ShantanuT01/DACTYL-Pretraining huggingface dataset:
Introduction The individualized education program (IEP) is an important component in the education of students with learning disabilities. However, despite consistent efforts to integrate IEPs in a school curriculum, schools across the U.S. were unable to meet the requirements provided by the No Child Left Behind (NCLB). According to the data presented in the academic literature, the difficulty of facilitating collaboration among the stakeholders, miscommunication between teachers and parents, and a range of organizational differences can be considered chief barriers in the IEP process and are to be addressed in order for school systems to comply with the NCLB law. IEP Process An individualized education program (IEP) is a cornerstone of the modern school system. Since the introduction of the Education for All Handicapped Children Act (EHCA), IEPs have remained the primary tool used by schools to facilitate support for students with numerous learning disabilities. Thus, the IEP has been used by teachers, parents, administrators, and education activists to support and promote the idea of accessible education for as wide an audience as possible (Blackwell & Rossetti, 2014). The IEP process has been refined over the years and currently consists of several distinct phases. During the first phase, an assessment is performed that determines the necessity of using special education services. The assessment process includes important aspects of a child’s activities, such as academic performance, social interactions, and relationships with peers, and often requires the participation of a multidisciplinary team of stakeholders (Blackwell & Rossetti, 2014). It should be understood that the initial phase occurs only after a pre-referral assessment that established the existence of a learning disability and rules out the possibility of flawed instruction as a cause of underperformance. After the necessary evidence is gathered and processed, it is possible to confirm and document the eligibility of a child for an IEP. The decision is carried out by the IEP committee. During the second phase, an IEP team is formed that includes the child’s parents, teachers, administrators, psychologists, and other relevant specialists. The meetings of an IEP team are expected to result in the formulation of goals, outlining a suitable learning approach, and identification of required resources. Once the IEP is developed, the implementation phase commences, during which the child receives the designed education as well as a range of services expected to address the existing issues. After a designated period of time, an assessment is performed that identifies progress by matching the progress made by the individual with the goals set during the second phase. The failure to meet the goals usually results in a review of the program, whereas the favorable results may lead to the establishment of new goals or a return to a traditional classroom setting. Connection to NCLB No Child Left Behind (NCLB) is a federal education law intended to improve academic outcomes of students with disabilities through the introduction of requirem
Education in every regard is one of the fundamental elements that are vital for community development. As a rule, economic experts focus on the productive aspect of education. After all, investment in learning institutions is the most effective practice by which societies can influence the future while investing in the development of human resources. It is beyond question that education improves the proficiency levels of individuals and contributes to the growth and spread of technological advancement across the country. It is a kind of funding where governmental financing plays a significant role, even in regions where the state is not involved in economic activity as much as, for example, in the U.S. The primary question of educational policy is whether an investment in that field offers worthy benefits to society in general. For this paper, it is important to investigate the policy goals and frameworks. The federal role in education has expanded rapidly since World War II. The development of educational federal policy started in the 1940s, when the Servicemen’s Adjustment Act was signed, allowing veterans to get financial aid for future education and further adjustment in a civilian society (Bacon, Kelly, Brady, Shea-Porter, & Rosen, 2018). Then came the 1950s and Brown v. Board of Education, which made segregation unconstitutional (Levin, 2018). From the 1950s through the 1970s, the main goal of most federal support of education was reaching equality. At that time it meant attempting to compensate for the injustice in educational institutions that resulted from socio-economic disadvantage, discrimination against race, and income. Nevertheless, over the past few decades, the emphasis has changed to closing achievement disparities by raising the effectiveness of education for all students, no matter the color of their skin or social status. Furthermore, in recent years, the federal government has taken on increasing management authority in the national dialogue about education. The state began to assert stronger control over policy in the country on both federal and local levels through legislation, regulations, and financial incentives. In order to implement a beneficial educational policy, states should guide the education sector through a framework of general rules. It includes applying policy objectives, and funding mechanisms and incentives for quality education. First of all, the state has to make sure that primary education is free of charge and compulsory for every citizen. Additionally, higher education should be equally available on the grounds of individual capacity, not on the grounds of financial situation. Furthermore, it is also crucial to guarantee the same standards of education in all public schools, colleges and universities. Finally yet equally important it would be providing up-to-date training for the teachers. All those strategies allow education to be fully directed to the full development of the professional competence, but future economic growth as well. Needless to say, all entitlements in educational policy have their advantages and disadvantages. Federal engagement in educational pol
Literature Review Bozick and Estacion (2014) refer to journalistic reports from the Wall Street Journal and CNN News, claiming that graduates think about student loan repayment rather than marrying or purchasing a home. In addition, authors refer to researchers who found that economic strain decelerates the decision to marry, for example, Clarkberg, Oppenheimer, Kalmijn, Xie, et cetera. Hypotheses and Research Questions The authors hypothesize that “fixed costs associated with marriage” (Bosick & Estacion, 2014, p. 1868). The purpose of this article is to discover:   * the relationship between student loan debt and marriage in young adulthood;   * whether or not the relationship differs for women and men;   * if this relationship becomes weak over time. Therefore, the article “Do student loans delay marriage?” is aimed at giving exact information with statistics and numbers about three aspects of the relationship between loan debt and the decision to get married. Participants The authors examined men and women with post-baccalaureate education as part of the NPSAS data collection. Moreover, researchers obtained data from 1993 Baccalaureate and Beyond Longitudinal Statistics (NCES). All members included in this study are never married. All members are under 27; people older than 27 are excluded from this study. Measures Researchers used several measures: marriage formation, student loan debt, and control variables. Additionally, measures such as career orientation and e
The Extent to which the Global Financial Crisis (GFC) has challenged the shareholder-focused Concept of the Corporation O’Brien (2014a) argues that financial institutions exist not merely to advance the interests of shareholders, but also to serve the public. This statement holds true with respect to the recent GFC. As fear emerged that the big institutions could collapse, governments sought to intervene, not to protect shareholders but to safeguard public interest. Therefore, GFC has challenged the traditional shareholder-focused approach adopted by the corporation. In the aftermath of the crisis, the government through the Federal Reserve embarked on a mission to restore these financial institutions to their original position. This mission was accomplished to protect the public from possible repercussions in the event such institutions collapsed. The enactment of the Dodd-Frank Act and the Volcker rule has further shifted the focus from the shareholder toward protecting the public. The Volcker provision for its part prohibits institutions from engaging in activities that inherently place their customers in the path of risk. One such activity is proprietary trading where institutions engage in high-risk activities motivated by the desire to earn short-term profits. Essentially, the provision prevents banks from speculative investment, which is believed to have caused the 2008 financial crisis. The need to protect banks’ customers from potential risks has become commonly accepted across the OECD economies. In the UK, ring-fencing is the technique used where certain assets are partially separated from the rest of the bank’s portfolio (O’Brien, 2014b). Ring fencing prevents banks from making investments that would result in a conflict of interest between the bank and its customers. Inclusive capitalism is a belief system, which suggests that the finance sector should be anchored on the needs of the society (O’Brien, Gilligan, Roberts, & McCormick, 2015). As inclusive capitalism is becoming a rather mainstream idea, financial institutions are forced to embrace greater transparency and higher accountability standards following GFC’s challenge to the shareholder-based concept. Additionally, the theory of sustainable development has found its way into the finance industry. Institution
The novel “In the Beginning” by Chaim Potok gives a poignant story of David Lurie. According to the novel, David Lurie must work hard in order to survive in his neighborhood. The targeted American neighborhood is characterized by many anti-Semitics and bullies. The narrator has a frail health. He encounters numerous challenges that affect his life. David’s family members are killed thus creating a hiatus in his life. Despite all these obstacles and events, David has to redefine his personal beliefs. He eventually develops new beliefs that contradict with his father’s worldviews. The agreeable fact is that David manages to achieve most of his ambitions and goals in life. However, he has to accept the realities and pains encountered by his people. This essay gives a detailed summary of chapters in the novel. The paper also presents a personal reaction of the novel. Summary of the Book Chapter One   * The novel begins by stating that “all beginnings are hard” (Potok 3). This statement is what defines David Lurie’s early life in New York.   * David’s life was dominated by many accidents and challenges. For example, David’s mother tripped while he was carrying him.   * This accident occurred while David was in her mother’s arms.   * Although the doctor’s examination did not reveal any health problem, the agreeable fact was that David had damaged his nasal septum.   * This accident explains why David was ill throughout his childhood.   * This situation made him fragile and weak. The first chapter gives a detailed analysis of David’s childhood.   * The book also identifies the major challenges that affected the lives of many Jews in New York.   * David also shooed a dog away while trying to protect his brother’s carriage.   * The dog was killed by a car. The owner of the dog blamed David for the dog’s death. Chapter Two   * It is agreeable that David Lurie lived in a neighborhood characterized by many anti-Semitics.   * David and other Jews encountered numerous obstacles in this neighborhood.   * David accidently “ran over the hand of an anti-Semitic bully with his tricycle” (Potok 92).   * The bully had harassed David for many years. Throughout the same period, the Great Depression continued to destroy the lives of many Jews.   * David’s father was a great man who had achieved a lot in life.   * It is also notable that Max Lurie was unhappy with the problems encountered by his people. His mission was to support and help many Jews.   * He had worked hard in order to bring many Jews to the United States.   * Towards the end of the chapter, David’s family is “informed about Mrs. Horowitz death” (Potok 156). Chapter Three   * This chapter shows that David is a genius who is interested in studying the Torah and the Bible.   * However, many Jews are against the Bible because it
Introduction The impacts of any form of compensation have become one of the major issues within the organization, whether in policy formulation, human resource management and decision-making process. Most importantly, compensation procedures are critical in determining employees’ performance and job satisfaction. The main reason why compensation concepts mainly performance-based is essential to the organizations’ human resources managers is that they want to find out the impacts of the notion on the organizations’ performances as well as the employees’ commitments, attitudes and behaviors (Amuedo-Dorantes and Mach 678). In addition, studies indicate that performance-based pay has both positive and negative influences on the employees’ behaviors, mindsets, and commitments to a given task. Performance-based pay is one of the modes of compensation applied by organizations to enhance performances of workers as well as ensure that the organizations’ goals are attained. Moreover, not only have the performance-based compensations used in reward planning, but also in developing the resources as well as helping in shaping personal actions of employees (Chang and Hahn 398). In the context of job satisfaction, the performance-based pay plays the role of employees’ attitudes development, responses to given tasks as well as in organizations’ decision-making processes. Practically, performance-based pay is purposely used by organizations to distinguish their employees’ performances as well as establish the strengths and weaknesses of employees regarding job commitments and satisfactions. Moreover, organizations use performance-based pay to assess and put into operations the reward management systems that would ensure employees satisfaction as well as in decision-making processes. The intentions of this study are to examine theoretically the influences of performance-based pay on the employees’ job satisfactions. Much of the earlier studies have focused on the impacts of performance-based pay on job commitments, employees’ attitudes, and decision-making as well as on the job outcomes (Chang and Hahn 398). However, there are limited studies on the relationship between performance-based pay and job satisfaction. Moreover, few studies that have been conducted have found little correlation between the two variables. The findings indicate that there are many factors determining job satisfaction among employees. Compensations do not necessarily determine job satisfaction rather a contributing factor. Before examining the relationships existing between the two variables, it is critical to understand the concepts of performance-based pay and job satisfaction. Performance-based pay The performance-related pay covers various forms of employees’ compensations that take into consideration the output of individual workers. In other words, workers are compensated according to performances. The performance-based pay is applied in the circumstances where workers can easily show discrepancies in their productivity, depending on the individual endeavor. In such situations, performance-based pay is believed to have higher chances of increasing workers performances
Introduction Since its inception, access to and use of the Internet has grown tremendously. Presently, people are able to access the Internet through different means including computers, mobile phones and other portable devices. Unlike in the traditional business setup, business enterprises in the contemporary world have been compelled to use the Internet in order to survive in the current competitive business world. Through the Internet, businesses can advertise, sell their products or services, buy what they need, and interact easily with collaborators at different levels. Availability of the Internet has in turn led to the development of e-commerce which is presently a very vital business tool that has enabled many business enterprises to expand operations and reach a wider market. The growth of the Internet has, however, not been without threats and challenges. As pointed out by Scassa and Deturbide (2004), one of the greatest concerns regarding Internet usage concerns privacy and security. In the absence of strict security guidelines, data can easily be accessed by unauthorized individuals who may use it to harm a business enterprise. Intellectual property assets are equally vulnerable to attacks. It is thus important to have a solid understanding of legal matters that relate to online business and e-commerce in general. This paper looks at e-commerce and the various issues that affect electronic payments. Specifically, it examines how credit card fraud issues are handled in Canada as well as in the US. Credit Card Fraud Issues in E-Commerce Concerns about secure use of credit cards started in the 1990s. This led to the development of protocols such as secure socket layer (SSL) and secure electronic transaction (SET) to reduce credit card fraud incidences and ensure the safety of credit card transactions. It became necessary to have firewalls in place, ensure that security patches are kept up-to-date, and to make sure that any data transmitted is encrypted. Another issue relating to credit card fraud in e-commerce has to do with repudiation. Apparently, without ensuring that reliable processes exist along the e-commerce chain, it is possible for an individual or a business enterprise to deny having authorized an e-commerce transaction. In Canada, it is illegal for any one to access private identity information without the authority of the owner. Under the Canadian criminal code, accessing private identity information is prohibited and anyone who commits such an offense has to be sent to prison for up to five years. On the hand, rampant cases of credit card fraud in the United States have forced the US government to come up with strict laws to protect card holders. According to the Act, it is illegal for an individual to be in possession of identify information belonging to another person, to be used for personal or even non-personal gain. A person found guilty receives a jail term besides the expectation that he or she has to pay a fine. Moreover, The US Credit Card Fraud Act of 1984 makes it illegal for a person to be in possession o
Although his name is associated with Athens, Aristotle was a native of Thrace where he was born in 384 B.C. His father, Nicomathus, who died while Aristotle was young was physician at the court of Macedon and the son’s fortunes were always tied to those of the Macedonian rulers (Frost, 1942/ 1962). In 368/7, when he was about seventeen, Aristotle came to Athens to study with Plato of the Academy. He stayed there for twenty years. Unfortunately, little is known about the personal relationship between the two greatest thinkers of their time, the one bringing to a close a long, productive career, the other in his formative years. It is suggested that Aristotle had broken off with Plato and was ready to leave the academy before the latter’s death in 348/7 (Frost, 1942/1962). “As a pupil of Plato, Aristotle and his master stand among the world’s very greatest of philosophers” (Frost, 1942/ 1962). In 348/7, Philip of Macedon attacked Stagira. Nearly forty, his master dead and his ancestral home destroyed, Aristotle left Athens and the Academy. He was away for thirteen years. He probably taught for three years at Assos in Asia Minor, where he lived under the protection of the ruler, Hermias. There he married Hermias’ niece, Pythias who bore him a daughter. By another woman of Stagira, he had a son, Nicomachus. For another three years, he lived at Mytilene on the island of Lisbos. At the invitation of King Philip, Aristotle came to the Macedonian court as tutor to the thirteen-year-old heir to the throne. Alexander the Great. From this association which lasted about eight years, Aristotle gained the friendship and protection of the most powerful ruler of his time. When Alexander the Great died, Aristotle fled to Chalcis, where he died the following year at the age of about 62 (Kaplan, 1958) William Shakespeare was a strong adherent of Aristotle in his writings. Shakespeare was the son of John Shakespeare of Stratford –upon- Avon, a substantial citizen of that small but busy market town in the heart of the rich agricultural county of Warwick. John Shakespeare kept a shop and dealt in wool and other produce, gradually acquiring property. As a youth, he learned the trade of gloves and leather worker. John married Mary Arden, daughter of his father’s landlord. The third of their eight children was William, baptized on April 26 and was probably born three days before. John sent his son to free grammar school. The grammar school provided basic education in Latin learning and literature and a little knowledge of Greek. There is little documentation for Shakespeare’s boyhood. The most important record is a marriage license issued November 27, 1582 to permit William Shakesp