The Origin of the Natural Satellites
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HOMERIC-ILIAD.Pdf
Homeric Iliad Translated by Samuel Butler Revised by Soo-Young Kim, Kelly McCray, Gregory Nagy, and Timothy Power Contents Rhapsody 1 Rhapsody 2 Rhapsody 3 Rhapsody 4 Rhapsody 5 Rhapsody 6 Rhapsody 7 Rhapsody 8 Rhapsody 9 Rhapsody 10 Rhapsody 11 Rhapsody 12 Rhapsody 13 Rhapsody 14 Rhapsody 15 Rhapsody 16 Rhapsody 17 Rhapsody 18 Rhapsody 19 Rhapsody 20 Rhapsody 21 Rhapsody 22 Rhapsody 23 Rhapsody 24 Homeric Iliad Rhapsody 1 Translated by Samuel Butler Revised by Soo-Young Kim, Kelly McCray, Gregory Nagy, and Timothy Power [1] Anger [mēnis], goddess, sing it, of Achilles, son of Peleus— 2 disastrous [oulomenē] anger that made countless pains [algea] for the Achaeans, 3 and many steadfast lives [psūkhai] it drove down to Hādēs, 4 heroes’ lives, but their bodies it made prizes for dogs [5] and for all birds, and the Will of Zeus was reaching its fulfillment [telos]— 6 sing starting from the point where the two—I now see it—first had a falling out, engaging in strife [eris], 7 I mean, [Agamemnon] the son of Atreus, lord of men, and radiant Achilles. 8 So, which one of the gods was it who impelled the two to fight with each other in strife [eris]? 9 It was [Apollo] the son of Leto and of Zeus. For he [= Apollo], infuriated at the king [= Agamemnon], [10] caused an evil disease to arise throughout the mass of warriors, and the people were getting destroyed, because the son of Atreus had dishonored Khrysēs his priest. Now Khrysēs had come to the ships of the Achaeans to free his daughter, and had brought with him a great ransom [apoina]: moreover he bore in his hand the scepter of Apollo wreathed with a suppliant’s wreath [15] and he besought the Achaeans, but most of all the two sons of Atreus, who were their chiefs. -
Beauty on Display Plato and the Concept of the Kalon
BEAUTY ON DISPLAY PLATO AND THE CONCEPT OF THE KALON JONATHAN FINE Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2018 © 2018 Jonathan Fine All rights reserved ABSTRACT BEAUTY ON DISPLAY: PLATO AND THE CONCEPT OF THE KALON JONATHAN FINE A central concept for Plato is the kalon – often translated as the beautiful, fine, admirable, or noble. This dissertation shows that only by prioritizing dimensions of beauty in the concept can we understand the nature, use, and insights of the kalon in Plato. The concept of the kalon organizes aspirations to appear and be admired as beautiful for one’s virtue. We may consider beauty superficial and concern for it vain – but what if it were also indispensable to living well? By analyzing how Plato uses the concept of the kalon to contest cultural practices of shame and honour regulated by ideals of beauty, we come to see not only the tensions within the concept but also how attractions to beauty steer, but can subvert, our attempts to live well. TABLE OF CONTENTS Acknowledgements ii 1 Coordinating the Kalon: A Critical Introduction 1 1 The Kalon and the Dominant Approach 2 2 A Conceptual Problem 10 3 Overview 24 2 Beauty, Shame, and the Appearance of Virtue 29 1 Our Ancient Contemporaries 29 2 The Cultural Imagination 34 3 Spirit and the Social Dimension of the Kalon 55 4 Before the Eyes of Others 82 3 Glory, Grief, and the Problem of Achilles 100 1 A Tragic Worldview 103 2 The Heroic Ideal 110 3 Disgracing Achilles 125 4 Putting Poikilia in its Place 135 1 Some Ambivalences 135 2 The Aesthetics of Poikilia 138 3 The Taste of Democracy 148 4 Lovers of Sights and Sounds 173 5 The Possibility of Wonder 182 5 The Guise of the Beautiful 188 1 A Psychological Distinction 190 2 From Disinterested Admiration to Agency 202 3 The Opacity of Love 212 4 Looking Good? 218 Bibliography 234 i ACKNOWLEDGEMENTS “To do philosophy is to explore one’s own temperament,” Iris Murdoch suggested at the outset of “Of ‘God’ and ‘Good’”. -
Glossary Glossary
Glossary Glossary Albedo A measure of an object’s reflectivity. A pure white reflecting surface has an albedo of 1.0 (100%). A pitch-black, nonreflecting surface has an albedo of 0.0. The Moon is a fairly dark object with a combined albedo of 0.07 (reflecting 7% of the sunlight that falls upon it). The albedo range of the lunar maria is between 0.05 and 0.08. The brighter highlands have an albedo range from 0.09 to 0.15. Anorthosite Rocks rich in the mineral feldspar, making up much of the Moon’s bright highland regions. Aperture The diameter of a telescope’s objective lens or primary mirror. Apogee The point in the Moon’s orbit where it is furthest from the Earth. At apogee, the Moon can reach a maximum distance of 406,700 km from the Earth. Apollo The manned lunar program of the United States. Between July 1969 and December 1972, six Apollo missions landed on the Moon, allowing a total of 12 astronauts to explore its surface. Asteroid A minor planet. A large solid body of rock in orbit around the Sun. Banded crater A crater that displays dusky linear tracts on its inner walls and/or floor. 250 Basalt A dark, fine-grained volcanic rock, low in silicon, with a low viscosity. Basaltic material fills many of the Moon’s major basins, especially on the near side. Glossary Basin A very large circular impact structure (usually comprising multiple concentric rings) that usually displays some degree of flooding with lava. The largest and most conspicuous lava- flooded basins on the Moon are found on the near side, and most are filled to their outer edges with mare basalts. -
Instructor's Guide for Virtual Astronomy Laboratories
Instructor’s Guide for Virtual Astronomy Laboratories Mike Guidry, University of Tennessee Kevin Lee, University of Nebraska The Brooks/Cole product Virtual Astronomy Laboratories consists of 20 virtual online astronomy laboratories (VLabs) representing a sampling of interactive exercises that illustrate some of the most important topics in introductory astronomy. The exercises are meant to be representative, not exhaustive, since introductory astronomy is too broad to be covered in only 20 laboratories. Material is approximately evenly divided between that commonly found in the Solar System part of an introductory course and that commonly associated with the stars, galaxies, and cosmology part of such a course. Intended Use This material was designed to serve two general functions: on the one hand it represents a set of virtual laboratories that can be used as part or all of an introductory astronomy laboratory sequence, either within a normal laboratory setting or in a distance learning environment. On the other hand, it is meant to serve as a tutorial supplement for standard textbooks. While this is an efficient use of the material, it presents some problems in organization since (as a rule of thumb) supplemental tutorial material is more concept oriented while astronomy laboratory material typically requires more hands-on problem-solving involving at least some basic mathematical manipulations. As a result, one will find material of varying levels of difficulty in these laboratories. Some sections are highly conceptual in nature, emphasizing more qualitative answers to questions that students may deduce without working through involved tasks. Other sections, even within the same virtual laboratory, may require students to carry out guided but non-trivial analysis in order to answer questions. -
Lecture 12 the Rings and Moons of the Outer Planets October 15, 2018
Lecture 12 The Rings and Moons of the Outer Planets October 15, 2018 1 2 Rings of Outer Planets • Rings are not solid but are fragments of material – Saturn: Ice and ice-coated rock (bright) – Others: Dusty ice, rocky material (dark) • Very thin – Saturn rings ~0.05 km thick! • Rings can have many gaps due to small satellites – Saturn and Uranus 3 Rings of Jupiter •Very thin and made of small, dark particles. 4 Rings of Saturn Flash movie 5 Saturn’s Rings Ring structure in natural color, photographed by Cassini probe July 23, 2004. Click on image for Astronomy Picture of the Day site, or here for JPL information 6 Saturn’s Rings (false color) Photo taken by Voyager 2 on August 17, 1981. Click on image for more information 7 Saturn’s Ring System (Cassini) Mars Mimas Janus Venus Prometheus A B C D F G E Pandora Enceladus Epimetheus Earth Tethys Moon Wikipedia image with annotations On July 19, 2013, in an event celebrated the world over, NASA's Cassini spacecraft slipped into Saturn's shadow and turned to image the planet, seven of its moons, its inner rings -- and, in the background, our home planet, Earth. 8 Newly Discovered Saturnian Ring • Nearly invisible ring in the plane of the moon Pheobe’s orbit, tilted 27° from Saturn’s equatorial plane • Discovered by the infrared Spitzer Space Telescope and announced 6 October 2009 • Extends from 128 to 207 Saturnian radii and is about 40 radii thick • Contributes to the two-tone coloring of the moon Iapetus • Click here for more info about the artist’s rendering 9 Rings of Uranus • Uranus -- rings discovered through stellar occultation – Rings block light from star as Uranus moves by. -
Solar System Exploration: a Vision for the Next Hundred Years
IAC-04-IAA.3.8.1.02 SOLAR SYSTEM EXPLORATION: A VISION FOR THE NEXT HUNDRED YEARS R. L. McNutt, Jr. Johns Hopkins University Applied Physics Laboratory Laurel, Maryland, USA [email protected] ABSTRACT The current challenge of space travel is multi-tiered. It includes continuing the robotic assay of the solar system while pressing the human frontier beyond cislunar space, with Mars as an ob- vious destination. The primary challenge is propulsion. For human voyages beyond Mars (and perhaps to Mars), the refinement of nuclear fission as a power source and propulsive means will likely set the limits to optimal deep space propulsion for the foreseeable future. Costs, driven largely by access to space, continue to stall significant advances for both manned and unmanned missions. While there continues to be a hope that commercialization will lead to lower launch costs, the needed technology, initial capital investments, and markets have con- tinued to fail to materialize. Hence, initial development in deep space will likely remain govern- ment sponsored and driven by scientific goals linked to national prestige and perceived security issues. Against this backdrop, we consider linkage of scientific goals, current efforts, expecta- tions, current technical capabilities, and requirements for the detailed exploration of the solar system and consolidation of off-Earth outposts. Over the next century, distances of 50 AU could be reached by human crews but only if resources are brought to bear by international consortia. INTRODUCTION years hence, if that much3, usually – and rightly – that policy goals and technologies "Where there is no vision the people perish.” will change so radically on longer time scales – Proverbs, 29:181 that further extrapolation must be relegated to the realm of science fiction – or fantasy. -
The Rings and Inner Moons of Uranus and Neptune: Recent Advances and Open Questions
Workshop on the Study of the Ice Giant Planets (2014) 2031.pdf THE RINGS AND INNER MOONS OF URANUS AND NEPTUNE: RECENT ADVANCES AND OPEN QUESTIONS. Mark R. Showalter1, 1SETI Institute (189 Bernardo Avenue, Mountain View, CA 94043, mshowal- [email protected]! ). The legacy of the Voyager mission still dominates patterns or “modes” seem to require ongoing perturba- our knowledge of the Uranus and Neptune ring-moon tions. It has long been hypothesized that numerous systems. That legacy includes the first clear images of small, unseen ring-moons are responsible, just as the nine narrow, dense Uranian rings and of the ring- Ophelia and Cordelia “shepherd” ring ε. However, arcs of Neptune. Voyager’s cameras also first revealed none of the missing moons were seen by Voyager, sug- eleven small, inner moons at Uranus and six at Nep- gesting that they must be quite small. Furthermore, the tune. The interplay between these rings and moons absence of moons in most of the gaps of Saturn’s rings, continues to raise fundamental dynamical questions; after a decade-long search by Cassini’s cameras, sug- each moon and each ring contributes a piece of the gests that confinement mechanisms other than shep- story of how these systems formed and evolved. herding might be viable. However, the details of these Nevertheless, Earth-based observations have pro- processes are unknown. vided and continue to provide invaluable new insights The outermost µ ring of Uranus shares its orbit into the behavior of these systems. Our most detailed with the tiny moon Mab. Keck and Hubble images knowledge of the rings’ geometry has come from spanning the visual and near-infrared reveal that this Earth-based stellar occultations; one fortuitous stellar ring is distinctly blue, unlike any other ring in the solar alignment revealed the moon Larissa well before Voy- system except one—Saturn’s E ring. -
A Collection of Curricula for the STARLAB Greek Mythology Cylinder
A Collection of Curricula for the STARLAB Greek Mythology Cylinder Including: A Look at the Greek Mythology Cylinder Three Activities: Constellation Creations, Create a Myth, I'm Getting Dizzy by Gary D. Kratzer ©2008 by Science First/STARLAB, 95 Botsford Place, Buffalo, NY 14216. www.starlab.com. All rights reserved. Curriculum Guide Contents A Look at the Greek Mythology Cylinder ...................3 Leo, the Lion .....................................................9 Introduction ......................................................3 Lepus, the Hare .................................................9 Andromeda ......................................................3 Libra, the Scales ................................................9 Aquarius ..........................................................3 Lyra, the Lyre ...................................................10 Aquila, the Eagle ..............................................3 Ophuichus, Serpent Holder ..............................10 Aries, the Ram ..................................................3 Orion, the Hunter ............................................10 Auriga .............................................................4 Pegasus, the Winged Horse..............................11 Bootes ..............................................................4 Perseus, the Champion .....................................11 Cancer, the Crab ..............................................4 Phoenix ..........................................................11 Canis Major, the Big Dog -
TESTS of the GIANT IMPACT HYPOTHESIS. J. H. Jones, Mail Code SN2, NASA Johnson Space Cen- Ter, Houston TX 77058, USA ([email protected])
Origin of the Earth and Moon Conference 4045.pdf TESTS OF THE GIANT IMPACT HYPOTHESIS. J. H. Jones, Mail Code SN2, NASA Johnson Space Cen- ter, Houston TX 77058, USA ([email protected]). Introduction: The Giant Impact hypothesis [1] mantle. The best argument against this is the observa- has gained popularity as a means of producing a vola- tion of Meisel et al. [9] that the Os isotopic composi- tile-depleted Moon, that still has a chemical affinity to tion of fertile spinel lherzolites approaches chondritic. the Earth [e.g., 2]. As Taylor’s Axiom decrees, the Because Os is compatible and Re incompatible during best models of lunar origin are testable, but this is basalt genesis, this close approach to chondritic Os difficult with the Giant Impact model [1]. The energy would not ordinarily be expected if spinel lherzolites associated with the impact is sufficient to totally melt formed by the mixing of random, differentiated litholo- and partially vaporize the Earth [3]. And this means gies. Thus, it seems likely that there are mantle sam- that there should be no geological vestige of earlier ples that have never been processed by a magma ocean. times. Accordingly, it is important to devise tests that may be used to evaluate the Giant Impact hypothesis. Are Tungsten Isotopes in the Earth and Moon Three such tests are discussed here. None of these is the Same? No. Lee and coworkers [10, 11] have pre- supportive of the Giant Impact model, but neither do sented W isotopic data for both the Earth and Moon. -
Decadal Origin
Lunar Pyroclastic Deposits and the Origin of the Moon1 Harrison H. Schmitt2 Introduction: The Consensus Debate over the origin and evolution of the Moon, and implications relative to the Earth, has remained lively and productive since the last human exploration of that small planet in 1972. More recently, issues related to the evolution of Mars, Venus and Mercury have received increasing attention from the planetary geology community and the public as many robotic missions have augmented the earlier lunar investigations. A number of generally accepted hypotheses relative to the history of the Moon and the terrestrial planets (e.g., Sputis 1996, Canup and Righter 2000, Taylor 2001, Warren 2003, Palme 2004), however, deserve intense questioning as data from many of the lunar samples suggest alternatives to some of these hypotheses. Further, how much do the known, probable and possible events in lunar history constrain what may have occurred on and in Mars? Or, indeed, do such events constrain what may have happened on and in the Earth? Strong agreement exists that at 4.567 ± 0.001 Gyr (T0) (Carlson and Lugmair 2000, Alexander et al 2001, Taylor 2001, Jacobsen 2003, Amelin et al 2004) a portion of an interstellar molecular cloud collapsed to form the solar nebula (Taylor 2001, Hester et al 2004). A sizable consensus also exists that a few tens of millions of years after T0, the Moon belatedly came into existence as a result of a "giant impact" between the very young Earth and a chondritic asteroid that was 11 to 14 percent the mass of the Earth and gave a combined angular momentum of 110-120 percent of the current Earth-Moon system (Hartmann and Davis 1975, Cameron and Ward 1976, Hartmann 1986, Cameron 2002, Canup 2004, Palme 2004). -
Tidal Forces - Let 'Er Rip! 49
Tidal Forces - Let 'er Rip! 49 As the Moon orbits Earth, its gravitational pull raises the familiar tides in the ocean water, but did you know that it also raises 'earth tides' in the crust of earth? These tides are up to 50 centimeters in height and span continent-sized areas. The Earth also raises 'body tides' on the moon with a height of 5 meters! Now imagine that the moon were so close that it could no longer hold itself together against these tidal deformations. The distance were Earth's gravity will 'tidally disrupt' a solid satellite like the moon is called the tidal radius. One of the most dramatic examples of this is the rings of Saturn, where a nearby moon was disrupted, or prevented from forming in the first place! Images courtesy NASA/Hubble and Cassini. Problem 1 - The location of the tidal radius (also called the Roche Limit) for two 1/3 bodies is given by the formula d = 2.4x R (ρM/ρm) where ρM is the density of the primary body, ρm is the density of the satellite, and R is the radius of the main body. For the Earth-Moon system, what is the Roche Limit if R = 6,378 km, ρM = 3 3 5.5 gm/cm and ρm = 2.5 gm/cm ? (Note, the Roche Limit, d, will be in kilometers if R is also in kilometers, and so long as the densities are in the same units.) Problem 2 - Saturn's moons are made of ice with a density of about 1.2 gm/cm3 .If Saturn's density is 0.7 gm/cm3 and its radius is R = 58,000 km, how does its Roche Limit compare to the span of the ring system which extends from 66,000 km to 480,000 km from the planet's center? Problem 3 - In searching for planets orbiting other stars, many bodies similar to Jupiter in mass have been found orbiting sun-like stars at distances of only 3 million km. -
Our Solar System
Reader Moons of Our Solar System by Mick Roszel Genre Build Background Access Content Extend Language Expository • The Solar • Diagrams • Word Nonfi ction System • Captions Meanings • Planets and and Labels Moons • Glossary • Moon • Fact Box Geography Scott Foresman Reading Street 4.5.5 ì<(sk$m)=becbbi<ISBN 0-328-14211-5 +^-Ä-U-Ä-U 114211_CVR.indd4211_CVR.indd CCover1over1 33/8/05/8/05 99:26:20:26:20 PPMM Talk About It 1. What is a moon? 2. Look at the diagram on page 4. Describe three things itMoons shows about our of solar Oursystem. Write About It 3. How manySolar moons does S eachystem planet have? Make a graph on a separateby Micksheet Roszel of paper. Put one dot in the graph for each moon. 10 5 0 Mercury Venus Earth Mars Jupiter Extend Language A sphere is a round object, shaped like a ball or a planet. In sphere, pronounce the ph like f. Which of the following things can be called a sphere? the Earth’s moon a crater a soccer ball a coin Photographs Cover ©Omni-Photo Communications, Inc.; 1 ©Photo Researchers, Inc.; 2 ©Omni-Photo Communications, Inc.; 3 ©Bettmann/Corbis; 4 ©Luciano Corbella/DK Images; 5 (CR, BR) ©Corbis; 6 (CL) ©Photo Researchers, Inc., (BR) ©Tom Stack & Associates, Inc.; 7 ©Getty Images; 8 ©Digital Vision; 9 ©Jet Propulsion Laboratory/NASA; 10 ©Roger Ressmeyer/ NASA/Corbis. ISBN: 0-328-14211-5 Copyright © Pearson Education, Inc. All Rights Reserved. Printed in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form by any means, electronic, mechanical, photocopying, recording, or likewise.