, 1948. The poem was published for the first time in “Arion” on October 30, 1949.

A final criticism of America was that it was unorganized and that you could not understand what Ginsberg was talking about since he used obscure terms and short phrases throughout the entire poem.

However, Ginsberg said that this was the symbolization of how he thought America was during the 1950s. He said that people were unaware of what was happening around them.

This could lead some to believe that this poem would not have received as much criticism if it did not have such a strong message and political undertone to it.

A positive aspect of this poem is that it has a strong message: one that urges the people to move together in order for change to occur. For example, in stanza three he says “don’t give me that individual crap.” This could also be interpreted as meaning don’t separate from each other, because we are stronger when we work together.

The poem makes use of metaphors, as Ginsberg creates a picture in the reader’s mind. The first stanza is an example of a metaphor. Ginsberg compares the speaker to a “savage beast” that is “beaten and petted out of shape” later on in life, just as the speaker had been in his youth. The poem revolves around themes of love, patriotism, and spirituality. The first stanza is an example of this, as he talks about how the “fierce winter” is “nursing at its breast a baby black bomb”.

In America by Allen Ginsberg, the speaker reflects on his childhood to adult life in America. The speaker is often described in multiple ways throughout the poem, notably as a “boy”, a “man”, and now as an “old man”. In this poem, Ginsberg uses the concept of self-identity to create different personas. Recall that identity changes are often androgynous, making this metaphor particularly relevant. The speaker is also frequently referred to using Ginsberg’s pet name, “Klootch”. An example of this occurs in stanza 3 when the speaker says he remembers his father calling him “”Klootch””. This act makes him feel nostalgic for his childhood, making it apparent that he perceives his adult life as being very dull.

He wants the poem to seamlessly flow together. He also wishes for it to have a mixture of feelings and ideas; some of these feelings include anger, hope and peace (Bertens). Ginsberg wants the reader to be able to understand what he is trying to say through his use of figurative language.

America by Allen Ginsberg there seem to be two major themes. The first theme is violence and death were major things Americans were faced with during this time period after World War II. The second theme is that Ginsberg wants America to be a utopia. Many of the poems Ginsberg wrote were personal critiques on modern society, but “America” is more general. In this poem, Ginsberg writes that he wants America to be a utopia and he feels that he can help make it so. The speaker wants America to have equality in all areas: economic, political, and social. He feels that the American government has taken too much power from the people in recent past years, making things much easier for them to do wrong. In addition, Ginsberg wishes America had better health care and free education.

The first theme, violence and death, is described in the first stanza. In this stanza Ginsberg describes the issues Americans were faced with after World War II including death and the draft. “I’ve seen the best minds of my generation destroyed by madness, starving hysterical naked, dragging themselves through the negro streets at dawn looking for an angry fix” [2]. This quote is saying because of all this violence in America many people lost their minds and became homeless. These people needed drugs to help calm them down so they could function normally through each day.

In order to achieve utopia, Ginsberg believes in a system of strict political participation. Ginsberg advocates for the United States government to be more democratic. He believes that if citizens were more involved in their government, they would have a better society. The speaker asks the reader to try to make America a utopia, using Ginsberg’s poem as example for people’s participation in American politics and the American way of life.

Works Cited

“America By Allen Ginsberg | Poetry Foundation”. Poetry Foundation, 2022, https://www.poetryfoundation.org/poems/49305/america-56d22b41f119f. Accessed 18 Apr 2022.

Bertens, Hans. Literary theory: The basics. Routledge, 2012.

ACC112 – Accounting Principles II – ACC 112

Annual Report Analysis Project

Name:

To successfully operate in the world of business, the ability to comprehend a company’s annual report and analyze the financial condition of a company is extremely important. This assignment will help you gain some experience interacting with an annual report, and it will allow you to apply some of what you have learned so far in accounting to a “real world” company.

For this assignment, you are to examine the 2018 financial statements of Sprouts Farmers Market, Inc., and use that report to answer the questions that follow. Each answer should be numbered, and each question should be answered in complete sentences. For full credit, show all calculations.

1. (6 points) As of 12/30/2018, How many shares of common stock are:

a. Authorized?

b. Issued?

c. Outstanding?

2. (2 point) What is the par value of the common stock?

3. (2 point) Did the company pay a cash dividend in the most recent year? If so, how much?

4. (2 point) If a company does not pay dividends, what might the reason be?

5. (2 point) Why would people invest in a company that did not pay dividends?

6. (4 points) Did the company repurchase treasury stock during the most recent year? If so, how many shares?

7. (20 points) Prepare a horizontal analysis of the Income Statement for the most current year. (See page 18-11 for the proper format).

Note you MUST USE EXCEL to create the horizontal analysis. An excel file MUST BE TURNED IN with the project to earn points for this question.

8. (4 points) What is the company’s current, Basic EPS? Did EPS vary more than 10% from prior year?

9. (18 points) Calculate the following liquidity ratios for the current year and give a one sentence description of each result. (Assume that all sales are on credit.)

For example: Current Ratio $1,020,000 current assets

344,500 current liabilities

= 2.96 : 1

For every dollar in current liabilities, the company owns $2.96 in current assets to pay for them.

Current Ratio

Receivables Turnover Ratio

Inventory Turnover

10. (18 points) Calculate the following profitability ratios for the current year and give a one sentence description of each result.

a. Profit Margin on Sales Ratio

b. Rate of return on Assets

c. Rate of Return on Common Stockholders’ Equity (ROE)

11. (12 points) Calculate the following solvency ratios for the current year and give a one sentence description of each result.

a. Debt to assets ratio

b. Times Interest Earned Ratio

12. (4 points) Calculate the free cash flow of the company for the most current year (Hint: use the formula given in the book on page 17-17)

FOR QUESTIONS 13 – 15: LOOK AT THE NOTES TO THE FINANCIAL STATEMENTS (beginning on page 6)

13. (2 Point) In what state did Sprouts Farmers Market, Inc. incorporate?

14. (2 Point) For 2018, what percentage of the company’s sales were from “Perishables”?

15. (2 Point) What does the company estimate for the useful life of its buildings for depreciation purposes?

Accidents caused by teenage driving

One of the most significant accomplishments in a teenager’s life is receiving their driver’s license. Receiving a license gives teenagers the key to feeling free without adult supervision. They become more independent. I believe that children are not ready to obtain a permit at 15. The age requirements should be 18 years of age due to the number of accidents that are caused by teens. Unfortunately, in the state of Georgia, pre-teens can obtain a permit at a young age, “an estimated 2,500 teenagers died in the united states from motor vehicle Crashes” (Barua Rashmi)(pg402). In order to reduce teenage driving-related accidents. It should be mandatory for younger people to get their permit at 18years old. I believe that they should take a driver’s education course that’s provided by public and private schools. Ultimately, passing the laws and regulations exam with a score of 100, but also pass the road exam with a score of 100. If we were to change the driving requirements, 90 percent of teens’ lives could be saved, and accidents could be reduced.

Pre-teens are not ready to have the same level of driving responsibilities as an adult. Teen drivers have a higher chance of fatal crashes because of immaturity level, lack of skills but most of all experience on the road. That is why I think every teenager should be involved in mandatory driver’s education courses by all public and private schools. The course can be combined with a hands-on education course. The school might just have to cut specific courses or cut funding toward classes that students are least likely to sign up for so that the course could be added to all school’s curriculum. For example, some parents cannot afford lessons nor have the time to teach driving if we could get this course added to all school curriculum. Teens’ inexperience behind the wheel really makes them more susceptible to distractions behind the wheel. Distracted driving can take on many forms beyond texting and talking on the phone while driving.

Teens feel they are ready to take on the thrill of driving, but most of them break the rules. That’s why being familiar with the laws on the road is important. It prevents teens from harming others and themselves. I believe that if the exam is passed with a hundred percent, the material is understood by the teen, so when they hit the road, everything will roll smoothly if they pass with anything less than a hundred. They should not be able to get their permit if the requirements are not met. That simply indicates that there was a miss understanding along the way when studying. Teens need to understand fully before putting their life and others in danger. Barua Rashmi says, “typically seat belts use the lowest among teens. In fact, many teenagers are involved in fatal crashes are unbuckled”. A car crash can be avoided if making sure road safety rules are well known, making that a focus. Therefore, if the exam is not passed with a hundred, then no permit should be obtained until the expectations are met.

The road exam to get your license is a big step. Behind the wheel, your life and others are in your hands. Being comfortable and knowing your material is the most reliable way to stay safe. If someone is incapable of passing the driving exam, then a license should not be given. Motor vehicle crashes remain the leading cause of teen death. As a country, it is our job to be consistent with teaching when it comes to driving. The concept of driving needs to be drilled in the mind before taking the wheel. This means the exam needs to be passed with a hundred to show understanding before getting out on the road. “Teen the like hood of teen drivers engaging in one or more risky behaviors is when they are driving” (Barua Rashmi)(pg 402). Driving is something they need to know it’s serious. It takes all your attention, so in addition to that, if the road exam is not passed with a score of a hundred, they should not be given a license. Everyone should try to prevent car injuries and death.

Finally, talking to teens about the responsibility of obtaining and permit and license requires focusing, knowing your information on the laws and roads, and keeping yourself and others safe. If we can push forward with this proposal, then we can save thousands of teen lives and others as well that may be involved.

Citation

Barua Rashmi, Fernandez- Vidal- Marian No pass No drive: Education and Allocation of time: The University of Chicago Press November’s 4 2014

https://www.jstor.org/stable/pdf/10.1086/678262.pdf?ab_segments=0%252Fbasic_search_solr_cloud%252Fcontrol&refreqid=excelsior%3A38def118b5332628a1471f2c814219ed

Milestone 4: Final Draft

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Milestone 4: Final Draft

The introduction to the essay is not captivating and the grammar is not correct. The use of the word ‘so’ in a sentence must be followed by ‘that’. The essay should have started well and not with mistakes of sentence structure. The grammar used in the first paragraph should be improved to be of high standards. This means that the words used should be changed, in order to make the essay improve. The thesis statement is not structured well and should be shortened to communicate effectively to its reader. Some of the arguments presented in the thesis are not present in the essay’s body. More evidence should be provided to ensure that the reader obtains a lot of information regarding the arguments (Sherry, 2011).

The quotations have not been cited well, as the citations are found after the fool stop. This means that the citation has been placed at the wrong place. Explanations to the quotes are not given and the reader has to make their own conclusions. Upon reading the introduction, there is a lot of confusion regarding what it is about. The information has been mixed up, as one is not sure if the essay is about, parents, graduating or even students. The introduction is not captivating as the grammar, word choice, and punctuation are not correct as well as appropriate. There is contradiction between the conclusion and the essays purpose. The conclusion is a direct repetition of the thesis as well as the introduction (Sherry, 2011). It is not possible to identify the importance of the essay or what has been achieved. The conclusion ought to be more captivating, so that a person who has not read the essay can know what it is about.

The transition sentences have been stated, rather than being made to flow into the different paragraphs. There is no connection between the various paragraphs. There is not mention of music programs in the essays body, despite it being mentioned in the introductory paragraph. In order to connect the body paragraphs to the topic sentence, there have to be bridging clauses and this is not evident in the essay. Only a few transition words are used in the essay. This means that the reader has to make their own conclusions. Often, this is tiring to the readers and words of transition should have been used, such as; therefore, moreover, among others.

When quoting a sentence, it should not start at the beginning of the sentence without some explanation. Wordiness is an element present when the sentences are being quoted, and this should be reduced. An example of a long quoted sentence is “Parental effort is consistently associated with higher levels of achievement, and the magnitude of the effect of parental effort is substantial. We found that schools would need to increase per-pupil spending by more than $1,000 in order to achieve the same results that are gained with parental involvement (Beason, 1996).” There is no use of comma slices in most sentences to separate the various clauses. There are some paragraphs, which do not have any citation. This is plagiarism and it is an offense, which has serious consequences. The use of articles ‘the ‘and ‘a’ is not correct and this should be looked upon (Sherry, 2011). Also, some of the citations in the reference list have not been used in citing the essay. The essay should be reviewed thoroughly as well as proof read, in order to establish the mistakes it has.

References

Sherry, M. (2011). In Praise of the “F” Word. In Nadell, J., Langan, J., & Comodromos, E.A.

(2011). The Longman writer: Rhetoric, Reader, Research Guide, and Handbook (8th edition). New York, NY: Pearson.

Beason, T. (1996). Students Give Top Grades To These Tough Teachers – They

Won’t Accept Anything Less Than Excellent. The Seattle Times Retrieved from

http://community.seattletimes.nwsource.com/archive/?date=19960328&slug=2321424

Modernism in literature

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Modernism in literature

Introduction

Literature has ever since inception had its main objectives as being provision of entertainment, instructions as well as enlightenment to the target readers, observers as well as hearers of the particular pieces. In analyzing the ‘history of literature’ we focus on the development of literature in form of poetry or even prose aimed at also establishing development in communication as well as in literary techniques within particular pieces of literature. It is however worth noting that not all materials in written form constitute what is called literature. Nevertheless, the history of literature have undergone through great evolutionary stages but modern period in literature history dates back to the eighteenth century and began in Europe with the enlighten thinkers. This is actually in line with views of critics of development of literature whose position is that the enlighten thinkers of the eighteen century in Europe a should be credited with the development of modern literature and not as otherwise would be argued. This paper therefore conquers with the foregoing notion as developed by the critics, as there is much evidence to qualify the proposition.

Discussion

It should be noted that literature from Europe in the 18th century has greater reference in understanding the history of literature. Main characteristic to modernism was the embrace of self-consciously distinction between traditional forms of literature especially in verses as well as in poems (Davis, 2006, p. 1-15; ‘Jalic Inc’. 2000 – 2013, para 1). Among other historical shocks that have been viewed to have had great influence in the revolution of literature from the traditional modes of expression to the modernized systems was the first world war. It made scholars and philosophers to reconsider and to reassess the societal assumptions with such renowned personalities as Freud Sigmund questioning the rationality of human beings through the horrors witnessed in the war. As a major modernist writer, James Joyce wrote a novel in 1922 titled Ulysses, which focused on the life of Bloom Leopold. His work is viewed to be an epitome of the modernism approach in literature fiction. Instead of use of narration as an artistic feature, Joyce’s works instituted a means through which ordering, giving shape, ordering as well as establishing general significance in works of literature would be realized. Modernism is said to exhibit great cohesion between different artistic genres as well as across different geographical regions. Self-consciousness as well as deliberate action informed and inform people embracing the modernism in literature. In an almost similar notion with romanticism, modernism embraces the strength of inner/self consciousness. Nevertheless, in a contrast to the romantic world of literature, modernism takes little care on natural environment, personal being as well as the major historical structures. It is because of the structure of the modern world, which is portrayed and perceived as being impersonal, capitalist as well as antagonistic towards the impulse of arts. The world war is therefore shown to have had great influence in determining such mechanisms through which the modern day contemporary worlds of arts is perceived. The western civilization in particular was the main target of the war and as such, the influence was inevitably spilled over to such fields as the arts field. Yugoslav Princip’s assassination of Austria’s Ferdinand is shown to have been the actual trigger to the war. The battle for supremacy between the first world countries, which had great power, made the war inevitable and therefore strategic alliances formed to make up the opposing sides. The war was first of its kind by the involvement of different countries as alliances and blocks through which they fought their allies. Among notable effects of the war in Europe was the need to have the map redrawn after dismantling of some of the countries. Besides, major imperial powers and empires such as Germany, Ottoman, Russia as well as Austro-Hungarian were dismantled hence leaving a great mark on the global history. This therefore explains how the modern era preconceptions of nature as well as the modern welfare got eroded during the war. Besides, it should be noted that such adverse effects were recouped by the subsequent world war within the same generation.

Among great modernism literature writers were Woolf, Kafka, Proust and Joyce James. Literature shows the influence of such novelists’ work amongst themselves as well as towards the contemporary world in the time and later times as we read today. It is through literature that we learn the influence of Proust’s work in modernism in the early years of the 20th century towards the making of such other great modernism novelist like Woolf. Woolf invested in studying much works by the novelist until his death in 1922 and was more cautious of her works than all other novelists of the time. She compared her works with such of Proust and developed theoretical frameworks about tradition as well as influence. In efforts to establish female tradition in literature, she wrote the famous quote that “we think back through our mothers if we are women,” (Lewis, nd, p. 78) showing the influence of generational influence in literature from the past forms of literature and the modernism literature. Much is therefore shown on the influence of Proust’s works of literature towards Woolf’s fiction modernism works.

Thomas Mann is equally a well renowned modernism writer whose literature encompassed matters off social, personal, political as well as philosophical aspects as influenced by the literature developed after the enlightenment era within Europe. His major works reveals an interlink between sexual, social , spiritual, political as well as natural and in fact shows an ambivalent interplay between intellectual detachment as well as an urgent emotional attachment. He therefore adopted an ironic style in his writings, which successfully expressed emotional as well as ambivalence in literature. His modern fiction explored history from the inner perspective and shows the interaction between political/ideological structures as well as the individual consciousness (‘German literature’, nd, para 1-3).

James Joyce was equally a celebrated figure in modern literature and the influence of his works is evident in modern fiction. In his writing, Joyce interlinked stream of consciousness, mythical parallelism, absurdist drama as well as other modern literary stylistic devises and the effect is evident in modern fiction. The impact of the global war was no least sparing to his works of literature as is shown through his writing and exiles after the outbreak of the war in early years of 20th century ( HYPERLINK “http://modernism.research.yale.edu/wiki/index.php/Anthony_Domestico” o “Anthony Domestico” Domestico and HYPERLINK “http://modernism.research.yale.edu/wiki/index.php/Pericles_Lewis” o “Pericles Lewis” Lewis, 2010, para 1-5). Ulysses, among his other works of literature puts him in the light of modern literature in 1922.

Modernism was equally characterized by reforms in education sector within Europe, which necessitated all sorts of literature to be produced. Writers were therefore streamlined to a particular system and such writers who failed to align in such system found themselves alienated in a world of solitude. Among all the artists, the poets got full advantage to the modernism and embraced imagery in their works for the foregoing social political as well as economic status. Through the works of literature, the nineteenth century poets as Eliot critically analyzed modernism and effectively represented the world in pieces of literature among which are highly cerebrated even today. Literature, arts as well as architecture radically broke from the conventional way of expression and the effect quickly spread over. The works of Kafka represented modernism as an attempt to break from the realist movement where the realists held art as a reality which lacked subconscious or spirituality (“Franz Kafka as Modernist”, nd, para 1-3). He is remembered in introducing ‘Kafkaesque’ as an adjective in modern literature to have an illusion to a social system, which is somewhat inhuman, impersonal as well as bureaucratic.

The late eighteenth century and early nineteenth century saw the rise of ‘romanticism’, which in its simplest form is distinct form the literature that proceeded the enlightenment period that followed it. The major distinction between the two was that while romanticism embraced the specific role played by instinct, spirit, emotion as well as the soul in literature, the enlightenment period literature had special focus on scientific approach to all human dilemmas and endeavors, which is literary detached from the person.

Despite the initial influence, that romanticism had on renowned English poets of the time, the influence slowly diffused to be felt throughout Europe with both arts and humanities feeling it. The society was therefore directly impacted where romanticism changed the manner in which individual persons within the society permanently changed on the perceptions on emotions, institutional structure as well as the relational fiber. The impact has therefore been carried down the ages to be translated as ageless, as well as a recurrent phenomena. Romanticism strictly adhered to individualism and the personalized attributes in emotions, instinct as well as spirit while the enlightenment period in the 18th century sidelined individualism and had preference to experimentation on scientific perspectives (Smith, 2011, para 1-5).

Enlightenment period was the historic period which preceded the romanticism period and its through a thorough understanding of the main features of this historic era that one can appreciate the distinctive features that defines romanticism period. Unlike with romanticism, enlightenment period was characterized by reason and logic where supporters of the ideology supposed that understanding the human society was much easy through the scientific perspective. People as well as their relations, institutions, roles as well as general societal framework would be easily understood through the adoption of the scientific perspective.

In the history of literature, romanticism emphasized on the objectivity of literature and it was in itself a defining feature of the historical attribute. In Europe for instance, it was more valuable to build on the physical infrastructure over the new resources, capital as well as techniques, which would aid in scientific experimentation in the era of enlightenment. In this regard, subjective emotions mattered less towards contemplating on nature as well as in creating individual impulses as the romanticism would latter allude to. Economic as well as political themes took centre stage in the literary works of the historic period. Personal thoughts as well as individual feelings were equally well represented within the philosophical writings of the age. In fact, the position of the romantics was that through close attention in literary works of the ordinary objects, literature had the capacity to change the common perceptions of objects, experiences, emotions and quotidian objects into extraordinary. Shelley in ‘Defence’ furthered the notions of romanticism through his position that emotions as well as human relations are the basic building blocks upon which human life holds. Through an imagery of a machine, which comprises of various parts, the position of Shelley was that unlike how different parts constitute the whole machine and are often not aware of the other constituent parts, human lives are built on love. Love on the other hand is shown through literature to be an identification of ourselves as represented by others through action as well as thought. The live of human beings revolves around esteeming other people’s lives as an equal to oneself and so considering their pleasures and pains as one would consider his/her own. In individualism, romanticism holds to the essence of self as well as social quest where personal deep feelings, quests for connection, transcendence and the self-awareness in a context of many people are the defining feature. Unlike with experimentation with enlightenment era, emotions and personal feelings cannot be customized through creation of specific plans to realize it. In a rather more comprehensive definition to romanticism by Trilling as well as Bloom, they view it as a health restoring as well as revival to instinctual life, which is contrasted to working of a machine as well as scientifically based progression. The literal perspective of romanticism was to have people appreciate own inward strength uphold personal trust as well as the personal intuition (Kreis, 2000, para 1-7). Externally the notion directed people to appreciate external world through which the interactions of human beings and the nature could be critically observed, interpreted and cerebrated through innate lessons derived. The variations in shift of attention from within to the nature surrounding us would make us appreciate more the works of literature.

The inception of romanticism challenged the notions and positions developed in the enlightenment period literature perspectives, which ascribed to essence of logic and scientific experiments to build up on knowledge better society as well as success. New models of modern literature therefore ensued and little or no essence was upheld for the traditional formulae previously used. The perceptions and intuition held by the romanticism supporters explains the pace at which the notion spread across Europe as well as in America. The industrial revolution was credited to have revolutionized the manner in which people thought, related with each other, worked as well as how people felt. This therefore had the implication of having people mechanize own feelings and perceptions, a notion which romanticism tried to fight through instigating that people would imagine, dream again fanaticize and consciously experience the touch of literature. The English poets were however, the initial artists who rode on the notions of romanticism though later the other genres followed suit. In those countries where the notion of romanticism was being introduced through visual arts, music as well as poems, a new dimension of imagination was being structured where emotional structures of the human life and society would regain its rightful position. It is worth noting that many centuries down the line, the notions of romanticism remain relevant and engraved within people’s minds even in the contemporary modern world.

Conclusion

In conclusion, therefore, the influence of cultural shocks as were experienced in the 18th century is wholly criticized to have brought bought the observable dynamics in the modern literature, which ensued in the late 18th century, and the early years of 20th century. Great revolutionist novelists adopted the influence of the European revolution in literature as shown by the enlightenment period. The period is characterized by literature which main emphasis was on experimentation as against individualism as was explained by emphasis on human internal traits in emotions, spirituality as well as identification with the nature. The enlightenment notion from started from Europe in the 18th century and spread over to other locations globally. Its emphasis was on creating a predefined structure through which scientific systems in which testing and understanding human character was possible as against defining it merely on human attributes. Nevertheless, Romanticism in literature embraced the specific role played by instinct, spirit, emotion as well as the soul in literature. This therefore constitutes the arguments on the influences of the two schools of thought towards the contemporary modern literature as we have it today. The effect of both the schools of thought is evident in pieces of literature including poems and novels. This effect can be better analyzed through the works of literature by modernism novelists such as Woolf, Proust, James Joyce as well as Franz Kafka as previously discussed. Besides, the discussion above supports the position of critiques in literature that hold to the position that modern literature dates back to the eighteenth century in Europe during the enlightenment period.

Bibliography

Davis D. A., 2006. World war I, literary modernism, and the U.S. south. Available at:< https://cdr.lib.unc.edu/indexablecontent?id=uuid:dcbcf3b6-1d42-4be7-bf8e-3979f0ee3196&ds=DATA_FILE>[Accessed 17 December, 2013].

HYPERLINK “http://modernism.research.yale.edu/wiki/index.php/Anthony_Domestico” o “Anthony Domestico” Domestico A. and HYPERLINK “http://modernism.research.yale.edu/wiki/index.php/Pericles_Lewis” o “Pericles Lewis” Lewis P., 2010. James Joyce. Available at:< http://modernism.research.yale.edu/wiki/index.php/James_Joyce>[Accessed 17 December, 2013]

“Franz Kafka as Modernist”, nd. Kafka’s life. Available at:< http://www.jeremychapman.info/cms/franz-kafka-as-modernist>[Accessed 17 December, 2013].

‘German literature’, nd. Thomas Mann. Available at:< https://sites.google.com/site/germanliterature/20th-century/thomas-mann>[Accessed 17 December, 2013].

‘Jalic Inc’. 2000 – 2013. Modernism. Available at:< http://www.online-literature.com/periods/modernism.php>[Accessed 17 December, 2013].

Kreis S., 2000. The Romantic era: lectures on modern European intellectual history. Available at:< http://www.historyguide.org/intellect/lecture16a.html>[Accessed 17 December, 2013].

Lewis P., nd. Proust, Woolf, and modern fiction. The Romanic Review, 99(1): 77-86

Smith N., 2011. Overview of Romanticism in Literature. Article Myriad. Available at:< http://www.articlemyriad.com/overview-romanticism-literature/>[Accessed 17 December, 2013].

Model of the Earth-Moon System

ASTR 1010L

The goal of this lab is twofold – first, to help you get a feel for the the relative sizes of the Earth and moon and just how far apart they are from one another (and how much EMPTY SPACE is out there!!, and second, to review and practice mathematical skills you will need in later labs. We can work on this together – join a WebEx session during any tutoring hours or schedule a time that works for you!

This lab has lots of math in it – this is not like the majority of our labs this semester. Most will have some small calculations here and there (though two will be more math intensive), so do not fear the rest of the semester if this is difficult for you. Definitely take a break if you are getting frustrated, and remember you can send me an e-mail or text any time. Make sure to give me guidance as to what you need – just saying “I’m stuck on question 12” doesn’t help me help you!

To follow up on all the amazing pictures in the first lab, let’s start looking at the actual sizes of objects in the solar system. The Earth’s average diameter is 12,756 km. Because it is difficult to have a feel for the size of this numbers like these, we will often use ratios, or the number of times one number contains the other, to express sizes and distances.

You may have seen ratios written like 16:9 (the aspect ratio of HDTVs and movie screens), indicating that the screen is 16 units wide and 9 units (any unit!) high. Instead of this notation with a colon, we will simply divide the first number by the second, and say that the ratio of the width to height of an HDTV is 16/9 = 1.8. In other words, the screen is 1.8 times wider than it is tall.

The Moon’s average diameter is 3,476 km. How many times larger is the Earth than the moon?

12,756 km

137160065405003,476 km = 27.25%Km

If you’re not used to dealing with ratios like this, two questions may arise. First, what happens to the units? Second, your calculator may say something like 3.669735327963. What do you actually write down!?

First, the units. Almost any time that you are presented with a measurement in astronomy, it will have some sort of unit attached. After all, 12,756 km is a very different size than 12,756 inches. Remember from algebra that if you have the same variable in the numerator and the denominator of a fraction, you can cancel it? For example, 4ab/a just equals 4b, right? You can do the same with units. In the case of ratios, you will have the same units on the top and bottom, and so they cancel out, leaving an answer with NO UNITS – it’s just the amount of times one number goes into another. We’ll talk about other cases in a bit when we discuss converting between units.

Second, how many digits do you write down when taking an answer from your calculator? The key is this – your calculator may be faster than you are at doing math, but you’re the one with the brain! Almost all of the numbers you will be seeing this semester are measurements that have been made about objects in the solar system. This makes them different than numbers in math. Numbers in

math are typically exact numbers – if you have 3 dozen eggs, you know you have exactly 36 eggs. You count 1 – 2 – 3 dozen and know that a dozen contains 12, and 3 x 12 = 36.

Not so with measurements! If I tell you that I measured a piece of paper to be 12 cm wide, that just means it was closer to 12 cm than it was to 11 cm or 13 cm. If really I measured the piece of paper to be really close to 12 cm – closer to 12.0 cm than 11.9 cm or 12.1 cm, then I write my measurement as 12.0 cm. If the paper was really, really close to 12 cm, like right on the line of the ruler, I would say it was 12.00 cm. The extra digits tell us about the precision of the measurement. The more precise your measurement, then more digits you are justified in writing down.

Take a few minutes watch the significant figures videos in the Introduction to the Solar System folder, then determine the number of significant digits (also known as “sig figs”!) in each of these measurements, underline which digits are significant, and briefly explain why. HINT: The answers are NOT all the same – whether or not the zeroes are significant depends on where they are!

Significant figures are also discussed on p. xiii of the Mathematical Review document in iCollege.

12 cm#2 of SigFigs:Explanation: All non-zero numbers are significant.

12.0 cm#3 of SigFigs:Explanation: All trailing zeros that are placeholders are not significant

12.00 cm#4 of SigFigs:Explanation: All trailing zeros that are placeholders are not significant

120 cm#2 of SigFigs:Explanation: Zeros at the end of numbers which are not significant but are not removed.

1200 cm#2 of SigFigs:Explanation: Zeros at the end of numbers which are not significant but are not removed

102 cm#3 of SigFigs:Explanation: Zeros between non-zero numbers are significant.

102.0 cm#4 of SigFigs:Explanation: All trailing zeros that are placeholders are not

0.012 cm#2of SigFigs:Explanation: The zero to the left of the decimal value less than 1 is not significant.

When you are calculating with measurements, just keep in mind the adage that “A chain is no stronger than its weakest link.” If you are multiplying or dividing – which we will do more often than adding and subtracting since we’ll often be dealing with ratios – then your answer should have no more significant digits than your least precise (i.e. weakest) measurement.

In the case of the diameters given above, how many significant digits does 12,756 km have?

5 significant digits

How many significant digits does 3,476 km have?

4 significant digits

So how many significant digits should your answer have?

The answer should have a total of 9 significant digits.

So you take that number that was given to you by your calculator (3.669735…) and round it off to 4 significant digits. In this case, we have to think carefully. If we just truncated the answer, we’d get a ratio of 3.669. However, because the next digit is greater than 5, we need to round up. This makes the ratio 3.670. You need that zero at the end to show that you really do know the answer precisely! Just saying 3.67 means your calculated ratio is between 3.665 and 3.675 – but the numbers you were given for the Earth’s and Moon’s radii allow you to know better than that.

I know this can be a bit confusing, and we’re not going to get overly obsessed with significant figures, but it is important that you know how to decide to write down off your calculator based on the numbers you use in a calculation.

Let’s try it out on a few calculations.

Jupiter’s diameter (measured at its equator; it’s not perfectly spherical…) is 143,000 km. How many times larger than Earth’s diameter is Jupiter’s diameter?

143000 km Answer equals to: 11.222 times therefore, Jupiter’s

12,742 km diameter is 11 times larger than earth’s diameter.

How many sig figs should your answer have?Why?

11.222 has 2 significant digits because all non-zero numbers are significant.

What units does your answer have? Why?

The answer has 5 units because all non-zero numbers after the decimal point are significant hence they ought to be counted.

The Moon’s average distance from the Earth is 384,400 km. How many times the Earth’s diameter is this? Make sure to show your work like in part a!!)

384,400

12,742 = 30.1679

Therefore, the Moon’s average distance from the Earth is 30 times the diameter of the Earth.

Ok, now it’s about time to start using this information! On the next page, I want you to draw a “scale model” of the Earth and Moon. I’ve started you off with a circle in the upper right corner for the Moon.

Next, we need to measure the diameter of the Moon circle in centimeters. It’s small, but you should be able to measure to hundredths of cm (e.g. 0.33 cm or 1.55 cm or 3.02 cm) by estimating between tick marks on a centimeter ruler. If you don’t have a centimeter ruler, then you can print the one posted in iCollege – just make sure to print it at 100%. On a typical centimeter ruler, the millimeters are the little tick marks between the centimeter marks (remember that 10 mm = 1 cm). In order to be as precise as possible about the size of Earth in our model, we need to be precise in our measurements; because the Moon circle is so small, by estimating between tick marks you should be able to make a measurement with 2 significant figures (0._ _ cm; remember that the leading 0 is not significant). If the measurement falls exactly on one of the tick marks, then the final (estimated) digit will be a 0 (e.g. 0.50 cm).

So, what is the diameter of the model Moon (the circle on the next page) in cm with 2 significant digits?

The diameter of the model moon is 420500cm. In this case, the figure has 4 significant digits. The zero between units 2 and 5 is significant because it appears between two significant digits.

Now to the Earth… You figured out that the Earth’s diameter is 3.670 times the Moon’s diameter. The point of a scale model is that if the real Earth has a diameter is 3.670 times the Moon’s real diameter, then the diameter of Earth in your model is 3.670 times the Moon’s diameter in the model.

So, in a few minutes, when you calculate where to draw the Earth, how large will you draw it (what will be its diameter)? Don’t forget to show your units in your work and in your answer. (Hint – you should get an answer smaller than the width of your fingertip, and the units of your answer should be cm because 3.670 is a ratio and doesn’t have a unit and you measured the model Moon in cm.)

Earth’s diameter= 12742km

Moon’s diameter 3.670 times smaller than 12742km Earth’s diameter

Therefore, Moon’s diameter is 12742 divided by 3.670 times

12742 = 3,471.93 km rounded off to 3,472km

3.670

3,742km equals to 3.472e+8cm

Answer= moon’s diameter is 3.472e+8cm.

You also figured out the ratio between the Earth-Moon distance and the Earth’s diameter. How many cm apart will your circles representing the Earth and the Moon be drawn?

I didn’t say it, but you did show your work, right? The distance you find should span a large portion of the page but still fit on the page. Check in with me if you’re not sure you got the correct number.

Earth-Moon distance is 384,400Kkm

Earth’s diameter is 12742km

384,400 km = 3.844e+10

12742 = 1.2742e+9

3.844e+10 – 1.2742e+9 = 3.71658e+15

Answer = 3.71658e+15cm

The distances between objects in astronomy is almost always given as the distances between the CENTERS of the objects, not the distances between their surfaces. (For relatively little things far apart from one another, this doesn’t matter too much, but if you’re dealing with relatively large things close together, it can be very important.)

Draw a line from the center of the Moon circle to where the center of your Earth circle will be.

187642549593500The model Moon 

Because you know where the center of the Earth will be in your model, it will be easier to draw the Earth if you know its radius, the distance from its center to its surface, rather than its diameter.

The Earth’s diameter is two times its radius. A note about sig figs here… In this case, 2 is an exact number – the diameter is defined by mathematics to be exactly two times the radius. So, because it’s exact, you don’t have to worry about how many significant digits it has – it’s “perfect”. Your answer for the Earth’s will should have 4 sig figs because 6,378 km has 4 sig figs, and it’s the “weak link” since 2 is exact.

Using your value for the diameter of the model Earth in cm from part b, what is the model Earth’s radius (in cm)?

Earth’s diameter 12742km which is equivalent to 1.2742e+9cm

Radius is 2 times smaller than earths diameter

Therefore 12742 = 6371km

2

6371km = 6.371e+8cm

Answer = 6.371e+8cm

Next, draw a circle the appropriate size for the model Earth using the radius you calculated in part e. The center of the circle should be the end of your line. (You don’t need a compass or anything special, just do your best to draw a shape that’s close to a circle instead of something random and lumpy.)

Model Earth

Label your model Earth.

Congratulations! You’ve constructed a scale model of the Earth-Moon system!

We’re not quite done with the lab, though. Keep pressing!

Any time you use a model or look at a picture, there is some sort of scale to the model or the picture. The scale is what allows you to convert between measurements you make on the model or picture and the real sizes of the objects in the model or picture. In your Earth-Moon model on the previous page, the scale was 1 cm = 17,500 km. This isn’t a conversion factor like there are 10 mm in 1 cm, but it tells you that 1 cm on the model (your drawing on the previous page) is 17,500 km in real life. However, the math that you use to convert between units is the same as you would use to convert between sizes in the model and sizes in real life.

Before we proceed, review the “How to Convert Units of Measurement” resource in the Introduction to the Solar System folder.

What is “The Big Secret”?

Numbers with units, like 16.2 meters or 32 ft/sec², are treated exactly the same as coefficients with variables, like 16.2x or 32y/z²

Give an example, different than one in the “How to Convert Units” webpage, of using the principle of multiplying by 1 to convert one unit to another.

60 minutes = 1

1 hour

Let’s say we want to convert 5 hours into minutes, we multiply it by 60 minutes which is equal to 1 hour.

60 minutes x 5 hours = 300 minutes

I hour

What are the two steps to “How to Pick a ‘1’”?

Construct a fraction that is equal to 1 and multiply the original measurement by that fraction.

Now let’s use this method to confirm the scale given above. Fill in the blank below with the length of your line between the centers of the Earth and Moon (the distance you found in part c of #5), then complete the calculation. Because in the model 1 cm = 17,500 km, the fraction

11430001435100017,500 km equals 1 and so is a valid conversion factor.

1 cm

3,742km ×

17,500 km

224028065405001 cm=

What units cancel?

Kilometers (Km) cancel in the calculation.

What unit stays in your answer?

Since we are looking for the distance in centimeters, the centimeters units will stay in the answer

Does your answer roughly agree with the actual distance between the Earth and Moon? (This value was given to you in part b of #5.) If it’s FAR off, then check your math on the last few pages, but if it’s pretty close, then the difference is due to rounding and imperfect measurements

– remember you were only able to measure the size of the model Moon to 2 significant figures.

To see how the Earth-Moon system is different from Jupiter and its moons, let’s use the same scale (from the Earth-Moon model in Part 1) to calculate values that you can use to construct a model of Jupiter and its moons.

This time, you are starting with actual sizes in km and need to convert them to cm in your model. Therefore, you need to cancel km out, and so your fraction will be reversed. Fill in the table on the following page using the equation below. Make sure that you show the units of the model distances and diameters in the table. Show the work for a few of your calculations below.

509651018605500Each conversion now will look like this:km ×1 cm=

17,500 km

Object Actual

Diameter Diameter in Model Actual Distance

from Jupiter Distance from

Jupiter in Model

Jupiter 143,000 km 143.0e+10cm N/A N/A

Io 3,640 km 3.640e+15cm 421,800 km 421.8e+ 12cm

Europa 3,120 km 3.120e+8cm 671,100 km 671.1e+10cm

Ganymede 5,260 km 5.260e+12cm 1,070,000 km 107.0e+20cm

Callisto 4,820 km 4.820e+15cm 1,883,000 km 1883.0e+8cm

Whoa, there’s a problem here, isn’t there! You can’t fit that on one (regular-sized) page! This is why pictures in astronomy can often be laid out in a way that is really deceiving! Look at the “Jupiter and its Moons” picture.

Based on your numbers above, explain what is meant by the following sentence: This isn’t a real picture, though it is made from real pictures.

Although the figures appear as a true representation of the measurements, they are figures that have been rounded off to the nearest digit.

To at least get a feel for this model, and see the relative sizes of Jupiter and Earth, draw a circle representing Jupiter at the bottom right of this page and then – with the correct spacing between the centers of the circles – add Jupiter’s closest “big” moon Io to your model (Jupiter has LOTS of moons, but only the four listed above are more than a hundred miles across). It should fit on this page – just find a place that doesn’t have text on it that is the correct distance from Jupiter.

Does your drawing of Jupiter seem like it’s about as many times across as your drawing of Jupiter as you calculated in part a of #5?

Yes, the model looks quite as many times as the drawing. The Jupiter drawing is actually larger than the Jupiter model.

If so, congratulations and good job! If not, then there’s been a calculation error somewhere, and you need to find it… Remember that you can consult classmates or Dr. Skelton!

Io is MUCH smaller than Jupiter, but is Io similar in size, much larger than, or much smaller than the Earth’s Moon?

Io is the fifth moon from Jupiter. Its average distance is about 262,000 miles (422,000 km) from earth. Io is locked such that the same side always faces Jupiter. Io has a mean radius of 1,131.7 miles hence making it slightly larger than Earth’s moon.

A few more subtopics before we’re done with reviewing math… First, prefixes for metric units.

The basic unit of length for the metric system is the meter. For most adults a meter is roughly the distance from the tip of your nose to the end of your outstretched arm. This distance is useful for measuring the sizes of cars and buildings, but not the size of a cell or the distance to Pluto.

The basic unit of mass is the gram. A regular paperclip is about half a gram; one of the big paperclips is about a gram and a half. A nickel has a mass of 5 g (actually 5.000 g). Useful for measuring the mass of a bug, but not the mass of an ingredient in medication or the mass of a person.

So, we add prefixes to the basic units that indicate a multiplier that makes the unit either bigger or smaller. In words, what do the following prefixes mean? (You may research this online if you need to.) What symbol (all are regular letters except for micro-, which is a Greek letter…) do we use to represent the prefix?

I’ll get you started with the first one; note that this means that a nanometer (nm) is one billionth of meter, a nanosecond (ns) is one billionth of a second, and a nanogram (ng) is one billionth of a gram!

nano-one billionthn micro- one millionth μm

milli- one thousandth mm

Using the prefixes does help us more easily represent objects that are very large and very small, but honestly, in astronomy, we are dealing with objects that are very, very massive and very, very far away. We deal with these very, very large numbers in different ways. For masses, we use scientific notation or use ratios to compare an object’s mass to the Earth’s mass or to the Sun’s mass. (You will see this in the Moons of Jupiter lab.)

For distances, however, we define two new units. For distances in the solar system, we typically use astronomical units. One astronomical unit (abbreviated AU) is equal to the average distance between the Earth and the Sun.

Jupiter is, on average, 778,600,000 km from the Sun. To find out how many AU this is, fill in the conversion below. Put Jupiter’s distance in the first blank, then complete the conversion factor with the average distance between the Earth and Sun in km (149,600,000 km, often rounded to 150,000,000 km). Cross out units that cancel, and make sure use the correct number of sig figs and the correct units in your answer.

149,600,000km

24809458636000778,600,000 km ×

150,000,000km = 7,765,237,333.3

That’s a lot easier number to get your head around, isn’t it? Even Pluto at its farthest is 49 AU, or 49 times the Earth’s distance, from the Sun.

For even farther distances, we use a unit called a light year, defined simply as the distance light travels in one year. Light travels remarkably fast – 299,800,000 meters every second! Even so, distances in space are vast – it takes light 500 seconds (8 minutes and 20 seconds) to travel from the Sun to the Earth. Light from nearby stars takes years to reach us; light from distant objects may take millions or even billions of years to get to us.

In order to figure out how large a light year is, we need two more pieces of information. One is the relationship between distance travelled, speed, and time. You’ve seen this before, I’m sure: ???????? = ????????????????.

The second thing we need is the number of seconds in a year. This is relatively easy using the conversion method you discussed in previous questions. Fill in the missing information in the conversion below, then cross out units that appear on both the bottom and the top, and then calculate. Your answer should have 5 sig figs because 365.24 days in a year is a measurement rather than a definition. (The number of hours in a day, minutes in an hour, and seconds in a minute are definitions and therefore are exact numbers, so we don’t have to worry about them when deciding what the weakest link is.) Don’t forget that your answer should have units!

1 yr ×

365.24 days

180721065405001 yr×

hrs

277050565405001 day×

min hr×

s min =

3529330-300355004361815-30035500To figure out how big a light year is, you take that number of seconds and multiply it by the speed of light. Again, remember that your answer needs to have units and the correct number of sig figs.

252984014287500287655019621500???????? = ???????????????? = 299,800 km × 365.24s = 109,498,952 km

s

That’s a big number! Did your calculator tell you (after using your own brain to figure out the correct number of significant digits and units…) 9.460 x 1012 km or 9,460,000,000,000 km? These are the same amount, just represented in different ways. In either case, a light year is over nine trillion kilometers – this is close to six trillion miles!!! And the closest star to us is over four light years away!

Watch the two scientific notation videos on iCollege. Scientific notation is also discussed on pages viii and ix of the Mathematical Review.

What is the point/purpose of scientific notation?

The purpose of scientific notation is to represent numbers that are either too small or too large to be captured.

Numbers in scientific notation are written in the form a x 10b, where a is called the coefficient and b

is the exponent.

What is the rule for what kind of number a must be?

 The whole numbers

What is the rule for what kind of number b must be?

 The integers including; the positive whole numbers, their negative counterparts, and zero.

In some sciences, there are very, very small numbers (not negative, just much smaller than 1) that need to be represented by scientific notation. We use negative exponents for these very small numbers – a negative exponent just means it belongs in the denominator of a fraction instead of the numerator. For example, 6 x 10-6 is the same as 6/106 or “six millionths”, whereas 6 x 106 is “six million”. In astronomy, though, we’re almost always dealing with very large numbers so we usually don’t need to deal with negative exponents.

Write the following numbers in scientific notation.

1,400,000 km (the Sun’s diameter) = 1.4 × 106

b. 5,980,000,000,000,000,000,000,000 kg (the Earth’s mass) = 5.98 x 10²⁴

c. 4,560,000,000 yr (the age of the solar system) = 4.56×108 

Write the following in regular, non-scientific-notation and then in words as you might say them (e.g. “120 trillion”).

Time of the last ice age: 1.8 x 104 years ago

187.2 which is 187 years, 2 months ago

Time when dinosaurs became extinct: 6.5 x 107 years ago

695.5 Which is 695 years and 5 months ago

Age of the universe: 1.38 x 1010 years

1393.8 years which is rounded off to 1394 years

Distance to the Moon: 3.84 x 105 km = 384 000 kilometers

Average distance between the Sun and Pluto: 5.91 x 109 km

5910000000 kilometers

Mass of the Sun: 2.0 x 1030 kg

2e+30 grams

(That last one is kind of mean, isn’t it… See what you can figure out without spending too much time – but it helps make the point why scientific notation is pretty useful, doesn’t it?)

One time you will see negative exponents is in the Moons of Jupiter lab, so a question to think about (and hopefully remember in a couple of weeks!):

Consider the numbers 1.05 x 10-3 and 9.89 x 10-4. Are these numbers fairly close to one another, or quite different? Explain your conclusion.

Hint: write them in decimal (normal, non-scientific) notation and the round them to one significant figure…

9.89 x 10-4 = 0.000989

1.05 x 10-3 = 0.00105

1.05 x 10-3 is larger than 9.89 x 10-4 based on the number of zeros after the decimal point and the number raised to the figure. -3 is greater than -4.

One final scientific notation note – when you have to do calculations with numbers in scientific notation, it is important to make sure you enter them into your calculator correctly. Your calculator has a specific way of entering scientific notation – and it really is better to use the button designed for scientific notation rather than “*10^” and then the exponent!! (The reason has to do with the way that the calculator deals with the number and order of operations.)

Usually there is either a CAPITAL E (not the lower case one – it’s something entirely different!), capital EE, or a capital EXP marked on or above one of the calculator keys. On many TI calculators the E is above the comma, so you have to press “2nd” then “,”. If you can’t find a button that seems right, e-mail Dr. Skelton a picture of your calculator or look at the calculator documentation (you can search your model online).

The E or EXP means “times ten to the”, so you would enter 2×104 into your calculator as 2E4 without any multiplication signs, 10s, or exponents. Your calculator now knows this is a single number rather than a calculation it’s supposed to do. For negative exponents, you will probably need to use the (-) button or the +/- button to let the calculator know you’re not subtracting.

What button (or sequence of buttons) does your calculator have to enter scientific notation?

MODE and Sci (Short form for Scientific mode) buttons

If your calculator returns an answer in scientific notation to you, it may not look just like we’ve been writing – instead, it will have an E (which, recall, means “times ten to the”) or just a small superscript number at the far right of the display. If your calculator says 6.05E7, what should YOU write down as your answer? Hint: It shouldn’t have an E in it…

Answer: 9.67e7

To finish, I would like you to complete a couple more unit conversion problems then do a graphing exercise.

You can use the same method of converting between units that was used even when there are more than one unit – for example, if you are travelling at 55 miles per hour, what is your speed in meters per second? You just need to concentrate on changing one unit at a time – miles to m and hours to s. First, fill in the blanks in the conversion below, cancel any units that appear on both the top and bottom, then calculate the answer. You will need to figure out what goes into the completely blank numerators based on what units need to cancel and then looking up the conversion factor.

55 mi

1371600654050019202406540500hr×

0.9hr

5min ×

55min

271907086360003300s ×

17kmm ×

1700m 17km =

Answer = 100km

3398520-266700004285615-26670000Now try one by yourself, making sure to show all your steps like in the previous problem.

The Earth travels around the Sun at a speed of 29.8 km/s. How fast is this in miles per hour?

While its speed averages out to about 29.8 km/s (18.5 mps) or 107,000 km/h (66487 mph), it actually ranges by a full km per second during the course of the year – between 30.29 km/s and 29.29 km/s (109,044 – 105,444 km/h; 67,756.8 – 65,519.864 mph)

Almost there! Just a little more about graphing!

Look at the graph of the temperature structure of Venus’ atmosphere.

Based on this figure, describe how the temperature changes with altitude on Venus.

4572000476250As sunlight passes through the atmosphere, it heats up the surface of Venus.The greenhouse effect on Venus causes the temperatures at its surface to reach 864 degrees Fahrenheit (462 degrees Celsius)

Based on this figure, what is the temperature at the surface of Venus? Explain or show mathematically how you arrived at your answer using the information in the graph.

I multiplied the highest middle and lower temperatures

How much does the temperature drop from the surface to an altitude of 100 km (just over 60 miles)?

Above 60 miles (100 km) from Earth’s surface the chemical composition of air becomes strongly dependent on altitude and the atmosphere becomes enriched with lighter gases (atomic oxygen, helium and hydrogen). 

The final exercise (yes, really!!) helps demonstrate why graphs can often demonstrate data much more clearly

Moderator Tom Miller:

Good Evening. National attention has been focused on the problems of the American Negro for the past several weeks. Major civil rights legislation from President Kennedy is now before Congress; huge demonstrations have been held across the country. Violence has erupted in many places. Last week on Florida forum we discussed the racial situation with Governor George Wallace of Alabama who tried unsuccessfully to bar the entrance of two Negro students to the University of Alabama. This week, we have invited author and playwright, James Baldwin, to express his views in this growing controversy. Mr. Baldwin is the best-selling author of several books that reflect on racial conflict. He is offered his intellectual and moral support to the cause of the American Negro and, tonight, he has interrupted his schedule in Puerto Rico, where he is writing a play, to answer questions from our panel and studio audience. Questioning Mr. Baldwin tonight will be WCKT newsman Al Dempsey and Dr. Charlton Tebeau, chairman of the history department of the University of Miami. There will also be questions from our studio audience, after this message.

To begin tonight’s program, we will ask Mr. Baldwin to state briefly if he feels the racial conflict in Alabama and Mississippi could happen here in Florida.

James Baldwin:

“Well, in my view, which I think is the view, I think, of most  American Negroes or the experience of most American Negroes, the situation in Alabama and Mississippi, which is spectacular and surprises the country, is nationwide. Not only could it happen in Florida, it could happen in New York or Chicago, Detroit or anywhere there is a significant Negro population. Because, until the day all the Negroes in this country, in one way or another, in different fashions, North or South, are kept in what is, in effect, prison. In the North, one lives in ghettos and, in the South, the situation is so intolerable as to become sinister not knowing for Mississippi or for Alabama, or for Florida,but for the whole future of this country. White people are surprised, I think, at the vehemence of the Negro feeling and the depth of the danger, but I don’t think it has caught any Negro by surprise. One has been in a terrible, terrible situation for a very, very long time.”

MODERATOR:

“Now, to our panel, Mr. Dempsey.”

Al Dempsey:

“Well, why could it happen? Why does it have to be violence? Why can’t it be something other than violence?

James Baldwin:

“Well, part of the reason is one is doing one’s best to avoid violence. One of the reasons it could happen that way is because for so long, four hundred years, the American republic, in general, has ignored and denied the whole situation that Negroes have operated within – to be a source of cheap labor, for example, north or south, is to be, in effect, oppressed. Now, the oppression is bad enough. But the myth that the country’s created about the object of the oppression: the myth about the negro being happy in his place, is something the republic has managed to believe and, so that in addition to the fact of the oppression, one has also the fact that within the country for one hundred years there’s been a way of life occurring in the country, which most of the country knows nothing about. And it’s reflected, for example, in the way Negroes talk to each other. It’s a kind of language which does not really exist on what we like to think of as a major level of the American culture.”

Al Dempsey:

“But hasn’t there been a lethargy on the part of the American negro for that 100 year period too, along with the white supremacy added to it?”

James Baldwin:

“Um, I don’t think so. No. I think that’s, again, part of the myth. One has to remember, after all – I may sound very rude – but you have to remember who writes the history books and toward what end? I have never known a lethargic Negro. I’ve known demoralized Negroes. But that is not the same thing. The truth is that the Negroes have been fighting for this hundred years to obtain their rights and the country has ignored it. And the technique of the country has been mainly to accommodate it or to contain it, but never really to change the situation. And what has happened in our time, in these last few years, is that it’s no longer possible to contain it and the technique of accommodation has broken down. For the first time, really, the situation is now in the open. No American can ignore it, as has been true, let us say up until 1954.

Al Dempsey:

“All right. Why did it happen? Why do you think it happened? In 1954.”

James Baldwin:

“Well, the one thing, what happened in the South is that when the Supreme Court desegregated schools, or tried to desegregate schools, the South, which until that time had really ignored pleas, on the part the NAACP or responsible Negro leaders, to do something about creating a situation in the South…they were not asking for desegregation but to honor the separate but equal clause. And, the schools of the South were not equal.

Now, this meant, after ’54, the South which had ignored the necessities on the part of Negroes to be educated suddenly what leaped into that breach is now building schools for Negroes to keep the schools segregated. And this meant, in effect, that if I were a college president in the Deep South at a state college, that I had lost my position. I could no longer bargain. I couldn’t…I no longer had to go to the governor to get a new dormitory or a new chemistry lab. The governor was all too anxious to give me a new chemistry lab. That meant that I no longer had any effect, no power whatever. I couldn’t guarantee the facility of my students. The bargaining table had suddenly disappeared. This is what really happened, I think.”

Al Dempsey:

“Well, that was 1954. This is 1963. All of a sudden we have violence. That’s what we’re talking about here. Are you Negro leaders, and let’s consider you one of the Negro leaders…Are Negro leaders encouraging conditions of violence?”

James Baldwin:

“No. No responsible Negro leader can possibly – all the people I work with I know, are working as hard as they know how to channelize an energy which they know is there in order for it not to become violence. But, to be candid, there is something amazing, really, in the fact that the Negro has not been violent sooner, you know? There is something very impressive, in my view, in the ways which Negroes have managed to deal with this situation. And, the kind of discipline, the kind of interior discipline demanded of an adolescent to sit-in and to boycott and to undergo all the things one has to undergo is an extraordinary thing. And, if it were true that was a new Negro, that he’d never been seen before, that would be a miracle.

What has really happened is these people have been coming a long, long time. In the 30’s, for example, people like Roy Wilkins in the South, as hobos tried to organize unions and being beaten, and clubbed, and murdered. The Republic ignored all this. But every Negro child growing up knew something about it. It is the Republic, I repeat, that has been captured by its own myth of the subservient Negro and now is surprised to discover that the myth was never true.”

Dr. Charlton W. Tebeau:

“Mr. Baldwin, are you saying possibly that if “separate but equal” facilities had been provided for Negroes, that none of this might have happened?”

James Baldwin:

“No, I am not saying that at all. I didn’t mean to suggest that. But I did mean to suggest that the NAACP at that point, was not at that point trying to change the law, really, but doing, again, what Negroes are always trying to do, which is try and save the children. To try to get, to invest the children in the morale, and you can’t teach a child if the situation in which he is studying is intolerable. We all know that. Now, it is also true that you cannot really – no Negro child who is going to a segregated school, which costs millions of dollars, is fooled about why he’s there. He’s there because white people want him there and no place else. And you cannot educate a child in that context, either. You see?”

Dr. Tebeau:

“It seems to me also that while you are asking white people to change their estimate of the Negro – raise their estimate of the Negro – you are also saying to the Negro he ought to do something to raise his estimate of himself. Isn’t that true?

James Baldwin:

“It’s one of the great problems, let me put it this way, of being an American Negro in the first place; that you are taught, really, the entire weight of the republic teaches you to despise yourself. All the standards, when you open your eyes and look at the world, you look out at it, there is nothing reflecting you. As far as we can tell, for example, from television programs, there are no Negroes at all, or most Hollywood productions. The country has arbitrarily declared that kinky hair, dark skin, wide nose, and big lips is a hideous thing to be afflicted with. Now, the Negro parent, in this case, let’s say I am a Negro parent, has to use everything he can find to counteract the republic’s attempt to diminish this child. It is inevitable then, that when a boy becomes 20 or a girl becomes 20, they are in great battle inside to release themselves from what the country calls them. Do you see? Now, this estimate of oneself is a very difficult thing to change, but this is a part of the battle one has got to do that and, incidentally, by no means incidentally, I think that white Americans, themselves, assume something else. They assume that I live in a segregated society and they don’t realize that they live in a segregated society – that we do – and that the white child is really just as victimized by this peculiar medieval system as any Negro child. And what is worse for the Black child, the white child doesn’t know it and his whole attitude towards the world and toward reality is romantic.”

Dr. Tebeau:

“If I may have one more question… Why are you as doubtful as you are about what liberals are going to do for the cause of the Negro?”

James Baldwin:

“Because I’ve – I don’t mean to sound cruel – there are exceptions, but in general, my experience with liberals, they have attitudes, and they have all the proper attitudes. But they have no real convictions, and when the chips are down and you expect them to deliver and what you thought they felt they somehow are not there.”

Dr. Tebeau:

“Is that your estimate of the Kennedy administration to an extent?”

James Baldwin:

“My estimate of the Kennedy administration, part of my estimate of the Kennedy administration, is that, first of all, the Kennedy brothers, like almost all the white Americans, even with the best will in the world, know very little – in fact, I would hazard, until recently, virtually nothing about what we like to call the Negro problem. You know, most of the white Americans I’ve ever encountered – really, you know – had a Negro friend or a Negro maid or somebody in high school, but they never, you know, or rarely, after school was over or whatever, came to my kitchen. You know, we were segregated from the schoolhouse door. Therefore, he doesn’t know – he really does not know – what it was like for me to leave my house, leave school, and go back to Harlem. He doesn’t know how Negroes live and it comes as a great surprise to the Kennedy brothers and everybody else in the country, I’m certain, again, you know, that like most white Americans I’ve encountered, I am sure they have nothing against Negroes. That’s really not the question. The question really is a kind of apathy and ignorance, which is the price we pay for segregation. That’s what segregation means. You don’t know what is happening on the other side of the wall because you don’t want to know.”

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Model, hypothesis, and Criteria for causality

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C; Model and hypothesis

In the schematic diagram, it is clear that the debate about the presence of mental health issues experienced later in life might be a close relationship to a person’s past. This was especially their childhood experiences, trauma, and issues when they were children and were not pleasant (Nemeroff, 2004). It is therefore upon this that we can develop the various hypotheses; some of the hypotheses for this paper include;

Post-traumatic stress disorder is a sign that a person did not heal completely from the traumatic disorder which they experienced before

Childhood trauma experience has a very close and straightforward relation to a person’s mental issues, which they face once they are grown up.

Schizophrenia is a sign of the different ways the pain and the emotional torture a child experiences when they are young is expressed through their behavior.

Bipolar disorder is very clearly related to the childhood of a person.

This means that if a person gets good treatment when they are young and provided with the necessary love and support they majorly need at this point, they are unable to develop bipolar issues since they can only display what a person lacked.

The first hypothesis talks of how post-traumatic disorder indicates a need for continued care and love, which has to be given to those suffering from this kind of issue. Once there is enough love, then most of the time, the feeling of being un-important fades away. The feeling of having lost everything is worked in so that it does not affect a person’s entire life and the generalizations they make about their lives and generally life. Childhood trauma is stated to be a clear and direct factor towards the quality of a person’s mental health issues, the intensity, and their ability to control what happens to them. Another way childhood trauma expresses itself clearly from the time a person reaches the adolescent years is through schizophrenia. This makes a person restless and unable to sleep, and this is a problem that needs to be looked into urgently once the hypothesis is confirmed as true or not true and what remedies to be availed to make sure that schizophrenia does not adversely affect a person (Lubin, et, al., 2003).

Therefore the assertion that a childhood’s early years can affect how the child, when grown up, indicates through social life that they had at some point a disturbing experience. The group question, which states that a person’s later life is mainly based on how the child’s upbringing takes a central place in the work, especially in the worlds and the lives of the child’s parents, is confirmed never leaves a family. Therefore, most of the time, the parents never wish to hurt their children, but rather through disciplining, it later becomes a psychological issue and torture. Therefore basically, the research question is justifiable through the discussion of the major tenets which affect them.

How this portion of the research is understood is a critical and important aspect of the whole general way of understanding and building upon the issue. That is mental health and what it means for a person to be mentally unwell and sometimes unaware but still express themselves through behaviors and how they deal with issues. According to Freud (Barnes, 1952), the stages in which a child develops from the time they are born and if they receive what their bodies need both physically and emotionally determines the different ways in which to heal and deal with what happened to the person in question.

D. Criteria for causality

Even though it is true that a person needs to have emotional balance, this does not always happen and for every person. Therefore, when this does not happen, different people have different ways of dealing with their trauma in their lives at different stages. How the variables and the tenets of this paper are related is a very good one as it creates trust, love, peace, and harmony. For example, if a person did not get emotional stability when they were young, however with growing up they come to live with a very good family which provides emotional support, then it becomes very easy to blend. However, this does not always happen automatically and, therefore, the need to take care of one another.

The correlation between emotional stability and family is a good example. Most of the families do not experience harmony and total peace. However, a person has to be able to move on and live a good life. The desires for these wishes and needs at that particular time, even though great and important, might not always be possible. However, if possible, and I create time with the person, there will be ease. This leads to understanding how the different aspects of society view and manage their lives and how they can manage to fulfill the innate desires of their bodies of being loved and accepted. When a person gets these experiences and visible to the outside world, the time is taken between when a person gets these experiences is also of great significance. This is because what a person experiences can show up so much later in life or show very early in their lives when they are kids. Therefore, when a person experiences the effects of their childhood, they are important and trust the other party. Therefore, proper guidance, love, and compassion for their lives become important instruments (El‐Sheikh, 2007).

The intensity of trauma when a person is a child may be taken as the independent variables. Therefore, the other variables are also of great importance, like the time taken to show up, the ability for a person to trust, among other factors that are of great significance to the individual’s life. The relationship between these variables leads us to the conclusions and discussion. If the intensity of trauma a child experienced is increased, then it means that the child will experience more trauma later in life. However, if the intensity of trauma is low, it means that a person’s experiences later in life are not very complex, like having had a lot of trauma when the child was young.

ReferencesBarnes, C. A. (1952). A statistical study of the Freudian theory of levels of psychosexual development. Genetic Psychology Monographs.

Cherry, Kendra. “Freud’s Psychosexual Stages of Development.” Verywell Mind, Verywellmind, 12 Jan. 2006, www.verywellmind.com/freuds-stages-of-psychosexual-development-2795962.

El‐Sheikh, M., Buckhalt, J. A., Mark Cummings, E., & Keller, P. (2007). Sleep disruptions and emotional insecurity are pathways of risk for children. Journal of Child Psychology and Psychiatry, 48(1), 88-96.

Lubit, R., Rovine, D., Defrancisci, L., & Eth, S. (2003). Impact of trauma on children. Journal of Psychiatric Practice®, 9(2), 128-138.

Nemeroff, C. B. (2004). Neurobiological consequences of childhood trauma. The Journal of clinical psychiatry.

 Milestones

Thank you for setting aside time to meet with me and discuss Timothy’s development. I will therefore get right into it; Timothy encompasses most of the development skills just like his peers. In class Timothy is quite active and he has fine cognitive skills. During lessons he is able to distinguish and count more than ten things. He also possesses great skills when it comes to writing down letters and numbers. I am also amazed that he can be able to tell apart the letters and the numbers, which is great. Timothy is also familiar with the things he uses on a daily basis, he can be able to identify things such as his back pack and food. This shows that his aware of things he is interacting with. Timothy is cooperative, he listens and adheres to the set rules. He also interacts very well with his fellow children in and out of class. At his age it’s quite good that he can distinguish between real and make belief, this shows his making progress both emotionally and socially. In regards to communication Timothy can speak very clearly. He is able to incorporate tenses such as the future tense, say names as well as use full sentences while narrating simple stories. Overall a charming young boy.

However, during my observations, I have noticed that Timothy struggles when it comes to movement. Timothy mostly lags behind when it comes to physical activities such as standing on one foot. Physical movement is critical in the child’s development, that’s why Timothy’s struggle to swing and climb should be addressed swiftly to improve his motor skills. To help Timothy adopt better physical movement I would recommend various physical activities as recommended by Gerber; you can engage in fun activities such as scavenger hunts, that will entail taking walks. Also you can help Timothy climb the monkey bars and also teach him how to pump his legs (2010).

As Timothy’s teacher I suggest that we should coordinate and assess Timothy’s solution in order to establish a positive outcome. Timothy is a very determined young boy and he exudes great enthusiasm, therefore it our responsibility to ensure that he fully encompasses all the necessary developmental skills. By collaborating will be able to create safe spaces both at school and at home. Timothy is determined and he is a fast learner and generally a great boy. Finally, I would like to thank you for coming, and I hope will be able to work together.

Reference.

Gerber, R. J., Wilks, T., & Erdie-Lalena, C. (2010). Developmental milestones: motor development. Pediatrics in Review, 31(7), 267-277.

Business

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The Indian women cosmetic market is one of the emerging markets that is deemed to have high growth potential (Aaker & McLoughlin, 2010). Several factors can be attributed to the high growth of the cosmetic market in India that includes the continuous improvements of the cosmetic products as well as the introduction of new products as well as the raising cosmetic awareness among the women. Besides, the rising western influence, as well as the product promotional activities that feature female celebrities, have played a significant role in the increasing market of cosmetics in India. The cosmetic products are no longer restricted to use during special occasions, and therefore they have gained prominence as part of the women daily regimen. The women cosmetic products have been highly adopted in India, and this has contributed to the product to emerge as a high utility product within the past few years. The demand for the cosmetics among the women has dramatically increased mainly among the women who spend most of their time outdoors. The rise can be attributed to the increasing desire for the women to look more physically appealing as well as the rising number of women who are working in the Indian nation. Mary Kay being a potential investor in India and specializing in cosmetics is required to consider several factors to which are core to the success of her business.

Cultural Environment

The Indians are incredibly interested in personal care and beauty that can be attributed to the combination of the Indian culture and the influence of Bollywood in the making of the Indian cosmetic market both exciting and unique (Majumdar, 2010). The fact that the Indian culture allows for the women to use cosmetics to make themselves appealing gives a higher advantage to Mary Kay in her venture to the cosmetic business in India. Bollywood has played a significant role in exposing the women to the use of cosmetics due to the constant use of the females in the advertisement of products and therefore has contributed to the increased awareness of the use of the beauty products.

Economic Environment

There is a higher growth of the middle class women in India who possesses a higher purchasing power and as well who have developed a strong sense of fashion. The purchase of the beauty products in India has become more universal and not limited to the upper class alone , and this has seen the sales of the cosmetic products rise 4.75 billion US dollars in the year 2011 and expected to have a double-digit percentage growth in the next decade. The inflation rate of the country is not high and therefore the value of the Indian rupee against the US dollar that 71.85 Rupees is equivalent to 1 dollar. The value of the rupee indicates that the country’s economy is not expected to fall as the value has remained constant over time and this gives a Mary Kay a reason to set her investment into the region.

Technological Environment

The Indian technology has been on the rise making the country a potential techno hub in the future. The presence of technology companies in India have led to the growth, creation of jobs, increase in the access to resources, healthcare, and education (Barringer, 2015). The rise in technology has resulted in the decrease of poverty levels and as well led to the improvement of the people’s lifestyle. The presence of technology has led to the increased connectivity as well as the purchasing power of the potential customers leading to higher sales of products and services. Mary Kay, therefore, is favored by the technology to do her business as a majority of the prospective consumers of the cosmetic products are connected through technology, and this may lead to more sales.

Political and Legal Environment

The Indian government has been at the forefront of encouraging business investments within their country. The Indian government undertakes various political and legal reforms to make sure that the foreign investors are attracted to put their investments in the promising nation (Perry-Kessaris, 2016). The political environment of India has also improved post-liberalization, and therefore the inflow of foreign direct investments and political environment is expected to have a positive relationship.

The population of women who uses cosmetics is on the rise considering that the increased awareness across the media and the advertising agencies such as the Bollywood. Women between the ages of 15 to 45 are among those recognized as the largest consumer of the cosmetic products, and they contribute a significant proportion of the population. Religion, on the other hand, does not hinder the women from using cosmetics and the overall attitude of women on the use of cosmetics is on the rise as the usage of beauty products are becoming widely accepted globally and in the Indian cation.

Considering the favorable factors that favor the growth in the cosmetic industry in India, there is a need for choosing the right marketing approach for Mary Kay. In my opinion, the right strategy would be the adaptation of promotional messages as India’s technology has been amongst the fast growing and this has enabled the connection of thousands of potential consumers of beauty products to get connected. With a higher technological connection, the purchasing power of the consumers is increased making the demand of the cosmetic product be on the rise.

References

Aaker, D. A., & McLoughlin, D. (2010). Strategic market management: global perspectives. John Wiley & Sons.

Barringer, B. R. (2015). Entrepreneurship: Successfully launching new ventures. Pearson Education India.

Majumdar, R. (2010). Consumer behaviour: Insights from Indian market. PHI Learning Pvt. Ltd.Perry-Kessaris, A. (2016). Global Business, Local Law: the Indian legal system as a communal resource in foreign investment relations. Routledge.