Category: Knowledge

The human personality is part into two sides of the equator. The left half of the globe is the ‘legitimate contemplations’ and is worried in language and evaluation and the correct side of the equator is the ‘innovative musings,’ worried in having a pipe dream and imagination. The left half of the globe controls the correct side of the body simultaneously as the best possible side of the equator controls the left perspective. The soonest considers on discourse and language offices of the mind date over again to the mid nineteenth century. Doctors referenced that mind-harmed patients with damage to one side half of the globe may lose the quality of discourse and language skills, while individuals with wounds to the correct side of the equator didn’t lose this potential.

Present-day studies have indicated that during cycle 90 seven% of individuals, language is spoken to inside the left half of the globe. Yet, in about 19% of left-surpassed individuals, the areas responsible for language are inside the correct side of the equator and upwards of sixty-eight % of them have some language capacities in both the left and the correct halves of the globe. Quality of will of language territories: A machine called cortical incitement mapping is a way this is utilized to break down zones of the considerations which may be related with discourse. On performing musings careful solution for manage epilepsy or put off tumors as an example, electric controlled incitement of discourse related zones inside the cortex keeps the influenced character from having the capacity to call matters which are affirmed to them and can besides spare you their ability to give linguistically sound sentences. On the indistinguishable time as this sort of net website page is distinguished, it’s miles saved, given that horrible the one’s territories need to reason a brief or endless loss of discourse. Neural systems are establishment after some time as an individual learns and scrutinizes subjects. Language and discourse capacities are hence gotten in the wake of starting. The human genome codes for the discourse capacity as a way to adjust because of the reality the contemplations is talented. The cortex is the piece of the cerebral cortex this is chargeable for handling noticeable measurements.

The sound-related cortex inside the cerebral cortex procedures sound-related realities and as a component of the tactile machine for observing plays each significant and better tuning in to capacities. Wernicke’s place is a territory inside the cerebral cortex identified with discourse and is concerned in each communicated in and composed language. This area comes to be named after Carl Wernicke, a German nervous system specialist who chose that the area is related with how expressions and syllables are proposed. The majority of the language handling abilities appear inside the Cerebral cortex – Wikipedia. As an occasion, the sound-related cortex is a piece of the cerebral cortex that is responsible for hearing. Broca’s zone is identified with the delivering of our discourse. Furthermore, Wernicke’s place is related with the contribution of the discourse (notwithstanding discourse) in each composed and spoken way. Dialects start in the ear. The sound-related cortex, as I referenced ahead of time than, gets electric manifestations from our ears. Neurons extricate devices from the sign and examine them. This sign, in the wake of being examined, is arranged into words and regardless of the situation they have a place with by means of the utilization of the transient frontal systems. That is in the left side of the equator. In the correct one (well help through the correct one), sentences are being broke down. The propelled transient gyrus, in the local sound framework, is chargeable for developing sentence structure and recovery of words.

For non-near to ones, this zone is a ton significantly less fiery. That is the reason it’s less hard to chat on your local language in full-size. Indeed, even as expressions are being rehashed adequate, those expressions get spared in the long term memory. At that point each time you focus a word, and you actuate the entirety of the alluded to areas. This being stated, is it considerably less unpredictable for grown-ups or for youngsters to keep language know-how? In my exploration, it’s been discovered that youths find it more noteworthy access to keep their language realities. Children gather language rapidly, without issues, and without endeavor or formal preparing. It happens precisely, regardless of whether or no longer their father and mother attempt to teach them or not. Regardless of reality that mother and father or particular overseers do never again teach their children to talk, they do bring out an imperative position through addressing their youths. Youngsters who are not the slightest bit addressed will now not secure language. What’s more, the language must be utilized for transaction with the child; for instance, a newborn child who consistently hears the language on the TV or radio anyway no place else will now not investigate talk.

Children get language through collaboration – presently not best with their folks and super grown-ups, yet also with great adolescents. Every single conventional kid who extend up in ordinary family units, encompassed with the guide of verbal trade, will gain the language that is getting utilized round them. Also, it is really as spotless for a youngster to accumulate or more prominent dialects on an indistinguishable time, inasmuch as they’re regularly collaborating with sound devices of these dialects. The exact manner by which numerous grown-ups converse with little youths moreover gives them a chance to assemble language. Studies show that the ‘baby talk’ that grown-ups for all intents and purposes use with newborn children and infants has a twisted to ceaselessly be in actuality a lump ahead of time of the volume of the child’s non-open language advancement, as despite the fact that pulling the child along. This ‘little one talk’ has substantially less unpredictable jargon and sentence shape than man or lady language, misrepresented inflection and sounds, and a lot of redundancy and questions.

These abilities help the youngster to discover the implications, sounds, and sentence styles of their language. It’s miles less intense for a child to gather language as a little one and minimal one than it will probably be for a similar baby to have a take a glance at, state, French in a college talk room 18 years after the fact. Numerous etymologists currently state that an infant’s psyche is now customized to dissect language, and really that when a little one is conceived the person in question as of now instinctually knows about bounty about language. Because of this present, it’s far as home grown for an individual to talk all things considered for a hen to sing or for a creepy crawly to turn the web. In this experience, language can resemble strolling: The capacity to walk is hereditary, and children increment the ability to walk whether or never again or never again or no longer one and all attempts to prepare them to achieve that. Inside the equivalent way, youths increment the possibility to talk whether or never again or only one out of every odd individual attempts to educate them. Because of this, numerous etymologists bear in contemplations that language potential is hereditary. Scientists get as credible with there might be an ‘indispensable length’ (enduring pretty much from early stages until pubescence) for the span of which language obtaining is reachable. Steady with those scientists, changes emerge as the brain at some phase in adolescence, and from that point onward, it is parts more enthusiastically to watch a ultra-present day language.

Taking the idea of the small Chinese lantern and expanding it to a machine that carries humans while suspended above the ground, was where the ‘Aerostat Reveillon’, commonly known as the ‘hot air balloon’, originated from. The hot air balloon is the oldest flying aircraft, the first unmanned launch dating back to August 8th, 1709. The hot air balloon has three essential parts: the wicker basket (for the balloons that carry people), the skirt, and the envelope. The skirt’s main purpose is to keep the envelope from igniting and to slow the release of air from the envelope, so buoyancy keeps it up. The envelope can be broken down further into panels, gores, and a parachute valve, all of those work parts of the envelope work together to ensure proper air inside of it. In order for a hot air balloon to take off and stay in the air, the air inside the envelope of the balloon must be less dense than the air surrounding it. The purpose of this project was to build a hot air balloon that encompasses the parts of the balloon and how to use the gas laws to launch a balloon. The goal was to make a balloon that goes the highest and stays up for the longest amount of time. The process was strenuous and had a lot of room for error.

The balloons that were the most successful tended to have a few things in common: they were made of less material, had simpler designs/themes, and were rounder than other balloons. Simpler designs lead to less material being used, which, in turn, produced better balloons. Simpler designs required less paper to be added to the exterior of the envelope, meaning it had less mass to it, resulting in longer suspension and easier take-off because of it being so light. Balloons that we rounder, teardrop-shaped flew for a longer time and higher than flat-topped hot air balloons. Because the purpose of a hot air balloon is to create one that reduces drag and does not generate lift, a teardrop shape will give the best result. Due to the round top of the classic hot air balloon shape, the air flows around the head smoothly, this is dire because if separation of the air occurs, it will cause a type of drag that will cause the air particles to push against it and slow it down. Because we were building out of tissue paper, a very light and delicate material, any force against its launching would have caused a great downfall. Not to say that balloons that lacked these characteristics did not fly or were not successful, but balloons that did have all these qualities were the most successful.

As with successful hot air balloons, unsuccessful balloons also have common threads: they were small, flatter, and had too many decorations. Balloons with a smaller volume did not stay up as long, nor fly as high, and the reason is simple. There was not as much space to hold the hot air, due to the smaller quantity of hot air inside it was easier for the temperatures both in and outside the envelope to equalize. Because the air inside must be less dense than the air around it in order to fly, giving less time for the air to equalize by building a smaller envelope ensured less airtime. Flatter balloons did not perform as well as teardrop or rounder-shaped balloons because they disrupted airflow around them while rising, it does not allow the air to flow freely, thus causing the balloon to descend quicker and go up slower. Choosing designs that were more intricate led to more mass, the most decorations they had to accompany their theme added to the mass of it. For example, a teenage mutant ninja turtle balloon had more mass, between the envelope, headband, and black layer of the eye, than the white layer, it added up to be quite heavy. It may be big, and even though the air inside is less dense than the air inside, with the potential to fly, the density of the actual balloon was too great for it to take off.

The process of creating my hot air balloon was anything but traditional. We understood the task at hand and followed the directions, however just because you follow directions does not always mean it will come out the way it is intended to. The first change I would make to the balloon would be to attach the top cap on it, well, properly. We attached it without much thought, and it got the job done, however in the process we trapped some folds of our balloon underneath it, and it looked bad and to quote some, ‘ghetto’. Attaching it correctly may have increased our flight time because it was slightly pointed at the top, it may have messed with airflow. Another adjustment I would like to have made to our project was to attach the ring better. Once again, we knew what the objective was, to attach the ring, and there was some idea as to how to get it on securely, yet once more we did it our own way, and it resulted in a messy crumpled mess at the base of the balloon. For some odd reason, after gluing the paper around the ring and attaching it securely, we also put tape around it. It was completely unnecessary and I greatly regret it. The last thing I would have done differently would have been to figure out a way to store the balloon that did not create as many crinkles. The crinkles made it difficult to attach decoration to it and to perform other tasks concerning the envelope, where it was most crinkled. Despite these faults, our balloon stayed aloft for the longest time in our first hour class, it also landed on the roof of the B building, and it got the job done despite the flaws.

When the project was first given, I had to admit, I was stressed greatly about it. I expected it to be difficult, hard, and that we would cry at least twice over it. However, after researching the best way to approach it, tips on cutting and gluing, and knowing gas laws and why it flies, my confidence grew. We picked a simple design strategically so it would have less mass, it also required less time to build than ones with more complicated themes. This project was more enjoyable than I expected, a good class competition certainly never hurt anyone, and it certainly pushed my team to work harder. I personally believe that this is the best way to demonstrate gas laws. It forces us to dig deeper into the laws and apply them to create an object that flies and stays afloat. I knew close to nothing about hot air balloons or why they flew, and now I know more than I need to about them. This is one of those high school stories I will tell my family for a long time because the experience was so unique. The objective was to use our knowledge of gas laws, pressure, density, mass, and volume to create a balloon that stayed in the air the longest and flew the highest. Our balloon did both, and in the end, was the cutest and quite good.

The word ‘literature’ has been derived from the Latin term ‘littera’, which means a letter. Over time, critics and literary persons imparted various facets of sense and connotations to make the term more inclusive and ideal. It resulted in escalating the scope and meaning of the word ‘literature’, making it very wide and extensive. Of course, we cannot incorporate every written text under the umbrella of literature, nor can we restrict the scope of literature only to classical literature. Meaningful coexistence of words to make sense is what is expected of literature. In good literature, the oneness of words and sense is realized. That is why A. C. Bradley defines literature as where sound and meaning are one. When thoughts and emotions are perfectly expressed with words that are capable of expressing absolute sense, it becomes literature. Literature is a way of expressing our thoughts strikingly that it becomes a treasure of enlightenment and reading pleasure. In good literature, words compete with sense and outcome, making the expression enthralling.

The quest to discover a definition for literature is a road that is much traveled, though the point of arrival, whenever reached, is seldom satisfactory. Most attempted definitions are broad and vague, and they inevitably change over time. Largely, what people call literature is often a subjective appraisal, and subjective appraisal of a principle like literary taste, will always keep changing. So many writers have said so many things about literature. It is really interesting to know what causes literature to continue to attempt to make a difference with words. One can make life appealing and exciting by reading literature of any language and by involving himself or herself in creative writing or reading. Etymologically, literature has to do with letters, written as opposed to the spoken word. However, not everything that is written down qualifies to be called literature. As a classification, it does not really have any boundary lines. The great poet Shelly wanted to include some legislative statutes of parliament under poetry because they created order and harmony out of disorder. There is a recurring agreement among theorists that for a work to be called literature it must display excellence in form and style. There is also a general agreement that literature foregrounds language and uses it in artistic ways. Terry Eagleton goes some way forward towards a definition of literature and its relationship to language. He remarks that “literature transforms and intensifies ordinary language, deviates systematically from everyday speech” (‘Literary Theory: An Introduction’, 2008).

Just as architecture is an art form that arises out of the human ability to create buildings, literature is an art form that arises out of the human ability to create language. By the 1980s, there came a sense of inclusiveness in what is termed literary work as we live in a multicultural society. Attempts were made to dismantle distinguishing factors between high and low culture. Letters, diaries, petitions, reports, journals and objects, and essays, as well as traditional genres of novels, short stories, poems, and play, came to be included under the term ‘literature’. In the academic world, literature studies were included for their aesthetic quality, subject matter, and ideas that interpreted and analyzed issues of social interest. In that connotation, we can apply the term ‘literature’ to autobiography, philosophy, and letters too.

In exploring ideas about what literature is, it is useful to look at some of the things that literature does. John Steinbeck said, “I hold that a writer who does not passionately believe in the perfectibility of a man has no dedication or any membership in literature” (‘Nobel Writers on Writing’, 2000). These very words prove that the writings that are considered literature should be based on human values. Literature should guide humanity toward its perfection, and the writer who writes that message should be perfect in all aspects, at least he should be perfect in what he conveys to society. His perfection will give significance to his words, and his words will reform society. “It is in the literature that the concrete outlook of humanity receives its expression”, says Alfred North Whitehead (‘Science and the Modern World’, 1967).

Literature always anticipates life. It does not copy it but molds it to its purpose. Thus, literature is a mirror of life. Literature does not present reality, but it reflects it in a beautiful way. Therefore, literature is called a reflection of life. Human life and all subjects that are related to human life can be subject matter or elements of literature. Therefore, a person may get in touch with human life through literature. Literature is something that reflects society. It can be didactic and reflect on human stipulation, though it allows readers to enjoy language and its beauty. Literature can replicate ideas and modify the way of life. It absorbs generic approaches and restructures them as per the relevance of age. It has social and political effects. Literature is the creation of another world, a world that people can see only through reading or hearing. Hence, literature can create history and a new social order.

Literature is an expression of ideas of permanent and universal interest. Furthermore, a work, which is called literature, will not simply address a topic that people care about and are interested in, but it will especially address such topics. That form of expression somehow contributes to the uniqueness of the work. Since people create ideas and give them permanence and universal interest, critics can paraphrase them to mean that literature addresses topics that are of deep interest to many people. The topics are things that make human life both complicated and worth living – freedom, truth, beauty, love, loyalty, despair, hope, hopelessness, etc. Literature was a vehicle to manifest such meditative moods of contemplative personalities of different ages and countries. Literature has always been a medium to explore ideas. Literature shakes the very core of the reader and makes us feel that we are being enlightened by something new and appealing. It teaches us what it means to be human and makes us experience the world we live in in a new way. It makes us understand something new about what it means to be human. Nature writer Annie Dillard described it this way: “Why are we reading, if not in the hope of beauty, laid bare, life heightened and its deepest mystery probed? Why are we reading if not in the hope that the writer will magnify and dramatize our days, will illuminate and inspire us with wisdom, courage, and the possibility of meaningfulness, and will press upon our minds the deepest mysteries, so that we may feel again their majesty and power” (‘Interconnections: Writer, Culture, and Environment’, 1997).

Summarizing, we can say that the concept of literature is quite complex. It is very difficult to define what literature is because the scope and perception of the word ‘literature’ show a discrepancy according to one’s insight. Any written work that has the merit to remain fresh and new for several generations can be called literature. It implies that the work is elegantly composed, has amazing style, and is accepted to be sufficiently significant to peruse for a considerable length of time or hundreds of years to come. It is literature that makes human beings cultured and civilized. Literature is important for human life because, without it, life would have been a living hell. Literature in any language helps people to understand the cultural, social, and religious threads of the structure of society.

Knowledge in itself is a very generic term that is interpreted differently by humans throughout the world. Some people say that knowledge is based on various facts and opinions, some say that it is a talent acquired through experience, and some even say that knowledge comes to us through our intellect and powers of reason. Sir Francis Bacon aptly observed, “Knowledge is power”, and through my personal experience, I have come to believe that this phrase is true.

I was born and raised in a remote village on the eastern side of Kenya, and I was exposed to only the basic technology of radio growing up. My grandmother was the breadwinner; she worked as a casual at an industrial plant that manufactured roofing sheets. One day she fell sick and, as usual, took her medicinal concoction of herbs, hoping to get better and resume her job at the industrial site. Weeks passed, but she did not get better. For some reason, I believed that she would recover and our lives would go back to normal. Unfortunately, this did not happen; she passed away. Losing my grandmother is still one of the darkest chapters of my life to date. People in the village were saddened and shocked about this news, and some elite members of the village fundraised for a post-mortem to be conducted on her body to determine the cause of death. The post-mortem results revealed that my grandmother died from a condition known as asbestosis, which is a lung disease resulting from the inhalation of asbestos particles. Many people in the village worked for this plant, and all of them were shocked to learn that the asbestos they so much interacted with at the plant could harm their health. The elites used the results of the post-mortem to launch a social media campaign that caught the attention of the Kenyan government and led to the immediate closure of the plant and the issuance of a ban against the use of asbestos in roofing. Thanks to social media technology, many deaths were averted.

This tragic incident that happened to my grandmother, and how the community, armed with knowledge, managed to take measures to prevent it from happening to other people, made me understand how much power knowledge has. Knowledge is the greatest and most powerful tool in a person’s arsenal, and in the right hands, it can solve many problems. It’s amazing to look back and see how far our world has come in terms of knowledge. If the 18th-century generation were brought back to the modern world, they would be shocked to see how much is now available to our understanding and what a vast body of knowledge we now possess. And I am sure that the situation will be the same in a hundred years because the world is continuously developing. My only concern is that our knowledge does not start playing against us and that people do not start destroying the world in their pursuit of knowledge.

The Kite Runner tells the story of a young boy in Afghanistan by the name of Amir who befriends the servant’s son, Hassan, and later decides to betray him. As Amir was always perceived as less than perfect to his indifferent father, the feat to become closer to him resulted in a deception that would affect the next few decades of his life. The novel continues to focus on Amir’s story integrated with Afghan culture and insight into various aspects of life during the years of the country’s perishing monarchy and devastating warfare. Hosseini’s The Kite Runner has been challenged for its violence and verbally and sexually explicit content. The novel has been excluded or deleted from many English curriculums across the country because of parents and school board members deeming it inappropriate. Although Khaled Hosseini’s The Kite Runner has been challenged by parents and school district associates for its controversial sexual and violent scenes, it is in fact, a story that highlights the importance of human virtues and culture playing a large role in war-torn Afghanistan.

Hosseini’s novel may elevate Afghan culture and inform of the harsh circumstances during the time period of severe warfare; however, the novel does contain sensitive sexual content and violence that can be seen as inappropriate to many readers of young age. Parent Lisa Baldwin’s concern, like many other parents and critics, of her child reading a book with rather mature adult themes had caused the Ashville, North Carolina school committee to replace it with another classic in the curriculum after banning it altogether for a while (Gomez, The Kite Runner Challenged in North Carolina High School). As author and Banned Books Week Coordinator Betsy Gomez describes, the review committee of the school system in Ashville, North Carolina “deemed Khaled Hosseini The Kite Runner ‘appropriate…but the book could be suspended again pending an expected appeal from the parent,’” meaning the committee must have received multiple appeals considering their indecisiveness of whether the novel should stay in the curriculum or not (Gomez, The Kite Runner Challenged in North Carolina High School). Explicit scenes of child rape such as: “My father says it’s sinful.” …Assef knelt behind Hassan, put his hands on Hassan’s hips and lifted his bare buttocks” and character responses of suppression to rape such as “Hassan didn’t struggle. Didn’t even whimper,” periodically appear throughout the book (Hosseini 75). Hassan’s tolerance and covertness to the abuse done unto him is not an exemplary way of handling situations of rape and harassment. The frightening image of rape depicted by Hosseini can very well disturb readers, especially younger readers who have not been exposed to such content before. The challenge proposed by parents in North Carolina opposing the novel for its normalization of rape can be validated by the grotesque scenes similar to this in the novel.

Violence and religious racism are prominent throughout the novel, but it should not be misinterpreted that their purpose is to simply provide insight on and assist in establishing the setting of the novel. Another opposition to the novel arose because of its violent content and religiously controversial scenes between Sunni and Shia Muslims. It is speculated that this content had put the book on the American Literature Association’s 2017 list of banned books for its “sexual violence, and Islamophobia [which] fueled some challenges, with would-be censors arguing that the novel would inspire terrorism and promoted Islam.” (Gomez, Banned Spotlight: The Kite Runner). Most of the novel’s plot occurs in Afghanistan and scenes of the Taliban and their terrorism are used to explain the circumstances of the city of Kabul during the 1970’s onward, but the novel’s description of their power can be confused with promotion of the terrorist acts. Journalist Jacinta Mioni describes the terrorist scenes in The Kite Runner and “its treatment of homosexuality, religious viewpoint and violence.…“was thought to ‘lead to terrorism’ and ‘promote Islam.’” (Mioni). These claims are supported by the main character Amir’s dialogue while reflecting on the news of his half-brother’s death: “I hadn’t brought the Taliban to the house to shoot Hassan,” in which phrases of the Taliban killing people were loosely used (Hosseini 226). “Maybe Hassan would’ve had a home of his own now, a job, a family, a life in a country where no one cared that he was a Hazara” as thought by the main character, Amir, contributes to the controversy on the book’s portrayal of certain religious sectors of Islam (Hosseini 226). This sparked criticism from parents who were unsure about specific terminology and offensive name calling, like “Hazara”, and the book’s explicit explanations of how these people were treated during the time period, including the sexual harassment they were put through, their harsh living conditions, and the type of physically abusive punishments the Hazaras received from anyone that was hierarchically above them. Frightening and violent scenes as Amir describes “a dead body near the restaurant. There had been a hanging. A young man dangled from the end of a rope tied to a beam,” is quite gruesome for students of a younger age, perhaps in high school, especially if they are already sensitive to topics of harm or self-harm (Hosseini 259). It is within reason that many critics and parents revisit The Kite Runner’s scenes of “his face puffy and blue, the clothes he’d worn on the last day of his life shredded, bloody. Hardly anyone seemed to notice him,” and question the novel’s safety in terms of violence (Hosseini 259). The bloody images throughout the novel and what could be misunderstood as the promotion of the Taliban, work against the focus of the novel, which is the friendship and betrayal between two Afghan children intertwined with cultural information. However, scenes of death and terror can feel threatening to readers as well.

Although there is a degree of vulgarity in Hosseini’s novel, it is important to recognize the larger meaning of the novel and understand the arduous situation of Afghan during the late twentieth century. The Kite Runner has also been supported by literary critics because it has aided in giving exposure of a country that has not been expressed or discussed in English before.

Jim Bartley’s review of The Kite Runner explains that “writer Khaled Hosseini reportedly holds the distinction of being the first Afghani to produce a novel of his homeland in English” (Hosseini, Kite Catches and Flies High). This novel serves as an example and will inspire further publishing of works on places like Afghanistan where society has been turned into the of worst circumstances. Hosseini’s novel holds much information on the culture of Afghanistan from mentioning of small phrases, to cultural practices and authentic food, and in hiding, older Persian texts:

We discussed in this study on the anthems from the kite runner of Khaled Hosseini based on Vahid Dastjerdi’s proposed model of poetry translation (2008). We found these conclusions in both textual and extra-textual analysis for each poem…In anthem five, the alliteration assonance /o/ and /aa/ have the most frequency in textual analysis. And in extratextual analysis the poets represented the phrase ‘Lion of God’, which the Persian readers get the main idea of the poet and take assistance from Imam Ali. (AmirDabbaghain)

Phrases like “La illah il Allah, Muhamad u rasul ulluah,” are used create a more realistic feel of the culture behind the plot of the story for the reader (Hosseini 346). Although there is controversial distinction between separate groups of Muslims throughout the novel, the characters’ actions are given a purpose as holidays are explained such as “the tenth day of Dhul-Hijjah, the last month of the Muslim calendar, and the first three days of Eid Al-Adha…” (Hosseini 76). Islamic rituals such as “baba has hand picked the sheep again this year, a powered white one with crooked black ears,” are embedded throughout the novel to contribute to the larger themes of exposure to culture and religion from places readers normally don’t experience (Hosseini 76). The cultural scenes and translational analysis of older texts provide evidence of Hosseini’s connecting to readers with details of religious holidays and poetic phrases that both can be related by Afghan readers and newly experienced by those who are unaware of the culture.

This novel’s themes of moral values and relationships revolves around more than just culture, it also evaluates the strength and weaknesses, leading to deceptions in this case, that develop in a special friendship between the characters Amir and Hassan. Amir betraying Hassan and spending the rest of his life resenting being silent about witnessing his rape sets the plot of the novel. It would’ve not affected Amir so severely if he had told someone his problem, similar to how situations like this shouldn’t be censored, but learned from. Amir repents and says, “I had one last chance to make a decision. One final opportunity to decide who I was going to be,” and the decision made in the end would reflect the rest of his life and it is important for readers to be exposed to analysis of identifying opportunities and chances and the responsibility of taking them to avoid mistakes or regrets (Hosseini 77). Hosseini explains Amir’s options as he could either “step into that alley, stand up for Hassan – the way he’d stood up for me all those times in the past…. Or I could run,” to put emphasis on the influence of the choices you make and foreshadow what Amir will go through to repay for making a wrong choice in the future (Hosseini 77). The ideals and ethics behind making and learning from wrong choices or attempting to fix them is supported by John Milton’s advocation for eliminating censorship and the right to publish any type of writing in his speech, Aeropagitica. Written in the 17th century by Milton, the speech tells of the vitality of knowledge gained from making wrong choises, “Since therefore the knowledge and survey of vice is in the world so necessary to the constituting of human virtue, and the scanning of error to the confirmation of truth…” (Milton). Hosseini receives praise from Jim Bartley for the input of morals into Amir’s story as well as taking readers to Afghanistan to allow them to witness both the harsh circumstances of war-driven Afghanistan and the decision-making of a young boy, saying “What’s most conspicuous on almost every page of this debut is not language, but the shimmer of life. There is no display in Hosseini’s writing, only expression–a lesson for all budding novelists,” (Hosseini, Kite Catches and Flies High). Hosseini’s expressivity of the third world country and the Afghan people has created an atmosphere more realistic than just a of a broken friendship. It describes a strong betrayal that later haunts Amir for the rest of his life, and like Milton believes, should not be censored because of its value in representing a torn mutuality by one’s selfish actions. This serves as a lesson for readers but would not exist if Hosseini’s novel is eliminated from curriculums across the country.

Hosseini’s novel The Kite Runner has been challenged for its sexual content, violence, language, racism, and religious controversies by parents and school districts that fear this could result in students and young readers to react to the novel in a negative way in which their own lives can be affect by. The goal of the novel is not to normalize or make explicit content more common, but it is to put forth this information for the reader to experience, analyze, and distinguish the knowledge of what is ethical and what is not and to allow readers to become aware of difficult things in life such as those in war ridden Afghanistan. If sensitive material is protected, then there is no way to learn right from wrong or to be exposed to various circumstances around the world, which is why it is important to teach man to distinguish rather than safeguarding delicate situations.

The statement that those who ignore history ignore it at their own peril cannot be truer. Studying history is important because it allows us to understand our past, which in turn allows us to understand our present. It is important because history helps you understand the past to predict the future and help in creating it.

Epidemics and pandemics have existed since the beginning of our civilization. Understanding how people have dealt with them in the past can help us understand current crises and prepare us for future ones. For most of history, urban dwellers lived in crowded, unsanitary conditions. The earliest cities also had one striking feature in common with the market in Wuhan, China, the source of the coronavirus outbreak: humans lived in close proximity to animals.

Understanding history helps us to avoid repeating the same mistakes over and over again. Our view of history shapes the way we view the present, and therefore it could be useful for new generations to preserve history and pass it on to future generations to know what has really happened in the past.

The past causes the present, and therefore the future. Any time we try to know why something happened – whether a shift in political party dominance, a major change in the teenage suicide rate, or wars in the Balkans or the Middle East – we have to look for factors that took shape earlier. The political strategies or the world of espionage that exists today build upon the learnings of past spies and typical situations. The companies which design encryption for mobile phones have learned the technology and practices from the methodologies adopted by their rivals during World War I and World War II.

And as a part of where a person belongs, it gives identity to a citizen of its past. The people develop a sense of their collective past. History also provides a template of how various nations become big, powerful, and prosperous today. Such events and perspectives are essential for people to understand their role in nation-building.

In the history of the United States and Europe, wars have ended with confiscatory terms of government surrender, inevitably breeding more wars. Revolutions like those in France and Russia that gave an individual absolute power—Napoleon and Stalin, respectively—inevitably end up as failed empires and brutal dictatorships. In the 21st century, specific events in Syria have proven repeated lessons about civil wars such as the Vietnam War that when great powers intervene to fight proxy battles, the conflict becomes protracted. After Stalin’s brutal regime of secret police and leader worship, Cuban revolutionaries allowed their charismatic revolutionary leader to seize absolute power. A. Castro still holds a seat of dictatorial power in Cuba.

The Titanic disaster is a great historic example of why arrogance is something we should all avoid. The ship was built by men to be ‘unsinkable’. This was actually more of a marketing term than an engineering specification because no ship in history had ever been proven to be unsinkable. Nonetheless, passengers from all over the world and from all manner of education, class, and color eagerly booked passage on the grandest ship ever built. Around midnight of April 14, 1912, the ship struck an iceberg in the North Atlantic Ocean and sank, in spite of all the marketing promises to the contrary. Here’s where arrogance compounds the disaster. The White Star Line, the owners of the ship, in their wisdom and utter conceit, decided that lifeboats weren’t all that useful on a ship that couldn’t be sunk. They had a few but not nearly enough to save more than 2000 people who had put their lives on the line by boarding this epic failure. This point remains the only real lesson mankind learned from the Titanic disaster; all ships are now required to carry enough lifeboats for everybody on board and no marketing department has ever used the word unsinkable again. 1500 people lost their lives before we learned the real danger of arrogance.

It may be common sense that all of the good things and all of the bad things about people, and the way that we organize ourselves, are simply going to breed patterns as we continue to make history as a species. It may be that we are simply given to a certain irrationality that leads us down paths, some disastrous, again and again.

Hence, history shows us a mirror of the future and encourages us to learn from it and implement it in our lives, which is why it is so important.

The history of science is vast and varied, and yet there exists a particular, universal theme: the use of the advancement of knowledge (or restriction of it) to increase power. The word ‘power’ can have numerous connotations, but this essay will focus on just three definitions. Firstly, the power of individuals, either over citizens or of citizens, secondly the ‘imperial’ power of countries competing for supremacy in the world, and finally the power of humankind over nature – our ability to manipulate and control it. In all these cases, there are examples from the history of science that demonstrate that knowledge can lead to an increase in power, whether that be from a restriction and censorship of public knowledge to maintain power, a race to obtain the most knowledge first to show dominance or human kind’s thirst for knowledge to better our lives. These examples range from the beginnings of the study of natural philosophy in Europe in the 16th century to the most recent scientific advances, all demonstrating that knowledge is power.

The control of knowledge has often given power over the general population to authorities during the history of science. The most well-known example of this is the conflict between astronomers and the religious authority of Europe during the 16th and 17th centuries. Before this period, the common view of the universe was that the Earth was in the center, with all other planets, stars, and the Moon orbiting around it (the Aristotelian model). The universe outside of the Earth and the Moon was thought to be unchanging and perfect, which matched the Neoplatonic teachings of the Catholic Church (more specifically, Joshua 10:13) at that time (Shapin, 1996, p.24). In 1543, Copernicus published ‘De Revolutionibus Orbium Coelestium’, which was the first work published that refuted the Church’s view of the universe. He suggested that the Sun was positioned at the center of the universe and backed up his theory with significant mathematical evidence. The Church was abhorred by this and believed that if this became common knowledge, their power over the citizens of Europe would lessen. So, the book was put into the Catholic Index of Prohibited Books and remained there until the early 19th century. This trend continued into the 17th century when Galileo used his telescope to make observations such as sunspots, which proved that the universe was not perfect (Shapin, 1996, p.17). Despite his links to the Church through connections with Barberini, who became the Pope in 1623, his attempt to prove Copernican theory and support the Church at the same time failed, and he was put on trial and subsequently into house arrest (Finocchiaro, 2007, p.53). These actions were likely taken as the Church believed that if it became common knowledge, people would begin to reject the Church, leading to a decrease in its power. This demonstrates that knowledge needed to be controlled and limited in some cases for the Church to maintain power over the citizens of Europe.

An analogous example to that of religion and astronomy in Europe is the control of the Chinese authorities over the dispersion of knowledge and technologies introduced by European explorers in the 18th century. When exploring distant areas of the globe, Europeans used new scientific instruments as gifts to gain a diplomatic foothold in already established countries (Dikötter, 2003, p.691). This was seen especially in China, where they presented gifts such as a planetarium and a chronometer to the imperial authorities. However, these new pieces of knowledge were not distributed or mentioned to the scholars in China as the authorities believed it would have given them too much power, which would have likely spread to the rest of the population (Dikötter, 2003, p.843). As such, it is clear that the authorities in China believed that knowledge is power and acted accordingly to maintain their own power over their citizens.

A final example of the use of knowledge to increase power over citizens is that of regional authorities in Italy using eudiometers to monitor and control people’s lives. The eudiometer was developed by British chemist Priestley in the 18th century as an instrument that could measure the amount of phlogiston in the air (Golinski, 2003, p.391). At that time, healthy air was thought to be pure and with as little phlogiston as possible, so this new instrument could be used to test the healthiness of the air. Instrument makers around Europe began producing and using eudiometers. For example, Fontana and Landriani sold their eudiometers to local governments in Italy (Golinski, 1992, pp.118-119). They claimed they could be used to monitor the atmosphere in certain areas, enabling the authorities to have more control over people’s lives, especially as it was still widely believed that the cause of many diseases was bad air. So, the supposed knowledge of phlogiston and the ability to measure it gave leaders power over their citizens as they believed it gave them the ability to know more about what their environment was like, and therefore they believed they were able to control their lives with more ease. The previous three examples have all shown that the control of scientific knowledge and instrumentation was used by authorities around the world, throughout the early modern period, to maintain power over the people in their region. As such, ‘knowledge is power’.

The second form of power is the perceived power and dominance of countries around the world in comparison to their rivals, or ‘imperial’ power. A clear example of this is the rivalry between France and Britain, which manifested itself in the competition between Lavoisier and Priestley during the late 18th century to develop the correct theory of chemistry. Their methods were vastly different, with Priestley relying on his skillful use of very basic equipment to study gases and other elements, leading to him creating and backing the theory of phlogiston. This contrasted greatly with Lavoisier, who used the money earned in his past as a tax collector to develop novel instrumentation such as a calorimeter and balances alongside physicist La Place (Golinski, 2003, pp.392-393). These much more advanced methods of experimentation enabled him to prove that on burning the weight of metals increased, and so the theory of phlogiston (which was supposedly released by burning things) was refuted and replaced by the concept of oxygen in 1777. Despite quite conclusive evidence in support of Lavoisier, most British scientists continued in their support for Priestley, who continued to attempt to disprove Lavoisier, initially by questioning his equipment and then by rejecting the purpose of trying to disprove the theory of phlogiston (Golinski, 1992, p.140). These quarrels show how important scientific knowledge was to the respective countries in demonstrating their power and dominance over each other.

Around the same time as the dispute over chemistry, European countries were fighting for dominance by attempting to explore and describe as much of the world as possible. Their primary aim was to set up trading posts around the world in order to establish power and wealth through trading, however, they also tried to discover as many lands as possible and claim them for themselves. This competition was initiated by the success of the British Endeavour mission, led by Captain James Cook alongside botanist Joseph Banks. This expedition achieved a huge advancement in the knowledge of the Pacific Islands such as Tahiti, New Zealand, Australia, and New Guinea (Iliffe, 2003, p.627). Through the mapping of the coastline and the collection and analysis of flora and fauna, Britain was able to control and exploit the lands in the future. When this initial expedition returned and its successes recounted, France and Spain began to compete for dominance in the knowledge of natural history, largely studying South America rather than the Pacific (Iliffe, 2003, p.642), to which Britain continued to send crown-funded expeditions. The knowledge obtained on these expeditions was shown in museums and exhibitions, with each country attempting to bring back and understand increasingly impressive exotic goods. The involvement from each country’s authorities showed how significant this exploration and collection of knowledge was in representing the power of each nation in comparison to the others, as well as over the nations they reached during their expeditions.

A much more modern example of the intellectual battle for imperial power is that of the Cold War when America and the Soviet Union were competing to develop more advanced weaponry and spaceships in the arms and space races to prove their dominance. It could be argued that this competition began in World War I (Hughes, 2002, p.26) when nations were trying to develop more advanced explosives and chemical weapons to increase their chances during the war and therefore their power. However, the true intellectual conflict between the Soviet Union and America began towards the end of World War II, when Germany, the Soviet Union, and America were all attempting to develop a successful atomic bomb. This was the start of the arms race. Spies were sent to research labs in rival countries to try to learn how far ahead others were and how to improve their own weapons. In this first round, the unanimous winners were the Americans, who were the first to use atomic bombs. They used them twice on Hiroshima and Nagasaki in August 1945 (Hughes, 2002, p.97). This contrasts greatly with the Soviet Union, which performed its first test in 1949 (Rubinson, 2016, p.16). As such, the United States laid out its dominance thanks to its more advanced technology and ability to collate and use the knowledge and expertise of the leading particle physicists such as Fermi and Einstein who had taken refuge in the country (Hughes, 2002, p.46). The attempt to develop more weapons didn’t end there, and as weaponry was made more dangerous, it became clear that governments really were desperate to use knowledge to gain or maintain power. For example, despite their major ethical objections to the development of the H-bomb, physicists Fermi and Rabi decided that the United States should still go ahead with it if the Soviets did the same (Rubinson, 2016, p.23). As such, there was a compulsion in both countries to constantly prove to the world that they were more powerful through their technological abilities. Up until this point, the United States had been ahead in the race for power, however in 1957, the Sputnik ship was launched by the Soviet Union, proving that they were significantly ahead in the space race. This triggered a huge incorporation of scientific input into governmental policy, with Eisenhower setting up the President’s Science Advisory Committee and passing the National Defence Education Act in order to put millions of dollars into science and engineering (Rubinson, 2016, pp.11, 29, 31). As such, this failure in the development of knowledge was seen as a huge setback that should be urgently rectified, demonstrating how closely linked knowledge was to the power of the state over its rival. So, knowledge is power.

So far, we have seen how control over, and the advancement of scientific knowledge is tightly linked to power in the more traditional sense; either over citizens or as a nation. Another, arguably more significant power that knowledge enhances is that over nature itself, so humans can manipulate it and benefit from such knowledge. A modern example of this is the recent development of genetic engineering and molecular manipulation that has resulted from our increased knowledge of molecular biology. The first major breakthrough that allowed these advances to take place was the determination of the structure of DNA by Watson and Crick (alongside the work of Franklin and Watkins) in 1953 (Morange, 1998, p.110). For decades beforehand, the field of molecular biology had been growing steadily, but its progress was limited by the conundrum of the structure of DNA. Once it was established, it was much easier to understand how genes work, providing a starting point and enabling us to understand exactly how proteins are made over the following decades. Once this knowledge was developed, we could begin to modify the processes artificially using techniques such as recombinant technology, as such, increasing our control over natural processes. As such, new research endeavors like the Human Genome Project and technologies such as CRISPR have given us much more power to manipulate nature and, in cases such as cystic fibrosis, have begun to develop effective treatments and potential cures for molecular diseases. So, increased knowledge and understanding have led to increased power and control over natural processes.

Another medically relevant example of increasing knowledge leading to improved interventions and power over nature is that of the work of early bacteriologists. Even into the 19th century, people didn’t know what caused disease. Many believed it was caused by a miasma, or polluted air, a supernatural cause that couldn’t be controlled (Bynum, 1994, p.60). However, from the middle of the 19th century, research began to be conducted on potential physical causes of diseases that were devastating urban communities. The most famous of these studies is that done by John Snow, who looked at the cholera epidemics in London in 1849 and 1854 (Bynum, 1994, pp.79-81). Through significant data collection, he concluded that the disease originated from water, so could not be due to a miasma. Even though he could not identify the precise causative agent, the measures he suggested such as boiling water led to much improved control of cholera in the future. So, the collection of data, and therefore knowledge, led to the power of improved control over disease. This work was furthered in a much more objective way on the continent, where Koch and Pasteur independently developed the germ theory (that specific pathogens cause specific diseases) and new technology such as microscopes enabled scientists such as Filippo Pacini (the first to identify Vibrio cholerae) to observe these disease-causing microbes (Bynum, 1994, pp.81, 101, 107). Once these specific causes were identified, disease causation could be thought about in a much more straightforward fashion, so the public was more likely to undertake precautions to prevent the spread of disease. Also, the immunization technique pioneered by Edward Jenner in 1796 could be expanded and used to control other diseases (Bynum, 1994, p.107). This example is especially relevant to our current climate, in which increased data and understanding of the disease have led to a greatly improved method of disease control and limitation of death. So, the knowledge of specific disease-causing microbes meant that populations had the power to control the spread of disease.

The final example relates less so to practical power over nature but instead demonstrates the ability of increased knowledge and understanding to give humans the power to harness natural processes and phenomena and as such be theatrical through their manipulation of nature. It also shows how science can gain power over the public mind. During the Enlightenment period, between 1730 and 1790, scientists became increasingly fascinated by the phenomenon of electricity. Using the principles involved in the air pump developed by Robert Boyle in the 1660s and the excitement that was built among the scientific community by Francis Hauksbee’s displays of it in the Royal Society, scientists began to experiment with electricity and its effects, gaining apparent power over the laws of nature (Fara, 2002, pp.30, 38). Stephen Gray noticed that feathers could be attracted to corks at either end of his electric tube, so created experiments to test the limits of the transmission of electrical charge. Once he was made a fellow of the Royal Society in 1730, he demonstrated such experiments and produced some apparently magical effects such as electrifying a boy hanging from the ceiling, which then caused feathers and other items to be attracted to him from below (Fara, 2002, p.44). Another equally impressive manipulation of electricity was performed by Benjamin Rackstrow, who succeeded in replicating a ‘beatification’, which involves creating a glowing crown above someone’s head (Fara, 2002, p.49). Rackstrow was not a scientist, instead, he owned a shop from which he sold furniture, mirrors, and picture frames. This demonstrates that the advancement of knowledge and understanding of electricity enabled people even with non-scientific backgrounds to manipulate natural phenomena, and gave them the power to produce impressive performances through such manipulation, captivating the attention of the public. So, knowledge is power.

In conclusion, the accumulation of knowledge throughout the history of science has led to an increase in the power of the human race. This includes power over nature, power of individuals over others, and the power of a country compared to the rest of the world. The prevalence of examples throughout history, from astronomy in the 16th century to ongoing scientific endeavors such as the Human Genome Project, shows that the connection between knowledge and power is not a one-off, nor is it particular to a certain form of power. Not only have there been examples in which increased knowledge has directly yielded increased power, but it has been shown that the concept of ‘knowledge is power’ was ingrained into many significant figure’s mindsets, with authorities determined to hold onto power restricting the knowledge held by others. Therefore, we can conclusively say that the history of science does demonstrate that knowledge is power.

This essay intends to highlight sustainability challenges of the 21st century and contrasting participation of technology and the sustainability of this practice as part of the education in Australia, considering the application of these for the next generation of educational community needs. Australia will require approximately 400 to 750 new schools to accommodate 650,000 extra learners over the next century, costing state governments up to $ 11 billion, according to the Grattan Institute. In Victoria only, about 200 fresh schools are expected to be required in this timeframe.

Knowledge organizations carry out their processes using their primary intellectual capital resources and key information inputs. The effectiveness of these processes depends on their knowledge capability. In most instances, these capacities need to be extremely dynamic in order to react to the evolving organizational setting and the subsequent evolution of the organization’s core knowledge procedures needed. All organizational development must be centered on the continuous growth of these vibrant information capacities. The strategic capacities of an organization rely on its capacity to process quickly changing data and views on the organization and its company environment, which are, in reality, high-level knowledge capabilities.The development of organizational knowledge capacities can be resolved most fully by considering the four areas of individual technology, organizational technology, individual abilities and behaviour, and organizational abilities and behaviour.

In matters of this type of organisations, it is extremely important to plan and conceive strategies which set the direction of an organisation or company, just as relevant as a careful and structured start it is necessary to have flexibility to adapt, correct or make necessary adjustments along the way in under to maintain focus on improving processes while also seeking out ways to improve an operational model which also serves as example to the community. In order to excel at continues improvement, it is necessary to practice the required skills, allowing the stakeholders to participate in this process, introducing them to the logistic and creating alternatives to welcome individuals to open their mind to a change, adapting positive attitudes in working towards the desired goals, working in a non judgemental environment interacting with others and active listening to opinions and observing evidence of the processes.

With the boom of population in Australia, also the number of places needed for students are drastically increasing, estimating 650,000 more by year 2026. With this speeded process of creating new knowledge organisations to satisfy this demand, it is relevant to ask regarding the parameters these are about to offer to the new students, embrasing technology, cultural backgrounds and the sustainability of these. The deep commitment of nowadays society remains to be student experience and interest of preparing the students to succeed in an ever-changing environment.

Australia is strategical location, surrounded by water and bounded by the world-famous Blue Mountains, makes it rich in natural and cultural diversity. But, there is the remainder all around the world, pointing to the global warming and the need to implement sustainable strategies to manage in a better manner the resources that we still have, producing more efficient processes which do not over consume or produces irreversable damage to our planet, reducing waste and pollution and evolving quickly when facing new challenges. The social inequality gap is growing, with the increase of popullation in this country, there is an rocketing demand of housing and urbanization pressures, transport gridlocks, greater unemployment than decades before.

This is a great opportunity to apply countinued improvement strategies, involving the differents cultures present in the country, listen to the perspectives and listen to the opinions and the impact these have on the future of the education in Australia.

There is a significant role to play by teachers and educational providers, by promoting the required sustainability learning process, but their main function is no longer simply to convey understanding to learners. In the digital age of the 21st century, teachers can not expect to be an omniscient source of information.

Forecasts of student figures are most unpredictable in mining boom cities. Unpalatable as it might sound to some, this may be the one situation where portable classrooms are the best solution. The classroom can also migrate when the population moves. Mining businesses provide significant assistance for community facilities in the best instances.

The Australians are re-locating to live nearer to the metro areas, attracted by shorter journeys and access to more employment. Many remain when they have kids, particularly in Melbourne and Sydney, instead of moving out to the suburbs. Governments have been much worse off preparing for the booming amount of inner-city kids.

In Melbourne, the worse is still to come, over the next century the city’s five most central local government areas will have a 30 to 60 per cent rise in student numbers. Around 2006, this mini-baby boom began reaching secondary schools in 2017 or 2018. Many colleges are overcrowded and too few new ones are scheduled, although more are expected to be in the pipeline.

Poor planning is obviously a big issue for parents who are struggling to find a local government school for their kids, due to the reduced amount of educational organisations funded, people feel obliged to pay non-governmental charges, or travel a long way to get to college. There is also proof that overcrowded institutions have a significant adverse effect on student learning.

Six Sigma has been creating a lasting impact on the production, service and healthcare sectors. Eventually, it has demonstrated unexpected improvements when applied to the classrooms. Six Sigma initially seemed not to match with education, this area lacks the conventional Six Sigma methodology objectives, such as manufacturing facilities, concrete inputs and outputs and inventories. The education industry is renowned for its disorderly and unpredictable human factors, unlikely in other industries, the soft side of education involves individual learning and efficiency as well as student satisfaction. Indeed, many of the processes related to education are closely focused on having the clients (students) to give their opinion for further improvements and meet their needs. In this manner, Six Sigma combines with the demand of efficiency and transforming the academic field.

However, attention to the sustainability context of the social and environmental problems ahead, and recognition of the presence of planetary boundaries to old-fashioned economic growth, is typically lacking from the twenty-first century education agenda. These sustainability imperatives have persuaded company leaders and business educators to call for a change from a ‘brown economy’ to a ‘green economy’ to a sustainable enterprise of the 21st century.

Sustainability will be integrated in instructional material. This will assist to encourage a shift in people’s understanding of their social, technological, ecological and political environment. In addition to reading and writing, extra kinds of literacy will be taught, with environmental and societal advantages. Natural literacy, for instance, will catalyze a desire to safeguard and restore nature.

The essence of the shift is the objective of the corporation. Current corporate law needs businesses to maximize shareholder value irrespective of the implications. This gives rise to powerful incentives to externalize expenses wherever possible: harm to the environment or keeping the local community off the books.

It is clear that the labor market is changing and that employers are looking for staff with sustainability abilities and knowledge. Colleges and universities are starting to integrate sustainability into their programmes. From MBAs in sustainable business methods to programs that provide learners with the technical training needed to run wind turbines, etc. Furthermore, the attitude to company must be as transformational as the contribution to pedagogy. Students are taught about and develop skills applicable to the emerging sustainable economy, not just the ‘old’ walled garden approach of the 20th century, because their innovation and creativity will help the emergence of a new form of sustainable enterprise, for example developing the new technologies for a sustainable planet and affordable systems.

In my opinion is important to integrate and consider Kaizen and Six Sigma stategies, by incorporating the experience of all stakeholders and adapting rapid incrasing needs of these and build the future of education standards in Australia. Due to the great expansion is necessary to address techniques and strategies that allow organisations to reduce the consumption and misuse of scarce resources such as paper/trees and instead avoiding the purchase of many books and paper based assessments/works, changing the source/production of energy (at the moment 73% is derivated from coal, 13% Natural Gas and 7% Hydropower) increasing the use of clean energy generation as main change in the education industry, innovating use of recyclying into the 21st century.

Having all stakeholders involved in a revolutionising process of education, some institutes have taken part of implementing installations and processes involved in education by incorporating green practices as highly efficient LED lighting and automatic controls for lighting, cooling and ventilation in oder to reduce inefficient operations. In some cases gathering and use of rainwater for cleaning and toileting tasks, incorporating flooring and other materials made of recycled materials among other strategies. By incorporating solar pannels reduces the use of electricity consume, saving enough to power for approximately 20 homes. By using recycled water on campus, gathering rainwater, a facility can save up to 200,000 kL of water.

Technology are becoming increasingly affordable and education oriented in nowadays. Such techniques are appropriate for one-to – one and seamless learning, enabling learning to take place anywhere and at any time. The premises for the expansion of private, social and technological teaching areas. The innovation of technology to students and teachers is not quite easy, there are still many grey areas related to the use and abuse of these, however from the sustainability point of use, is not only useful but necessary to prevent deforestation, stoping the cycle of buying sets of books every year which might, printing exams and other paper based materials for the different classes which at the end up in the bin.

To conclude, we are already in the 21st century. By incorporating sustainable practices into education, we are introcucing ethical and good practices to the everyday life of the students, therefor, we are educating future generations on the importance of the environment and the relecance to preserve it. The impact on water consumption and preventing pollution would be representative just as other industries in Australia, adapting to the needs, applying the knowledge of different groups and working together towards the desired goals in a loop of continues improvement.

Philosophy is the study of the founder’s mental nature of knowledge and reality. This short essay will be focusing on the meaning of philosophy for us today and it will also outline the different ways how philosophy can help us as humans to face reality as it is like a tool to enhance our knowledge about things we do not know or questions we seek to know answers from.

As it is known that philosophy is all rational inquiry except for science, for us today philosophy means a fundamental nature of knowledge, reality, and existence. Philosophy is today seen as a way to find the answers to questions like where we come from, how we can know something, and what we can do to have knowledge of something. It also means a systematic way to enhance a person’s problem-solving capacity as it helps us analyze concepts, definitions, arguments, and problems. It forms a worldview and also has an indirect influence on the development of practical solutions.

While facing reality, we come across many philosophical questions which needs answers, even though we cannot get answers from those question, we can know a reason why we can’t know the answers or truth. As philosophy belongs to the lives of everyone, it can help us solve problems, mundane or abstract, and it helps us makes better decisions concerning bigger problems we come across in life. Philosophy can make us productive individuals and citizens in the country. Metaphysics is a branch of philosophy, it studies the fundamental nature of reality, the first principle of being, identity and change, space and time, causality and necessity, and probability. By studying philosophy, we can learn how to develop and present our arguments. To succeed in business and other careers, we need philosophy as it is an important tool.

Questions like how, why, and what can be easily answered through philosophy, as we engage in arguments in philosophy with the aim to gain better information about something. Philosophy makes sense that it would be for any problem. Philosophy can tackle any question, there’s no which is big or too small, and this can help us engage in many activities like a debate with the aim of gaining knowledge after that particular activity. We can be persuasive through philosophy, which is a better thing needed to face reality. Ontological questions also feature in diverse branches of philosophy, including the philosophy of science, the philosophy of religion, the philosophy of mathematics, and philosophical logic. These include questions about whether only physical objects are real.

The study of philosophy enhances a person’s problem-solving capacities. It helps us to analyze concepts, definitions, arguments, and problems. It contributes to our capacity to organize ideas and issues, deal with questions of value, and extract what is essential from large quantities of information. It helps us, on the one hand, to distinguish fine and subtle differences between views, and on the other hand, to discover common ground between opposing positions. It also helps us to synthesize a variety of views or perspectives into one unified whole.

Questions about the nature of consciousness and the relationship between mind and matter, between substance and attribute, and between potentiality and actuality can be easily answered through the study of philosophy. The problem ‘what is reality?’ arises from a consciousness of ourselves as living in a world that seems to be outside of, and yet is the cause of, our conscious life. Our reflections on this led us to wonder if we can know of the world beyond our perceptions – the underlying cause of our consciousness of appearances. This world of the underlying cause we call ‘reality’.

Philosophy (the love of wisdom) is an effective tool that is needed by humans to face reality. This essay on the meaning of philosophy for us and how it can help us face reality made me realize that there is no question that is unanswerable, even though we cannot get the answers from other questions, there are other things we can learn from those questions. The fundamental knowledge from philosophy can help fight many circumstances we can come across in the future.

Science is very important in our lives. With science, minds, and hearts bloom. Thanks to science, many things have become easy and simple and can be accomplished in a few moments. Especially because it was thanks to him that the means of communication that enabled reaching very long distances in a short time were discovered.

Science is one of the things that make up the human being and illuminates its mind, just as science has a great advantage over mankind. Thanks to science, various industries have developed, whether food or technological industries, or machinery and clothing industries, etc., as have medical services provided to people. Thanks to the discovery of medical devices, drugs, and treatment methods that saved the lives of many people around the world, this helped science to walk towards evolution with very rapid steps.

A person must strive to seek knowledge, whatever the circumstances surrounding him, and try to learn in all fields, such as learning science, mathematics, languages, medical sciences, legal sciences, etc., and it is not only enough to see the scientific specialization that he is studying, just as a person must remain a student of science and researcher, no matter how old he is, because seeking knowledge is from cradle to grave, because knowledge is renewed. Science is the basis for progress and development. Without it, nations would be immersed in their complete darkness and confused in their ignorance.

Definition of Science

Science can be defined in more than one definition. Science can be defined as the study of a natural phenomenon or several phenomena in all its aspects, with an attempt to explore the laws governing this phenomenon through experience, observation, and measurements.

Science can also be defined as the process of studying abstract concepts of quantities and mathematical structures, as in mathematics, to establish a system of coherent foundations and laws. It also means absolute perception.

Science is a body of knowledge whose difficulty has been demonstrated in practice. It is the successive and interconnected ideas through which knowledge is obtained. It is a set of principles and rules that have been proven valid by experiments, and they relate to one of the many aspects of life.

Science is the product of the fusion of theoretical knowledge with practical experiences, and it is the serious pursuit of knowledge that proves the facts in the smallest details, even on the theoretical level.

Science includes three main components: ethics (a set of standards and controls that govern the scientific stimulus and a set of characteristics that must be distinguished by scientists), processes (methods used by scientists to reach the results of science), and results (facts, concepts, theories, and laws that were reached at the end of science).

The Importance of Science

One of the importance of knowledge is that it develops the way people think, makes their view of things different, increases its place and the world’s home, increases the respect of others for it, and makes it one of the people whose opinions are taken on many things as responsible and a thinker.

In my opinion, science is the basis of everything, it is the basis for the development of the world and the basis for the development of civilizations. Science is one of the global products that humans have participated in throughout the ages, with their various languages, races, and specialties. Science is one of the most important factors of strength for the nation that possesses it. With science, wealth is extracted, the machines are made and the energy is invested, and with it the awareness of society increases, and its status increases.

Through science, we can understand the universe, solve problems and create tools. Science is a fortress that protects man from exploitation and abuse and prevents prejudice, violence, and stereotyping, if not true. Science motivates its owner to face challenges and enables him to acquire knowledge tools and skills, to transform into a force that increases his personal responsibility and increases his personal and family success, and in terms of work and achievement, and increases his belief in his capabilities as well.

Science prepares society for the paths of its progress for long periods, prepares it for ethnic diversity, prepares it for accepting diversity, increases its development value, and makes plans for economic, environmental, and technical development more realistic, and thus the educated community can achieve comprehensive development and ensure a promising future for all of its children.

Science is the pillar upon which civilizations are based, and societies rely on it and support it in achieving its goals of progress and growth, and science protects societies from backwardness, reaction, ignorance, and poverty.

Knowledge is an important element in the development of the nation, as it provides the person with the information, skills, knowledge, and answers to many questions he needs, and this is the thing that enables the individual to know his rights, duties, and role in society, just as education broadens the horizon, and also enhances the person’s view, inclusiveness of the world, in addition to the fact that the development of science contributes directly to combating injustice, violence, corruption, and other negative phenomena experienced by man around the world.

Science Benefits

Science is a light that illuminates the human mind and makes an educated person prefer to consult with others, without the rest of the uneducated.

Knowledge is one of the best weapons with which a person can confront his enemies and makes an educated, rational, wise man who thinks consciously and wisely and does not fall into deception, just as knowledge continues with a person to the farthest extent and remains with the person throughout his life until his death. It is possible to keep the human being remembered after his death through the knowledge and knowledge he has reached in his life.

Science strengthens societies and is considered the weapon that guarantees the strength of society in all economic fields such as trade, agriculture, and industry. Science helps humans get rid of harmful things from society and plant in them useful things beneficial to the individual and society by exploiting the wealth of society in an ideal way to the fullest.

Also, science contributes to discovering and developing individual capabilities and inspires the individual for creativity, progress, and continuation of achievement, and also helps him to overcome penalties, and science promotes individual values and allows the individual to deal with his wisdom in various situations of life so that the educated person assures a reassurance without tension, weakness or anxiety.

Science contributed to changing the way of human life, through the innovation of scientists in all fields, many modern scientific inventions, and technologies, such as satellites, computers, aircraft, cars, and television. These inventions contributed to making the way of life more easy and flexible.

Science Branches

Modern science is divided into three main branches, which are natural sciences, social sciences, and formal sciences, and each of these branches includes many interdisciplinary and specialized scientific disciplines, which often possess their names and experiences. Both natural and social sciences are experimental sciences because their knowledge is based on experimental observations and can be tested until validated by researchers working under the same conditions. There are other disciplines that depend on sciences, such as applied engineering and medicine, which are often called applied sciences.

Natural Science

It is the science concerned with describing and understanding natural phenomena based on empirical evidence from experimentation and observation. It can be divided into two main branches: life sciences (or biological sciences) and physical sciences. Physical sciences are divided into branches including physics, chemistry, earth sciences, and astronomy. These two branches can be divided into more specialized disciplines. Modern natural sciences are the successor to the natural philosophy that began in ancient Greece. Galileo, Bacon, Descartes, and Newton, all discussed the benefits of using methods that were more experimental in a systematic way. However, philosophical perspectives, conjectures, and assumptions, which are often overlooked, remain essential in the natural sciences.

Social Science

It is the science that cares about society and cares about relations between individuals within society. It includes many branches, for example, anthropology, archeology, communications studies, economics, history, geography, linguistics, political science, psychology, public health, and sociology. Sociologists may adopt different philosophical theories to study individuals and society. For example, positional sociologists use methods similar to those of natural sciences as tools for understanding society, thus defining science with its most stringent modern meaning. On the other hand, sociologists may use interpretation, social criticism, or symbolic interpretation instead of constructing empirically false theories, as well as treating science in its broadest sense. In modern academic practice, researchers often use a selective sample, using multiple methodologies, for example, by combining quantitative and qualitative research. The term ‘social research’ has also gained a degree of independence as practitioners of various disciplines share their goals and methods.

Formal Sciences

It is the science that participates in the study of formal systems. It includes mathematics, systems theory, and theoretical computer science. Formal science shares similarities with the other two disciplines by drawing on an objective, accurate, and systematic study of the field of knowledge. However, it differs from experimental science because it relies exclusively on deductive reasoning, without the need for empirical evidence, to verify its abstract concepts. Thus, formal sciences are pre-disciplines, and because of this, there is disagreement over whether they actually constitute science. However, formal sciences play an important role in experimental sciences. As in calculus, it was initially invented to understand motion in physics.

The Goals of Science

The goals of science are divided into four sections, namely description, interpretation, prediction, and control. Science aims to describe the natural phenomena surrounding a person through various tools that are appropriate for that description to reach the facts. For example, one of the phenomena can be described by size, color, weight, shape, and time, and that description helps in classifying things into different groups, including different things. Or threaded. But describing the phenomenon, no matter how accurate, does not lead to an understanding of its causes or how it happened, or the factors affecting it, and here comes the role of interpretation.

Interpretation is concerned with knowing the reasons that lead to the occurrence of various phenomena and determining the relationships between the phenomena that we want to explain. When analyzing a phenomenon such as the fall of light on a glass prism, our saying that white light is broken down into the colors of the spectrum is this description of the phenomenon, but our saying that the amount of light deviation depends on its color is the interpretation of the phenomenon.

Prediction is the occurrence of something in a future time or somewhere, based on information currently available to us and previous scientific knowledge. Examples of prediction are when the chemical scientist, Mendeleev, predicted the existence of an element in the periodic table that he did not discover, and indeed after about fifteen years, Mendeleev predicted scientists discovered germanium.

Which is better for the railroad tracks to be connected to each other, or to have distances between them? And why? Interpretation and prediction serve the fourth goal of science, which is control, the ability of the world to control the phenomenon and control it increases as its ability to explain and predict it increases. A researcher who understands that the phenomenon of the expansion of railway bars results from a high temperature can control the effect of temperature on its expansion and control. And by leaving appropriate distances between the parts of the railway to expand freely, to avoid bending at high temperatures in the summer, which reduces the occurrence of train accidents.

Conclusion

In the end, we can say that science is one of the most important pillars upon which societies are based, so either it is the basis for its progress or the reason for its decline. We have explained the relationship between science and knowledge. We have been urged to say that science is the study of phenomena and knowledge of their causes and results. But knowledge is the outcome of the process of learning through the ages. Everything that we learned in the past is now facts that we know and are now called knowledge. After we talked about science from all sides, about the ethics of science and its results, we talked about the importance of science and how much is necessary for the progress of any nation as it provides each nation with all the ingredients for success that help it progress and differentiate from the rest of the nations. We talked about the importance of science to the individual as it increases his scientific and moral standing, makes him among the people of advice, and makes him able to innovate, and make his life better, and also urges us about the benefits of science and the benefits of inventions that made life a lot easier. In this paper, I also talked about the different branches of science, all their specialties and importance, and also about the four goals of science. Through studying this subject, I discovered that it is not indispensable to knowledge as it is the only way to advance. And I discovered that science is a very important weapon for every country that tries to advance and protect itself from all disasters of life and makes it one of the richest countries with its inventions through which it controls the world. Every country should try to develop its teaching methods by setting up schools that can give its students the greatest benefit. The country that wants the development of science must take care of these schools and teachers and give them the rights they deserve to give all their experience to advance. By education and extraction of educated generations, you can advance the country after their graduation and obtain the knowledge that qualifies them for that.