Sunday, September 28, 2014

TOW #4 - "The Fabric of the Cosmos" (IRB Part 1)

     Theoretical physics is difficult to approach for anyone. Sometimes, the massively complicated theories are too abstract to wrap a head around. Despite this, Brian Greene wrote a bestselling book, called The Fabric of the Cosmos about new research in the field of particle physics and how that research pertains to society and human life. In the book, Greene uses analogies and metaphors to make complex science more approachable to the general public.

     Greene begins his book by discussing the very concept of space and time. Although most people might just think of space as an empty arena with stuff going on inside it, theoretical physics describes it as an active part of the motion that occurs throughout our daily lives. Greene tries to explain the effect of space itself on the motion of light waves by using an analogy. He discusses two people making observations about the speed of light, one on a skateboard and one stationary. To show that space has an effect on light, he states that the skateboarding person's observation was different from the the observation of the stationary person. This analogy, which showed that different observations suggested space having an effect on light's motion, made it easier for readers to understand the concept. By showing people making the observations using common tools, Greene was able to make the idea more understandable. Later, while Greene discusses quantum entanglement (a complex theory stating two objects can effect each other without a physical connection), Greene uses a pair of gloves as an analogy. He states that if a pair of gloves were separated and the left one was found later, then at that instant, the observer would know that the other glove would be the right one. Greene uses this to show that the position of two particles was chosen right when they were separated, just like how the two gloves had fixed positions on the hand before they were separated. This analogy was also used to make the concept more easily understandable to the general public.

     Greene also uses metaphors throughout the book to explain his concepts. For example, when discussing Newton's view of the workings of the universe, Greene likens them to, "the ticking of an enormous, grand clockwork" (Greene 78). By using a a device that we are all familiar with ( a clock), Greene was able to show that the Newtonian vision of the universe was very ordered and exact, just like how a clock ticks at exact intervals. Another example of metaphor can be seen when Greene discusses quantum entanglement. He likens that concept to a pair of polarized sunglasses, to show the predictable nature of the concept. Just like polarized sunglasses predictably filter certain types of waves, the quantum entanglement concept can be just as predictable.

     In the end, Greene is successful at making science more approachable to the general public. By suing analogy and metaphor, he is able to make is ideas more understandable, and therefore not be intimidating to anyone trying to understand them. I certainly was able to understand him, and because of that, I didn't put the book down in frustration. That speaks to the power of his explanations.



Sunday, September 21, 2014

TOW #3: Visual - "Vamonos"

            A couple years ago, the car company Volkswagen launched a clean-diesel model of their popular Passat sedan. However, because diesel cars are quite uncommon in the US, they made a special television advertisement to go with the launch of the vehicle. The ad, titled “Vamonos”, discusses the diesel car’s extraordinary fuel range by using satire, and logical argument. Volkswagen made the ad mostly for consumers looking for a new car. More specifically, the consumer targeted had fuel efficiency and fuel range as a priority in their new car search. The ad was made just after the launch of the new diesel model, in order to increase consumer awareness and sales of the car. Although mainly targeted toward consumers, Volkswagen’s ad also targeted other car makers, starting an “arms race” to see which maker could bring out a new car with more efficiency and range than other models. The ad was released in 2011, during the time when diesel car sales in the US market were starting to pick up some speed.  Therefore, this was perfect timing on Volkswagen’s part in order to get consumers into showrooms. Despite the increase in sales, consumers still needed an incentive to buy Volkswagen’s new car, and that incentive turned out to be the fuel economy and range of the car. The advertisement showcases this feature by using some satire. As the two men in the ad begin their road trip after refueling their car, they start to learn Spanish. By the time they pull into another gas station, they have learned enough Spanish for one man to yell at the other, in Spanish, for putting a language CD on in the car. This is an example of satire because it emphasizes the range of the vehicle and the time it takes for the car to run out of diesel. Secondly, it also displays a logical argument, because the fuel range of the car, which was displayed at the end of the ad as 795 miles, is actually very long for a car, even one fueled by diesel. Volkswagen were able to achieve their purpose of increasing consumer awareness in the car because their appeal to logos showed the range of the car, and the satire used emphasized it, in order to make it memorable to the consumer. Finally, they were also able to show other car makers the extent of their technology with this ad.

Here is a link to the advertisement: http://www.youtube.com/watch?v=5oOVqUInA6w

Sunday, September 14, 2014

IRB Intro: The Fabric of the Cosmos

For  the first marking period, I will be reading The Fabric of the Cosmos. This book focuses on new findings in the world of theoretical physics. Despite the complexity of the subject, the author, Brian Greene, is able to keep the text understandable and interesting for normal readers. Brian Greene is a professor at Columbia University, who is also at the leading edge of particle physics research today. Overall, first impressions of the book have been very good. I am very interested in the topic, and I cannot wait to see how Brain Greene weaves information together with understandability in his text.

TOW #2: Nonfiction - Drones and the Democracy Disconnect

Recently, there has been at least one item on the nightly news every day about the situation in Iraq and the rise of ISIS. We are all too familiar with both the brutality and the sadness surrounding the situation. President Obama has even called for a new battle front in the area, due to the severity of the terrorism. This week, a New York Times op-ed piece, written by Firmin DeBrabander, details the possible use of drones in the conflict. DeBrabander is an associate professor at the Maryland Institute College of Art, and he has also written a book about the gun rights movement. This op-ed piece, titled Drones and the Democracy Disconnect, critiques the use of drones in the conflict because they distance the general public from the events of the war. The op-ed piece was published at the perfect time, just after the President announced intervention in the conflict. Considering how prevalent the topic of ISIS has been in the media lately, it is a timely article meant to persuade the public about the author’s views on the conflict. The public, in this case, represents the citizen of the US, all of whom would be affected if the conflict were to occur. The author uses many techiniques to convince the reader of his point on drones. For example, he appeals to the logos of the reader early in the piece. He states, “The point of these technologies was the same, to gain an asymmetrical advantage against adversaries and reduce risk" (DeBrabander par. 7). This sentence discusses the advantages of using drones in the conflict. Before this, he also discusses other technological advancements like the tank and gun to show how drones fit in to the timeline. Despite making a logical argument for drones in this sentence, DeBrabander merely uses it as refute for his later statements. In a later paragraph, DeBrabander discusses how modern drones are merely distancing the public from a war. To do this, he draws parallels with Machiavelli, by stating, "Machiavelli was highly sensitive to the role military glory plays in inspiring the public..." (DeBrabander par. 11). This connection to Machivelli shows the strength of keeping the public close to the conflict. Later, the author discusses the success of Machiavelli, and how the US should also take the public into consideration when entering a conflict and using drones. Through his use of logical argument, DeBrabander is able to convince the audience of the distancing that occurs with using drones in a conflict, and urges to use them cautiously throughout the conflict.

Sunday, September 7, 2014

TOW #1: "How To Say Nothing in 500 Words"

The title of this essay may say “How to Say Nothing in 500 Words,” but that is merely a description of the introduction of the essay. Written by Paul Roberts, the essay actually seeks to teach how to say something in 500 words. It does this by describing various strategies for injecting some life into school papers and essays. Roberts writes about common problems that college papers have, and then seeks to address them in a process-analysis essay format. Paul Roberts himself is known for the clarity of his textbooks, as well as his scientific approach to writing. This scientific approach focused on classification and descriptions in many of his works. How to Say Nothing in 500 Words uses much of the descriptions he is known to add to his papers. Roberts wrote this essay for college students, especially ones who found writing as a chore and not an art. Although the catchy title does attract readers, the main hook is in the way he writes his explanations for various concepts. For example, Roberts uses examples in the “Colorful Words” section of his essay. While discussing the meaning of colorful words, he writes, “Thus, in place of ‘Her heart beat,’ we may write ‘Her heart pounded, throbbed, fluttered, danced’” (Roberts 65). Roberts includes this sentence to exemplify the meaning of colorful words in a sentence. This is also an example of logos, which is a logical argument. By laying out ideas in a logical way, Roberts allows readers to follow exactly what he is saying. Another strategy that Roberts uses is satire. At the beginning of his essay, Roberts discusses an English teacher’s emotion towards a emotionless paper. He writes, “…he wonders how he allowed him to get trapped into teaching English when he might have had a happy and interesting life as an electrician or a confidence man” (Roberts 57). The use of satire here communicates with a reader’s emotions. This makes the sentence memorable, and considering his purpose of teaching good writing to students, the line emphasizes the wrongdoings of common freshman essays. Finally, Roberts carries a conversational tone throughout his essay. This also allows the reader to better understand the points Roberts makes. The aforementioned strategies are only part of Roberts’s method in writing this essay. He communicates his ideas effectively. I think he achieved his purpose of teaching good writing to college students, since the strategies he used were aimed at understandability and memorability.