Isaac Newton by James Gleick | Review

Isaac Newton by James Gleick | Review Trusha Patel Isaac Newton by James Gleick Opinion Isaac Newton was the most famous scientist of his generation and one of the most recognizable physicists of all time. He accomplished amazing feats; he â€Å"pushed open a door that led to a new universe† (8). Some of his major achievements include the application of the law of gravity to the motion of planets, the path of comets, and the influence of the moon on ocean tides. Gleick’s biography attempts to clearly portray for the reader the entirety of Newton’s life – his successes, his shortcomings, his obsession with both science and the non-scientific, and his good as well as bad mixture of qualities. Gleick successfully presents Newtons life about as well as one could conceive it being presented in 191 pages. One of Gleick’s greatest successes is his emphasis on Newton’s true characteristics. Students are taught that Newton was some sagacious man who believed in the welfare of humanity. Gleick, on the other hand, portrays Newton as how he thought Newton truly was: solitary, selfish, and paranoid even though he was extremely brilliant. The author states, â€Å"Isaac Newton said he had seen farther by standing on the shoulders of giants, but he did not believe it. He was born into a world of darkness, obscurity, and magic; led a strangely pure and obsessive life, lacking parents, lovers, and friends; quarreled bitterly with great men crossed his path; veered at least once to the brink of madness†¦and yet discovered more the of the essential core of human knowledge than anyone before or after† (3). These insightful descriptions of Newton’s state of mind widen the reader’s perspective on his life. They make the reader think of Newton beyond his scientif ic thoughts. Gleick describes Newton’s scientific and non-scientific pursuits. He specifically points out that Newton did not discover the entirety of motion with the falling of the apple. It took a long time with complex thinking and developments before Newton theorized gravitation. Newton had spent time learning about other concepts like optics as well. The author also sheds light on Newton’s obsession with the occult alchemy as well as with his repudiation of Trinitarianism. Furthermore, Gleick mentions Newton’s participation in Parliament and his control of the British mint. These actions help the reader understand Newton’s motivations. Gleick also does not refine the language from back in the day to make it modernized. Instead, he presents quotations in the original English from which they came. This becomes increasingly important when readers reach the section on the Principia because it would greatly connect to their physics studies if they were to read the original form of Newton’s laws and their implications. Gleick quotes, â€Å"Absolute, true, and mathematical time, in and of itself, and of its own nature†¦flows uniformly† (125). Gleick portrays Newton’s standardization of the term time. Through reading the seventeenth century language, science students become aware of the importance of precise language in physics. Gleick’s biography provides a complete portrayal of Newton from his peculiarities to his perseverance. The reader can readily perceive the change that occurred after Newton’s renovation of science. Gleick tells the reader, â€Å"What Newton learned remains the essence of what we know†¦We are Newtonians† (6). Through this book, we learn the origin of Newton’s thoughts which led to such a revolution in scientific thought. Biographical Analysis Newton’s life was shaped significantly by the world he lived in, and this molded the science that was churned out of his brilliant mind. Newton was born in the Woolsthorpe farm in England. Newton’s mother was widowed when Newton was only three years old. She married the wealthy Barnabas Smith, who did not want any kids. Newton ended up being raised by his grandmother. He grew up to be a shy schoolboy; â€Å"he was small, lonely, and abandoned† (11). Newton’s solitude would later lead to his incredible theories of the natural world. As a young boy, Newton spent his time learning about the workings of sundials and the movement of the night sky, noting observations that would later lead to his theory of gravitation. When Newton’s step-father died, his mother Hannah returned and sent the ten-year-old Newton to another school. In Newton’s new school, he was taught Latin and mathematics by Henry Stokes. He lived with the apothecary Clarke who furthered his scientific curiosity. All of these things along with his personal studies of light were inscribed in a notebook. Newton had learned the roots of scientific inquiry at an early age: he was classifying and analyzing at a very young age. When Newton was sixteen, his mother called him home to be a farmer, but he failed. As a result, Newton attended the prestigious University of Cambridge in Trinity College where he would later become famous. During his first three years at Cambridge, Newton was taught the standard curriculum but was fascinated with the more advanced science. All his spare time was spent reading from the modern philosophers. Even though he was a top student, Newton was reprimanded for religious negligence in a remarkably Anglican institution. Newton studied the Aristotelian worldview in which a force was necessary to keep an object in motion. He absorbed himself in the Trinity College library and â€Å"found his way to new ideas and polemics: from the French philosopher Renà © Descartes, and the Italian astronomer Galileo Galilei† (25). Both philosophers defied Aristotle explicitly; Descartes proposed geometrical and mechanical philosophy, while Galileo claimed that all bodies are made of the same stuff, which is heavy, and therefore fall at the same rate. In Newton’s second year, he started a new section about philosophical questions he had. The first was if atoms exist. Was matter continuous and infinitely divisible, or discontinuous and discrete? Is space finite or infinite? What is the nature of motion and light? Why do objects fall? From matter to motion, to light, to the structure of cosmos, Newton had ideas about everything. Newton concluded that force causes motion. He also occupied himself with the concepts sound, memory, magnetism, heat, and the tides. In 1664, Newton learned about Euclid’s Elements, from Cambridge University’s first professor of mathematics, Isaac Barrow. Unfortunately, in 1665, the Great Plague that was ravaging Europe had come to Cambridge, forcing the university to close. Newton was sent home but he still constantly had his attention focused on mathematics. Gleick writes, â€Å"he computed obsessively†¦ to conceive of infinite series and then learn to manipulate them was to transform the state of mathematics† (39). Newton formulated the Binomial theorem in the same year. It was a method to expand a sum to any power. Furthermore, Newton began to discover a method to determine the slope of a tangent line to a curve, which we call the â€Å"derivative.† Newton’s concern with all of this would become the foundation for calculus and physics. He chose not to publish, and decided to keep to himself. In 1666, Newton was trying to figure out how the attractive power between masses would diminish, and he learned that it lessens with the square of the distance. He questioned the movement of celestial bodies, such as the moon and earth wondering why they proceeded in a circular path. He needed precise terminology with definite units to facilitate his hypotheses, but â€Å"Writing in English, he was constrained by the language at hand† (59). The imprecise language was not sufficient enough to describe motion. Newton also explored optics and experiment with prisms. When the plague subsided in 1667, Newton returned to Cambridge. Newton and Barrow attacked the subject of cubic equations. He tried to sort all the curves into different groups. Barrow showed him a book by Nicholas Mercator called Logarithmotechnia. Mercator had a method of calculating logarithms from infinite series and this discovery shocked Newton. So Newton wrote a paper called â€Å"On Analysis by Infinite Series† and gave it to Barrow to post this to another Royal Society colleague. Although he wanted anonymity, his name was revealed. â€Å"It was the first transmission of Newton’s name south of Cambridge† (68). Even though Newton preferred solitude, people began to recognize his mathematical expertise. When Barrow retired, Newton took the position of the Lucasian Professor at the age of twenty-seven. Newton lectured his students on the mathematics of light refraction â€Å"with none of the romance or metaphor that usually ornamented the philosophy of ligh t† (71). The invention of telescopes had spurred intense interest in the properties of light. He then realized that the common refracting telescopes were inferior to reflecting telescopes because the seven colors of light created glare, so he spent a lot of his time constructing a powerful reflecting telescope, which Barrow gave to the Royal Society after two years. Soon after, Secretary Oldenburg urged Newton to let the Royal Society publish his findings on the reflecting telescope. He made Newton think foreigners might steal his ideas, so Newton became a member of the Royal Society. Newton wrote to Oldenburg that within three years, he would make a great philosophical discovery, and then he would formally join. His focus was optics at this time. He wrote to Oldenburg that white light was composed of seven colors as evidenced by the prism experiments. By now, Newton’s rivalry with Robert Hooke grew strong as Hooke proposed a wave theory of light, whereas Newton promoted a corpuscular theory. Not only Hooke, but also Huygens, â€Å"the great Dutch mathematician and astronomer, also favored the wave theory of light† (88). Newton became frustrated because he attempted to show that the particle nature of light followed from mathematics, whereas the others contended that this was wishful thinking on Newton’s part. Hooke and Newt on lashed at each other, claiming that the other was guilty of plagiarism. Oldenburg was adding to his paranoia; he used the discoveries of foreigners such as Wilhelm Gottfried Leibniz to make Newton reveal more and more of his secret studies, until Newton finally stopped all communication for two years. Around 1675, Oldenburg died and Hooke became the secretary of the Royal Society. Newton’s fears grew. Newton had another disagreement with Hooke over the relationship between orbits and falling objects. They were explaining the planet’s motion and both had come to believe in a body’s inherent force. Hooke proposed an inverse square explanation for elliptical orbits, and Newton possessed the mathematical ability to explain this. At this Hooke, â€Å"acknowledged Newton’s superior powers† (121). In 1684, astronomer Edmond Halley posed the question to Newton of elliptical orbits implying an inverse square relationship between gravity and distance. Newton sent him what he had already finished, but to continue, Newton needed to standardize the definitions of space and time. Such standardization led to Newton’s Philosophiae Naturalis Principia Mathematica. The totality of Newton’s studies of motion was in three volumes, with the only assumption being a gravitational force that diminishes with the square of the distance. His famous three laws of motion were in Principia: that an object in motion remains in motion unless acted upon by a net force, an object accelerates in the direction of that force, and if two bodies exert a force on one another, the forces are equal in magnitude, but opposite in direction. In Newton’s later years, he attempted to calculate the position of the moon. He then became the member of Parliament as well as Warden of the British mint. Following Hooke’s death, Newton became the President of the Royal Society as well as published Opticks, a piece on his experiments with light. On March 20, 1727, Newton died of a stone in his bladder. Newtonianism had profound influences on the world. His achievements revolutionized physics and mathematics and he has been recognized as an undisputed genius. Newton’s years of hard work resulted in a successfully description of this world. He played a major role in the advancement of the scientific community of his time and of today. Are Vitamin Supplements Effective? Are Vitamin Supplements Effective? Vitamins are organic compounds that are required in very little amounts for us to grow and live in and maintain good health, although they are a critical requirement for our body in order to survive; they are not compulsory but vitally important, According to Stanton, [1] implied[s] amine meaning life. But an inadequate amount of vitamin may cause disease and in some cases are highly detrimental. Vitamins help to protect against many diseases, it is estimated that theres 13 essentials vitamins which 4 is classified as fat-soluble (A, D, E and K) and 9 as water-soluble (8 Vitamin B and Vitamin C). The vitamins that are fat soluble are hydrophobic which ultimately to be soluble in fats; the fat globules (referred as chylomicrons) which are consistently absorbing this vitamins, that travels the lymphatic system of the small intestines and into the general blood circulation within the body. These vitamins are proclaimed as Vitamin E and A which then is stored in the tissue. Where in star k contrast the water-soluble are required as enzymes cofactors in a much wider variety of metabolic reactions, each of this water soluble vitamin are often seen to have its own membrane transport to help it process for absorption across enterocyte. [4] Vitamins are found in its natural forms are meat, fruit, dairy, vegetables and many other substances, but an advancement of science, scientist has revealed an alternative pathway for those who can take their vitamins in a form of tablets, gums, drops and capsules. This has been mixed with many other forms of compounds which include trace elements, electrolytes, spinach and/or broccoli extract. Not being able to undertake the recommended dosage of vitamins can lead to serious disease. There is a strong correlation between the rates of chronic disease and the increase level of vitamin D. The most common disease which has a strong positive relationship is rickets; which often can be reduced or cured by undertaking liver oil during the 20th century. Rickets cause weakens and soften the bones in children which could impact in skeletal abnormalities, defective growth, delicate bones and dental problems. While in adults, the deficiency of vitamin D can lead to osteomalacia and osteoporosis which weaken the bones. [4]. the insufficiency of any form of vitamins can have led to a serious health issue from CVD (cardiovascular disease),[3] Alzheimers [4] fat malabsorption, immunity, stomach and many more. [3]. by undertaking vitamins in its natural form (food; vegetables, fruits, dairy, meat etc.) it can help to limit the possibility of overdosing. Although theres a series of experime nts that has been conducted theres no ultimate answer that antioxidants helps to decrease or remove the risk of diseases such as CVD. [4] Both increase and decrease of vitamins can lead to health problems; possibly overdosing in vitamin supplement such as B3 may potentially lead to nausea, liver/nerve toxicity and jaundice. Dr. Weil [5] specifically states that most customers or patients often take supplements as they have just heard it advertised. An excessive amount of iron supplements can lead to risk of cancer and heart disease, as iron is an oxidizing agent [5] Although vitamins have contributed as an alternative for those who cant consume it natural forms, the epidemiological studies has concluded that those whose diet are high in vegetable consumption may lower the incidence of cancer and other vitamin deficiency, this helps to decrease the expenditure of meat and feat while increasing the dosage of fiber content. [2]. However some research has proven that Vitamin E supplementation helps to lower the CVD; but generally this is often reflected in an individuals lifestyle. [6][4]. There is several of data that demonstrate that vitamin supplementation on regular basis did not justify the routine of antioxidant supplements for the preventive and treatment of CVD or lowering it. [8] Supplementation carries out several of chemicals that may trigger the mind and the body of an individual which can have a detrimental effect on them. Based on several experiments it is evaluated that vitamins contain a vegetable extract and other compounds such as having an adverse effect and may interact with warfarin and aluminum. [9]. There is significant amount of data, experiment that analysis that justifies that using antioxidant vitamin supplements for CVD, and other disease does not necessarily reduces the risk of reduction. A great healthy lifestyle by consuming the right amount of vegetable and fruits will help decrease the risk of immune deficiency etc. Multi-vitamins can be used as an alternative pathway for those who are not able to consume them, but should not be used on regular basis which is a dangerous practice.

Identify and outline the opportunities of current government

The essay briefly focuses on the delivery of the Healthy Child Programme age 0-19 (HCP DOH 2009) and the â€Å"Giving all children a healthy start† policy by the Department ot Health 2013 (DOH 2013). The government brought the Healthy Child Programme 0-19 years old, out in October 009 (HCP 2009) to support partnerships that work closely with children and their families.The HCP has made a great impact on the way the health professionals work, as it gives them a guideline on how to structure the delivery of care given to the families. Ensuring that appropriate preventative health care and support is given to the more deprived families that require more guidance. On the other hand the â€Å"Giving all children a healthy start in life† Policy (DOH 2013) ims to help children who grow up in the most at risk families and to help parents give their children the best possible care.This policy also embraces the aims of the HCP, as one of its main focuses, is to help children be a s healthy as possible by preventing Illness and encouraging healthy behaviours from pregnancy onwards (DOH 2013). Both these policies make an Immerse dfference In which the health professionals deliver their services, particularly the specialist community public health nurses (SCPHN).As the policies are a guideline for the SCPHN to follow, and to make sure that they are delivering and offering the most appropriate support they can give to their clients with their best ability. References Department of Health (2012) Getting it right for children, young people and families. Department of Health (2013) Giving all children a healthy start in life. Department of Health (2009) Child Programme: from pregnancy to the first five years ‘OF2 Department of Health (2009) Healthy Child Programme: from 5-19 years old.

Possente Spirto

Possente Spirto : Opinions in the style of Monteverdi and Artusi Sabrina K. Robbins Musicology 210 Dr. Rachel Golden October 23, 2012 Music has always and will always remain a subject of debate on some level. Throughout the years music has developed, progressed, and changed alongside mankind.There were numerous arguments as to what was considered proper and what the rules should be regarding composition during the development of music in each era. With the emergence of the Baroque era of music, the stylistic elements of homophony, alongside features such as basso continuo and a more common use of dissonance, became the norm. Prior to this development music was more structured, following contrapuntal styles and sticking to a strict tonal center.The stretch of time between the Renaissance and Baroque periods of music offered a unique perspective of the changing opinions through the treatises critiquing the current music. A famous argument of this kind took place between Giovanni Artu si and Claudio Monteverdi regarding the latter’s madrigal Cruda Amarilli. It is through the study of this treatise that it is possible to ascertain what the composers’ opinions may have been on other pieces of music through applying their criteria to analyzing other songs.Possente Spirto by Monteverdi is a piece to which these elements can be applied and a logical assumption of the feelings of both of these composers can be reached. Artusi, a composer and music critic, was deeply rooted in the theoretical concepts of the Renaissance era of music, and outwardly condemned the emergence of the new styles in the Baroque era. He was quite conservative, and passionately felt that Monteverdi’s music was distasteful and disrespectful in that it broke the previously established composition rules purely for the pleasure of stepping over boundaries.Possente Spirto blatantly disregards numerous key elements in Renaissance music by incorporating a heavily ornamented, single recitative voice, accompanied only by melodic harmony that is unobtrusive. Artusi was far more concerned with a vertical harmony than linear, horizontal harmony. The vocal portion of this piece is obviously the focal point but according to the ideals that Artusi held, the virtuosic monodic singing was not what would have been desired. Counterpoint and a strict tonal center were the elements that were pleasing to the ear of music enthusiasts and musicians.The dissonances used at unexpected times, the blatant disregard for previously set composition rules, and implementation of features such as modal mixture would make the music inaccessible and disrespectful to listeners who were expecting certain key harmonic elements from their musical experience. While Artusi would not have directly named Monteverdi in a criticism of Possente Spirto(just as he did not name him in his critique of Cruda Amarilli), it would have been evident to any reader that his intent was to examine the validity o f his compositional works.Despite Artusi’s distaste for Monteverdi’s works, his criticisms were less about the composer himself and more in regards to the developing and changing style of modern music. The â€Å"incorrect† voice leading and use of dissonance in an uncharacteristic way was not only outside of what was considered acceptable in composition but was something that was difficult to adjust to hearing. The sound of the linear harmony and dissonance was radically different from anything that had been heard previously, and new inventions are not always attractive at first.On the other side of the argument, Monteverdi was ahead of the time and was experiencing relatively smooth sailing through the awkward transitional period between the Renaissance and Baroque musical eras. He was principally concerned with the listener connecting emotionally and mentally with the music and text of his pieces, so he incorporated a great deal of text painting into his music . He began to focus heavily on the relationships of the text and music in his compositions.He thought that the listeners of his music should understand the messages of the songs, and began to find ways to utilize creative methods of description and expression in his compositions. Monteverdi was essentially ushering in a new age of music by pushing boundaries with his usage of consonances and dissonances. He was unafraid of breaking rules, and did so by throwing the ideas of counterpoint, chiefly the resolutions of notes and atypical harmonic structure, out the proverbial window.In Possente Spirto many fresh, new ideas are starting to arise. It is clearly evident through the utilization of ideas behind the text, the vocal articulation, and also the lyre-like sound of the accompaniment that Monteverdi was heavily influenced by ancient Greek music. Monteverdi would have justified his usage of dissonance by attributing it to the idea of conveying a mood to the listener. The old rules of the First Practice (counterpoint, traditional harmonic resolution, vertical harmony, etc) were of less concern to Monteverdi.The mixture of dramatic musical elements with the text for effect was the ultimate goal in his compositions, and he would have given little thought to the opinions of Artusi on the subject matter. His ideas of the Second Practice helped bridge the gap from Renaissance into the Baroque. In Possente Spirto, the text is what takes center stage in the song. Without the virtuosic singing and delicate musical harmony propelling the feelings of sadness and longing forward in the aria, the song would not have had the overall mood that Monteverdi was looking for.This piece is intended to make the listener connect with Orpheus and sympathize with his plight. The implementation of previously unused harmonic elements made the connection with the singer possible, and that in turn created the blending of music and drama that Monteverdi sought out in this work. Both of the points made by Artusi and Monteverdi were valid and well thought out. The argument simply boiled down to the fact that Artusi was more heavily rooted in tradition than Monteverdi, and favored the traditional voice leading and counterpoint practices.He did not want to see rules broken purely for the sake of breaking them. On the other hand, Monteverdi was more of a dreamer and chose to focus on the emotional element of the music. He wanted to have the listener connect to the music in a way that would make the feel the emotions in the text through the song. Neither composer had any concrete evidence to support the â€Å"winning facts† of the debate. It should be kept in mind that it is likely that Artusi was not exactly attacking Monteverdi, but rather arguing the practices coming into light in composition. It was rumored that they even became friends later.The only question on the table is whether it is better to stay with tradition, or take chances and break out of what is co nsidered acceptable and normal. Monteverdi did just that, and received a great deal of criticism for his work while simultaneously creating pieces that are considered to be great works of art. Possente Spirto, while lovely and evocative, incorporated many of the same elements that caused Artusi’s original critique. At what point does breaking rules becoming less about creating something new and evocative and more about simply ruffling feathers? That, I think, is a subject that will remain up for debate.

The Life Of Sylvia Path - 1212 Words

Born and raised in Jamaica Plain, Massachusetts, she tolerated an unpleasant and depressing childhood. Sylvia Path was born on October 27,1932 to Aurelia Schobert Plath and Otto Emile Plath. Her father was an author and professor, who taught at Boston University. There was a significant age difference between Plath’s parents; her mother was twenty-one years younger to her father. â€Å"The couple met when her mother was attaining Master’s Degree in teaching and opted one of his father’s course†. â€Å"The grandparents of Otto wanted him to become a Lutheran minister and for the same reason he separated from them†. Three years later, her brother Warren was born. Afterward, her family had moved to Winthrop, Massachusetts in 1936. Most of Plath’s childhood was spent on Johnson Avenue. Eventually, her father, Otto Plath died on 5 November 1940 attending subtraction of the foot because of untreated diabetes. Her father fell sick soon after his close friend deceased of lung cancer. â€Å"Otto used to compare the symptoms of his disease from that of his friend, and as a result was convinced that he too had lung cancer†. â€Å"This was why he did attain any treatment until the level of diabetes had increased greatly†. Otto Plath was eventually buried in Winthrop Cemetery. â€Å"Post her father’s death in 1942, the family moved to 26 Elmwood Road, Wellesley, Massachusetts†. Throughout her upbringing, her family was devoted to Christianity. After, her father had passed away she lost faith in God. PlathShow MoreRelatedComparing The Lesson and The Road Not Taken1190 Words   |  5 Pagesbased on the surroundings of the individuals. One of the main aims of the paper is to compare and contrast two characters from selected short stories. The first character is Sylvia from The Lesson written by Toni Cade Bambara and the Narrator from the poem written by Robert Frost The Road Not Taken. 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