30 i really need with this asap. if you read "science and the sense of wonder" i will only take that answer. and it has to be well explained. plus i will mark brilliant whoever answers well explained. i really need . (:

at the end of "science and the sense" of wonder asimov notes that everything he has described was discovered after walt whitman's time. imagine that whitman had known about all those discoveries. would he have felt differently about astronomy ? in a paragraph, respond to that question. state your opinion, and cite details from the essay to support your points.

Every day, from the time we wake up until we go to sleep, we constantly encounter new information. Television, radio, the Internet, newspapers, magazines, books, and advertisements all compete for our attention. Every global development is analyzed in the press. Statistics reveal information that may or may not be useful.

The challenge is to avoid possible information overload and to separate quality from quantity. Only then will information be valuable to us.

Exploring the Big Question

Collaboration: Group Discussion Start thinking about the Big Question by identifying different types of information. Discuss with a group at least one example of information that would be important to someone in each of these situations:

• A historian writing a biography

• An emergency-room doctor receiving a patient

• A hiker exploring dry backcountry that is prone to fires

• A social scientist researching children's television-viewing habits

• A government official looking into complaints about racial or gender discrimination

Talk about why each type of information would be helpful and how you might evaluate its quality. As you participate in the discussion, listen to one another's ideas carefully and add your own observations and comments. Pose questions and respond thoughtfully to those asked by others. Respond respectfully to others' ideas while you clearly express your own.

Connecting to the Literature Each reading in this unit will give you additional insight into the Big Question.

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Learning Big Question Vocabulary

Acquire and Use Academic Vocabulary Academic vocabulary is the language you encounter in textbooks and on standardized tests. Review the definitions of these academic vocabulary words.

Use these words as you complete Big Question activities that involve reading, writing, speaking, and listening.

Gather Vocabulary Knowledge Additional Big Question words are listed below. Categorize the words by deciding whether you know each one well, know it a little bit, or do not know it at all.

Then, do the following:

1. Write the definitions of the words you know.

2. Consult a dictionary to confirm the word's meaning. Revise your definition if necessary.

3. Using a print or an online dictionary, look up the meanings of the words you do not know. Then, write the meanings.

4. If a word sounds familiar but you are not sure of its meaning, consult a dictionary. Then, record the meaning.

5. Use all of the words in a brief paragraph about the value of different types of information.

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COMMON CORE Literary Analysis Workshop: Types of Nonfiction: Elements of Literary Nonfiction

Literary nonfiction discusses real people, places, and events while using literary techniques and expressing artistic insight.

Literary nonfiction is writing that describes real people, places, events, and ideas, but it employs the types of craft and artistry you are used to seeing in fiction or poetry. For that reason, it is sometimes called “creative nonfiction.”

For example, in an account of a historic soccer game, an author might include conversations among players. Such use of dialogue—a technique you know from fiction—helps readers better understand the players' thoughts and feelings. In describing the game, the author might also build suspense, or a feeling of tension about what will happen next.

Works of literary nonfiction may focus on big topics, such as the causes of a war. Alternatively, they may focus on small topics, such as a moment in someone's life. Regardless of the topic, a literary nonfiction work expresses a central idea, or key point. It also conveys the author's unique point of view, or perspective, on the topic.

An author develops a central idea by presenting supporting details that add information. To help the reader understand the connections between ideas and details, the author presents them in a logical order. Sometimes, an author will follow a formal pattern of organization, such as one of the formats described in the chart below.

1. read the following excerpt from franklin d. roosevelt's "fireside chat 19":

on the other side of the picture, we must learn also to know that guerilla warfare against the germans in, let us say serbia or norway, us; that a successful russian offensive against the germans us; and that british successes on land or sea in any part of the world strengthen our hands.

remember always that germany and italy, regardless of any formal declaration of war, consider themselves at war with the united states at this moment just as much as they consider themselves at war with britain or russia. and germany puts all the other republics of the americas into the same category of enemies. the people of our sister republics of this hemisphere can be honored by that fact.  

the true goal we seek is far above and beyond the ugly field of battle. when we resort to force, as now we must, we are determined that this force shall be directed toward ultimate good as well as against immediate evil. we americans are not destroyers — we are builders.

analyze the effectiveness of this excerpt. how does it function within the speech as a whole? how does the structure of the excerpt to convey the speech's purpose and key points? support your argument with evidence from the speech. (10 points)

lil whire

explanation: