ShantanuT01/DACTYL-Pretraining huggingface dataset:
There is no doubt that the world without business would be significantly worse than it is now. On the one hand, multiple firms and organizations help satisfy supply and demand, which leads to overall satisfaction and economic growth. On the other hand, businesses also play an essential role by improving the life of society. Thus, the essay will demonstrate that business leaders are responsible for promoting social justice both locally and internationally since their activity directly affects the world. Various organizations and their leaders can and should make society better for its members. Firstly, business leaders can improve the world if their hiring policy follows human rights standards. It refers to the fact that firms should ensure that their decisions welcome diversity and do not discriminate against people based on their race, sex, and other characteristic features. Secondly, businesses typically have greater access to economic wealth, meaning that they should devote a part of their resources to serve the needs of the financially disadvantaged population. For example, there are many people in need in New York, and organizations can improve this situation through philanthropic activity. Thirdly, it is worth mentioning that businesses can invest in marketing to promote social and environmental values both locally and abroad. A successful marketing campaign can draw universal attention to a particular problem and lead to its solution. In conclusion, the essay has demonstrated that business leaders can and should play an active role in promoting multiple values both locally and internationally. The rationale behind this statement is that they have opportunities and resources to address and solve the existing issues. It denotes that these leaders hold social responsibility that obliges them to invest sufficient efforts in making the world a better place.
Discussion Board Posting Brief Description of the Group Observed The group that I observed comprised of alcoholics who were members of Alcoholic Anonymous. These alcoholics were clients at the local rehabilitation center where they received psychotherapeutic and medical treatments. Alcoholics usually meet weekly on Wednesdays to receive counseling services and review their progress in line with the program of Alcoholics Anonymous. On the day of visitation, the group constituted of 10 alcoholics who were mainly male students from the college. Specifically, the group had seven males and three females who participated actively in the program of Alcoholics Anonymous. The members of the group were young adults because their ages ranged between 20 and 25 years. Owing to the alcoholism, members struggled to lead ordinary lives because their friends and classmates perceived them as social outcasts, making them endure shame and stigma in college. Moreover, these members suffered from depression that compelled them to indulge in drinking while sustaining suicidal feelings. Leaders of the group apply the program of Alcoholics Anonymous to elicit promising psychological, spiritual, and emotional changes, which are essential in supporting abstinence from alcohol. Members happily attend weekly meetings and therapeutic sessions for they have found them enriching and beneficial to the process of addiction recovery. Psychotherapeutic Techniques The exploration of the therapeutic process shows that the group undergoes the cognitive-behavioral therapy (CBT). In adherence to the program of Alcoholics Anonymous, a psychotherapist utilizes CBT to change cognitions, regulate emotions, and transform behaviors of alcoholics. CBT aims to empower alcoholics to identify predisposing situations, overcome compelling stressors, and cope with problematic behaviors (Kelly, Humphreys, & Ferri, 2017). Usually, the interaction between emotions, thoughts, and behaviors play a central role in behavioral change. Disseminated principles and concepts highlight the theory of CBT employed in the group. CBT recognizes alcoholism as a behavioral impairment that limits the ability of an individual to abstain from drinking (Kelly et al., 2017). To overcome addiction, group members have to acknowledge that they require assistance from others and adopt a positive belief system. Mindfulness meditation enables alcoholics to commit to the therapeutic process and transform their lives. Since alcoholism thrives in secrecy and isolation, regular meetings of the group allow members to share difficult behaviors, thoughts, and emotions. Mindfulness meditation facilitates the review of aberrant behaviors and analysis of damages on personal, professional, and societal facets. The use of meditation techniques and behavioral changes are integral in creating and developing a positive belief system that overwhelms the urge for addiction. Importance of the Group If I had the same problem of alcoholism, I would have found this group helpful because it empowers alcoholics to manage challenging passions, behaviors, and
Almost all dictionaries define make-up as “the way to which an actor or other person alters his appearance for a role; the articles used for this purpose; and the manner of applying these articles.” (Barnhart, 1958: p.736) The earliest historical record of make-up comes from the 1 st Dynasty of Egypt (3100 – 2907 B.C.). Tombs from this era have revealed unguent jars. Men and women used the unguent to keep their skin hydrated, supple, and scented; also to avoid wrinkles from the dry heat. Egyptian women also decorated their eyes by applying dark green color to the underlined and blackening the lashes and upper lid with kohl made from antimony. Romans used cosmetics widely by the middle of the 1 st century, A.D. Kohl was also used, and rouge was worn on the cheeks. Pumice was used for cleaning the teeth. Persian women used henna dyes to stain their hair and faces in the belief that these dyes enabled them to summon the majesty of the earth. During the Middle Ages in Europe, Spanish prostitutes wore pink make-up. 13 th -century affluent women donned pink lipstick as proof that they could afford synthetic make-up. In Elizabethan England, women wore egg whites over their faces for a glazed look. During the French Revolution in the 18 th century, red rouge and lipstick were used to give the impression of a healthy and fun-loving disposition. During the 1800s, women used belladonna to make their eyes appear more luminous. It is interesting to know that men wore make-up until the 1850s. King George IV spent a fortune on cold cream, powders, pastes, and scents. Stage make-up dates back to a time when drama became a medium of entertainment. “Stage make-up has several functions. It accentuates normal features so that they can be clearly projected to an audience and helps to create a character. It also counteracts the undesirable effects of artificial illumination. Amateur actors are often comfortable onstage if they can lose their own identity under grease paint.” (Ommanney, 1960: p. 367) It can be inferred now that all make-up dates back to the past and is struck by the ludicrous reasons and ways people made use of make-up. Make-up has emerged as art that all grown-ups can learn with little time and trouble. What is more, it is a most rewarding accomplishment to be able to make oneself look younger and nicer-looking all in the space of ten minutes or so. Not everyone is blessed with good looks. Make-up is just a matter of enhancing one’s more presentable features, concealing blemishes, and voila! – a transformation takes place into a prettier or more handsome person than before. For everyday purposes, subtle make-up is the answer. “The art of make-up consists of buying cosmetics wisely and using them well. Once we have chosen and purchased our cosmetics and correctly assembled them, then we can start learning to use them. There are seven separate cosmetics needed for full-dress make-up. Some may last for months; others may be replaced, preferable in refill form. The list to keep in mind includes the following: foundation, powder, lipstick, rouge, eye shadow, mascara, and eyebrow pencil.”(McCarthy, 1965: p. 28) Here are the steps for
The sequences taken from the films To Live and The Road Home can present a different use of formal elements; however, one can argue that both of them eloquently portray the despair of women who has lost people extremely dear to her. This paper is aimed at discussing and comparing the way in which different techniques are used by film-directors in effort to highlight the experiences of these characters. Close attention will be paid to such aspects as non-diegetic sounds, the movement of camera, and its distance since they help the authors to explore the feelings and emotions of people. They can be regarded as tools that evoke the empathy of a viewer. These are the main issues that should be examined in greater detail. One of the main similarities that can be identified is the use of non-diegetic sounds that play an important part in both movies. They are supposed to intensify the visual effect of these sequences. The source of these sounds cannot be identified by the viewer and it cannot be attributed to any physical phenomenon that can be observed in the movie. Overall, they are supposed to highlight the emotions experienced by the female characters who have to accept t
Bulger defines informed consent as the process by which “a fully informed patient or participant can participate in a research project after being informed of its procedures, risks, and benefits” (Bulger, 2002). Informed consent is a part of ethical and legal rights that research participants or patients have. It remains a critical procedure for any research project. Research subjects or patients must understand all issues about the research or procedure before giving their full and conscious consent to the researcher or physician to proceed with the procedure. It is necessary to understand the history of informed consent in research in order to appreciate its importance. One significant case that influenced the issue of informed consent was “the aftermath of the Tuskegee Syphilis Study” (Deria, 2006). Between 1932 and 1972, the United States Public Health Service conducted a study in order to understand prolonged effects of syphilis among blacks (Deria, 2006). The subjects had syphilis but were not aware of their conditions. Moreover, researchers withheld important information from them. In the 1950s, those physicians discovered that penicillin effectively treated syphilis. However, the researchers did not reveal the information to the patient about the penicillin cure. Further, they also prevented research subjects from getting treatment. As a result, many participants “died from syphilis related complications” (Deria, 2006). However, one researcher who worked at the project revealed the procedure in a newspaper article, which shocked the public. There were also other cases of unethical practices, which involved “the Nazi Germany doctors and their horror experiments on prisoners in concentration camps” (Deria, 2006). In addition, there were also cases of unethical studies in the US and the UK af
Introduction English language is considered a foreign language in the Kingdom of Saud Arabia (KSA). Learners are introduced to the English language using EFL teaching materials at the sixth grade in public schools and at kindergarten to students who attend private schools. Teaching materials for EFL in the KSA are developed by the ministry of education. These materials are then distributed to schools and bookshops. According to Shawer (2010), inequity in EFL materials in the KSA is that teachers and learners are not involved in the development of learning materials. Curriculum developers are employees of the government who are solely involved in all the development stages of learning materials, namely textbooks, radio programmes, and television programmes. Lack of inclusion of teachers and learners in the development of EFL teaching materials in the KSA has resulted in poor relations between teachers and the materials. Teachers cannot completely internalise the materials or fully integrate them into their teaching. Shawer (2010) recommends that it is important to evaluate EFL teaching materials before adapting them into the teaching and learning system. To begin with, EFL teaching materials are developed without the input of the teachers and the learners who are the main consumers. As such, materials that are presented by the ministry of education lack inclusivity. It is also important to note that most of the teachers are not first speakers of English. The materials used by such teachers as guides and textbooks should be easily understandable. Secondly, most of the learners in the KSA take English as a second language. Such learners may have difficulties in reading and appreciating these textbooks. Therefore, evaluation will ensure that EFL textbooks appeal to their language levels. Based on this background information concerning EFL in the KSA, this paper uses ‘Traveler 1 Student’s Book’ by Malkogianni to gauge its suitability as the first English textbook to the KSA learners. Critical Review of Literature Educational Policy for Teaching English as a Foreign Language (EFL) Educational policy for Teaching English as a Foreign Language (EFL) in the Kingdom of Saud Arabia ensures regulation at all levels where EFL is taught. In 1925 the Saudi ministry of education first introduced EFL as a subject. Shawer (2010) confirms that the ministry of education has the power to dictate that EFL be taught from grade six through to the university. Most of the subjects in the KSA schools are also taught in English language, thus making it an important language of instruction and evaluation. In addition, several immigrants from western and other countries of the world use English in their communication. This observation makes it important for learners to understand the English language. Interaction between the KSA and other nations in diplomacy, peace, trade, aviation, and research also makes English important. The Curriculum of Teaching English at the Secondary Level The ministry of education develops the current curriculum for TEFL in conjunction with the directorate of curriculum. The current TEFL curriculum was develo
The question “what makes art “art” has spark controversy for ages. It is a question that determines one’s opinion, suggestion, experience or feelings about art. It is unique and varies from one person to another. Therefore, I can say that there is no single definition of art. However, in my own view art is any piece of work that one is passionate about and it involves putting efforts and individual skills to express feelings, or rather to pass a certain message. Any person can create art at any time. The concept of art can be likened to the famous saying that ‘beauty is in the eyes of the beholder. Thus, given the expression of this statement that what holds beauty for one person may not necessarily hold for another, the concept of art likewise depends on individual perception. Many will agree with me that a person recognizes a piece of art when he sees it. A famous potter from the US Supreme Court, when asked about the subject of pornography, admitted that he knows it when he sees it. In the same way, art can be recognized through appreciation. However, this does not mean that art would cease to be what it is if it is not appreciated, but art will still remain art for ages. In my own opinion, what I consider as art is a great piece of artwork that presents a great skill. It does not necessarily have to have formal qualities, but what I would rather consider important in a piece of art is the artist’s efforts of creating the type of work in question and relating these skills with the exact feelings and thoughts of the artist at that particular time. If therefore the piece of artwork is strong enough to convince me that the artist’s skills, thoughts and feelings correlate with the outcome, then I would view it as a great and unique piece of art. For instance, in “traditional” artwork, I would look at the individual thoughts, feelings, and efforts at the time of coming up with the piece of artwork, the meaning behind it and if it is strongly pleasing to me, then if all these are fulfilled then it is a fabulous artwork. Photography is a form of art that can be considered as a good example when explaining a great piece of art. For instance, a modern form of photography that embraces great artwork is the “He Got Game” by Robin Rhode, a South African artist in the year 2000 whereby 12 C-prints were face-mounted with Plexiglas were embedded on aluminum panels. These photographic artworks were done in the city of New York (Serrano 6). In Robin Rhode’s “He Got Game” artwork, much of it was highly choreographed and filmed from an aerial angle, which makes one wonder how he was able to manage the exact bodily position. One acknowledges this great skill and gift in choreographed positioning as a form of art photography in creating drawing narratives because it appears not in one but several of his pieces of artwork. Thus it can not be perceived as a trial-and-error form of the training process. Robin Rhode is famous
Strategies for writing instructions Learning is a process; this means that there are various levels of learning depending on how well the learner understands the subject being taught. For some people, English is not the first language and thus they have to be taught at different levels in order to perfect their understanding. There are three main levels when it comes to learning English and they include: beginner level, intermediate level and advanced level (Taylor 71).This discussion looks at some of the most appropriate assignments that can be given to students at the various levels of learning. Beginning ESOL student in elementary school At this level, the understanding is not very clear and thus the exercises given must be basic. For instance, the students may be required to:   * Give a description of their family tree. Under this exercise, the student will be required to give some description of their family members which include the names of their family members, their age, what they like and dislike among other basic things.   * Another assignment would involve describing various seasons all the year round, what each season is like, what one can and cannot do during such a season and clothes that can be worn during the season.   * Write known facts about major festivals or occasions that are celebrated, then scramble the order words and then ask the students to arrange them in the correct order. You can also live dashes and require the students to fill them appropriately. An advanced ESOL student in middle school At this level a student has an understanding about the English language but the understanding is not in-depth. The exercise given at this level will not be complex but will not be as simple as the ones given at the beginner level (Taylor 91).   * One exercise would involve the student giving an account of the various activities that they involve in while at the school. If it is games, then the student will be required to give a detailed description of the same. If it is class work, students will be required to state the various lessons they have and the various subjects that they learn.   * Another assignment for students at this level would be to describe how they spent their last holidays or vacations. At this level, some of the aspects that are tested include; the proper use of active and passive voice and conditional writing. An intermediate level ESOL student in high school
Recent studies indicate close connection between language teaching and globalization. Globalization has been instrumental in the wide spread of different languages mainly English language. Since globalization entails worldwide spread of social relations, there is a need for a common ground in language between the parties. Globalization ensures that distant and different localities connect in such a way that distant events shape the local happenings and vice versa. The major instrument for these social relations between countries is language since it will construct and maintain the social connections. In order for people from different areas of the world to connect and undertake their activities successfully, there has to be a common mode of communication through language. For this reason, there have been an increased number of people in need of learning different languages, and this has been through ELF and EIL approaches. These approaches ensure that people from a different areas are able to master the native language of the others (Gnutzmann, 2005). Globalization calls for cross-cultural understanding as it helps people to be more polite and effective in attaining its goals. Globalization can only be effective if there is a reduction in miscommunication amongst people. Miscommunication comes about when people do not have the initiative to learn and master language of the other natives. Globalization has increased the number of English speakers because it has become necessary for people to master the language for interactions purposes. Through globalization, different activities have become an international affair and these include education, businesses, work, marriages, tourist destinations, and even sports (Springgay, 2008). On the other hand, globalization has had a negative impact on the teaching of language especially English. The approaches used in teaching language are not up to standard as they only aim at the learners mastering the spoken language. There are several cases of poor English language approach being in use even in schools, and this is because the approaches aim at quick learning of the language. The two subjects- globalization and language teaching- connect on both a positive and negative platform (McKay, 2003). Visual Pedagogy Visual pedagogy refers to the art profession or science this is paramount in young children. Through visual pedagogy, we are able to build the young ones minds as at a tender age children think more with their eyes. What a child sees is more powerful than what he or she gets through the other senses. Cognitive development goes hand in hand with the way children learn to think, and this is better through visual pedagogy. Teachers or caregivers of young people mainly make use of visual items to build their brains and minds (