ShantanuT01/DACTYL-Pretraining huggingface dataset:
The way the various writers talk about their creation stories in comparison to the one in the Bible shows the different people have their values to protect in their communities and that the world cultures are similar in some way. The Iroquois creation story talks about the life that certain cultures believe in, the way the writer narrates the creation story shows how the “world” look at the way God created the world with varied perspectives (Cul 22). However, the way this story is narrated in comparison with the Christianity creation story is an indication that different person and cultures of the world have their own beliefs in the way the Christianity story is presented. These stories moreover show that the forefathers have always believed in them and it is our responsibility too to trust in them and our duty to “take care of the universe” (Cusick 34). Creation stories can be characterized by several “extraordinary” things that make them similar to the ones in the Bible (Cul 18). The Iroquois vs. Christian Creation Story The interpretation of the “Iroquois Creation Story” by David Cusick has a variety of similarities with the common Christian version regarding the creation of the world ( Cusick 18). Nevertheless, there existed the common differences between the two creation stories but it is still unknown whether Cusick intended to use them in his creation story. Other writers suggest that the existence of the similarities between the two creation stories shows that Cusick had an “ideology” in mind that acted as a motivation of putting his translation in such a manner (Cusick 35). However, from a critical point of view the writ
Rape and Statutory Rape Rape and statutory rape are some of the major forms of violence against women and minors. The two crimes involve illegal sexual contact. California and New York refer to rape as illegal sexual intercourse that involves force or coercion (Travis, 2003). Rape involves adults. On the other hand, the states refer to statutory rape that refers to the illegal sexual contact between an adult and a minor. An adult refers to a person who has attained the age of consent, whereas; a minor refers to an individual who is under that age (Gardner & Anderson, 2008). In the U.S., the age of consent is 18 years. In California, statutory rape is punishable by imprisonment of a maximum of 8 years and, what goes for rape, this crime is punishable by a maximum of 16 years. In New York, on the other hand, imprisonment for rape or statutory rape may reach the maximum sentence of 25 years. Assault, Battery, and Mayhem Battery refers to “actual physical contact that is offensive in some way” (Briggs, 2011, p. 63). On the other hand, assault refers to “the intentional attempt or threat to physically injure another” (Boyes-Watson, 2013, p. 115). Aggravated assault refers to the threat to inflict grave personal harms on an individual. These personal harms may include murder, rape, or robbery. However, mere assault is the threat to commit fewer grave harms. The perpetrator must act in a manner that makes the victim believe that the individual would commit the battery. On the other hand, mayhem refers to an aggravated form of battery (Boyes-Watson, 2013). These forms of the aggravated battery may include burning the individual’s face with acid or severing a certain body part. Therefore, battery and assault may be components of mayhem. However, the reverse may not be true. It is common for people to use the terms “assault” and “battery” interchangeably while referring to different situations. Therefore, people who are victims of the battery may claim that they are victims of assault. California’s legislation does not contain the word ‘battery.’ Therefore, in the state, assault may refer to the battery. On the other hand, New York defines battery as physical contact with the intention of causing harm to another individual. New York legislation terms assault as the threat to harm an individual (Boyes-Watson, 2013). The maximum sentence for assault in New York and California is the imprisonment for 25 years, and the same goes for battery in the two states. On the other hand, the sentence for mayhem in both states is life imprisonment. Kidnapping and Fa
Introduction Organizational behavior is an essential factor to grasp and consider for people who work in teams as managers or leaders. This knowledge is helpful to set mutual goals and make any work more efficient than it would be without appropriate organization and scheduling. The following paper is a personal development portfolio that is intended to describe and cover the primary skills and experience acquired during the organizational behavior course. Employees’ Performance and OB Performance and productivity of every employee are dependent on organizational behavior standards and practices as every person who works in a team should consider and follow certain rules set in a particular society or company. Organizational behavior identifies such factors as job satisfaction and social status of every worker (DuBrin, 2013). Indeed, all colleagues have to be respected, regardless of their races, sexes, ethnic backgrounds, and so on. When people feel comfortable at their workplaces, their productivity rate increases as they do not have to cope with stresses or humiliation by other individuals who surround them on a daily basis. Also, an appropriate organizational behavior of leaders and superiors is one of the most essential factors that influence the entire workflow, employees’ moods, their attitudes towards other colleagues, and the desire to work in general. It would be proper to mention that employees’ performance and productivity factors also depend on motivation provided to them by leaders or superiors (DuBrin, 2013). If people are motivated to gain high results and try to improve the quality of their work as much as possible, it means that the team is well-organized. Moreover, such evidence proves that workers have respectable relationships among one another. Important Areas of Organizational Behavior The most important areas of organizational
This short story tells about a group of black kids, probably living in the poorest part of Harlem, New York City, and an educational outing they are taken on by a concerned neighbor. The story is told from the viewpoint of one of the children, Sylvia, so we really only see her reaction. However, it is not the reaction of the children to the sociology lesson that is the most important, but the reaction of the reader instead. The story tells of a lesson about poverty and democracy and plants the seed for political action, but it is a lesson to the reader about all of that and about why we should all care. The story is told from Sylvia’s viewpoint and in the language, she would have used at the time it took place. Though it is conceivable that she still uses language in the same way, the thing which she knows and understands and those which escape her are distinct clues that the voice is Sylvia, the child. Sylvia describes Miss Moore as, “The only woman on the block with no first name.” What Sylvia understands is why their relative let Miss Moore take the children on outings and teach them things. It is a matter of cultural behavior. The mothers of Sylvia and her cousin, Sugar, foist them off on Aunt Gretchen for daycare, because Aunt Gretchen cannot say no to anyone, including Miss Moore. “You got some ole dumb shit foolishness you want somebody to go for, you send for Aunt Gretchen. She has been screwed into the go-along for so long, it’s a blood-deep natural thing with her.” Here we see that Sylvia absolutely has a solid grasp of how people use each other. We see that, even though she seems to have a low opinion of everyone except herself and maybe Sugar, she has acquired a deep understanding of why they do things. Miss Moore puzzles her, though, because she cannot figure out the woman’s motivation. She doesn’t place her higher than anyone else, since we see that she notes that they (the kids) hated her, and compares her with the junk man and the winos. She gets in the way of what Sylvia and Sugar would prefer to do. She’s a bother. We know that the grown-ups talk about Miss Moore behind her back, specifically that she does not go to church, and this is seen by Sylvia as a lack of respect. However, she also mentions that Miss Moore is educated and says that it is only right that she take responsibility for the education of the children. Sylvia clearly does not know what is meant by that, though she does mention instances of the actual teaching of mathematics and such. Still, it is important that we know that Miss Moore went to college. This makes her a very curious character indeed since she is living in Harlem too, right on the same block with the narrator. Sylvia never tells us any more about Miss Moore, so we have no idea if she works, if she is retired, rich or poor, or why she lives in Harlem. All of that is left to speculation, which is possibly important in itself since it reminds us that Miss Moore should be living in better circumstances. The story, itself, is very simple. Mi
Introduction The brilliant sunrise that day had promised me a wonderful ending to the day. As I entered the gate to this big building, something inside me told me I was not in the right place. I felt lonely. Not until this beautiful, boldfaced, long-haired, slender and tall lady of African origin come smiling at me. She ushered me into a well-lit room that later turned out to be the worship house. It was half-filled as I entered. I looked back and forth to see if I could recognize anyone but all was in vain. I was shown where to sit slightly after the fifth row. No sooner had I sat than a man wearing a brightly colored white shirt stepped in front and requested us to stand up. It was time to begin the service. Main Body Initially, the mood was calm with everyone facing the front. The people looked reserved but welcoming. Later, a group of youth comprising of five gents and four ladies came in dancing and screaming. It was time for praise and worship as I later learned. The arrangement of the musical instruments right from pianos, guitars, public address systems, and speakers told of a jovial mood that would follow. My mouth could not shut as the dancing that followed perplexed me. The singing filled the air, the nice musical voices from the youths made me wish that the day would not end soon. I in fact found myself swallowed in the dancing until no one could tell of my status: a stranger. It was dancing, and dancing no one could tell the line. Suddenly, the mood changed and singing soon turned to worship and I heard people praying in a somber mood and low tones. This is where I went off completely. I did not know how to behave. Should I go out? Should I stay and pray as well? Or should I continue singing? All these questions and many others run through the mind haphazardly. I decided to sit and watch others. The mood was solemn for some time. Fortunately, for me, this did not last long we got into another phase. A man stood up and led us in a general word of prayer. It would emerge later to me that he was the church secretary. I did not know whether to close my eyes or not as I thought, it was optional. I guess it was optional because somewhere along the line of prayers, my eyes happened to meet those of another person that had not closed hers. Another man who sat next to me also had his open. Towards the end of the prayers, I opened mine fully. Unfortunately, the church secretary had his open at this point. I was relieved. My sigh of relief could be heard a mile away when I noticed it was not evil as I always thought. The church secretary called upon the pastor’s wife who requested us to stand up for a while. She started a song that I had not heard before. I found myself twisting my tongue just to act as though I knew the words of the song. For the
Biological weapons are pathogenic microorganisms or their spores, viruses, or bacterial toxins that are designed for one purpose – to destroy humans, animals, or crops. Moreover, these weapons are more terrifying than nuclear weapons because one cannot hide from them in a bunker or somewhere far away from the epicenter and wait out the threat without consequences to one’s health. All it takes is one infected person, and the disease will spread, infecting more and more people. This paragraph taught me some important lessons about the specific types and modes of spread of biological weapons, namely botulism, anthrax, and agroterrorism. First of all, I learned the definition of botulism and its main symptoms. Clostridium botulinum bacteria produce a neurotoxin of protein nature, the strongest of organic poisons. It is relatively easy to create and is a highly lethal biological weapon. Botulism occurs naturally in soil, mud, and the intestines of some animals and fish. It is reported worldwide every year due to insufficient heat treatment and hygiene. This illness causes vomiting, diarrhea, muscle weakness, visual impairment, pneumonia, and other complications. However, the most important thing from which those infected with botulism die is paralysis of the respiratory muscles and the respiratory failure that follows. Botulism is one of the most dangerous biological weapons because of its high mortality rate, ease of spread, and because a negligible amount of toxin (1 gram) can kill more than a million people (Dembek & Anderson, 2007). The lesson I have learned from this data is that it is elementary to contaminate a product with botulism, which means one has to be very careful about how one processes the food one consumes. Secondly, I found out that anthrax could be used as a bioweapon and the symptoms of being infected with it. The bacteria Bacillus Anthracis, which causes anthrax, is one of the most dangerous and well-known biological weapons. These bacteria occur as spores in the soil in nature. However, they can be isolated in the laboratory and stored in containers for long periods with some manipulation. Anthrax has been used as a biological weapon for about a century. The spores are tasteless and odorless, and because of this, have often been contaminated with food and water (Dembek & Anderson, 2007). Anthrax manifests as intoxication, development of serous hemorrhagic inflammation of the skin, lesions of lymph nodes and internal organs. The prognosis is poor, and death is possible, even with adequate and timely treatment. Syribriarrhoeal meningitis, the most severe complication, is fatal without treatment. This information makes it clear that anthrax is a dangerous bioterrorist weapon and requires serious monitoring. The third lesson I learned is that agro-terrorism is a widespread phenomenon. Agro-terrorism is the use of chemical or biological weapons against agricultural or food industries. Attacking fields and farms is far easier than attacking military bases or government buildings. It can have a detrimental effect on the agrarian economy and a long-term negative impact on exports (Kaufer et al., 2020). The
Socializing Agents Video 1: Group Communication Video Cases The group comprised of three different professionals; a school nurse, a psychiatrist, and a social worker. This diversity in group makeup affected their opinion on resolving the issue. The treatment approach favored by the three professionals varied with a particular approach being seen as more important and useful by each respective professional. The diversity of the group affected the group members’ communication style since they exhibited varying levels of assertiveness with the psychiatrist being the most assertive of the group. In this case, diversity was a hindrance to communication since group members were keen to defend their position. The psychiatrist supported medication while the social worker advocated for a more holistic approach. Evidently, the communication was not effective since each member was only interested in advancing their preferred approach without giving due consideration to the suggestions made by the others. Written communication method would have been more effective in this case. This is because each member would have been forced to go through the ideas proposed by the other members to completion before reacting to him or her (Adair, 2009). Use of presentations would also have helped since each member would have been allocated time to give their opinions without interruption from other members. Video 2: Planning a Playground In the planning a playground video, verbal and nonverbal interactions occur among the members. The nonverbal cues were communicating a lack of conviction in some of the proposals being advanced by the members. However, the speaker did not respond to these nonverbal communications. The verbal communications are very well put and all members were able to properly articulate their issues and offer solutions. The non-verbal communications also demonstrated attention to what was being said by the spea
Defamiliarization- Definition Defamiliarization refers to the artistic practice of compelling the audience to view the familiar in an unfamiliar or rather strange way so as to improve the perception of what is already familiar. Also known as ostranenie, the term defamiliarization was first used by Shklovsky in 1917 in the study, interpretation, discussion as well as evaluation of literature (Stacey, 1977) The reason of applying this art is to pass on the sensation of items as they are viewed rather than what they are known to be. This approach is a means of forcing people to experience the day to day happenings that are ordinary in new-fangled fashion through the application of art language. The artist by doing that creates a swing from the anticipated, ordinary in addition to normal form of perception into a new world exposure. According to Shklovsky (1990), this method of art is intended to challenge the mind of the reader that she or he is compelled to perceive the ordinary differently and thus be glad about the text form and not just the meaning and the content. Defamiliarization boosts the pall of repetition that is unproductive including the modus operandi and political arguments that are often jammed by tendentiousness or even corruption. This ensures a renewed deliberation a probable result of art. Another role played by defamiliarisation is the adjustment of the mind in a manner of sweeping unpreparedness; to ensure the suspension of doubt. The mind of a person is forced to rethink the position in the world through spending of effort. The chief aim of applying this approach is to defamiliarize the usual or prosaic perceiptions. This is usually attained by application of such big collection of “deviant” linguistic tools such as metonymy, symbolism, metaphor, rhyme, rhythm as well as sophisticated patterning of sounds plus sense. How to do things with words by Austin This is probably one of the highly applauded works by Austin. In this book Austin tries to apply the art of defamiliarization where he tries to make the reader of this piece of literature to view what they know in a different perspective. The creation of imaginary worlds as well as objects is what Austin applies as a means of defamiliarization (Theo, 1986). He tries to move from the predominant believe that the main objective of sentences is to stipulate facts, being “true” on instances when they manage and “false” on instances when they fail on that objective. Austin (1976) explores how some cases of language appear by their mere utterance, lead to performance of a certain act- saying leads to something being done. For instance, if someone promises to perform a task, it is the definite utterance that is promising. In defamiliarization, Austin (1976) argues that sentences that contain truth values form a miniature part of the variety of statements. He tries to categorize statements into either performatives or constatives where the former is construed to mean stateme
Barriers and facilitators of workplace learning To begin with, it is vital to mention that workplace learning assists in integrating daily routines and work in order to boost productivity. While workplace learning is a powerful tool that can be used to motivate and improve the worth of employees, there are barriers and facilitators that can influence this aspect. One of the barriers integrated with daily routines and work is the time constraints that employees face when delivering specific roles and responsibilities. In most cases, objectives are set in order to be achieved. However, timelines for achieving the set goals and objectives is often a real challenge. Secondly, lack of access to job resources can impede workplace learning (Schaufeli & Bakker 2004, p.296). Challenging tasks and resources are necessary in order to improve workplace learning. Other barriers include lack of incentives, poor learning climate, lack of commitment towards learning by the management, low motivation and lack of expert guidance. On the other hand, there are quite a number of factors that facilitate workplace learning. These factors include increased resources that boost learning wt workplace learning, use of diverse methods of learning, presence of informal coaches, appropriate climate of learning, and commitment to the process of learning by managers. It is also vital to mention that managers should minimize extreme pressure at workplace. The latter has been known to demoralize employees since they eventually dislike their various roles and duties as well as job specifications. Employees who are pressed up at work can hardly be productive at workplace due to mental weariness (Schaufeli & Bakker 2004, p.294). On the same note, an appropriate learning climate entails the presence of respect and dignity to employees. When employees are treated with dignity at workplace, a conducive learning climate is definitely created. Introduction Workplace engagement is part and parcel of employee engagement at work while delivering various roles and duties. Hence, employees can only experience total workplace engagement when they engage themselves appropriately with the various assigned duties. Although the definition of employee engagement has not been fully agreed upon, it is vivid that workplace engagement completely relies on the commitment of individual employees alongside the commitment of the management teams. Argumentation There are some scholars who have argued that a state experienced by employees with respect to their duties usually amount towards workplace engagement. Moreover, the success of this type of engagement also demands positive emotional energy, adequate physical energy, and intellectual energy required in the thinking proce