Excel Files for Newton’s Proposition V

Newton in Principia gives us a mathematical method of finding the center of force for a body moving on an ellipse in Proposition V, Problem I. The same thinking can be applied also to the case of a hyperbola and also a parabola, only that in the last case the center of force is at infinite distance. For the first two cases there are 3 cases of possible forces: a) An force proportional to the distance from the center. For ellipse an attractive force for hyperbola a repulsive, b) a force proportional to the inverse of the square of the distance from the left focus, for ellipse an attractive and for hyperbola a repulsive force, c) an attractive force inversely proportional to the square of the distance, inversely proportional to the square of the distance for both the ellipse and the hyperbola. This method when applied to the case of circular orbits for which we can find the center of force with the same method: Newton studied a semicircular orbit with center of force at infinite distance, and the case of a central force whose center is located on the circular orbit or inside the circle studied the case of a spiral orbit. In each the law of the force was derived by using the law of areas

Software for Teaching through Interactive Demonstrations about Converging Lenses

In this paper, Software is presented for teaching through interactive demonstrations about lenses. At first we explore lenses constructed by two spherical surfaces. We explore the ray diagrams and wave fronts. Then there is a page for understanding the thick lens model. We introduce a step by step procedure to find the focal length and find the principal planes and finally the use of the focal length and principal points to construct the image. There is a page for finding the position of the image not by the formula but by the method we use on an actual experiment: We move the screen back and forth until we can get the sharpest possible image. This is done by finding the minimum of a standard deviation of the position of the rays for a given position of the screen. Then there is a simulation of an experiment for finding the focal length. This uses a macro to simulate the finding of several image points b for several object points a. These values are used first in the graphical representation of the image point as a function of b and the image points as a function of a. With suitable least square fits we get two lines with parameters that give values for the focal length and principal plane. Then there is a simulation of two experiments of finding the focal length of a lens. The spreadsheet calculates the distance b vs a, the image y, and there ar graphs of y as a function of a and y as a function of b from which we find 1) a hyperbolic fit for y vs a and a linear fit for y vs b from which we calculate the focal distance, 2) it calculates 1/a and 1/b and then finds a linear fit and a parabolic fit for the data. Also we get the same parameters by finding the cuts of lines uniting the point (a,0) and (0,b).. 3) there is a plot of a+b vs a and then the points are fitted with a hyperbola whose asymptotes give the sum of focal length and principal planes. Then there is a page where we can see two lenses for which the shape can change to have a perfect focusing at a given distance. These two lenses are based on Huygens’ ideas, Spherical and Huygen Lenses

Conversational Structures of Alto Perené (Arawak) of Peru

Drawing on extensive fieldwork in the research community, the book is a focused exploration of discourse patterns of Alto Perené Arawak, with emphasis on conversational structures. The book’s methodological scaffold is based on proposals and insights from multiple research fields, such as comparative conversation analysis, sociology, interactional linguistics, documentary linguistics, anthropological linguistics, and prosodic typology. The interactional patterns of a small Arawak language of Peru are shown to share the common infrastructure reported in the organization of conversation across other languages and cultures. Yet the analysis demonstrates a variety of unique nuances in the organization of interactional behavior of Alto Perené Arawak participants. The peculiarities observed are attributed to the language-specific semiotic resources and participants’ orientation to the local cultural norms. The book’s structured examination of conversational data of a small indigenous language of South America is anticipated to be of utility to linguistic research on understudied non-Western languages

Documenting ritual songs: Best practices for preserving the ambiguity of Alto Perené (Arawak) shamanic pantsantsi ‘singing’

Drawing on extensive fieldwork, the paper explores the ways of interpreting and translating a shamanic pantsantsi song by a fieldworker and Alto Perené (a.k.a Ashéninka Perené) language workers. The language’s vitality is on a steep downward trajectory. Currently, it is spoken by a few hundred people. Aiming to create a thorough record of shamanic singing for the purpose of Alto Perené preservation, the fieldworker grapples with various stumbling blocks. Among them are the absence of shamans as an institution, the simulative setting of audio and video recordings, the inaccessibility of the text meanings to language consultants, and the non-definitiveness of the translated text. The shamanic language is manipulated in various ways to make it distinct from the profane speech of community members. The manipulative strategies include the singer’s allusions to the predation and conviviality schemes, prosodic repetitions, lexical and morphosyntactic manipulations, and voice masking. The meaning of the pantsantsi text eludes the non-indigenous fieldworker unless she collaborates with highly proficient language speakers, devotes many years to the committed study of the research language, possesses a good knowledge of the culture-specific background, and draws on multiple sources of translation.National Foreign Language Resource Cente

Intercultural Encounters: Creating Purposeful Interactions between Domestic and International Students

Considering that internationalization has become an important component of many universities’ strategic plans, universities might want to expand efforts to increase Internationalization-at-Home initiatives. With the increasing number of international students on Canadian campuses, an opportunity exists to enhance both domestic and international students’ understanding of global issues and their impact on societies throughout the world. The Problem of Practice (PoP) addressed in this Organizational Improvement Plan (OIP) is leveraging the opportunity to create purposeful interactions between domestic and international students within a small, yet divided, University College. Foundational to this OIP are leadership approaches, including systems, adaptive, and distributed leadership, that are employed to identify patterns and implement change. Using Bowman and Deal’s (2017) four frames, an analysis of the current situation is reviewed to assist in determining of the change process. In considering change drivers, the STEEPLED approach is applied as it provides a thorough examination of multiple aspects for consideration. Change readiness is also deliberated, often in tandem with change drivers. The chosen solution is the creation of purposeful interactions via extracurricular activities for all students as well as co-curricular activities for students in the School of English, while also staying the course of continuing to look for opportunities for purposeful interactions for degree students. The framework for leading change and proposed solution are based on Complex Adaptive Systems and the Change Path Model (Cawsey et al., 2016), while the implementation, monitoring and evaluation methods include the Change Path Model, the PDSA Model and the Program Logic Model

Teaching about Waves with Applications in Lenses

The paper examines ways of teaching wave pulses traveling on strings and wave fronts in two dimensional waves. The phenomena examined for pulses are: reflection, transmission and superposition. Two methods of finding the refracted wave fronts, the corresponding rays and the refraction angle are presented. Then the gradual change of the speed of propagation of a wave is presented. In the last part is examined the application of the concept of wave fronts in lenses and Huygens’ method of finding the shape of a perfect lens. The students’ difficulties with connection with all these subjects are presented

Identifying family correlates of adolescents’ subjective health complaints: evidence from a Greek cross-sectional study

Distinct aspects of family life have been suggested to influence adolescent psychosomatic health. The aim of the present study was to investigate family factors associated with adolescents’ Subjective Health Complaints (SHC)

Relative clauses in Asheninka Perene (Arawak)

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Sort and Sift, Think and Shift: Let the Data Be Your Guide An Applied Approach to Working With, Learning From, and Privileging Qualitative Data

The Sort and Sift, Think and Shift qualitative data analysis approach is an iterative process where analysts dive into data to understand its content, dimensions, and properties, and then step back to assess what they have learned and to determine next steps. Researchers move from establishing an understanding of what is in the data (“Diving In”) to exploring their relationship to the data (“Stepping Back”). This process of “Diving In” and “Stepping Back” is repeated throughout analysis. To conclude, researchers arrive at an evidence-based meeting point that is a hybrid story of data content and researcher knowledge. To illustrate core tenets of Sort and Sift, Think and Shift, we analyzed three focus group transcripts from a study of postnatal care referral behavior by traditional birth attendants in Nigeria; these transcripts came from Syracuse University’s Qualitative Data Repository and were unfamiliar to the analytic team prior to this exercise. We focused on letting the data be our guide into not only the explicit purpose of the interviews, but also into the unexpected discoveries that arise when inquiring about people’s lived experiences. Situating our efforts within an Initial Learning Period, each member of the team closely read each transcript, and then identified powerful quotations that made us pause and take note. We documented what we learned from each transcript in an episode profile which contained diagrams and memos. Episode profiles were shared and discussed across the team to identify key points of interest, such as the role of faith in women’s decision-making processes related to their pregnancy and delivery preferences, and concepts of who bears what knowledge about reproductive health. Our engagement in this analytic exercise demonstrates the applicability of qualitative inquiry and Sort and Sift as flexible approaches for applied research