Compare and contrast understanding and knowledge

At its lowest level, understanding is simply data conversion from one type of raw data into another. Our eyes understand types SE, ES, and TS data and convert that data into type EE, and TE data that travels as electricity down the optic nerve to the brain. This conversion requires energy and with the eyes some of the energy comes from the light energy itself much like a solar cell converts energy from the sun into electricity. The molecular shapes of the rod and cone cells in the retina of our eyes perform this data conversion under direction of DNA programmed procedural knowledge. Whether this conversion requires additional energy from cellular glucose conversion, above and beyond the energy from the light itself, remains to be seen.

The way our eyes understand data is by the physical structure and layout of the rod and cone cells in the retina of the eyeball. The fact that there are millions of these cells spread out over the space of the retina make it possible for them to detect type SE data. Each cell of the retina is a separate understanding engine that understands the position and intensity or color of the photons of light hitting that part of the retina. The procedural knowledge that makes the understanding possible is manifest in the physical structure of the cells of the retina. Each photon of light energy follows a particular step by step procedure in its conversion to electrons that travel down the optic nerve as type EE electrical data. It's an amazing process all controlled by procedural knowledge stored in our DNA sequences.

Looking again at an understandings need for energy you see a living brain burning glucose for energy in order to understand data or knowledge. With a computer you see it using electrical energy to run its central processor. In both cases there would be no understanding without energy.

Compare and contrast public schooling and homeschooling.

Even the Unites States Department of Education agrees. In one study which they sponsored themselves home schooled students produced exceptionally high test scores. The median scores in every grade were far higher than those of public schools and even higher than those of private school students. The average home schooled student in grades one through four was a grade level above that of public school peers and, by the time home schooled students reached the equivalent of the 8th grade, they were as much as four years ahead of students attending public school.

As if this were not enough, costs were also lower. On average, government schools spent $6,500 per student each year and private schools spent $3,500. By contrast, parents undertaking home schooling spent about $550 per student each year. This figure for home schooling does not of course take into account the time spent by parents on home schooling for which a public school teacher would be paid.

The public school system as we know it today evolved during the second half of the 19th century as one state after another made school attendance compulsory. Perhaps the most interesting question however, and one which rarely seems to be asked, is why, if public schooling offered such superior value, it was necessary for the states to make it compulsory and to force parents to put their children into the public school system.

It could be, and sometimes is, argue that this was due to the ignorance of rural parents who did not see the value of education. However, it is interesting to note that adult illiteracy rates in 1840 Massachusetts were a low 2% and that, by 1995, this figure had risen to 19%, in spite of apparently enormous advances in the intervening years. In 1840 libraries were rare and today they are everywhere as books are both relatively inexpensive and easy to trade.

Today over a million children are home schooled in the United States and thousands of home schooled students have attended colleges and universities, including many of the most prestigious and difficult to get into.

Whatever your own thoughts about home schooling vs public schooling there is no doubt that the results clearly show the advantage of home schooling.

Compare and contrast spicy foods and sweet foods

The tastes perceived by the tongue have the strongest and most noticeable impact:

·                   Sweet foods and sweet wines taste less sweet together. 

·                   Acidic foods and acidic wines seem less sour together.

Olfactory sensations and physical sensations interact in a similar, but more muted, fashion:

·                   Smoked or grilled foods and oaky wines seem less ‘woody’ together.

·                   Rich foods and full bodied wines feel less thick together.

• Rich Chardonnay with rich butter-based sauces
• Sweet-tart German Riesling with sweet and sour Asian sauces
• Earthy Pinot Noir with earthy wild mushrooms

Compare and contrast foods you eat raw and foods that are cooked

Raw foods transform your life! I came to raw food because of unbearable toothache keeping me awake at night.

I never dreamt that eating raw plants would alter my brain! Raw foods give me so much brain focus that today I live a totally free life. I do what I love (writing) and I'll never again be a wage slave in a system that puts profit before people.

Factory food kills our earth. restore it to the blue jewel it truly is in the vast blackness of space. When you eat raw, you tread softly. Your carbon footprint is the lowest possible!

You owe it to yourself and to your children to test the raw food diet for two weeks – use this chart on next page. See for yourself why raw fooders are beaming!

A few people go raw overnight. The vast majority take at least a year. I took 15 years to reach 95% raw where I'm happy and comfortable. I go slow because I have no will-power. I reach for raw and the junk falls away at its own pace.

If you'd like to move quickly into raw foods, then  – wheatgrass and leafy greens juiced in a slow single-auger juicer. Green juice cleans out the toxins quicker, and rebuilds cells. It takes away cravings.

It's a magical journey! Every so often, something brand new happens. One day you discover you're not eating chocolate any more. You can't stand the taste. If you're a chocoholic

Compare and contrast dressing for a formal occasion and dressing informally

There are levels of formal and semi-formal. Those differences are typically derived from time of day. Evening weddings tend to be more formal. Religion plays a part also. Catholic and Jewish weddings tend to be very formal. Although, civil ceremonies could be casual to very formal.

Formality is first set through the invitation. This is how we convey the formality of the event to our guests. But, for the bride, formality is usually decided upon by the dress. If she wants a long beaded embroidered formal gown with veil and cathedral train, she wants a formal wedding. I would be silly to have a wedding in a park with a bbq for a reception and for the bride to be in a formal gown, huh?

Formality is also set with the wedding site. If the site is formal, the wedding should be also.

So, basically it is set by the gown (your guest wouldn't know this though), the time of day, and the location. Your guests would only guess the formality by the invitation, time of day, and location.

I decribed a formal gown for the bride. For a daytime formal wedding, grooms would wear cutaway coats, with gray striped slacks and waistcoats. For evenings they could wear the full dress tailcoats with matching slacks and white waistcoats.

Semi-formal is difficult to define. There are levels similar to formal, but it is even more difficult. This is what is most common. For daytime and evening the bride could wear a long dress with a less formal veil and train (for the day, she could choose a shorter dress and no train).

Grooms could wear strollers, the same slacks as for the formal wedding, and waistcoats for the day and tuxedos for the evening.

Compare and contrast cats and dogs

Here are some points for the dogs and cats:

You could point our that the similar qualities in these mammals are vast, however, the differences are just as enormous.

The similarities:

They both have fur.

They both were domesticated from wild animals and are now kept as pets.

They both shed.

They both bring love to humans.

Humans love to give both kinds of animals affection.

They both are used as therapy animals in nursing homes and hospitals to alleviate problems with health.

They both have a litter of more than one offspring at a time.

They both nurse their young.

They can be trained.

They both like to sleep with their owners.

Dogs live in a pack in the wild and cats live in a group as well called a pride.

Now what is different about them?

Dogs live in a pack in the wild and therefore need to be with the pack constantly. This is you.

Cats do live together although do not need to be with one another.

Dogs in the wild hunt in the pack. That is how they are able to take down their prey in numbers.

Cats usually hunt on their own.

Dogs want to work and have a job to do.

Cats want to sleep and be left alone.

Dogs want to sit on your lap and be petted for hours.

Many cats do not want to sit with you for very long and some do not like to be held at all.

Dogs are awake during the day.

Cats are up at night.

Dogs communicate with body language and their tails and barks.

Cats Meow but are not as aggressive with their body language.

Can you, without naming a quality, make your images suggest an idea or direct our attitude toward the things you describe?

yes it does to descripe your mindset and what your trying to tell the reader. ita a expression of  your purpose of your passage. My topic

ABRAHAM MASLOW

1908-1970

Dr. C. George Boeree

Abraham Harold Maslow was born April 1, 1908 in Brooklyn, New York.  He was the first of seven children born to his parents, who themselves were uneducated Jewish immigrants from Russia.  His parents, hoping for the best for their children in the new world, pushed him hard for academic success.  Not surprisingly, he became very lonely as a boy, and found his refuge in books.

To satisfy his parents, he first studied law at the City College of New York (CCNY).  After three semesters, he transferred to Cornell, and then back to CCNY.  He married Bertha Goodman, his first cousin, against his parents wishes.  Abe and Bertha went on to have two daughters.

He and Bertha moved to Wisconsin so that he could attend the University of Wisconsin.  Here, he became interested in psychology, and his school work began to improve dramatically. He spent time there working with Harry Harlow, who is famous for his experiments with baby rhesus monkeys and attachment behavior.

He received his BA in 1930, his MA in 1931, and his PhD in 1934, all in psychology, all from the University of Wisconsin.  A year after graduation, he returned to New York to work with E. L. Thorndike at Columbia, where Maslow became interested in research on human sexuality.

He began teaching full time at Brooklyn College.  During this period of his life, he came into contact with the many European intellectuals that were immigrating to the US, and Brooklyn in particular, at that time -- people like Adler, Fromm, Horney, as well as several Gestalt and Freudian psychologists.

Maslow served as the chair of the psychology department at Brandeis from 1951 to 1969.  While there he met Kurt Goldstein, who had originated the idea of self-actualization in his famous book, The Organism (1934).  It was also here that he began his crusade for a humanistic psychology -- something ultimately much more important to him than his own theorizing.

He spend his final years in semi-retirement in California, until, on June 8 1970, he died of a heart attack after years of ill health.