ShantanuT01/DACTYL-Pretraining huggingface dataset:
The principles associated with the early childhood education are based on a range of theories and curricula developed depending on these theories. The philosophy developed by Jean Piaget (1896-1980) is one of the most important developmental frameworks based on the principles of the cognitive development, and this theory is selected for the discussion in the paper. The curriculum method that is grounded on this theory among other ones is the High Scope model. The purpose of this paper is to discuss Piaget’s philosophy, describe the High Scope curriculum, and analyze how the selected curriculum can be associated with Piaget’s theory. Jean Piaget’s Philosophy Piaget’s principles of early education are actively quoted in the scholar literature. One of such quotes is important to be discussed: “Each time one prematurely teaches a child something he could have discovered himself, that child is kept from inventing it and consequently from understanding it completely” (Piaget as cited in Bergin & Bergin, 2011, p. 120). Thus, one of the main aspects of the theorist’s philosophy is the reference to the importance of self-education. Children need to discover things and objects through manipulating them independently in order to learn. Moreover, children have the intrinsic motivation to discover the world around them, and this aspect needs to be taken into account by educators (Bergin & Bergin, 2011). At the early stage of their development, children are interested in examining objects in terms of their physical and material features. At this stage, it is also difficult for children to understand complex notions. The High Scope Curriculum The High Scope model is a cognitively and developmentally oriented curriculum, the main features of which are the planning, supportive role of adults, active participation, and involvement of children in activities. The key elements include the specific room organization according to which it is divided into zones; the specific equipment organization to provide children with easy access to objects and tools; and the planning of daily routines (Wiltshire, 2013). A teacher plays a supportive role in this curriculum to encourage a child’s active involvement in the learning process (Bruno, 2009). The curriculum allows planning a day according to children’s developmental needs where children are supported in completing their daily routines, and the process of playing allows discovering objects and learning through manipulation and active participation. Association of the High Scope Curriculum and Piaget’s Theory The High Scope curriculum is grounded on the idea that children can learn more effectively when they are allowed to examine the world around them easily, through the active participation or involvement. This principle is taken from Piaget’s theory, and it is reflected in the curriculum through activities and playing (Wiltshire, 2013). In addition, playing and manipulation of physical objects are primarily activities during this developmental stage, and children’s needs are met in this case (Bruno, 2009). Such guided learning and exploration limited according to children’s needs are directly suppor
Introduction The political environment of the 1960s was characterized by calls of self-determination and self-preservation of states and governments around the world. The cold war antagonists were seeking expanded hemispheres of control outside their mainland to tilt the balance of power in their favor, while foreign policies were not formulated to necessarily achieve the goals. Johnson and Kennedy argue that foreign policy and diplomacy were not the only phenomena of the 1960s decades (Johnson par 1; Kennedy 235). However, all the assertions of the president in the speech are founded on the US constitution. This paper focuses on analyzing the addresses of President Lyndon B. Johnson and President John F. Kennedy in 1964 and 1961. Elements in the two readings The two speeches concentrate on promoting the affairs of the US, especially with regard to the international community. From his speech, Johnson contends that foreign aid is an efficient tool that could be used by the US to secure and achieve its national goals. This is the same opinion that was held by John F. Kennedy in his speech. Indeed, the two leaders’ assertions that the US could come up with a better foreign aid regime could be viewed as a proposed deal to the members of the non-allied states, which had strategically distanced themselves from the open confrontation with the major powers. It is evident that the 1960s saw that third world countries receive billions of dollars in foreign aid to be allied to either power. Thus, Johnson’s move to argue for foreign aid, though veiled in humanitarian guise, was a potent political tool not only for survival but also for securing American interests in faraway territories in the world. STARTS is an acronym for the strategic arms reduction talks of the 1960s that called upon states, not to stock unnecessary weapons. The cold war was at its pick in the 1960s, and the implication was that the major powers and their allies were increasingly arming themselves in case a war broke out. This state of affairs posed a great danger in terms of powerful weapons finding their way into the hands of rogue states or terror groups. Johnson’s call that America should not stock its weapons to non-economic levels was, indeed, the prevailing idea at the time. In 1967, a few years after his speech, the non-proliferation treaty was signed to ensure that nuclear weapons do not find their way to non-nuclear states. The call for a strategic reduction of arms was also informed by moral principles. For example, it was found unreasonable for countries to purchase or manufacture expensive weapons while their citizens starve. Johnson observes that the US should keep a lean military budget. However, the president argued, the military should be well funded to cater for emergencies. In essence, Johnson’s argument can be understood to mean that America was going to pursue military might and seek hegemony, including in space as he puts it in his speech (Johnson par 4). True to his
Introduction The paper discusses two articles on Economics and develops an understanding of how such articles are written, analyses the central theme, and also frames questions for the author of the articles. Analysis and Discussion Duchin (May 2007) speaks of how economists can collaborate to explore energy choices capable of reducing carbon emissions on a global scale. All forms of manufacturing and consumption activities involve the use of energy, and economists possess theoretical and analytic frameworks relating production and consumption in individual economies with international trade among them. Economists are experts in understanding the relations between global economic activities and the use of energy and, to some extent, about the possible feedback of climate change on the economic system. These relations are mediated by people’s lifestyles and consumption patterns, whether in affluence or poverty, and the technological options embodied in stocks of capital. Economists can contribute a global economic framework for analyzing the economic and environmental impacts of substantial changes in the economic activities involving the use of energy. They have begun intensive collaboration with engineers and other experts in technology to assure that their representations of the technological options are concrete and realistic and not simply symbolic. The author has discussed various energy options available in the global economy and has proposed a global economic framework, the World Trade Model, and other models of the world economy that would help in developing a better understanding of the energy options. Questions that arise, based on the scenarios created are what would happen to the economies of scale when alternate, high fuels that have low carbon emissions are used? The author speaks of a model where labor-intensive industries would shift to areas where alternative energy sources are available. Would not such a move create widespread disparities in industrial output and affect labor economies. Another question proposed is that the models are ignoring factors such as the transport of oil and coal from the hinterlands to areas of high economic activity. How much opportunity costs would be lost in transferring to the new models of low carbon emission issues and global warming. Duchin (April 2007) has discussed the mathematical basis for input-output economics, the major types of models, and the underlying economic theory. These models have certain features that make them well suited for understanding the connections between the economy and they include the dual physical and price representations and the representation of resource inputs as factors of production, whether they are priced or not. Input-output economics shares deal with achieving efficiency in the use of resources to produce goods. It also accommodates other objectives, not only conceptually but also operationally and it differs from other schools of thought in not imposing growth and efficiency objectives on its mathematical models.
The accelerated rate of human development and indiscriminate exploitation of natural resources are forcing dramatic changes on our Planet. Global warming is just one such warning sign that the delicate global ecosystem is very near the ‘tipping’ scale. Therefore, it devolves upon the human race to find solutions so that man and nature can harmonize their needs to ensure a sustainable future. This essay aims to examine the various facets of human interactions and their interface with the environment towards achieving a sustainable future. There are many prerequisites for developing a sustainable society. One of them is ‘Sustainable Development’ which is defined as “development that meets the needs of the present without compromising the ability of future generations to meet their own needs” (Beratan 3). Hence a stable and secure economy, optimal exploitation of natural resources, ecological balance and a stable society is vital. The optimal interplay between human dynamics and the environment could form the basis for a truly sustainable future. Ensuring such a challenging set of prerequisites requires a whole community effort. Not only are the politicians, economists, technocrats, businessmen, environmentalists and academicians required, but also the common man whose wholehearted participation in the sustainable future measures is critical. While the politicians and technocrats would give the necessary policy directions and governmental support, the environmentalists and academics would provide the necessary technical means and knowledge. The support of the businessmen would be crucial as it would be necessary to convince them to align their business practices to become more ‘green’ instead of just looking at the short-term profitability of their ventures. Finally, the common man or the lay public needs to be convinced that the policies and practices implemented are needed for the common good as well as individual well-being. With all the stakeholders involved, building a resilient ecosystem could become possible. Ecosystem resilience can be defined as “the abilities of an ecosystem to recover in the wake of disturbance, to evolve, and to adapt flexibly to new conditions, reflect self-organizing capacities” (Breckenridge 298). Ecosystems can adapt to gradual changes and gradual losses as long as the changes incorporated lie within the recuperative range of the ecosystem. Moment the change wrought is disruptive beyond the recuperative range, an ecosystem fails. For example, if the felling of trees in a rainforest is controlled at a rate at which the rain forest can regenerate lost foliage, the ecosystem will recover. However to give shape to such recuperative measures requires adherence to principles such as stewardship. Stewardship implies that everyone in this world has a responsibility to other people and the world. Stewardship in business encompasses ethical management of all activitie
Introduction Nowadays, much attention is paid to the role of food in human life. Food literacy turns out to be a serious topic for discussion in many countries as it helps to manage and prevent a number of food-related health problems, including obesity, diabetes, and the development of metabolic syndrome (Cullen, Hatch, Martin, Higgins, & Sheppard, 2015; Drewnowski & Kawachi, 2015). Regarding recent medical achievements, the current technological progress, and never stopping globalization, people should always deal with new things and meet expectations despite the level of their readiness (Christopherson, Garretsen, & Martin, 2008). These requirements also determine the quality of food people eat and the knowledge people have about healthy eating. The relationship between health (mental and physical) and diet has been thoroughly discussed by many authors to prove that appropriate food intake, malnutrition control, and personal attitudes to the diet may influence human behavior, mood, productivity, and decision making (Fontana & Partridge, 2015; O’Neil et al., 2014). Still, despite the evident connection between the changes caused by globalization and health, not much information about American food literacy through globalization is actually available. Analysis Such global topic as a health-diet connection can be developed through answering the following research questions: “Does globalization have a positive impact on Americans and their intentions to improve health through diet?” or “Is it enough for the US population to create programs and interventions at local levels to observe certain improvements in public health?” The goal of this new project is to understand the nature of the relationship between globalization and healthy eating promoted in the United States and clarify the steps the population takes to improve its health. To address these gaps, it is possible to develop a descriptive study and investigate current interventions and programs that are available to Americans in their intentions to use diet, change their lifestyles, and avoid health-related complications. The evaluation of national achievements, the identification of public knowledge about healthy eating and globalization, and the consideration of people’s attitudes to the diet through the analysis of peer-reviewed and newspaper articles (published during the last five years) should help to answer the main research question and contribute an understanding of the impact of American diet on health. Content analysis and the description of American food literacy may create a solid basis for future research in terms of which it is possible to develop new interventions for the population and helpful healthy eating guides.
Course Overview The course is intended for new nurses, who will be operating in the emergency department. Students will be taught domains connected to the evaluation of patients in the emergency department settings and prioritization of care (Bryant & Knight, 2011). Educational activities will center on such topics as cardiac and pulmonary emergencies in adult patients (Bennett, 2013). The course will have both theoretical and clinical underpinnings, and students will need to exhibit a range of clinical competencies. Course Objectives Students will be able to:   * Design and implement nursing strategies adequate for emergency department patients;   * Deliver multidisciplinary care and exhibit skills unique for emergency department nursing;   * Assess the pathophysiology of the condition that brought the client to the emergency department;   * Appraise existing issues in clinical practice and determine the implications for the nurse’s practice;   * At the end of the course, students should possess knowledge of conceptual models and strategies needed for effective functioning in the emergency department settings. Course Requirements The course will consist of a series of educational sessions, which will include lectures, tutorials, and written assignments. Students are required to participate actively in all practical activities and discussions. At any point, students may seek additional clarification as applied to emergency evaluation. Course Outline Summary of the learning activities:   * Emergency nursing – general overview;       + Symptoms and complaints;   * Evaluation and care;       + Taking a patient’s history;       + Assessment (Talley & O’Connor, 2014);   * Respiratory physiology;   * Care;       + Oxygen therapy;       + Airway management;       + Assisted ventilation;   * Respiratory failure and emergencies;   * Acute coronary syndromes (Wesley, 2012);       + Conditions from ischemia to infarction;       + Managing emergency situations;   * Myocardial infarction;       + Patient complaints, symptoms, management (Wesley, 2012);   * Hypo- and hyperthermia;   * Current tendencies and the latest research;       + Implications for practice. Teaching Strategies Students will be exposed to a variety of educational activities ranging from lectures and tutorials to review sessions and group debates. Students are expected to take part in all sessions (80% attendance is required). Learners will be provided with required readings for independent studying at home. Their knowledge will be tested during the course exam at the end of the semester and during lectures and discussions. All educational activities will be supported by audio-visual aids and handout materials. Attendance and Participation Students are expected to take part in all educational activities and be present during all class lectures and planned dis
In long term resident with pressure ulcer comparing nutrition intervention plus standard skin care with standard skin care only? The utilized clinical peer reviewed articles as well as Journals’ development is done by or in association with well informed health practitioners particularly those specialized in pressure ulcer area. Most of these articles are backed by firmly founded recommendations derived from utilization of literature reviews as well as actual field research studies that is rather exhaustive. These resourceful peer reviewed articles include of the American Geriatrics as well as Critical Care Journals that are reviewed by different authors in a specified span of time. In these articles a comparison is carried out regarding the role of skin care practiced in a standardized manner to nutritional intervention aspect with regards to pressure ulcer care and management. The various methods of analysis as depicted in each of the articles are diverse and include trials that are rather randomly controlled as well as statistical analysis of secondary sources. Other articles utilized include; health practitioners manuals from where the analyzed study statistics are derived and integrated accordingly. The resultant understanding from this review is that as much as both practices are effective in their distinct ways of actual pressure ulcer management there is need to have them integrated for complementary purpose. Some authors argue that nutritional intervention may not have much positive impact on the already suffered ulcer but when complimented with skin care of a certain standard the results are promising. “ Finucane, T. E. (1995). Malnutrition, tube feeding and pressure sores; Journal of the American Geriatrics Society, 43, 447-451” This particular peer reviewed journal covers a literature search involving articles whose field research was conducted from 1985 all the way to 1994 regarding pressures sores as related to malnutrition. The research also featured tube feeding application in the actual pressure ulcer management. The author notes that in this whole process, a total of twenty two studies were complied for review whereby important information regarding nutritional intake as linked to pressure ulcer was yielded. The results realized in this type of nutrient intervention as a beneficial contribution to pressure ulcer management is said to be inconclusive. According to the author, reviews brought forth specific contradictory results that led to a conclusion that nutrition intervention in form of tube feeding does not form efficient therapy. This article’s analysis points out that poor health suffered by particular pressure ulcer patients may be resulting from improper dietary that would not be improved by any form of complementary nutrient intake. The author also notes that there are a number secondary impacts affecting tube feeding which have a capability of worsening pressure ulcers situation. Therefore it occurs that for nutrition intervention to show effectiveness some of levels of skin c
In America, gilded age refers to the period between the years 1860 and 1900. Mark Twain and Charles Warner coined the term to refer to the years after the civil war (Twain & Warner). Twain and Warner were concerned with the widespread corruption and greed in America during the late 19 th century. During this period, North America’s economy grew drastically attracting numerous immigrants from Europe and Asia. With increased immigration, America achieved an unmatched growth in infrastructure (Twain & Warner). Across the country, railroads, telephone lines and factories were constructed creating numerous opportunities. As a result, consumers were able to access cheaper goods and services. Similarly, improved infrastructure and increased markets offered entrepreneurs with numerous opportunities. With an increased economy, American society subdivided into the following social classes: lower class, middle class and upper class. The Upper class and the middle class celebrated the growth of the American economy, while the lower class lamented over it (Walker 145). As a result, American aristocrats were faced with numerous challenges from the poor workers who struggled with abject poverty. In the South, African Americans were denied the chance to exercise their civil rights. I noted that the American politics, at the period, were remarkable despite of the widespread corruption in the political arena. Reformers adopted several approaches to end social injustices, demand for better labor rights, and denounce corrupt politicians. After analyzing the American history, I identified that it was during this period that the first labor unions in America were organized. I noted that the period was characterized by low wages, hostile working environments and long working hours. Equally, entrepreneurs worsened the labor situations by subdividing the unskilled workforce. Similarly, I recognized that with the mass usage of machines, skilled and unskilled laborers ended up with limited occupational mobility. Through the labor unions, workers collectively campaigned for better labor rights (Trachtenberg & Eric Foner). In this regard, I believe that the current labor rights, enjoyed by American laborers, could not have been achieved without the efforts of the gilded age laborers. All through the unrests, I noted that the middle class were greatly affected by the unrest, and in turn intervened between the workers and the entrepreneurs. Following the unrest, entrepreneurs worked tirelessly to sup