Anthropology Essay ( 5 Pages)

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WEEK 4:
LANGUAGE AND COMMUNICATON

MAJOR THEMES

    • LANGUAGE AND SPEECH
    • ELEMENTS OF SPEECH
  • SYMBOLS
  • Language: A system of cultural knowledge used to generate and interpret speech.
    • key medium through which we interpret, express and transmit culture
    • transmits cultural memory and maintains traditions across generations.
  • Both a medium and effect of culture.
  • Ex: racial, class and gender relations both shape and are shaped by language.
  • Reflects and facilitates social and cultural change.

WHAT IS LANGUAGE, AND WHY DO ANTHROPOLOGISTS STUDY IT?

Study of Language

Linguistics: Scientific study of language with focus on formal structures of language (such as grammar); emphasis is on the formal construction of language, not its use.

Sociolinguistics: studies linguistic variation – how language is used in different social contexts and what it tells us about social relationships.

Linguistic Anthropology: Studies language as a form of symbolic communication and carrier of cultural information and meanings. Focuses on the relations between culture, meaning and language.

Linguistics: Structural Elements of Language

  • Although their surface forms differ, all human languages are composed of the same elements.
  • Phonology: study of the categories and rules for FORMING vocal symbols.
  • Ex: No English word begins with “ng”
  • Consonants and vowels tend to alternate in English. Some sequences of consonants, such as /mktb/ are excluded in English.
  • Phoneme: the minimal category of speech sounds that serve to keep utterances apart.
  • Ex. The English sounds /t/, /d/, and /s/ are phonemes

“Emic” and “Etic” Perspectives

Linguistics:
Elements of Language Analysis

Grammar – categories and rules for combining vocal symbols.

Morphemes are basic grammatical elements consisting of vocal symbols that form the minimal units of meaning in any language.

Ex: the word /bats/ is comprised of the morphemes /bat/ and plural /s/.

Difference between phoneme and morpheme?

Sociolinguistics: Language in Context

  • Sociolinguistic rules combine meaningful utterances with social situations into appropriate messages.
  • Semantics – the categories and rules for relating vocal symbols to their referents
  • Ex: Is the glass half empty or half full?
  • What does the word “crash” mean?
  • What is a “water pill”?

Anthropology: Language and Symbolic Representation

  • Linguistic anthropology is concerned with the study of language as a system of symbolic representation and meaning making.
  • Like sociolinguists, we focus on the rules and conventions that govern language use in social interaction (linguistic variation)
  • But we study language as a symbolic system of cultural knowledge and focus on its context-specific meanings and interpretation.

Language as a symbolic system?

A symbol is anything that people can perceive with their senses that stands for something else.

It may be an object or action or sound used to represent something abstract; an emblem.

  • Ex: Letters are symbolic representations of vocal sounds.
  • Because humans assign meaning to symbols in an arbitrary fashion, there is room for an infinite range of possibilities.
  • Symbols greatly simplify the task of communication.
  • Once we learn that a word stands for something, we can communicate about that thing in all its contexts and in the absence of the thing itself

Examples of symbols

    • Underlying most adjectives used for people are the culturally constructed categories of “good” and “bad”; “normal” and “abnormal.”
  • Some examples?

Names and Adjectives
Can Be Symbolic

    • Anthropologists have typically written about “other” cultures from their own cultural positions
  • In writing ethnographies, we make choices about what to say and how to say things about the people we write about, what kind of language to use.
  • Our representations are not objective, but very much subjective. Once written, images of others are not neutral.
  • Our decisions when writing ethnographies change how the people we write about are represented to the reading public and may heavily affect their lives.

Language and Representation: the heart of the anthropological project

Random House definition of ‘savage”

  • “Fierce, ferocious, or cruel; untamed…uncivilized; barbarous…enraged or furiously angry…unpolished, rude…wild or rugged….uncultivated; growing wild…an uncivilized human being …a fierce, brutal or cruel person”

Note how this definition is used to confirm the value of its opposite: the civilized.

*

Gender and Communication: Conversational Styles

  • Gender structures our:

conversation styles

the words we use and how we use them

body language

This may cause miscommunication and/or misguided evaluations and judgments.

Why might men be reluctant to ask directions?

  • Why might women be more comfortable asking questions in a learning environment?

Gender, Communication, and Language

    • Women are taught to:
    • ask questions
    • encourage responses from other speakers
    • make positive minimal responses
    • allow interruptions into their speaking turns.
  • Men are socialized to:
  • interrupt
  • make minimal negative responses
  • challenge or ignore other speakers
  • introduce new topics and control them
  • make direct assertions.

These are not rules but culturally informed patterns.

(Learned, Shared, Symbolic, Naturalized, Dynamic)

We may observe aspects of these patterns in ourselves or others, but of course they do not apply to all men or women.

Examples of Gender Bias in Language

  • Pair orders: Men tend to precede women in naturalized versions of common constructions.
  • Ex: his and hers, male and female, husband and wife.
  • The pairing for good and bad, rich and poor likewise puts the most valued of the pair first.
  • Maiden name and terms of address (Mr. Smith and his wife);

The practice of naming speaks volumes about our values.

Mr. vs. Miss/Mrs./Ms.

  • Adjectives: Men & women “yell,” but women “screech” or “shriek”; men & women talk, but women “gossip;” men & women laugh but women “giggle” – all of these are used to denigrate or trivialize women. And what about men who “shriek,” “giggle,” or swish?

The Anthropology of Language

Language is more than a tool of communication

Not neutral, not natural; but reflective and loaded

Guides our perception: of ourselves, others, and the world

Reflects and reenacts social hierarchy, identity and difference

Thus, it offers a key means of understanding and interpreting the culture(s) in which it operates.**

The Sapir-Whorf Hypothesis: Are Humans Trapped by their Language?

  • Does language affect our thought and perception of outside reality? Or, is it a passive symbolic system that merely describes outside reality, a transparent tool for the transmission of thought?
  • Two American linguists at the fore of this discussion of how language can limit, not expand, our knowledge of the world: Edward Sapir and Benjamin Lee Whorf, Sapir’s student.

Anthropology of Language

  • Edward Sapir: languages are more than a tool of communication — they guide our perceptions.
  • Benjamin Lee Whorf: language provides a frame of reference that orders our view of the world and shapes our perception of reality.*

Sapir was a student of the famous American anthropologist Franz Boas, who studied the languages of certain NW coast Native Americans. Boas discovered that there was a sound in this language between ch and sh but that linguists couldn’t hear it cuz it was not in their phonology.

Safir-Whorf Hypothesis

Edward Sapir and Benjamin Whorf suggest that language helps us determine how we see and think about the world.  They believe that language restricts the thought of people who use it and the limits of one’s language become the limits of one’s world. Example Edward Sapir: 1884 – 1939

In 1921 published his only book — Language: An Introduction to the Study of Speech

Later contributed to the theory of meaning — developing what some eventually called the Sapir-Whorf hypothesis, primarily developed by his student Benjamin Lee Whorf

Sapir stated: “Human beings do not live in the objective world alone but are very much at the mercy of their particular language. The worlds in which different societies live are distinct worlds, not merely the same world with different labels attached.”

Whorf’s best known claim was that “standard average European” cultures are in a mental straight-jacket in which events are packaged in boxes, such as days, hours, minutes: a length of time, he argued, “is envisioned as a row of similar units, like a row of bottles.”

Humans create their own limited mental pictures of the world. The word “week” is often quoted. A week has no concrete reality in the external world. Yet most native speakers of English have a mental model of a sequence of seven days, which is divided into two chunks, five working days followed by two rest-days, the “weekend” – or sometimes six working days followed by one rest day. They have this idealized notion of a week, even though they may organize their own working life quite differently, and may know that technically the week begins on a Sunday. In contrast, an Inca week had 10 days, nine working days followed by market day, on which the king changed wives.

Whorf looked at the Hopi indians. He noted that they have a cyclical view of the world. They don’t refer to the days of the week in same way Westerners do.

Whorf never said you could not think about your language! He never said you can’t step out of your habitual thought.

The Sapir-Whorf Hypothesis

Examples

Inuit – many words for snow

Malayalam – same word for snow, dew, mist

Hanunoo of Philippine Islands- 92 varieties of rice

Looking at the sunlight refracted through a prism, English speakers identify at least 6 colors (purple, blue, green, yellow, orange and red)

Bassa speakers in Liberia identify 3 colors

Shona speakers in Rhodesia identify 2 colors.

Grammar

  • Example: Conception of Time
  • English — Past – Present – Future

The effect of such a concept on Western people: diaries, records, annals, histories, clocks, calendars, timetables, salaries and wages specified in terms of limited time units, etc.

  • Hopi – The objective (things that exist now) and the subjective (things that can be thought about and therefore are in the process of becoming)

Euphemism

Roundabout language that is intended to conceal something embarrassing or unpleasant. Often used in political speech or for “bathroom words” why?

Some examples:

Collateral damage

Pacification

Restroom

Bacon or Pork

Beef or Steak

Can you think of others?

Metaphors

    • Take language from one semantic domain of experience and apply it to another domain.
  • Ex: “foot of the mountain”: use of body organ to speak about landscape features; “tax burden” links taxes to the physical experience of carrying a heavy load.
  • Metaphors not only extend language from one domain to the other, but also extend meaning.

Examples for Metaphors

  • Jenni is a fox.
  • Jim is a snake.
  • Charlie is a pig.
  • The shoulder of the road.
  • Your point is right on target.
  • Your claims are indefensible.
  • She shot down my position.
  • She attacked my argument.

Metaphors: Illness

  • We fight a cold
  • We fight disease
  • We strengthen our defenses
  • We wage war on cancer
  • We have heart attacks
  • We are struck down with a given illness
  • Headline: Hillary Clinton battles pneumonia

Metaphors: Time as economy

Time is money.

  • You’re wasting time.
  • That flat tire cost me an hour.
  • He’s living on borrowed time.*

Time is seen as a valuable commodity to be bought or sold or borrowed; won or lost

Time is seen as a scarce resource that we quantify, invest and spend

American Tongues:
A Film by Louis Alvarez and Andrew Kolker

  • Peabody Award-winning look at American accents and their social implications.
  • Looks at the way we judge people by the way they talk.
  • A survey of American linguistic prejudice; racial; regional; class-based.
  • “Southerners talk too slowly. New Yorkers are rude. New Englanders don’t say much at all.”*

PROBLEM: WE ASCRIBE VALUES TO LANGUAGE: Intelligence: When northerners hear southerners we think that they are slow, not just that they talk slow. Slowness of speech equals slowness of mind.

Sapir was a student of the famous American anthropologist Franz Boas, who studied the languages of certain NW coast Native Americans. Boas discovered that there was a sound in this language between ch and sh but that linguists couldn’t hear it cuz it was not in their phonology.

Safir-Whorf Hypothesis

Edward Sapir and Benjamin Whorf suggest that language helps us determine how we see and think about the world.  They believe that language restricts the thought of people who use it and the limits of one’s language become the limits of one’s world. Example Edward Sapir: 1884 – 1939

In 1921 published his only book — Language: An Introduction to the Study of Speech

Later contributed to the theory of meaning — developing what some eventually called the Sapir-Whorf hypothesis, primarily developed by his student Benjamin Lee Whorf

Sapir stated: “Human beings do not live in the objective world alone but are very much at the mercy of their particular language. The worlds in which different societies live are distinct worlds, not merely the same world with different labels attached.”

Whorf’s best known claim was that “standard average European” cultures are in a mental straight-jacket in which events are packaged in boxes, such as days, hours, minutes: a length of time, he argued, “is envisioned as a row of similar units, like a row of bottles.”

Humans create their own limited mental pictures of the world. The word “week” is often quoted. A week has no concrete reality in the external world. Yet most native speakers of English have a mental model of a sequence of seven days, which is divided into two chunks, five working days followed by two rest-days, the “weekend” – or sometimes six working days followed by one rest day. They have this idealized notion of a week, even though they may organize their own working life quite differently, and may know that technically the week begins on a Sunday. In contrast, an Inca week had 10 days, nine working days followed by market day, on which the king changed wives.

Whorf looked at the Hopi indians. He noted that they have a cyclical view of the world. They don’t refer to the days of the week in same way Westerners do.

Whorf never said you could not think about your language! He never said you can’t step out of your habitual thought.

Time is seen as a valuable commodity to be bought or sold or borrowed; won or lost

Time is seen as a scarce resource that we quantify, invest and spend

PROBLEM: WE ASCRIBE VALUES TO LANGUAGE: Intelligence: When northerners hear southerners we think that they are slow, not just that they talk slow. Slowness of speech equals slowness of mind.

 
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Epidemiology Worksheet

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IHP 330 Module Two Worksheet Measuring Disease

A causal relationship between cigarette smoking and lung cancer was first suspected in the 1920s on the basis of clinical observations. To test this apparent association, numerous epidemiologic studies were undertaken between 1930 and 1960. Two studies were conducted by Richard Doll and Austin Bradford Hill in Great Britain. The first was a case-control study begun in 1947 comparing the smoking habits of lung cancer patients with the smoking habits of other patients. The second was a cohort study begun in 1951 recording causes of death among British physicians in relation to smoking habits. This case study deals first with the case-control study, then with the cohort study.

Data for the case-control study were obtained from hospitalized patients in London and vicinity over a four-year period (April 1948 – February 1952). Initially, 20 hospitals, and later more, were asked to notify the investigators of all patients admitted with a new diagnosis of lung cancer. These patients were then interviewed concerning smoking habits, as were controls selected from patients with other disorders (primarily nonmalignant) who were hospitalized in the same hospitals at the same time. Data for the cohort study were obtained from the population of all physicians listed in the British Medical Register who resided in England and Wales as of October 1951. Information about present and past smoking habits was obtained by questionnaire. Information about lung cancer came from death certificates and other mortality data recorded during ensuing years.

Over 1700 patients with lung cancer, all under age 75 were eligible for the case-control study. About 15% of these persons were not interviewed because of death, discharge, severity of illness, or inability to speak English. An additional group of patients were interviewed by later excluded when initial lung cancer diagnosed proved mistaken. The final study group included 1,465 cases (1,357 males and 108 females). The following table shows the relationship between cigarette smoking and lung cancer among male cases and controls:

Table 1

  Cases Controls
Cigarette Smoker 1,350 1,296
Nonsmoker 7 61
Total 1,357 1,357

 

1. Accurately calculate the proportion of cases that smoked. Be sure to show your calculations.

2. Accurately calculate the proportion of controls that smoked. Be sure to show your calculations.

3. Accurately calculate the odds ratio, with the correct equation. What do you infer from the odds ratio about the relationship between smoking and lung cancer?

Table 2 shows the frequency distribution of male cases and controls by average number of cigarettes smoked per day.

Table 2: Daily cigarette consumption

Daily Number of Cigarettes Number of Cases Number of Controls Odds Ratio
0 7 61 Referent
1–14 565 706  
15–24 445 408  
25+ 340 182  
All smokers 1350 1296  
Total 1357 1357  

4. Accurately calculate the odds ratios by category of daily cigarette consumption, comparing each category to nonsmokers. Be sure to show your calculations.

5. Interpret these results, and describe the trends or patterns you see in the data.

Part 2: The Cohort Study

Data for the cohort study were obtained from the population of all physicians listed in the British Medical Register who resided in England and Wales as of October 1951. Questionnaires were mailed in October 1951 to 59,600 physicians. The questionnaire asked the physicians to classify themselves into one of three categories: 1) current smoker, 2) ex-smoker, or 3) nonsmoker. Smokers and ex-smokers were asked the amount they smoked, their method of smoking, the age they started to smoke, and, if they had stopped smoking, how long it had been since they last smoked. Nonsmokers were defined as persons who had never consistently smoked as much as one cigarette day for as long as one year. Physicians were also asked whether or not they had a diagnosis of lung cancer. Usable responses to the questionnaires were received from 40,637 (68%) physicians, of whom 34,445 were males and 6,192 were females. The next section of this case study is limited to the analysis of male physician respondents, 35 years of age or older.

The occurrence of lung cancer in physicians responding to the questionnaire was documented over a 10-year period (November 1951 through October 1961) from death certificates filed with the Registrar General of the United Kingdom and from lists of physician deaths provided by the British Medical Association. All certificates indicating that the decedent was a physician were abstracted. For each death attributed to lung cancer, medical records were reviewed to confirm the diagnosis.

Diagnoses of lung cancer were based on the best evidence available; about 70% were from biopsy, autopsy, or sputum cytology (combined with bronchoscopy or X-ray evidence); 29% were from cytology, bronchoscopy, or X-ray alone; and only 1% were from just case history, physical examination, or death certificate. In total, there were 355 cases of lung cancer during this 10-year time period, with 255 newly diagnosed cases of lung cancer.

Of 4,597 deaths in the cohort over the 10-year period, 157 were reported to have been caused by lung cancer; in 4 of the 157 cases this diagnosis could not be documented, leaving 153 confirmed deaths from lung cancer.

The following table shows numbers of lung cancer deaths by daily number of cigarettes smoked at the time of the 1951 questionnaire (for male physicians who were nonsmokers and current smokers only). Person-years of observation (“person-years at risk”) are given for each smoking category. The number of cigarettes smoked was available for 136 of the persons who died from lung cancer.Table 3: Number and rate (per 100,000 person-years) of lung cancer deaths by number of cigarettes smoked per day, Doll and Hill physician cohort study, Great Britain, 1951–1961.

Daily number of cigarettes smoked Deaths from lung cancer Person-years at risk Mortality rate per 1,000 person-years
0 3 42,800 0.07
1–14 22 38,600  
15–24 54 38,900  
25+ 57 25,100  
All smokers 133 102,600  
Total 136 145,400  

6. Accurately calculates the lung cancer mortality rates for each smoking category. Be sure to show your calculations.

7. Describe the trends or patterns you see in the data about mortality, and explain what the trends or patterns mean.

8. Accurately calculate the incidence for lung cancer during the 10 year time period. Be sure to show your calculations.

9. Accurately calculate the prevalence for lung cancer during this 10 year time period. Be sure to show your calculations.

This worksheet was modified using information from the original case study found on the CDC website:

Centers for Disease Control. (2003). “Cigarette smoking and lung cancer.” Centers for Disease Control and Prevention Epidemiology Program Office Case Studies in Applied Epidemiology, 731-703. Retrieved from: https://www.cdc.gov/eis/downloads/xsmoke-student-731-703.pdf

 
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Hot Topics In Cognitive Psychology

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The goal of this discussion forum is to offer you an introduction to the field of cognitive psychology. Cognitive psychology is a discipline within psychology that is concerned with the scientific study of the human mind. The mind is responsible for a variety of functions and abilities, including perception, attention, consciousness, memory, reasoning, and decision-making. Most of our mental life is unconscious. If the objects of our attention are equated to the objects of our consciousness, it is reasonable to assume that we are aware of only a limited number of events in our daily lives.

For your initial post, complete the following steps:

  • Watch the video entitled, The Magic of the Unconscious: Automatic Brain (Links to an external site.)Links to an external site..
  • Select a “hot topic” of cognitive psychology based on what you have heard and/or seen in the media and your personal interests.
  • Look for a report in the media (e.g., newspapers, magazines, web pages of professional organizations, etc.) that refers to the selected topic such as “defendant cannot remember what happened,” “false memories explain UFO abduction stories,” and so forth.
  • Describe the content of the selected report and offer your own perspective. Namely, use your critical-thinking skills to examine the extent to which the claims made in the report and the evidence upon which the report relies are to be trusted. Then, discuss the real-life consequences of the evidence reported.

In your post, include a link to the selected report, and explain to the members of the class why you have selected it. Support your points with evidence from at least one peer-reviewed research article. Your initial post must be a minimum of 300 words.

Reference:

https://fod.infobase.com/OnDemandEmbed.aspx?token=51893&wID=100753&plt=FOD&loid=0&w=560&h=315&fWidth=580&fHeight=365

 
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Astronomy

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Background Material

Answer the following questions after reviewing the “Kepler’s Laws and Planetary Motion” and “Newton and Planetary Motion” background pages.


Question 1: Draw a line connecting each law on the left with a description of it on the right.

 

planets move faster when close to the sun

 

planets orbit the sun in elliptical paths

 

planets with large orbits take a long time to complete an orbit

Question 2: When written as P2 = a3 Kepler’s 3rd Law (with P in years and a in AU) is applicable to …

a) any object orbiting our sun.

b) any object orbiting any star.

c) any object orbiting any other object.

Question 3: The ellipse to the right has an eccentricity of about … a) 0.25

b) 0.5

c) 0.75

d) 0.9

Question 4: For a planet in an elliptical orbit to “sweep out equal areas in equal amounts of time” it must …

a) move slowest when near the sun.

b) move fastest when near the sun.

c) move at the same speed at all times.

d) have a perfectly circular orbit.

 

Question 5: If a planet is twice as far from the sun at aphelion than at perihelion, then the strength of the gravitational force at aphelion will be as it is at perihelion.

a) four times as much

b) twice as much

c) the same

d) one half as much

e) one quarter as much

Kepler’s 1st Law

If you have not already done so, launch the NAAP Planetary Orbit Simulator.

·

 

Tip: You can     change the value of a slider by     clicking on the slider bar or by entering a number in the value box.

Open the Kepler’s 1st Law tab if it is not already (it’s open by default).

· Enable all 5 check boxes.

· The white dot is the “simulated planet”. One can click on it and drag it around.

· Change the size of the orbit with the semimajor axis slider. Note how the background grid indicates change in scale while the displayed orbit size remains the same.

· Change the eccentricity and note how it affects the shape of the orbit.

Be aware that the ranges of several parameters are limited by practical issues that occur when creating a simulator rather than any true physical limitations. We have limited the semi-major axis to 50 AU since that covers most of the objects in which we are interested in our solar system and have limited eccentricity to 0.7 since the ellipses would be hard to fit on the screen for larger values. Note that the semi-major axis is aligned horizontally for all elliptical orbits created in this simulator, where they are randomly aligned in our solar system.

· Animate the simulated planet. You may need to increase the animation rate for very large orbits or decrease it for small ones.

· The planetary presets set the simulated planet’s parameters to those like our solar system’s planets. Explore these options.

Question 6: For what eccentricity is the secondary focus (which is usually empty) located at the sun? What is the shape of this orbit?


Question 7: Create an orbit with a = 20 AU and e = 0. Drag the planet first to the far left of the ellipse and then to the far right. What are the values of r1 and r2 at these locations?

 

r1 (AU)

r2 (AU)

 

Far Left

 

Far Right

Question 8: Create an orbit with a = 20 AU and e = 0.5. Drag the planet first to the far left of the ellipse and then to the far right. What are the values of r1 and r2 at these locations?

 

r1   (AU)

r2   (AU)

 

Far Left

 

Far Right

Question 9: For the ellipse with a = 20 AU and e = 0.5, can you find a point in the orbit where r1 and r2 are equal? Sketch the ellipse, the location of this point, and r1 and r2 in the space below.

Question 10: What is the value of the sum of r1 and r2 and how does it relate to the ellipse properties? Is this true for all ellipses?


 

þÿQuestion 11: It is easy to create an ellipse using a loop of string and two thumbtacks. The string is first stretched over the thumbtacks which act as foci. The string is then pulled tight using the pencil which can then trace out the ellipse.

Assume that you wish to draw an ellipse

with a semi-major axis of a = 20 cm and e = 0.5. Using what you have learned earlier in this lab, what would be the appropriate distances for a) the separation of the thumbtacks and b) the length of the string? Please fully explain how you determine these values.

Kepler’s 2nd Law

· Use the “clear optional features” button to remove the 1st Law features.

· Open the Kepler’s 2nd Law tab.

· Press the “start sweeping” button. Adjust the semimajor axis and animation rate so that the planet moves at a reasonable speed.

· Adjust the size of the sweep using the “adjust size” slider.

· Click and drag the sweep segment around. Note how the shape of the sweep segment changes, but the area does not.

· Add more sweeps. Erase all sweeps with the “erase sweeps” button.

· The “sweep continuously” check box will cause sweeps to be created continuously when sweeping. Test this option.

Question 12: Erase all sweeps and create an ellipse with a = 1 AU and e = 0. Set the fractional sweep size to one-twelfth of the period. Drag the sweep segment around. Does its size or shape change?

Question 13: Leave the semi-major axis at a = 1 AU and change the eccentricity to e =

0.5. Drag the sweep segment around and note that its size and shape change. Where is the sweep segment the “skinniest”? Where is it the “fattest”? Where is the planet when it is sweeping out each of these segments? (What names do astronomers use for these positions?)        

Question 14: What eccentricity in the simulator gives the greatest variation of sweep segment shape?        

Question 15: Halley’s comet has a semimajor axis of about 18.5 AU, a period of 76 years, and an eccentricity of about 0.97 (so Halley’s orbit cannot be shown in this simulator.) The orbit of Halley’s Comet, the Earth’s Orbit, and the Sun are shown in the diagram below (not exactly to scale). Based upon what you know about Kepler’s 2nd Law, explain why we can only see the comet for about 6 months every orbit (76 years)?

Kepler’s 3rd Law

· Use the “clear optional features” button to remove the 2nd Law features.

· Open the Kepler’s 3rd Law tab.

Question 16: Use the simulator to complete the table below.

 

Object

P (years)

a (AU)

e

P2

a3

Earth

1.00

Mars

1.52

Ceres

2.77

0.08

Chiron

50.7

0.38

Question 17: As the size of a planet’s orbit increases, what happens to its period?

Question 18: Start with the Earth’s orbit and change the  eccentricity to  0.6. Does changing the eccentricity change the period of the planet?


Newtonian Features

· Important: Use the “clear optional features” button to remove other features.

· Open the Newtonian features tab.

· Click both show vector boxes to show both the velocity and the acceleration of the planet. Observe the direction and length of the arrows. The length is proportional to the values of the vector in the plot.

Question 19: The acceleration vector is always pointing towards what object in the simulator?

Question 20: Create an ellipse with a = 5 AU and e = 0.5. For each marked location on the plot below indicate a) whether the velocity is increasing or decreasing at the point in

the orbit (by circling the appropriate arrow) and b) the angle θ between the velocity and

acceleration vectors. Note that one is completed for you.

Question 21: Where do the maximum and minimum values of velocity occur in the orbit?


Question 22: Can you describe a general rule which identifies where in the orbit velocity is increasing and where it is decreasing? What is the angle between the velocity and acceleration vectors at these times?

Astronomers refer to planets in their orbits as “forever falling into the sun”. There is an attractive gravitational force between the sun and a planet. By Newton’s 3rd law it is equal in magnitude for both objects. However, because the planet is so much less massive than the sun, the resulting acceleration (from Newton’s 2nd law) is much larger.

Acceleration is defined as the change in velocity – both of which are vector quantities. Thus, acceleration continually changes the magnitude and direction of velocity. As long as the angle between acceleration and velocity is less than 90°, the magnitude of velocity will increase. While Kepler’s laws are largely descriptive of what planet’s do, Newton’s laws allow us to describe the nature of an orbit in fundamental physical laws!

 
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Worksheet For Light Spectrum And Plant Growth Lab

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Instructions:

· Go to the following Virtual Lab Website http://www.glencoe.com/sites/common_assets/science/virtual_labs/LS12/LS12.html

· The virtual lab runs under Flash. You may need to enable your browser to run it.

· Watch the short video clip about the white light spectrum and the pigments in plants.

· Using the controls to run the experiment, collect data to fill in the tables for radish and lettuce.

o Select a plant

o Select the color for each chamber

o Turn the light switch “On” to run the experiment

o Use your mouse to grab the ruler and measure the height of the tallest part of the plant to the nearest centimeter. The height of each plant counts as one observation.

o Record the data in the appropriate data table.

o Calculate the average height of the plant for each color.

Table for Spinach (already filled out)

 

COLOR

Red

Orange

Green

Blue

Violet

Measured Height of plant 

(cm)

Observation 1

16

16

1

18

14

Observation 2

22

17

3

22

19

Observation 3

17

12

2

17

15

AVERAGE

18.3

15.0

2.0

17.0

16.0

TABLES TO FILL OUT

1. Table for Radish 

COLOR

Red

Orange

Green

Blue

Violet

Measured Height of plant 

(cm)

Observation 1

Observation 2

Observation 3

AVERAGE

2. Table for Lettuce

COLOR

Red

Orange

Green

Blue

Violet

Measured Height of plant 

(cm)

Observation 1

Observation 2

Observation 3

AVERAGE

QUESTIONS TO ANSWER

3. Based on these observations, which color of light causes the greatest amount of plant growth?

4. Based on these observations, which color of light causes the least amount of plant growth?

5. In a short paragraph, explain how these observations are consistent with the information presented in the short video?

6. Given that white light contains all colors of the spectrum, what growth results would you expect under white light?

 
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Chapter 6 Excel

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Grader – Instructions Excel 2019 Project

Exp19_Excel_Ch06_Cap_High_West_Fashions

Project Description:

You are the digital marketing director for High West Fashions, a regional clothing company that specializes in custom t-shirts. Your company has decided to launch an online advertising campaign that gives customers the ability to purchase heavily discounted products. You have the task of determining the optimal amount of advertising to purchase in order to maximize profit and most effectively utilize resources.

Steps to Perform:

Step Instructions Points Possible
1 Start Excel. Download and open the file named Exp19_Excel_Ch06_Cap_DirectMarketing.xlsx. Grader has automatically added your last name to the beginning of the filename. 0
2 On the Direct Marketing worksheet, create appropriate range names for Design_Fee (cell B8), Cost_Per_Ad (cell B9), Total_Clicks (cell B10), Profit_Per_Click (B11), and Gross_Profit (cell B12). 5
3 Edit the existing name range Design_Fee to Design_Fee2021 to reflect the current year. 4
4 Use the newly created range names to create a formula to calculate Gross Profit (cell B12) and Net Profit (cell B13). 6
5 Create a new worksheet named Range Names, paste the newly created range name information in cell A1, and resize the columns as needed for proper display. Mac users, use the Insert menu to insert a new worksheet and paste the range names. 5
6 On the Direct Marketing worksheet, use Goal Seek to determine the optimal click rate in order to earn a $5,000 net profit. 6
7 Starting in cell E4. Complete the series of substitution values ranging from 2% to 6.5% at increments of .50% vertically down column E. 5
8 Enter references to the Gross Profit and Net Profit in the correct location for a one-variable data table. 3
9 Complete the one-variable data table, and then format the results with Accounting Number Format with two decimal places. 6
10 Apply custom number formats to display Gross Profit in cell F3 and Net Profit in cell G3. 4
11 Copy the response rate substitution values from the one-variable data table, and then paste the values starting in cell I4. 4
12 Type 10000 in cell J3. Complete the series of substitution values from 10000 to 40000 at 5000 increments. 3
13 Enter the reference to net profit formula in the correct location for a two-variable data table. 4
14 Complete the two-variable data table and format the results with Accounting Number Format with two decimal places. 7
15 Apply a custom number format to make the formula reference appear as Net Profit. 3
16 Make the Direct Marketing 2 worksheet active. Create a scenario named Best Case, using Number of Ads and Click Rate. Enter these values for the scenario: 40000, and 6.5%. 4
17 Create a second scenario named Worst Case, using the same changing cells. Enter these values for the scenario: 10000, and 1%. 4
18 Create a third scenario named Most Likely, using the same changing cells. Enter these values for the scenario: 10000, and 6.83%. 4
19 Generate a scenario summary report using Gross Profit and Net Income. 4
20 Return to the Direct Marketing 2 worksheet. Load the Solver add-in if it is not already loaded. Launch Solver and set the objective to calculate a net profit of $20,000. 4
21 Use Number of Ads and Click Rate (B4:B5) as changing variable cells. 4
22 Set a constraint to ensure Number of Ads purchased is less than or equal to 40,000. 2
23 Set a constraint to ensure Click Rate is less than or equal to 7%. (Mac users should enter the value in decimal form. Example .07) 2
24 Solve the problem. Generate the Answer Report. 3
25 Create a footer on all worksheets with your name on the left side, the sheet name code in the center, and the file name code on the right side. 4
26 Save and close Exp19_Excel_Ch06_CAP_DirectMarketing.xlsx. Exit Excel. Submit the file as directed. 0
Total Points 100

 

Created On: 06/12/2020 1 Exp19_Excel_Ch06_Cap – High West Fashions 1.5

 
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Advantages And Disadvantages Of Different ANOVA Designs: Comparison Of One-Way ANOVA Vs. Two-Way Factorial ANOVA

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Below are general types of ANOVA designs we will be reading about in this module. The differences in methodology are based on experimental design:

  1. One-Way Between-Subjects or Within-Subjects Design
  2. Two-Way Between-Subjects Factorial Design

We discussed the pros and cons of one-way between-subjects ANOVA and one-way within-subjects ANOVA in Module 6. Use some of those facts discussed in that last discussion and debate the advantages and disadvantages of one-way ANOVA designs vs two-way factorial ANOVA designs with your classmates. Summarize the advantages and disadvantages of each from a statistical and practical perspective, and provide a real-world example of an experiment and design for the two-way factorial ANOVA.

Use your real-world example to explain in detail, how the example you provided fits the design selected for that example (two-way between-subjects factorial design). Make sure to discuss your:

  • Experimental design
  • Sample size
  • Number of variables
  • Number of levels for each variable
  • Possible interactions between variable
 
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Photography Assignment

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For this Assignment, you will apply the concepts of photography you learned in this unit to compare and contrast two photographs from the chapter to two photographs in your life. For example, the photographs could be of your ancestors, smartphone photos of pets or food, travel landscapes, or family portraits. The Assignment will consist of two different analyses, as explained below.

Photograph Analysis 1:

First, select a photograph from the text and a photograph from your life. Try to select a set for the analysis that you think are interesting as a pair, either in their similarities or their differences. Be creative in your selections, but be sure you can explain both works based on the readings and can communicate to a reader why you put these together.

Your analysis should include appropriate terminology from this unit, the textbook, and the following criteria:

·         Explain the photograph as though the reader has never seen it. What do you see?

·         Describe the image and the style. Then, do the same with your modern selection.

·         Assess the two photographs in comparison with each other and share your perspective. Why did you choose to analyze them together? What can one indicate about the other? Why did these photographs stand out to you?

Photograph Analysis 2:

Follow the same process you used in the first part of the Assignment to analyze a second set of photographs. Select another photograph from the text and another photograph from your life. Try to assess different styles from the first analysis to the second. For example, if you have pair of landscapes for Analysis 1, opt for portraits for Analysis 2 — or if you have chosen two photographs that are similar for Analysis 1, opt for two contrasting photographs for Analysis 2 and build that assessment.

The Assignment should be at least 600 words, and must use and cite the text as a source. Cite the work internally and in full reference at the end, following APA style guidelines. Citation is important to build the definitions, demonstrate your research, and to make it clear which ideas are yours and which are from the source.  

USE ONLY ACADEMIC SOURCES:

Use Google Scholar, JSTOR, textbooks, and/or .gov websites to keep the true academic sources in your papers. TURNITIN MUST BE UNDER 20%

In order to receive the maximum amount of points. This assigment must:

Assignment demonstrates the ability to identify the purpose of photography, and communicates an understanding the role of photography as an art form.

Assignment offers a detailed explanation and analysis of all four photographs and offers a substantive comparison and evaluation. Each photograph is evaluated with equivalent length, content, and specificity.

Assignment uses vocabulary terms from the unit and incorporates APA formatting for source citation.

The assignment offers interpretations of the sources, and draws connections between the sources and the main idea of the essay.

The assignment is written with clarity, organization, and attention to detail in spelling, grammar, and capitalization.

Assignment meets posted length requirements

 

 
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Discussion Board: Squares, Triangles, Circles, And Hearts

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Discussion Board #1: Original Thread

Squares, Triangles, Circles, and Hearts:

After reading the assigned chapters in Everyday Bible Study (Chapters 1-5), identify the following items:

Squares: 4 ideas that, in general, square (fit) with your thinking.

Triangles: 3 angles you have never considered before.

Circles: 2 questions that are circling in your mind.

Hearts: 1 idea that you loved.

Once you have identified these 10 items, list and explain them in a thread. Your full thread should contain at least one quote from Everyday Bible Study to support the thoughts and ideas you are presenting. Your thread should be at least 400 words in length

 
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Excel 2016 | Module 5: SAM Project 1a

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Documentation

Shelly Cashman Excel 2016 | Module 5: SAM Project 1a
11th Gear Bike Rental
WORKING WITH MULTIPLE WORKSHEETS AND WORKBOOKS
Author: Jordan Smith
Note: Do not edit this sheet. If your name does not appear in cell B6, please download a new copy of the file from the SAM website.

Santa Monica

11th Gear Bike Rentals
Santa Monica
2019 Monthly Rentals
Rental Type January February March April May June July August September October November December Total
Cruiser 133 277 142 128 141 517 216 340 438 147 249 92 2820
Stret 340 320 201 485 196 280 73 100 164 508 75 280 3022
Trycycle 28 43 86 203 85 47 165 63 22 113 29 166 1050
Tandem 119 61 265 92 251 51 126 91 173 168 79 80 1556
Youth 185 352 302 172 155 155 189 40 85 306 192 220 2353
Kid’s Trailer 26 29 63 75 108 52 74 87 121 41 63 22 761
2019 Monthly Revenue
Rental Type January February March April May June July August September October November December Total
Cruiser 2793 5817 2982 2688 2961 10857 4536 7140 9198 3087 5229 1932 59220
Street 7140 6720 4221 10185 4116 5880 1533 2100 3444 10668 1575 5880 63462
Tricycle 644 989 1978 4669 1955 1081 3795 1449 506 2599 667 3818 24150
Tandem 5236 2684 11660 4048 11044 2244 5544 4004 7612 7392 3476 3520 68464
Youth 2405 4576 3926 2236 2015 2015 2457 520 1105 3978 2496 2860 30589
Kid’s Trailer 520 580 1260 1500 2160 1040 1480 1740 2420 820 1260 440 15220
Total $ 18,738 $ 21,366 $ 26,027 $ 25,326 $ 24,251 $ 23,117 $ 19,345 $ 16,953 $ 24,285 $ 28,544 $ 14,703 $ 18,450 $ 261,105

Venice Beach

11th Gear Bike Rentals
Venice Beach
2019 Monthly Rentals
Rental Type January February March April May June July August September October November December Total
Cruiser 446 152 565 306 271 459 368 179 296 369 252 261 3924
Stret 133 207 425 160 250 220 253 423 105 89 184 498 2947
Trycycle 70 35 33 146 184 142 140 48 94 86 35 69 1082
Tandem 178 109 153 106 162 92 172 191 134 246 94 127 1764
Youth 76 53 58 88 204 179 359 144 61 151 113 71 1557
Kid’s Trailer 80 169 43 128 186 173 160 194 53 161 141 47 1535
2019 Monthly Revenue
Rental Type January February March April May June July August September October November December Total
Cruiser 9366 3192 11865 6426 5691 9639 7728 3759 6216 7749 5292 5481 82404
Street 2793 4347 8925 3360 5250 4620 5313 8883 2205 1869 3864 10458 61887
Tricycle 1610 805 759 3358 4232 3266 3220 1104 2162 1978 805 1587 24886
Tandem 7832 4796 6732 4664 7128 4048 7568 8404 5896 10824 4136 5588 77616
Youth 988 689 754 1144 2652 2327 4667 1872 793 1963 1469 923 20241
Kid’s Trailer 1600 3380 860 2560 3720 3460 3200 3880 1060 3220 2820 940 30700
Total $ 24,189 $ 17,209 $ 29,895 $ 21,512 $ 28,673 $ 27,360 $ 31,696 $ 27,902 $ 18,332 $ 27,603 $ 18,386 $ 24,977 $ 297,734

Marina Del Rey

11th Gear Bike Rentals
Marina Del Ray
2019 Monthly Rentals
Rental Type January February March April May June July August September October November December Total
Cruiser 268 447 200 284 218 107 124 196 230 377 216 121 2788
Stret 367 263 396 263 348 71 316 85 199 408 515 467 3698
Trycycle 58 70 56 146 61 168 66 15 159 71 72 98 1040
Tandem 97 93 171 100 108 244 102 48 85 216 164 34 1462
Youth 174 383 168 150 447 263 130 174 65 58 287 46 2345
Kid’s Trailer 138 90 51 146 59 63 136 108 40 86 93 66 1076
2019 Monthly Revenue
Rental Type January February March April May June July August September October November December Total
Cruiser 5628 9387 4200 5964 4578 2247 2604 4116 4830 7917 4536 2541 58548
Street 7707 5523 8316 5523 7308 1491 6636 1785 4179 8568 10815 9807 77658
Tricycle 1334 1610 1288 3358 1403 3864 1518 345 3657 1633 1656 2254 23920
Tandem 4268 4092 7524 4400 4752 10736 4488 2112 3740 9504 7216 1496 64328
Youth 2262 4979 2184 1950 5811 3419 1690 2262 845 754 3731 598 30485
Kid’s Trailer 2760 1800 1020 2920 1180 1260 2720 2160 800 1720 1860 1320 21520
Total $ 23,959 $ 27,391 $ 24,532 $ 24,115 $ 25,032 $ 23,017 $ 19,656 $ 12,780 $ 18,051 $ 30,096 $ 29,814 $ 18,016 $ 276,459

All Locations

11th Gear Bike Rentals
All Locations
Date Generated
2019 Monthly Rentals
Rental Type January February March April May June July August September October November December Total
Cruiser 0
Street 0
Tricycle 0
Tandem 0
Youth 0
Kid’s Trailer 0
2019 Monthly Revenue
Rental Type January February March April May June July August September October November December Total
Cruiser $ 17,787 $ 18,396 $ 19,047 $ 15,078 $ 13,230 $ 22,743 $ 14,868 $ 15,015 $ 20,244 $ 18,753 $ 15,057 $ 9,954 $ 200,172
Street 17,640 16,590 21,462 19,068 16,674 11,991 13,482 12,768 9,828 21,105 16,254 26,145 $ 203,007
Tricycle 3,588 3,404 4,025 11,385 7,590 8,211 8,533 2,898 6,325 6,210 3,128 7,659 $ 72,956
Tandem 17,336 11,572 25,916 13,112 22,924 17,028 17,600 14,520 17,248 27,720 14,828 10,604 $ 210,408
Youth 5,655 10,244 6,864 5,330 10,478 7,761 8,814 4,654 2,743 6,695 7,696 4,381 $ 81,315
Kid’s Trailer 4,880 5,760 3,140 6,980 7,060 5,760 7,400 7,780 4,280 5,760 5,940 2,700 $ 67,440
Total $ 66,886 $ 65,966 $ 80,454 $ 70,953 $ 77,956 $ 73,494 $ 70,697 $ 57,635 $ 60,668 $ 86,243 $ 62,903 $ 61,443 $ 835,298

2019 Total Revenue

 

Cruiser Street Tricycle Tandem Youth Kid’s Trailer 200172 203007 72956 210408 81315 67440

 

Helmets Per Location

11th Gear Bike Rentals
Location Max Daily Rentals Damaged Helments (%) Total Helmets Required (%) Helmets Per Location
Santa Monica 412 100%
Venice Beach 471 100%
Marina Del Rey 440 100%
 
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