ShantanuT01/DACTYL-Pretraining huggingface dataset:
Wisconsin Council of Religious Schools and Independent Schools-Guidance document This is a 13-page educator’s policy document that contains policy guidance for new educators in educational institutions. It stipulates the standards required for new educators in areas such as orientation and mentoring among many others. This document is extremely easy to read and understand its content; especially because its structure is simple and precise. All the main topics are clearly numbered with their corresponding subtopics highlighted. The opening remarks on the document have pointed out the objective coherently, hence making it easier for you to understand what is entailed in the whole document. The standards have been organized according to their contents, with the required actions clearly indicated (Wisconsin Council of Religious Schools and Independent Schools, 2010). Wisconsin’s Model Academic Standards for Technology Education This is a 26 pages achievement standards document. The document is very comprehensive and easy for you to understand. It contains some well-defined goals that should be pursued to improve education, and in particular the technological field. As a teacher, you will find this document very resourceful since it is highly detailed and well structured. To navigate through the page, you just need to move the scroll, either upwards or downwards; it is actually very easy to browse through the pages. Apparently, the document has strongly described and emphasized the must achieve requirements and the objectives (Fortier, 1998). Emergency Nursing Services in Wisconsin Schools This 15-page document contains state laws that are concerned with emergency and health issues in public schools. It is essentially a very critical document that contains issues that you need to understand as a teacher in a public school. By reading this document, you will understand the nursing policies and protocols as stipulated by the state laws. The introductory remarks together with the outline make it very easy for you to study the document. You only need to scroll along, while navigating different sections and pages. Consistent numbering makes it relatively easier for you to follow the document. Standards that have commonalities are grouped together to form a particular section (Wisconsin Department of Public Instruction, 2009). Similarities of the documents All three documents relate to standards that are intended to be followed in different educational institutions. They are generally discussing requirements, which when followed by the concerned parties, the objectives of the education can be met more effectively. In addition, all the documents are structured and grouped according to the content. Differen
Pragmatics is a critical field of linguistics because it interprets and studies meanings of words and phrases in context (Wardhaugh and Fuller 248). Pragmatics is considered to be the opposite of semantics, which is concerned with meanings assigned to words or phrases in a language system. Pragmatics rests on the assumption that words alone are not enough to communicate meaning and that background information is critical to making interpretations (“Pragmatics and Discourse” 3). There are three important theories in pragmatics, called the Speech Act Theory, Grice’s Maxims, and the Politeness Theory. Firstly, the Speech Act Theory states that the meaning of utterances can be judged based on their use in performative speech acts (Wardhaugh and Fuller 249). The Speech Act Theory is particularly useful for interpreting expressions that are intended to evoke a particular response in the audience. Grice’s Maxims, on the other hand, holds that expressions made in a conversation should conform to four key maxims: quantity, quality, relation, and manner (Wardhaugh and Fuller 253). In other words, utterances should be informative, truthful, appropriate, and clear in order to be considered meaningful and useful. Lastly, the Politeness theory claims that certain utterances might threaten the positive or negative face of the addressee, and thus it is better to choose one of the two politeness strategies: negative politeness or positive politeness (Wardhaugh and Fuller 257). Positive politeness fulfills the hearer’s need for appreciation, whereas negative addresses their freedom of action and usually involves apologizing (Wardhaugh and Fuller 257). All of the above theories can be applied to speech in a variety of settings and conditions, and thus can be used to interpret the meaning of utterances or choose a particular expression to communicate meaning. Language variation is essential in linguistics due to its application to studying the speech of various geographical or social groups called “speech communities” (“Language and Sexuality” 9). A linguistic variable is thus the source of variation in language or pronunciation that includes two or more variants (“Language and Social Class” 7). For example, the practice of omitting certain sounds or letters by members of a particular community would be identified as a variant of a specific linguistic variable. Variants are the two or more forms of a variable used in different environments (Wardhaugh and Fuller 149). The study of linguistic variables and variants can help to underline differences in speech patterns of particular sociolinguistic communities. This, in turn, is essential to understanding complex social interactions between members of these groups and the reasons for deviations from the language norm. Indicators, markers, and stereotypes are different types of linguistic variables studied. First of all, an
Introduction Knowledge management is one of the best strategies used for information sharing. This strategy is aimed at delivering working experience and specific skills to other departments of the company (Mertins, Heisig, & Vorbeck, 2003). Community of practice is considered to be the means of sharing information as it is defined as “a group of people who share c concern, a set of problems, or a passion about a topic, and who deepen their knowledge and experience in this area by interacting on an ongoing basis” (Wenger, McDermott, & Snyder, 2002, p. 4). Jugo Juice is the organization which works on the basis of these principles. Jugo Juice knowledge management The principles of information sharing One of the main problems the company faces is the spread of the information and skills in the chain of the juice bars. As it has been mentioned, the company works on the basis of franchising model, so each new bar should use the strategies and skills of the main one. Using the communities of practice, the company has managed to solve this problem. When a new bar opens, the central office or its departments send a part of their staff to it. This technique helps save time and money on training programs for the vast majority of people as new staff is selected by the professionals who have been working in the sphere and know the main principles of business. In other words, these people will also deliver useful information for those who have never worked in the sphere. The representatives from all departments of Jugo Juice and those who have bought franchise have meetings where they share obtained skills and the information about the achieved results (Jugo Juice, 2011). This is the main principle of information sharing, but it is not enough. Ideas for
“Jesus and the Disinherited” was written by Howard Thurman, who was an American educator, writer, philosopher, and scientist. This book, as well as his other literary works, has helped many people gain an understanding of themselves, cognize the role of religion in human life, and they served as a starting point for their life that would be more meaningful. Nevertheless, many individuals could not understand the message of the writings or interpreted them in their personal way. In general, this author dwelled upon the way religion helped to survive the hardships of life and how self-consciousness arose from the acceptance and knowledge of God and the transcendent attitude toward Him. The purpose of this paper is to reflect critically on the book “Jesus and the Disinherited” written by this author. Scope In his book, Thurman intended to display the identity of Jesus and the significance of His work. To be more precise, he tried to specify the role of Jesus in His relation to the African-American community. Importantly, the author stressed the religion of Jesus to be able to address this community and inspire people to follow the Jewish tenets. 1 By placing a particular emphasis on this interpretation, he wanted to provide the people with something more than did the normative postulates covered by Western Christianity. It should be stressed that the author tried to describe the way Jesus acted on behalf of the oppressed people. Thurman wrote in the opening points of the book that Jesus resided in an oppressed environment just as the members of the community that he addressed. 2 Therefore, the historical context in which the writer had placed Jesus was similar to that of the people’s experiencing colonial or enslaving oppression. In addition, the overall score of the book can be concluded to an understanding that people should always strive for exhibiting unconditional love. On the example of Jesus, who invoked the Jewish community to base their perceptions towards Rome on moral principles, the author wanted to say that the African-American community, facing hurdles throughout history, should be driven by the moral code as well. Thus, by alluding to the postulates proposed by Jesus, Thurman intended to inspire African-Americans to turn to their inner world and disregard the social and political difficulties experienced by people. 3 In that matter, all the dissensions became irrelevant and meaningless due to the fact that the only aspect that was significant was the religion, and the love of God solely was important, and no domain should be feared. Therefore, all people should exhibit and should be driven by the love that comes from within in the same way the son of God and his progeny were. Reflection It should be noted that the most surprising premise that I agree with is the teaching that social justice should grow from wisdom. The writer armed the disinherited with the ecclesiastic
Introduction For as long as the human civilization has existed, there have always been those members of the society who have engaged in criminal activities. These misdeeds which affect the rest of the community negatively have resulted in the formation of the police force and other agencies charged with combating crime. While this apparatus have had a favorable impact in reducing crime, they are not enough to solve the crime problems of the community. For this reason, Local Crime Prevention groups have sprung up all over the country to help in the reducing of local crime. Local Crime Prevention is based on the understanding that police and other government agencies alone cannot control crime in the country and the members of the community must play an active role in mitigating crime levels in their locality. Most of these crime prevention groups have programs which articulate the purpose of the group, and teach the members useful skills in crime fighting or prevention in their community. This paper will perform an elaborate analysis on one local crime prevention program in America. The paper will them proceed to discuss the inherent strengths and weaknesses of the program as well as the moral astuteness of the program. Crime Prevention Program Name The name of the program is Senior Citizens Crime Prevention University and it is open to the residents of Colonial Heights, Virginia. This program is especially structured for the senior citizens and is based on the fact that older people are more fearful of crime as compared to the other members of the community. O’Block, Donnermeyer and Doeren (2001) hypothesize that the reason for this accentuated fear is the perception by the older people that crime has a greater impact on them, both physically and/or economically. Components of the program This program is offered free of charge to senior citizens (persons aged 55 years and older) who reside in Colonial Heights or operate businesses in the location. The program is jointly sponsored by the Colonial Heights TRIAD, Colonial Heights Police Department, and Colonial Heights Sheriff’s Office (Colonial Heights Police, 2010). The program runs for 8 to 10 weeks and is arranged into 13 sessions, which cover various aspects of life that may be relevant for the participants, ranging from; police work, emergency services, legal issues, fire fighting to neighborhood watch and other important issues pertaining crime. Owing to the expansive nature of the lessons taught in the Senior Citizens Crime Prevention University, there are a number of varying professionals who engage in the tutorage. The Colonial Heights Police Department in particular plays a very significant role in lessons regarding the role of law enforcement in the city. The police also provide information on Neighborhood Watch and ot
Overview of the Theory In Curry’s onion model, the core layer is the cognitive personality style. It describes how an individual assimilates and adapts information (Cools et al., 2009). It delineates a person’s cognitive processes of “perception, thinking, memory, and learning” (Cools et al., 2009, p. 176). It is the most stable stratum of the model that is related to a more fixed personality. It entails the basic approach a learner utilizes to think or assimilate new information. For instance, individuals with a convergent thinking approach focus on the answer, while those with a divergent orientation explore multiple options (Cools et al., 2009). (Cools et al., 2009) Learning Style Conceptualization The cognitive personality style (CPS) is conceptualized as the fixed personality dimensions – attitudes, preferences, and habits – regulating a student’s information adaptation behavior (Cools et al., 2009). It entails the unique, consistent individual preferences for particular approaches to obtaining, processing, and assimilating information. It interacts with the external environment through the two outer levels: information processing style and instructional preference style (Cools et al., 2009). CPS focuses on cognitive and perceptual differences that account for variations in learning approaches between students. Research Related to the Theory Peterson et al. (2009)
Introduction In recent years, indigenous revival has arisen as a distinct ideological and cultural tendency in the Canadian environment. Self-determination for Indigenous populations across the world is a contentious and hotly debated issue. In Canada, the rhetoric of acknowledgment has been more popular in framing Indigenous demands for self-determination, resulting in policies and programs that are frequently regarded as liberal and progressive. In the article of Michelle Daigle (2016), “he juxtaposes the spatiality of colonial governance reproduced through recognition-based strategies with the relational geographies lived through everyday practices of self-determination that are rooted in place-based Indigenous ontologies” (p. 259). Daigle hopes to foster more discourse in cartography about the various ways Indigenous peoples think about and experience consciousness outside and beside official state and international organizations while also confounding our understanding of place, land, and accountability. Michael Elliott, in his article (2018), “to offer clarification on the political critique behind the resurgence movement and the “turn” or strategy of disengagement it advocates and, second, to excavate an opposingly directed drive within it” (p. 61). This work was written to compare these articles and their analysis. Daigle Analysis Over the last few years, Indigenous-state relationships in Canada have entered a new phase. In a revitalized partnership based on mutual acknowledgment, the Government of Canada has progressed toward balancing Indigenous demands for self-determination with Crown authority. Indigenous peoples of Turtle Island lived as various nations distinguished by their historical territories, familial relationships, government systems, trade and investment systems, and well-established yet flexible legal codes before colonial arrival. Indigenous governance systems, as well as the sociological, economic, cultural, and religious organizations in which they are entrenched, continue to remind daily life at the level of Indigenous communities. Indigenous peoples have maintained their diversity by continuously transferring and renewing their metaphysics through their languages, creative and narrative traditions, spiritual events, yearly community meetings, and sourcing and distribution of their local cuisine. Daigle contends that it is this metaphysics, as well as the behaviors through which they are conveyed, that foster an independent political of indigenous self-determination (Daigle, 2016). These ideologies serve as the foundation for pre-colonial legal frameworks that regulate how Indigenous nations have and continue to connect to their native homelands, including animals and plants, cousins, community and family members, and representatives of other clans and countries. Through the law of awawanenitakik, the Omushkegowuk Cree comprehends and experiences self-determination. The law highlights the significance of having lived an Omushkegowuk Cree style of livin
Background Making judgments about personal strengths and advantages is a task that can be more difficult than it might seem at first glance. Highlighting specific qualities that describe a person from the positive side is always associated with subjective assessment and uncertainty as to whether a particular property is developed enough to be called a strength. The main goal of this reflective paper is to describe my key strength, which I have identified after passing various exercises and utilizing relevant theoretical concepts. Among the positive traits that are inherent in me, I would name responsibility, trustworthiness, reservedness, and realism. However, when choosing from them, I would focus on responsibility as my main strength. Applying the theories of self-efficacy and self-esteem, locus of control, and planned happenstance, I intend to consider this feature from the perspective of my experience and related factors, particularly emotional and behavioral criteria. The analysis of situations in which this property manifested itself to a certain degree is an adequate mechanism to prove the existence of such a strength and its impact on my academic and career goals. Responsibility as My Key Strength While highlighting responsibility as my key strength, I analyze the situations in which I manifested this quality and reflect on how effectively I applied it. Responsibility can be assessed from different perspectives depending on its application. For instance, Lau et al. (2018) consider responsibility for learning and note that this property is valuable from the standpoint of achieving high academic outcomes. The authors also draw attention to the concept of self-efficacy associated with personal views on the available capabilities and the possibilities of their use to effectively achieve the set goals (Lau et al., 2018). In this case, the theory of self-esteem is also reflected since the ability to assess individual skills and knowledge adequately allows coping with specific tasks, thereby realizing personal responsibility to the full extent. I am aware of how these concepts help define the sustainability of responsibility as my force and why they are effective as measurement tools. In addition, I acknowledge that my efficacy is the marker that helps me relate planned goals to real ones and evaluate whether I can handle the work that I undertake and which I am trusted. With regard to the related attributes that underpin responsibility, I can mention diligence and rational thinking. My personality type reflects my beliefs in taking a deliberat
Posttraumatic stress disorder that military personnel experience in their lives emanates from cumulative stressors of pre-deployment, deployment, and post-deployment experiences. The experiences that military personnel undergo determine the nature and extent of the posttraumatic stress disorder they develop during and after their deployment. Risk and resilience factors are the two antagonizing forces that predispose and alleviate effects of traumatic experiences on military personnel respectively. Bad experiences such as aggressive family experience during childhood, unstable family life, terrible combat experiences, and poor social support are risk factors that predispose one to posttraumatic stress disorder. On the other hand, good experiences such as proper upbringing during childhood, stable family life, fair combat experience, and good social support alleviate development of posttraumatic stress disorder. Vogt and Tanner (2007) argue that, the balance between risk and resilience factors is critical in prevention and management of posttraumatic stress disorder among military personnel (p.31). Hence, resilience factors are essential in helping military personnel to cope with traumatizing experiences. Based on case studies, this paper examines the risk and resilience factors that relate to pre-deployment, deployment, and post-deployment of specialists. In the first case study, the risk factors that Ramirez experienced emanated from combat experience and family strain during his deployment. In the first three months of deployment, Ramirez had to endure long, hot, and stressful fights with Iraqi insurgents, which was his first traumatic experience working as a combat soldier. According to Philips, LeardMan, Gumbs, and Smith (2010), combat experience is the greatest risk factor that predisposes soldiers to posttraumatic stress disorder (p.1). In addition, Ramirez saw two of his friends dying in an explosion that missed him narrowly. Since he left his young wife at home, Ramirez constantly worried about her and children, which strained him during deployment. However, Ramirez had resilience factors that helped him to cope and manage the traum