What is Big Data?

It's a platform managed under the Apache Software Foundation, and it's an open source, and it's deal with big data and give the result in very short time . â€Å"It allows to work with structured and unstructured data arrays of dimension from 10 to 100 Gb and even more†[ (V.Burunova)] And its structer is a group of clusters or one , each of them contains groups of nodes too and each cluster has two type of node name node and data node name node is a unique node on cluster and it knows any data block location on cluster and Data node is the remining node in cluster . and that have done by using a set of servers which called a cluster. Hadoop has two layers cooperate together , first layer is MapReduce and it task is divided data processing across multiple servers and the second one is Hadoop Distributed File System (HDFS) and its task is storing data on multiple clusters and these data are separated as a set of blocks. Hadoop make sure the work is correct on clusters and it can detect and retrieve any error or failure for one or more of connecting nodes and by this way Hadoop efforts increasing in core processing and storage size and high availability. â€Å"Hadoop is usually used in a large cluster or a public cloud service such as Yahoo!, Facebook, Twitter, and Amazon† [ (Hadeer Mahmoud, 2018)]. Hadoop's Features:Scalable:Hadoop able to work with huge applications and it can run ,analyze, store, process, distribute large amount of data across thousands of nodes and servers which handle thousands terabytes of data or more, also it can add additional nodes to clusters And these servers work parallel. Hadoop better than traditional relational database systems because (RDBMS) can't expand to deal with huge data..Single write Multiple read :The data on cluster can be read from multiple source at the same time .Data avalibility:when data is sent to a Data node, that Hadoop creates multiple copies of data on other nodes in the cluster, to keep data available if there a failure on one of nodes on cluster.

Teen Obesity

When I was a teenager I faced obesity myself. Going through high school was the hardest thing ever. I weighed over two hundred pounds and I was constantly getting bullied and made fun of. When I was at home all I did sit around watch TV, play video games, and eat constantly. I never thought of going outside and doing physical fitness. Well one day I was lying in my bed and I was thinking about what I was doing to myself and how one day I could possibly not be here anymore if I keep doing what I am doing. My senior year of high school was a big change in my life. I lost over seventy pounds and I felt great about myself. Teenage obesity is getting worse over the years in America. The growth rates of teen obesity increasing are stunning. The reasons why teens are becoming obese are because of less activity or inactivity, excess TV watching, and fast food restaurants. First cause of teen obesity is less activity or inactivity of teenagers. Teenagers are more likely to become obese if they do not perform any activity at all or they are not doing enough activity to burn off calories and carbohydrates that cause fat build up in the body. Many television studies show that teenagers who have television sets in their bedrooms tend to watch TV more which can lead to inactivity†. (Teenage Obesity pg. 1) In order to prevent teens from becoming obese they must stay involved in some type of activity like sports, running, walking, bike riding, swimming, and etc†¦ these activities must be done every day or at least five times a week. Also parents can be a big cause of teen obesity. The reason why is because lots of parents don’t care about their children doing activities. If parents were raised doing whatever they wanted to do then more than likely their children are going to be raised the same way. Some parents are suffering from obesity themselves so this shows that their children are looking at their parents as being lazy and the children think they can do the same thing which leads the children to inactivity. Second cause of teen obesity is excess TV watching. TV watching is the main cause of teen obesity. The reason being is because teens tend to get addicted to TV shows and video games which leads them to become couch potato’s. Couch potato’s are caused by teens who sit, immobile, watching a screen instead of playing sports. A second view ties TV watching to eating, either through a barrage of ads or because teens snack while watching†. (ScienceDaily Pg. 1) â€Å"25% shows that television watching causes teens to snack largely on junk food because of food commercials that intimidate teens†. (ScienceDaily Pg. 1) Teen agers that sit on the couch and watch TV for excess amounts of hours causes the body to build up excess fat because there is nothing being burned off. Not only is TV causing teens to be overweight but video games are another big factor in teen obesity. â€Å"Children with higher weight status spent moderate amounts of time playing electronic video games†. (ScienceDaily Pg. 1) Video games become so addicting to teens that right when they get home from school they head straight to the couch to play. This causes teens to become lazy and obese. Final cause of teen obesity is Fast food restaurants. Fast food restaurants are a leading cause to teenage obesity. The reason why is because teens have no clue what they are ordering or if what they are eating is healthy for you or not. Also lots of teens are lazy to eat something from home, so they head out to a fast food restaurant where they can eat a lot of food for cheap money. Parents are a big reason for this because when parents have to work during the day they get tired and when they get home there too lazy to cook anything for their children so they take them out to dinner for fast food because again it’s cheap. Fast food contains high saturated fats and calories. Fast foods are packed with high amounts of sugar, carbohydrates, oil etc. Even small amount of fast food can increase your calorie intake considerably. †(YgoY Pg. 1) All of these lead to obesity. Another reason that fast food causes teens to be obese is because it is very addicting. It’s addicting because of the taste, advertisements, and it’s cheap to buy. â€Å"According to research, teenagers who eat fast food two times a week their obesity risk increases by 50%†. YgoY Pg. 1) Fast food eating leads teens from eating fruits and vegetables because of the addiction to the taste of fast food which cause obesity to rise in teens. In conclusion teen obesity is rising every year in America. The only way to stop this from rising is on the parents and on how they should raise their kids and to show them the right way not the wrong. I main causes of teen obesity are inactivity or less activity, excess TV watching, and fast food restaurants.

Shadow Kiss Chapter 7

SEVEN WHEN THE FIRST WARNING for curfew came around, the Moroi packed their things up. Adrian took off right away, but Lissa and Christian took their time walking back to the dorm. They held hands and kept their heads close together, whispering about something that I could have â€Å"spied† on if I'd gone inside Lissa's head. They were still outraged over the Victor news. I gave them their privacy and kept my distance, scouting while Eddie walked off to their side. Since there were more Moroi than dhampirs on campus, the Moroi actually had two side-by-side dorms. Lissa and Christian lived in different ones. The two of them stopped when they came to the spot outside the buildings where the path through the quad split. They kissed goodbye, and I did my best to do the guardian seeing-without-actually-seeing thing. Lissa called goodbye to me and then headed off to her dorm with Eddie. I followed Christian to his. If I'd been guarding Adrian or someone like him, I would probably have had to put up with sexual jokes about us sleeping near each other for the next six weeks. But Christian treated me in the casual, brusque way one might a sister. He cleared a spot on the floor for me, and by the time he returned from brushing his teeth, I'd made myself a cozy bed out of blankets. He flipped off the lights and climbed into his own bed. After several quiet moments, I asked, â€Å"Christian?† â€Å"This is the time when we sleep, Rose.† I yawned. â€Å"Believe me, I want that too. But I have a question.† â€Å"Is it about Victor? Because I need to sleep, and that's just going to piss me off again.† â€Å"No, it's about something else.† â€Å"Okay, shoot.† â€Å"Why didn't you make fun of me over what happened with Stan? Everyone else is trying to figure out if I messed up or did it on purpose. Lissa gave me a hard time. Adrian did a little. And the guardians †¦ well, never mind about them. But you didn't say anything. I figured you'd be the first one with a snappy comment.† More silence fell, and I hoped he was thinking about his answer and not falling asleep. â€Å"There was no point in giving you a hard time,† he said at last. â€Å"I know you didn't do it on purpose.† â€Å"Why not? I mean, not that I'm contradicting you – because I didn't do it on purpose – but why are you so sure?† â€Å"Because of our conversation in culinary science. And because of the way you are. I saw you in Spokane. Anyone who did what you did to save us †¦ well, you wouldn't do something childish like this.† â€Å"Wow. Thanks. I †¦ well, that means a lot.† Christian believed me when no one else did. â€Å"You're like the first person who actually believes I just messed up without any ulterior motives.† â€Å"Well,† he said, â€Å"I don't believe that either.† â€Å"Believe what? That I messed up? Why not?† â€Å"Weren't you just listening? I saw you in Spokane. Someone like you doesn't mess up or freeze.† I started to give him the same line I'd given the guardians, that killing Strigoi didn't make me invincible, but he cut me off: â€Å"Plus, I saw your face out there.† â€Å"Out†¦ on the quad?† â€Å"Yeah.† Several more quiet moments passed. â€Å"I don't know what happened, but the way you looked †¦ that wasn't the look of someone trying to get back at a person. It wasn't the look of someone blanking out at Alto's attack either. It was something different†¦. I don't know. But you were completely consumed by something else – and honestly? Your expression? Kind of scary.† â€Å"Yet†¦you aren't giving me a hard time over that either.† â€Å"Not my business. If it was big enough to take you over like that, then it must be serious. But if push comes to shove, I feel safe with you, Rose. I know you'd protect me if there was really a Strigoi there.† He yawned. â€Å"Okay. Now that I've bared my soul, can we please go to bed? Maybe you don't need beauty sleep, but some of us aren't that lucky.† I let him sleep and soon gave into exhaustion myself. I'd had a long day and was still short on rest from the previous night. Once heavily asleep, I began to dream. As I did, I felt the telltale signs of one of Adrian's contrived dreams. â€Å"Oh no,† I groaned. I stood in a garden in the middle of summer. The air was heavy and humid, and sunshine beat down on me in golden waves. Flowers of every color bloomed around me, and the air was heavy with the scent of lilacs and roses. Bees and butterflies danced from blossom to blossom. I wore jeans and a linen tank top. My nazar, a small blue eye made of glass that allegedly warded off evil, hung around my neck. I also wore a beaded bracelet with a cross, called a chotki, on my wrist. It was a Dragomir heirloom Lissa had given me. I rarely wore jewelry in my daily duties, but it always showed up in these dreams. â€Å"Where are you?† I called. â€Å"I know you're here.† Adrian stepped around from behind an apple tree that was thick with pink and white flowers. He wore jeans – something I'd never seen him in before. They looked good and were undoubtedly a designer brand. A dark green cotton T-shirt – also very simple – covered his upper body, and the sunlight brought out highlights of gold and chestnut in his brown hair. â€Å"I told you to stay out of my dreams,† I said, putting my hands on my hips. He gave me his lazy smile. â€Å"But how else are we supposed to talk? You didn't seem very friendly earlier.† â€Å"Maybe if you didn't use compulsion on people, you'd have more friends.† â€Å"I had to save you from yourself. Your aura was like a storm cloud.† â€Å"Okay, for once, can we please not talk about auras and my impending doom?† The look in his eyes told me he was actually really interested in that, but he let it go. â€Å"Okay. We can talk about other things.† â€Å"But I don't want to talk at all! I want to sleep.† â€Å"You are sleeping.† Adrian smiled and walked over to study a flowering vine that was winding up a post. It had orange and yellow flowers shaped like trumpets. He gently ran his fingers over one of the flowers' edges. â€Å"This was my grandmother's garden.† â€Å"Great,† I said, making myself comfortable against the apple tree. It looked like we could be here for a while. â€Å"Now I get to hear your family history.† â€Å"Hey she was a cool lady.† â€Å"I'm sure she was. Can I go yet?† His eyes were still on the vine's blossoms. â€Å"You shouldn't knock Moroi family trees. You don't know anything about your father. For all you know, we could be related.† â€Å"Would that mean you'd leave me alone?† Strolling back over to me, he switched subjects as though there'd been no interruption. â€Å"Nah, don't worry. I think we come from different trees. Isn't your dad some Turkish guy anyway?† â€Å"Yeah, according to my – Hey, are you staring at my chest?† He was studying me closely, but his eyes were no longer on my face. I crossed my arms over my chest and glared. â€Å"I'm staring at your shirt,† he said. â€Å"The color is all wrong.† Reaching out, he touched the strap. Like ink spreading across paper, the ivory fabric turned the same shade of rich indigo as the vine's blossoms. He narrowed his eyes like an expert artist studying his work. â€Å"How'd you do that?† I exclaimed. â€Å"It's my dream. Hmm. You're not a blue person. Well, at least not in the color sense. Let's try this.† The blue lit up into a brilliant crimson. â€Å"Yes, that's it. Red's your color. Red like a rose, like a sweet, sweet Rose.† â€Å"Oh man,† I said. â€Å"I didn't know you could kick into crazy mode even in dreams.† He never got as dark and depressed as Lissa had last year, but spirit definitely made him weird sometimes. He stepped back and threw his arms out. â€Å"I'm always crazy around you, Rose. Here, I'm going to write an impromptu poem for you.† He tipped his head back and shouted to the sky: â€Å"Rose is in red But never in blue Sharp as a thorn Fights like one too.† Adrian dropped his arms and looked at me expectantly. â€Å"How can a thorn fight?† I asked. He shook his head. â€Å"Art doesn't have to make sense, little dhampir. Besides, I'm supposed to be crazy, right?† â€Å"Not the craziest I've ever seen.† â€Å"Well,† he said, pacing over to study some hydrangeas, â€Å"I'll work on that.† I started to ask again about when I could go â€Å"back† to sleep, but our exchange brought something to my mind. â€Å"Adrian †¦ how do you know if you're crazy or not?† He turned from the flowers, a smile on his face. I could tell he was about to make a joke, but then he looked at me more closely. The smile faded, and he turned unusually serious. â€Å"Do you think you're crazy?† he asked. â€Å"I don't know,† I said, looking down at the ground. I was barefoot, and sharp blades of grass tickled my feet. â€Å"I've been †¦ seeing things.† â€Å"People who are crazy rarely question whether they're crazy,† he said wisely. I sighed and looked back up at him. â€Å"That doesn't really help me.† He walked back over to me and rested a hand on my shoulder. â€Å"I don't think you're crazy, Rose. I think you've been through a lot, though.† I frowned. â€Å"What's that mean?† â€Å"It means I don't think you're crazy.† â€Å"Thanks. That clears things up. You know, these dreams are really starting to bug me.† â€Å"Lissa doesn't mind them,† he said. â€Å"You visit hers too? Do you seriously have no boundaries?† â€Å"Nah, hers are instructional. She wants to learn how to do this.† â€Å"Great. So I'm just the lucky one who gets to put up with your sexual harassment.† He actually looked hurt. â€Å"I really wish you wouldn't act like I'm evil incarnate.† â€Å"Sorry. I just haven't had much reason to believe you can do anything useful.† â€Å"Right. As opposed to your cradle-robbing mentor. I don't really see you making much progress with him.† I took a step back and narrowed my eyes. â€Å"Leave Dimitri out of this.† â€Å"I will when you stop acting like he's perfect. Correct me if I'm wrong, but he's one of the people who hid the trial from you, right?† I looked away. â€Å"That's not important right now. Besides, he had his reasons.† â€Å"Yeah, which apparently didn't involve being open with you or fighting to get you there. Whereas me†¦Ã¢â‚¬  He shrugged. â€Å"I could get you into the trial.† â€Å"You?† I asked with a harsh laugh. â€Å"How are you going to pull that off? Have a smoke break with the judge? Use compulsion on the queen and half the royals at court?† â€Å"You shouldn't be so quick to slam people who can help you. Just wait.† He placed a light kiss on my forehead that I tried to wiggle away from. â€Å"But for now, go get some rest.† The garden faded, and I fell back into the normal blackness of sleep.

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Young Australians Are Facing an Obesity Crisis - Research Paper Example Young people of Australia may be highly affected as they are emotional eaters and love to consume high caloric food items. On the other hand, the genetic tendency to become overweight can increase the obesity level of the body. A limited proportion of several fundamental hormonal issues, such as insulin resistance or polycystic ovaries can also increase the likelihood of extra weight gain (Smith, 2011). The individuals or young people may find it difficult to reduce their extra weight due to the above-mentioned aspects and tendencies. Beer is one of the popular alcoholic drinks among the young Australians. Excessive glycerol ingredients within the Australian beer are another reason behind this rising obesity level. Obesity is referred to as one of the critical and dangerous medical conditions. According to the medical science, obese or overweight can create several complexities in the bodies of the young people in near future. High cholesterol, fatty liver, health-wise, orthopedic problems, heart disease, diabetes, menstrual irregularities, difficulty in losing extra weight, shortness of breath and long-term infertility are the major risk factors for the young people of Australia. In addition, high obesity has several crippling and negative emotional side effects that can hamper the mental states of young people. Overweight is the major consequence of obesity. Overweight can reduce the self-esteem level of a young individual. All teenagers and young people try to maintain their physical fitness compared to the others. Overweight can prevent the young people to consume attractively and well-fitting clothes. Moreover, the obese individuals cannot eat and drink freely and comfortably among their f riends or associates (Miller, 2007). Most importantly, the individuals can feel that they are socially excluded due to their overweight and obese. Low self-esteem level can force a young person to become a pessimist.  Ã‚  

St. Thomas Aquinas Essay Example for Free

St. Thomas Aquinas Essay The Five Ways of the Summa Theologica was written by St. Thomas Aquinas. In this writing Aquinas argues against two objections of the existence of a God and provides five arguments in which he believes to solidify the idea that God does exist, further disproving these objections. Aquinas’s first argument for the existence of God is that of motion. To Aquinas, everything is in motion and motion must start from somewhere. He explains that nothing can be moved without something previously causing that movement and thus proves that God is real because God is the initial mover. This argument, however, does not prove the existence of God. If we were to think that this argument proves anything it would be that we do not know the initial mover nor do we know what actually causes these motions. God in this sense is used as an answer to a question that we do not really know the answer to. Aquinas’s second argument for the existence of God is based on cause and effect. Aquinas’s argument is that there is no effect without a cause; God being the cause and the universe being the effect. He also believes that this is not an infinite possibility and that there must be a start and an end and without the middle there will be no beginning or end. Again, he offers an argument that in no way proves the existence of God. Aquinas appears to be filling in the lack of answers with the existence of God and not rebutting the holes that his argument leaves open. When I turn on the light switch in my room, I am essentially the first mover and I am the creator of that light. Does this make me God because I wield the power of light at my fingertips or are there better explanations of how the light came to be? Aquinas’s third argument is simply that nothing can exist from nothing; therefore, there had to be something in existence to create this world and that was God. This argument is based on the pure assumption that nothing comes from nothing and that something can cause something. For one to assume such a thing would be completely absurd because this lacks any evidence. Similarly, Aquinas’s argument assumes a creator and fails to give adequate proof of this creator’s existence. The fourth argument that Aquinas presents is that of gradation. He states that all things have a minimum and a maximum or the worst and the best and uses the example of fire—fire is the maximum of heat. He further concludes that all beings are caused by something and that there must be a greatest of that being of which it was created by and that being is God. â€Å"Therefore there must be something which is to all beings the cause of their being, goodness, and every other perfection. † This argument explains why there can be evil in the world because God is the most good of us all and we are lesser than God. What this argument fails to describe is the idea of what is greater than God. Would there not be a more powerful, more good, more perfect being in which created God? The fifth and final argument that Aquinas presents is that all beings are on a path and lack the knowledge of that path. Thus all beings are guided by a greater being with more knowledge who directs them. Regardless if God were to exist or not, all beings are bound to die. Is that the path that God is directing us toward? There are plenty of people in the world who do not believe in the existence of God and they are not immortal, their lives still come to an end. To a non believer or skeptic living a life without guidance or acceptance of God will die just as that of a believer in God. So if God were to show us the way to the end, how can the two parties reach the same ending, one with guidance and one without? While Aquinas does make some very good points on why one should or does believe in the existence of God, he in no why proves anything of the sort. His assertions are all based on the presumption that there is a God and that he is the answer to all things without solid proof.

The theory of knowledge

The theory of knowledge IN EXPANDING THE FIELD OF KNOWLEDGE WE BUT INCREASE THE HORIZON OF IGNORANCE (HENRY MILLER). IS THIS TRUE? Knowledge is the antonym of ignorance. When we are faced with two opposites, the general notion is that if one increases the other is bound to decrease. Take a pigment for example. The darker pigment you add to your paint, the less lighter it would get. To understand this stance, we must first understand the definition of knowledge and ignorance. However, knowledge is too extensive to be defined in one sentence and discussed in one essay. Therefore, I will be limiting my writing to few areas of knowledge such as religion, language, science and mathematics to enforce my evaluation. Henry Miller talks about the increase in the horizon of ignorance and I feel that horizon is the perfect word for describing ignorance. Karl Popper stated that, Our knowledge can only be finite, while our ignorance must necessarily be infinite. I support his premise because the scope for ignorance is as vast as that of knowledge. As we obtain more knowledge, we only find more fields that could be developed even further, thereby, increasing our ignorance. Barring few exceptions, we can connect this to almost all areas of knowledge because, just like the horizon, as we get closer to it and we think that we have found the final answer, only to realize that, in reality, we are still far away from the end point. A common opinion is that as we increase our knowledge, we get less ignorant because we learn more. Citing environmental science, as we learn more about global warming, we find out the detrimental effects of objects which we were unaware of before, thereby, decreasing our ignorance on this issue. However, we realize that we are oblivious to so many other issues, which we never knew about before, only to discover that our field of horizon has increased. The more acquainted we get with religion, the more aloof we get to the prevailing norms in society. To gain religious knowledge one has to lose, till a certain extent, contact with the outside world. This is because if one actually has to follow one of these books diligently, he ought to compromise with the present customs of society. Looking at Hinduism, there are so many traditions such as Sati that have been abolished by society. Most religions stress the importance of simplicity and abbreviation from materialistic goods. The great sages and priests of the twenty-first century stay as far away from civilization as possible, to get away from the existing crimes and seek solace in the isolated areas. The main reason for this is that these books have been written so many years back that it is impractical for most of the people to follow most, if not all, traditions encrypted in these books. Hence, in gaining this knowledge one gets ignorant and becomes unaware of the scenario in the real world. Looking at a simple arithmetic problem; since kindergarten we have learned that when one and one is added, the end result is two. However, as we study further on and learn about other base theorems such as the Base two theorem where one plus one is not two, it is ten. Only then do we discover that we have so much more to learn about, like other base theorems and how we were ignorant about other base theorems apart from the base ten theorems used primarily in daily life. On learning more theorems, we realize that there are so many fields that we have not even looked at. Hence, arent we ignorant? Isaac Newton discovered Calculus in the seventeenth century. Only after this discovery did we learn the significance of this discovery in other fields such as science, engineering and even mathematics itself. Calculus enabled us to mathematically describe the dimensions of the physical universe and lead to the discovery of Modern science. Once the great scholars of the renaissance period understood the working of Calculus, it opened up doors to aspects of Mathematics and Science that were never even dreamt about before. The further development in these areas of knowledge facilitated us to expand our knowledge in computer science, business studies and engineering. On discovery of these relatively new fields of knowledge, we now understand the potential that lies in front of us to expand our knowledge even more, but this would only open up new areas that we would be ignorant to. As we acquire more knowledge, things do not become more comprehensible, but more mysterious. This statement byAlbert Schweitzer is apt for nearly all areas of knowledge. As our knowledge increases we do understand so many new concepts and theories. Space has always been connected with mystery. The development in the field of space science has been tremendous. Forty years back, Man went to the moon for the first time. Since then, we have developed some amazing space shuttles and rockets to boost the advance in the field of astronomy. But as we discover more about our Solar System, we only realize that we are ignorant to so many issues about further planets that we would never think about if our knowledge had not increased. Citing the example of the first space shuttle to land on Mars, when we barely had enough knowledge about the planet, we always thought that life on Mars would be impossible and discounted life on any other planet, beside Earth, too. However, on more research and expeditions, Man found traces of water on Mars that could indicate the possibility of life in Mars. Thereby, increasing our field of knowledge has shed light on so many issues. We learn about so many new aspects as exemplified in the above examples tha t we only get more confused because of the enormity of knowledge or potential knowledge that could be acquired available to us. Looking at the flipside, we must understand that even before acquiring more knowledge, we were still ignorant to all the possible developments that increased our horizon of ignorance. It is only that we were aware of what we are ignorant about, after gaining more knowledge. The only difference is that we now know that we are ignorant about these new fields we do not have any knowledge about. Human beings have constantly evolved from premature cavemen to sophisticated and complex men. The reason for this is the thirst for more knowledge as we only get more curious to learn more. Our curiosity has been the main motivating factor for us to question our intellect and discover more. This drive to know everything pushes us to acquire more and more knowledge. The only way we can expand our current knowledge is by knowing more about those fields that we are aware about but are ignorant of. As we try to learn more about these topics, we ultimately reduce the ignorance that increased when we first discovered about these subjects. Language is one area of knowledge that goes against Henry Millers opinion, particularly when we improve our vocabulary. As we stumble across new words, all we need to do is look up a dictionary to find the meaning of that word and we have acquired new knowledge without getting more ignorant. After finding out the meaning, we have gained knowledge about that word and our quest is over. Knowledge is the expertise and skills acquired by a person through experience or education. It is the theoretical or practical understanding of a subject. Experience is a journey from the womb to the tomb. Hence, throughout our life we keep on acquiring knowledge, it is a never-ending process. Analysing both sides, I comply with John F Kennedy that, The greater our knowledge increases, the greater our ignorance unfolds. I feel that when we span across new areas or develop any existing theory or knowledge, we only find new paths that could lead to more developments. Only then do we realize that we are ignorant to so many subjects that we would have never come across before, if we had not increased our knowledge. We probably would never be ignorant of anything if we had not started our quest for knowledge because if we were unknowledgeable we would not be ignorant to anything, we would probably not know the meaning of ignorance itself. BIBLIOGRAPHY: answers.yahoo.com/question/index?qid=20080404212819AAxaEPM 53k answers.yahoo.com/question/index?qid=20080517080546AAv8hzF 62k forums.philosophyforums.com/threads/expansion-of-knowledge-29878.html 35k http://www.math.wright.edu/People/Richard_Mercer/Classes/Common /WhyCalculus.html http://www.thinkexist.com http://www.wikipedia.org The Theory Of Knowledge The Theory Of Knowledge Option 3; Imagination is more important than knowledge. For knowledge is limited to all we now know and understand, while imagination embraces the entire world, and all there ever will be to know and understand. (Albert Einstein) Do you agree? Alexandra Albers Einsteins quote is essentially a tautology, as it says the same thing twice. The statement defines, to a certain extent, both knowledge and imagination in such a manner that the claim is true by definition, making imagination the more important of the two definitions. The claim can be seen as logical as it defines both issues; knowledge as being limited to all we now know and understand and imagination as embracing the entire world. Although both definitions can be seen as true as they are logical, does it make the statement true? And more importantly, does it make imagination more important than knowledge? The statement speaks of the relative importance of knowledge and imagination, raising the question whether imagination is more important than knowledge. In order to address the issue effectively, we need to understand the issue of importance. Importance can be defined as something of great significance or value  [CITATION Alb29 l 7177]  , something that should be noted and paid attention to. This definition suggests that knowledge is more important than imagination as knowledge is reality. Everything we know and see as reality which to us has been confirmed through knowledge. Imagination can be defined as the formation of a mental image of something that is neither perceived as real nor present to the senses  [CITATION Alb29 l 7177]  this suggests that imagination is an extension of knowledge rather than a replacement thereof. Knowledge is defined as The sum or range of what has been perceived, discovered or learned.  [CITATION Alb29 l 7177]  Thus knowledge cannot exist without the necessary information and data that needs to be processed in order to acquire this knowledge in questioning its validity, truth and reliability. Einsteins full quote starts as follows; I am enough of an artist to draw freely upon my imagination  [CITATION Alb29 l 7177]  this suggests that he was not saying that imagination is always of greater importance but rather that it played a vital role in his life as Einstein was a creative person this is emphasised by the fact that he says I often think in music. I live my daydreams in music. I see my life in terms of music.  [CITATION Alb29 l 7177]  This also shows the importance he sees in imagination and much of his work is probably reflected by his love for music. Imagination plays a large role in the thought process, as we perceive things with perception and therefore the use of our senses. We then remember this thought in our minds and can then re-imagine this perception when we require the knowledge associated with the sense. Once we have this base of knowledge, we can then apply creative imagination to the original thought or prior perception for example when imagining an image of a flower for which you have acquired the knowledge of how it looks, only afterwards can one use creative imagination to add to this initial image when painting a picture or something similar and then using imagination to change the way it is seen in reality. Hence imagination can be used as an extension to knowledge. This suggests that knowledge is a base for imagination as imagination often stems from knowledge. For example, fairy tales and other fictional stories are as a result of the authors imagination. The imagination which originated from the authors basis for knowledge- their sense of perception. After the writer has acquired the base of the story, a firm grasp of language to communicate the imagination and other knowledge issues are required, without which the story would not exist. Many of these stories were also written with an underlying purpose or message. For example in little red riding hood the moral lesson of the story is not to talk to strangers and to be careful who you trust. Suggesting that this way of knowing provides the basis for the story. Ethics are an area of knowledge which In the case of fairy tales are described using emotion and language as these stories are designed to relate to the reader. In order to write this story effectively, the author needs to have an understanding and knowledge of moral issues that he plans to address with his childrens book. Generally speaking, in order to have moral and ethical values, one needs knowledge of what is right or wrong. Although this is subjective knowledge and people therefore have different moral and ethical views, this is still an area of knowledge and something that one is taught as a child and can therefore be considered knowledge. These underlying messages can also be linked to emotion, as the writer must have felt strongly about this theme or message and this is a way of knowing and because he has emotions regarding the issue, it can be considered a form of knowledge. According to Einstein, the use of creative imagination to overthrow existing scientific theories when they become outdated and fail to cover known knowledge, imagination plays a role as it takes this base of knowledge and can improve upon it. Einstein is a conceptual physicist and therefore comes up with new scientific concepts using imagination and then develops it using knowledge. For example Einstein noticed the inadequacies of Newtonian mechanics and his theory of relativity was a result of his attempt to reconcile the laws of mechanics with those of the electromagnetic field. Dealing with statistical mechanics and problems merged with quantum theory, leading to Einsteins Brownian motion theory. Einstein would have not have been able to do without his prior knowledge and areas of knowledge, including; science, maths and history of the atomic structure and the knowledge he gained from scientists before him. This suggests like in the case of Einstein, imagination requires a basis o f knowledge, without which this imagination would be useless. Knowledge can be seen as a basis for imagination. Thus there are still certain cases in which imagination exists without former knowledge, for example Einsteins theory of the relativity of time. Which suggests that time is relative and that time seems to go faster when one is doing something enjoyable than it does when one is simply waiting for time to pass. Einstein established this theory using his imagination. This shows that although there are only few such examples, there are still counterclaims to the argument that knowledge is more important than imagination. Imagination might be part of knowledge, and vice versa, thereby suggesting that these terms are not separate, in which case, knowledge is not everything we now know. We acquire knowledge through the ways of knowing, which include emotion, reason, perception and language. For example, subjective knowledge is involved in emotion, as well as in imagination, therefore because everybody interprets an issue in their own way, knowledge cannot be limited to all we now know. Even Einsteins definition of imagination includes the word know suggesting that imagination is a part of knowledge. Although imagination is in fact more flexible than knowledge, this does not make it of greater importance. For example, someone who is blind from birth and has never seen what we perceive as reality will not be able to imagine something that is normal for someone with perfect sight. This emphasises that knowledge is gained through perception and in this case sight, because we have this knowledge, it is easy for us to imagine an image that we have seen before. As the blind person would never have seen this image, they cannot imagine it. Therefore without this knowledge, imagination is of little importance. Thus a blind person Might imagine things differently as a person with full sight suggesting that they might even have a broader imagination as theirs is not limited to imperial knowledge, for example there are several extremely talented blind artists who make use of their heightened senses other than sight to produce an image of their imagination without the knowledge from sight. Th is shows that to a certain extent imagination can also be transformed into reality. As explored throughout they essay it seems that although imagination and knowledge go hand in hand in most cases, imagination cannot exist without knowledge whereas knowledge can exist without imagination. Especially in the past where imagination was less important. Such as in tribes where the main objective was to sustain life by looking for food , as they did not have the necessary scientific apparatus, to investigate whether or not it was edible, people could only find out by eating the unknown plants and observing the effects on the people of the tribe. The tribes also observed the food that other animals in their environment ate and could then using logic derive that they could probably also eat the same plants. From these experiments and observations, the tribe people gained purely knowledge as they learned whether or not this plant can be eaten in the future. In conclusion, I do not agree with the Albert Einstein quote as i find knowledge to be more important than imagination because in essence, as explored throughout the essay, imagination, unlike knowledge does not necessarily define or create an image of reality, but is rather an aspiration. Something that we imagine to be true rather than something that is true in reality. Knowledge on the other hand, is something true. Some confirmation of reality that we can accept to be true. Suggesting that reality is of greater importance than the ideal, which is imagination. Thus as shown throughout the essay, there are limitations and counter claims to both opinions of the relative importance of knowledge and imagination. This shows that they are essentially related.

Strategies for Social Change and their Results

Strategies for Social Change and their Results Introduction Social change as per Grant (2014) description is a concept that’s more elusive in today’s modern society. Furthermore, it has aspects that are inevitable, yet its dependant on the various individuals forms of actions. As such, change has been embraced in today’s society, yet some certain aspects within us tend to resist such change. Political campaigns, movements within the social domains, and strategies within the business context have been structured in respect to the various changes taking place (Yeates, 2002). This paper in respect to various change theories, and case studies of social change strategies aims to identify the different strategies of social change and their impacts towards the society. Insights in respect to strategies formulated within the historical context of social change will be highlighted upon, in respect to the various communities and firms within the social domain. Case studies in respect to Kuhn, T. S. (2012) ‘The structure of scientific revolutions’ Willis, Harman, (1988), ‘Global Mind Change’ and Wallace, A. F., Fogelson, R. D. (1961) ‘Culture and personality’ will be used in regards to comparing the various strategic social changes in respect to shifts in paradigms and culture throughout the historical era. As such, concepts of cultural evolution and change in paradigms will be focused on this paper in respect to the social change aspect. As such, a broad view will be taken in respect to review of various literature journals, in respect to understanding the cause of such changes and what the results of such changes entail. Strategies for Social Change Shift in Paradigms In respect to Kuhn’s study ‘The Structure of Scientific Revolutions’ social change perspectives from recent history have been established in essence to the much talked about paradigm concept. Such a concept according to Edelman (2001) entails different conceptual assumptions, whose character allows scholars to easily detach data, define problem solutions, and emphasize on the use of theories. As Kuhn (2012) further indicates, paradigms within the era of scientific revolutions tend to inclusively encompassing, given the attributes of life is only available for humans on planet earth. However, Grant (2014) notes that, the concept of paradigm under social change has its own distinctive character. Given its facts are illuminated through a set of instructions only it can define. As such, Edelman (2001) described it as self-validating, this in respect to its change resistance nature. Observations as made by Kuhn (2014) in his study indicate that paradigms will portray their dominance given its nature of defining solutions to problems and explaining the various phenomena’s as they occur. However, there’s a lot of doubt that piles up in regards to the ability of a paradigm when contradicting phenomena’s arise. As such, Edelman (2001) and Gore (2000) on the same school of thought indicate that crisis normally arises in essence to inability aspect paradigms find themselves in when there are multiple anomalies. Views as offered by Kuhn (2012) have implied that there’s no rational or linear progress in regards to science history. As such, visions tend to take a radical shift, given the scenario whereby anti-empirical and anti-rational factors take centre stage. The nature to which the case chosen dealt with science and the paradigm nature at that time, over-application of such a concept has been warned against. Given, as Gore (2000) notes, it’s a concept applied mostly under transition processes within the social domains. However, as further noted, it turns out to be of importance in cases regarding the various dimensions of change. As such, its reflection is highlighted on how paradigm as a concept is made use of globally. As mentioned within the cases study, Capra, a philosopher come physicist described paradigm as an aspect that entails; practices, concepts, various perceptions and values which communities tend to share in respect to having a common goal. Given such an explanation, it’s clearly evident of how communities tend to value the paradigm factor, given its sharing aspect within them. Whereby an individual’s view can be globally accepted, but a community will tend to share its view trough the platform s provi ded by the paradigm concept. Paradigm and the Concept of Social Change Such a concept of paradigm as Kuhn (2012) discussed tends to portray the lengths as to which social change can hang on the balance in respect to personal views. However, Harman (1988) in his book ‘Global Mind Change’ notes that, the various changes that have taken place in the society have all been subject to change of minds by individuals, contrary to the perceived notions of wars and state laws. Given the intensity of change in mind amongst individuals, Bandura (2001) notes that its results tend to occur in an instant. The nature of human beings will perceive innovations within the cultural context as not meaningful, given Bandura (2001) statement of such minority individuals being creative. But as Harman (1988) indicates in his book, various ways in which life can be conceived tend to occur, and its results tend to spread quickly to the surrounding populations. The discussion of Kuhn (2012) in respect to a butterfly’s metamorphosis, and the emergence of an imaginal disc can be characterized with the theory of normative-reeducative. Whereby as Edelman (2001) indicates, its whole conception is on how change is viewed, given it onset is from the bottom going up, and not the normal scenario of top all the way to the bottom. As such, change in minds is usually on a focus towards the creation of a social system. From such a perspective, the imaginal discs as discussed by Kuhn (2012) clearly define the anomalies within the shift of paradigms. Various changes within a system are rarely taken into consideration; as such the model as developed by Kuhn (2012) fails to take note of such existent anomalies. In addition, the paradigm systems tend to be overwhelmed; hence new phase forms tend to appear from them. This aspect clearly indicates how new form of paradigm tend to develop from the old ones, the same case scenario with the explanation of imaginal discs as offered by Kuhn (2012). Renewal of Cultures ‘Culture and personality’ case study aspects as discussed by Wallace and Fogelson (1961), indicate that there are various descriptions of social change strategies that have been mentioned in within such contexts. From their observations, the processes of social change are initiated a diversion from the perspectives relating to cultural harmony, with individual stress coming up as one such form of change. Giddens (2013) in respect to the case of culture and personality indicate that there are a number of individuals who find it hard when it comes to meeting expectations within the cultural domain. From the case study, Wallace and Fogelson (1961) are of the idea that both the society and individuals perceive the lack of meeting cultural expectations as a problem that is developed individually. However, with the increased growth of such perceptions of deviation, the social fabrics according to Giddens (2013) have been weakened. As such, the issue of not meeting the various cultural expectations is being acknowledged by the society as no longer being an individual issue. Given such a state, the society has found it hard in terms of ensuring they go back to their equilibrium state. From the case, Wallace and Fogelson (1961) indicate that societies need to undergo the revitalization process given there are various variables involved. Code formulation is one such variable as mentioned in the case, whereby individuals affected by the lack of meeting cultural expectations would formulate image ideas of a common goal culture. Such a goal culture as Wallace and Fogelson (1961) discuss entails contrasts attractive in nature in comparison to the latter situations. Communication is also another variable as mentioned by Alexander (2004) in respect to the ‘Culture and Personality’ case. In such a variable, formulators are involved in the process, whereby visions are effectively communicated to other individuals. Individuals who are mostly impacted upon by stress are the ones targeted mostly within such a context. Adaptation is also another variable of strategy as mentioned within the case, whereby proposed visions tend to get the exposure required, as it experiences the necessary changes and growth. As per Walaace and Fogelson (1961) discussion, the latter vision as proposed portrays tendencies of being incomp lete, given its practical details, they tend to undergo various accommodating changes to ensure they look more appealing. Furthermore, the original vision will also undergo various accommodating changes, to ensure there’s perfect re-explanation in regards to the failed predictions of cultural expectations. Lastly, in respect to cultural transformations, Wallace and Fogelson (1961) in respect to their case indicate that if the cultural movements acquire the much needed support, then a shift to implementation from the aspect of communication is usually enabled. Giddens (2013) under the same context indicates that any delay in respect to establishment of the goal culture, the transfer culture option can easily be embraced to ensure the vision as intended within a culture is achieved. As such, if success is achieved in its implementation, then individual stress as experienced is reduced dramatically in regards to either goal culture or transfer culture. Observations made by Wallace in respect to the case of ‘Culture and personality’ indicate that the revitalization form as discussed in its thrust can take the form of innovation or reactionary state. Giddens (2013) identifies the aspects of reactionary entail a belied of problems can only be solved through hard and historical ways. As such, the changes that took place can easily be undone in regards to getting rid of the problem at hand. Furthermore, Giddens (2013) under the innovation mode indicates that it attempts to get hold of lagging in respect to culture. As such, the changes that would have taken place will be seen as unchangeable throughout the whole process. From the description as given from Wallace and Fogelson case, it’s clear that a shift to innovation, from the traditional innovative mode is seen as a parlance. As such, social change strategies take up movements and motions in respect to predictable laws. However, Bandura (2001) notes that such process of social change can be described as lurch and learn processes. Whereby, communities will lurch given new directions, where they would extract satisfaction better through aspects of work, unlike through activities regarding leisure. Conclusion From the discussion of various social change strategies regarding shift in paradigms and renewals of culture, it’s clearly evident that there are varying results which come out from their use within the society. From the case studies of Kuhn (2012) and Harman (1988), change in mind and personal views play a critical role in regards to the various social changes that take place within a society. As such, results of such changes tend to occur instantly, given the nature of human beings in regards to innovation within the cultural context. Various ways in which life can be conceived tend to occur as from the analysis; given as well its results tend to spread quickly to the surrounding populations, clearly implying how such a paradigm shift strategy can have its effect on the society. Furthermore, the normative-reeducative approach was identified. Given the whole conception is on how change is viewed. A process of bottom going up was identified as being ideal in the use of such a social change strategy, unlike the normal scenario of top all the way to the bottom. As such, change in minds is identified as a focus towards the creation of a social system. In respect to the renewal of cultures, the case of Wallace and Fogelson (1961), ‘culture and personality’ identified various social change strategies and their results. Variables such as code formulation, communication, adaptation and cultural transformation had a role to play in regards to social change. Aspects of idea formulation, effective communication of visions, exposure of visions to the public, and acquisition of the much needed support in regards to shift of implementation methods were all discussed, with most of their results being positive. As such, under the renewal of culture strategy, revitalization was identified as being that takes the reactionary mode was identified as the better strategy for social change. This is due to the fact that the satisfaction derived from such a mode is more appealing as compared to innovation under the concept of cultural renewal. Reference List Bandura, A 2001, ‘Social cognitive theory: An agentic perspective’. Annual review of psychology, 52(1), 1-26. Edelman, M 2001, ‘Social movements: changing paradigms and forms of politics’. Annual Review of Anthropology, 285-317. Giddens, A 2013, ‘The third way: The renewal of social democracy’. John Wiley Sons. Gore, C 2000, ‘The rise and fall of the Washington Consensus as a paradigm for developing countries’. World development, 28(5), 789-804. Grant, J. A 2014, ‘Strategies for Social Change. Contemporary Sociology’: A Journal of Reviews, 43(6), 855-857. Harman, W. W 1988, ‘Global mind change’. Kuhn, T. S 2012, ‘The structure of scientific revolutions’. University of Chicago press. Wallace, A. F., Fogelson, R. D 1961, ‘Culture and personality’. Biennial Review of Anthropology, 42-78. Yeates, N 2002, ‘Globalization and Social Policy From Global Neoliberal Hegemony to Global Political Pluralism’. Global Social Policy, 2(1), 69-91. 1

Reading Response Log: Dialect Journal for Ella Enchanted :: English Literature

Reading Response Log: Dialect Journal for Ella Enchanted Ella Enchanted by Gail Carson Levine is the story of a girl who is cursed at birth by a fairy named Lucinda. The fairy Lucinda tries to bestow a blessing on Ella but instead curses her with total obedience to every command. This "gift" is very dangerous because Ella must obey every command anyone issues her, even if they were to command her to kill herself. This book tells of Ella's journey to find Lucinda and reverse the spell that has haunted her since birth. Ella meets many people on her quest. The whole book isn't just about her quest though It is about her growing as a person and falling in love. Throughout the book Ella tries to discover who she really is and what she wants to become. Ella learns about her past and starts to discover a new future she can have if she can just overcome her past. On her journey Ella discovers that people are not always as they seem and that you have the power to change anything you want. In Ella Enchanted, Levine develops Ella and the characters around her. The main characters in the story are Ella, Lucinda, her fairy godmother Mandy, Ella's Father, and Prince Charmont. Throughout the book Ella makes some very strange choices. Later these choices are seen as efforts to protect the people she loves from the curse she is under. When Lucinda casts a spell on Ella, a huge mess results. If I were Lucinda I would have thought before I cast a spell. While Lucinda thought she was doing a good deed, had she thought on the matter further she would have realized that total obedience would really be a curse. In Ella enchanted the interactions between the characters plays a huge part in setting the mood and making the story more comprehensible. While I was reading this book, I was wondering why Ella has such a hard time convincing Lucinda that she was wrong! It was so obvious, to me, that the gift of total obedience would really be a curse. Throughout this book, I felt many different emotions. I was sad, hopeful and despairing at times. Other times I was excited, thrilled, and on the edge of my seat. Always wondering what was going to happen next. Ella Enchanted never has a dull moment. Throughout the book, Levine manages to keep the reader's attention while telling a magnificent and magical story. In Ella Enchanted the style is evident throughout the story. Levine uses "old-fashioned" language like "nightdresses" and "delighted to make your acquaintance. Reading Response Log: Dialect Journal for Ella Enchanted :: English Literature Reading Response Log: Dialect Journal for Ella Enchanted Ella Enchanted by Gail Carson Levine is the story of a girl who is cursed at birth by a fairy named Lucinda. The fairy Lucinda tries to bestow a blessing on Ella but instead curses her with total obedience to every command. This "gift" is very dangerous because Ella must obey every command anyone issues her, even if they were to command her to kill herself. This book tells of Ella's journey to find Lucinda and reverse the spell that has haunted her since birth. Ella meets many people on her quest. The whole book isn't just about her quest though It is about her growing as a person and falling in love. Throughout the book Ella tries to discover who she really is and what she wants to become. Ella learns about her past and starts to discover a new future she can have if she can just overcome her past. On her journey Ella discovers that people are not always as they seem and that you have the power to change anything you want. In Ella Enchanted, Levine develops Ella and the characters around her. The main characters in the story are Ella, Lucinda, her fairy godmother Mandy, Ella's Father, and Prince Charmont. Throughout the book Ella makes some very strange choices. Later these choices are seen as efforts to protect the people she loves from the curse she is under. When Lucinda casts a spell on Ella, a huge mess results. If I were Lucinda I would have thought before I cast a spell. While Lucinda thought she was doing a good deed, had she thought on the matter further she would have realized that total obedience would really be a curse. In Ella enchanted the interactions between the characters plays a huge part in setting the mood and making the story more comprehensible. While I was reading this book, I was wondering why Ella has such a hard time convincing Lucinda that she was wrong! It was so obvious, to me, that the gift of total obedience would really be a curse. Throughout this book, I felt many different emotions. I was sad, hopeful and despairing at times. Other times I was excited, thrilled, and on the edge of my seat. Always wondering what was going to happen next. Ella Enchanted never has a dull moment. Throughout the book, Levine manages to keep the reader's attention while telling a magnificent and magical story. In Ella Enchanted the style is evident throughout the story. Levine uses "old-fashioned" language like "nightdresses" and "delighted to make your acquaintance.

Emotion and Diction in Richard Wright’s Book Black Boy :: Richard Wright’s Black Boy

Emotion and Diction in Richard Wright’s Book Black Boy Throughout Richard Wright’s book Black Boy, which represented his life, Richard used great emotion to show us how he was and what he may have been feeling. He also referred the book to his own life by using examples and making them as evidence in the book. His techniques and diction in this book gave a fire to his writing and a voice towards how it was for him growing up. Richard Wright’s main use was Pathos, which means emotion, to show us how he was feeling while he was writing this book. Was he anger or sad, excited or depressed. It all shows in his writing. I like the statement, â€Å" Dick, look, you’re black, black, black see? Can’t you understand that?† The way he used his emotion and it was like he was using anger in his writing to make a point. By saying â€Å"Can’t you understand that?† tells me that back in this time that there is something wrong with being black unlike today. Then another way in which he introduces emotion to us is by using the italicized words. For example, now and black. Doing this to these words give in a little more flavor and excitement. Then diction became another way in which he showed how one acts, how the scenery looks, and just describes the characters in different ways. In the statement â€Å" He lit a cigarette and blew out smoke leisurely† gives me a sense that the guy is some heavy weighted main that does not care and does what ever his heart pleases. Then in another statement like â€Å" Suddenly Griggs reached for my arm and jerked me violently, sending me stumbling three or four feet across pavement.† So if you were to read on you would know that he was doing that to teach Richard a lesson. But instead you got this picture in your mind of some man throwing down a child trying to hurt him. That is how strong Richard Wright’s diction is. So then when you read on it tells you that Richard is growing up and is learning about life. Then we have the evidence in which Richard Wright used to show how he feels and what happened to him in his life. First of all what we have to remember is that this book is basically prototype to his life.