ShantanuT01/DACTYL-Pretraining huggingface dataset:
According to open systems theory, organizations cannot function in complete isolation from one another; none of them is entirely self-sufficient. They constantly interact with the external environment, “acquire inputs, transform them and discharge outputs back to the environment” (Samson & Daft 2009, p.72). In other words, they import energy (human resources, information, or technologies) for their needs and convert them into products. These products can be of various types: consumer goods, new technologies, software, and even solutions for the existing problems. So they may be either material or immaterial. Initially, the open systems approach was applied mostly in biological sciences yet now it is widely used in sociology, management, and pedagogy (Minor, 2006, p 195). This paper aims to evaluate the effectiveness of our group according to the open systems model. This assessment is based on factual experiences, in particular, the projects and tasks that we have carried out. On the whole, it is quite possible to argue that our team has grown into a very elaborate organization able to act almost independently. At first, it is necessary to discuss our group inputs. In this case, the term “inputs” can also be interpreted as those external factors which affect our activities, and relations with one another. This concept includes such components as organizational setting, the nature of our duties, membership characteristics, size, and structure (Wood et al, 2006). On the whole, it is quite possible to argue that our group is only a part of a larger system, an educational institution. The setting might be characterized as formal or semi-formal. The thing is that a college encompasses two major participants, students, and teachers. The relationships in the first group are mostly informal. In turn, the interactions among members of the faculty are more official. Certainly, our group comprises only learners i.e. students, so we tend to be more informal. As an open system, our team is not secluded from the rest of the student body. The membership is accessible to practically every person who wishes to collaborate with us. The only criterion is the level of competence and ethical values. At present, the group consists of fifteen people but the exact size is not fixed. The tasks might be exploratory and creative (or a combination of both), which means that on the one hand, we heavily rely on informational resources or on the work of others, but at the same time, we must create something new, innovative or original. For example, during this course, we worked together in order to identify and resolve the problems, faced by various companies or firms. The whole process can be subdivided into several phases: a collection of data, analysis, and synthesis. This is the most peculiar feature of our activities. The second compon
Introduction Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders. According to Gehricke et al. (2017), it is diagnosed in 5% of children and 2.5% of adults, and over 60% of children with ADHD do not outgrow this disorder. ADHD affects human behavior and cognition, causing people to struggle with inattention, hyperactivity, and impulsivity. Further, the information is presented about what brain structures are involved in ADHD and how the brain’s perception of information influences the learning process. In the end, recommendations are given as to what can be done to mitigate the impact of ADHD on academic performance. Structures of the Brain Involved in ADHD The brain has a crucial role in determining people’s behavior and cognitive processes. In individuals with ADHD, specific brain structures are different from those in people without ADHD. It was found that children and young adults with ADHD had structural changes in the basal ganglia, frontal, occipito-parietal, temporal, and anterior cingulate regions of the brain (Gehricke et al., 2017). In particular, they had a reduced concentration of grey matter, increased concentration of white matter, and smaller temporal, frontal, striatal, limbic, and parietal regions, which could be linked to incomplete maturation of these regions (Gehricke et al., 2017). Ciccarelli and White (2019) report that ADHD is marked by decreased sizes of basal ganglia, the prefrontal cortex, corpus callosum, and cerebellum. Thus, many brain structures are smaller in people with ADHD than in those without this disorder, which contributes to the development of ADHD symptoms. Many of the affected regions are involved in controlling cognitive and behavioral characteristics such as attention, motivation, learning, and emotions. For example, basal ganglia, subcortical structures located near the base of the brain, are responsible for motor control, the learning of motor skills, and emotional responses (Ciccarelli & White, 2019). Since individuals with ADHD have smaller basal ganglia, they have difficulty controlling their movement and emotional responses, which explains their impulsivity. Further, the prefrontal cortex, which is the front section of the frontal lobes, is responsible for controlling emotional responses, focusing attention, planning, motivation, and storing short-term memories (Ciccarelli & White, 2019). The cerebellum is in charge of storing memories of conditioned responses, habits, and skills (Ciccarelli & White, 2019). The function of the corpus callosum, which connects the right and the left hemispheres, is
Abstract This paper investigates the most common Islamic-based instruments for managing liquidity. It demonstrates that Islamic financial institutions have limited financial tools for this purpose because they can only use sharia-compliant products, while conventional financial institutions could use interest-based tools. Therefore, common liquidity management tools available to these institutions are Murabaha and Sukuk . However, sukuk is the “must have” liquidity management tool. Nonetheless, this paper suggests that its holders need to consider other short-term financial tools to manage liquidity. Concisely, if they make more effort to identify viable assets for investment, there should be no hindrance for governments, or regulatory bodies, to create other successful liquidity management tools. Introduction Liquidity management is a common problem in the financial sector (Onal, 2013). It does not only affect Islamic financial institutions, but conventional financial institutions as well. Albeit a complex process, it is crucial to understand how to manage liquidity issues. The failure to do so may cause serious financial issues, such as the collapse of the financial system, or the collapse of a financial institution (Padmalatha, 2011). In fact, research shows that the failure of many financial institutions and systems partly stem from inefficiencies and incompetence when managing liquidity issues (Duttweiler, 2011). This finding explains why many government agencies (regulators) are concerned about the liquidity of financial institutions. Consequently, mainstream thinking in government focuses on improving the regulatory framework for managing liquidity problems. Based on this background, this paper explores available Islamic-based financial instruments for managing liquidity. The research aim is as follows Research Aim : To find out existing Islamic instruments for managing liquidity Experimental Techniques and Metho
Though people connect jazz with such instruments like a saxophone or trumpet, the role of guitars remains to be crucial for this style of music. In fact, the guitar is the instrument that discloses jazz in a new way, and such guitarist like Joe Pass shows how unpredictable jazz can be. Biography Joseph Anthony Jacobi Passalacqua, better known as Joe Pass, was born in a family of a steel mill worker in 1929 (Classic Jazz Guitar, 2005). When Joe was nine, his father provided him with the first guitar. The results of such father’s support were amazing: when he was fourteen, the boy got the opportunity to play in bands with Tony Pastor. Music became an integral part of Pass’ life, and he did not find it necessary to continue his education. He left school and went to New York as a part of small jazz groups. Like many young people, Pass was so fascinated with the New York style of life that he faced drug addiction and had to spend several years in jail and more than two years passing through different rehabilitation programs. Soon, he got rid of that terrible dependence and devoted all his time to jazz. His career as a famous jazz guitarist began in the 1960s. He got several awards and a chance to be a sideman with such celebrities as Frank Sinatra and Sarah Vaughan. Still, his collaboration with Ella Fitzgerald remains to be the most crucial period in Pass’ life. In 1994, in Los Angeles, a famous jazz guitarist, Joe Pass, died because of liver cancer. He recorded several albums with popular jazz and country singers and musicians; still, he could do more in the field of music, if the illness did not become an obstacle on his way to great success. Style of Music Though the jazz sub-culture is still alive, it is not as well as it is supposed to be (Mooney, 2014). Still, there are the people who truly believe in the power and worth of jazz, and continue listening and contributing to this style of music. In fact, jazz has to be considered one of the most important forms of art as it is everywhere. Jazz can be soft and rude, loud, and silent. And Joe Pass demonstrate
Financial assistance (bailout) to Greece (2010, 1 st quarter) Greece is a member of the Eurozone union. Several factors led to the decision by the International Monetary Fund to finance the country as a way of bailing its failing economy during the recession. As a recovery package, the IMF offered Greece a monetary aid of about €110bn (Elliott, 2010). However, Greece being a member of the eurozone union could not achieve fast economic growth. This was because the country could not have devalued its currency or cut its interest rates to enhance export-led growth. This was the only way that financial recovery and economic growth would have been accelerated. To mitigate the financial crisis, the government increased the VAT to offset the national debt. However, the country was not benefiting from economic growth at the same time (Elliott, 2010). The Gross Domestic Product of Greece has been declining since 2010 as shown in the graph below On the other hand, the rate of employment was at its highest point at 28% in 2013 (Elliott, 2010). This was double the euro zone’s record of about 12% in the same period (Elliott, 2010). In 2010, the inflation rate began to decline as well and the statistics are as follows, Jan 2010 2.4%, Feb 2010 2.8%, Mar 2010 3.9% (Elliott, 2010). Iceland (2008, 4 th quarter) Iceland was the first victim of the dreadful economic crisis in 2008 (Forelle, 2012). However, the unemployment rate in the country is improving and the immigration rate is also reducing (Forelle, 2012). One of the advantages that the country has over the rest of the Euro zone’s members is the ability to devalue its currency. This enabled export-led growth hence accelerating its financial recovery (Forelle, 2012). The ability to devalue its currency helped the country to turn its trade shortage into financial excesses. Iceland benefited from the IMF funding because it had its monitory policy, and an independent banking system, unlike the eurozone members. The country did not rush into expenditure cuts like the rest of the eurozone members. On the contrary, the government increased its social-farewell payment to the poor. By increasing social-farewell payment, the rate of spending increased, and ultimately the effects of the economic crisis were cushioned. Iceland’s GDP rose to 59% of its export and by March the country had begun paying its debt way before schedule (Forelle, 2012). Ukraine (2014, 2 nd quarter) Since last year, Ukraine’s industrial activities have reduced by 21.4 % according to the statement given by the National Bank (Dorovskykh, 2014). Almost 60% of the country’s GDP is consumed by foreign debt (Dorovskykh, 2014). To lessen the impact of its economic tribulations, the Ukrainian Government has been trying to cut down on its spending through its public sector budget. The country was depending on tax revenues that had increased by 9 percent (Dorovskykh, 2014). In the Ukrainian economy, 30% of the total revenue is collected from sales tax. Military operations are the greatest consumers of the country’s resour
Introduction Different communities and religions have diverse views and perspectives toward both genders; men and women. This piece of work will look into how women are treated and viewed regarding religious matters like worship and leadership in various religious traditions with much emphasis on Christianity, Judaism, and Islam. Women and Christianity The basic tool used in concluding matters of Christianity is the bible. There is however, controversies that arise in the different ways in which people interpret the bible as the bible does not bring out the meaning just by reading but need revelation in interpretation. From some of the bible verses, like 1 Timothy 2:11-12, it is easy to say that women are lower in grading them with men since it states that “A woman should learn in quietness and full submission, I do not permit a woman to teach or to assume authority over a man; she must be quiet.” This shows the position of women in relation to that of men. In regard to this verse, many churches still view women as inferior and that they should not take leadership positions like being part of the clergy despite the many evolutions that have taken place since the bible was written. The story of Adam and Eve in the bible also shows a woman as a person close to the devil for breaking God’s command by eating the specific fruit that she was warned not to and therefore the woman is viewed as the source of evil that spilled over to man, Adam. The argument is based on the same book verses 13-14 that states; “For Adam was formed first, then Eve, and Adam were not the one deceived; it was the woman who was deceived and became a sinner.” All in all modern Christianity recognize women with a certain level of importance, for example, in Roman Catholic and Eastern O
To the best of my understanding, the preciseness of time has been a helpful factor in the understanding of the accuracy and correctness of historical and scientific findings. Henri Bergson described time as a device that keeps everything from happening together at the same instant by exploring the inner life of mankind, which he calls duration. Duration, according to Bergson, is juxtaposed and can be converted into a sequence of distinguishable parts, one following the other, and caused, therefore, by one another. There should not be anything in a particular duration that may be the determiner of something within that duration, and one must accept time by stationing oneself within a certain duration where freedom may be distinguished and experienced (Ekelund and Hebert, 333). The significance of Bergson’s profound statement on time spans across several academic disciplines and has an impressive effect on most of them. For the work of Alfred Marshall, who defined economics as the field of study that examines mankind in his ordinary business of life, Bergson’s statement implies a lot. Although Marshall desired to better the mathematical cogency of economics and metamorphose it into a scientific profession to a greater extent, he wanted mathematics not to shadow economics because it might make economics irrelevant to laymen. Marshall extended economics from its very classical focus on the market run economy and generalized the field as a study of human behavior relating to both individuals and nations. In classical economics, everything seemed perfectly fine at optimum levels in the long run – a view that did not go well for the neo classicalists. Marshall’s work helped highlight durations for market functioning behaviors as time was divided into short, medium, and long-run so that nothing within the short run caused a movement in the market demand and supply within the short run itself. A similar analysis can be held for medium and long run durations. Although the understanding of time (as proposed by Bergson) negates the conceptions brought forth by the physical sciences and mathematics, it conforms to the political, social, and economic purposes of time, ex post facto. One of the hallmarks of American Institutionalism is based on psychology and cognitive sciences, rather than simple assumptions of the behavior of economic agents. With a focus on the development of the sociological view of institutions as it affects the individual and national output, rationality is a central concept to any analysis presented by American Institutionalism. The timing of an action or the duration of occurrence of an event affects the way institutions interact and affect their society of domicile. Rationality is
Taking courses in college is required for the awarding of the selected certificate. However, the actual value of these courses can vary from being a complete waste of the student’s time to a wonderful experience which inspires and adds greatly to student satisfaction. Choosing a college course which will both benefit and move the student toward the desired certification is an art which requires doing some homework. Yes, it is just like everything else in this world, one needs to research in order to make an informed choice. Three things must be considered before signing up for a college course: the subject area: interest and prerequisites, value for the future and the teacher. Of these three things, the value for the future is your first consideration. If the course is a requirement for the program, then there is no choice outside of the time slot or teacher. If the course is taught at several different times and all are equally ok for access, then the teacher must be considered. For courses, the second consideration after selection of the teacher is the interest. Value for the future is tied to this also. If the program of study is related to the college course, and the subject matter is interesting, then there is definite value in taking the course. If the required prerequisites have been completed, then the student has a good foundation for success. It is not recommended to try taking any course for which the prerequisites have not been completed. The student should inquire about this from the teacher before signing up, since some are merely “suggested” prerequisites, and these may not have been officially listed. However, the selection of the teacher must be done very carefully, since finishing a course which was not required can become a chore if the teacher is not the best one for the student’s learning style. In selecting a teacher, the student has three tools at his or her disposal: the teacher’s academic reputation, anything published by the teacher, including the syllabus for the course or others, and word-of-mouth information. Most colleges publish biographical information on their websites for all their instructors. These can offer more than just an idea of the teacher’s experience. Biographical information can also provide clues to the teacher’s culture, which will greatly impact their teaching style. For example, teachers with experience in British style schools will usually offer a grading rubric which can aide the student greatly in achieving higher grades. Teachers with foreign experience may be more accessible to foreign student
Grimm, Reinhold and Jost Hermand (Editors). 1992. 1914/1939 German Reflections of the Two World Wars. Madison, Wisconsin: University of Wisconsin Press. The book chosen for the analysis in this paper is 1914/1939 German Reflections of the Two World Wars edited by Reinhold Grimm and Jost Hermand. It presents a set of separate works by the famous German and German-speaking authors like Hans Rudolf Vaget, Hans Peter Hermann, Reinhold Grimm, and Jost Hermand. The selection criteria for this book included the comprehensive account on the two world wars presented from the German point of view and the presence of the works by reputable authors in this book. As well, the wide range of works constituting the book also conditioned its selection as the presence of various opinions on the topic might form the objective and non-biased knowledge. Finally, this book was selected because it presents literary perspective of the world wars, while the bulk of other sources focus on the political and military aspects of the wars. The major topic of the book under analysis is the artistic perspective of the world wars in which Germany was directly involved. In other words, the set of the nine essays collected in the book present the views and reflection of the authors upon the impact of the world wars upon the particular representatives of the German art like Berthold Brecht and Thomas Mann and on the artistic development of the nation as a whole (Grimm and Hermand, 1992, p. vii). Thus, the topic of the book is the interrelation of the war and art and the birth of the concept of the United Europe from the struggle of nations for peaceful existence. The contents of the book can be characterized by the address to various aspects of art during the world wars, but this address is uniform in its focus on the supreme character of art. For example, Hans Rudolf Vaget pictures art as the powerful tool in fighting violence while depicting the life and artistic development of Thomas Mann in the period of the first and second world wars (Grimm and Hermand, 1992, p. 3). Depicting the famous German writer as a tin soldier in the fight against the German imperialism and aggression, Vaget manages to demonstrate the significance of art for the existence of human beings. Further on, Grimm considers the life of the German poet and essayist Gottfried Benn before, during, and after the wars (Grimm and Hermand, 1992, p. 22), while Schoeps considers the life of Bertold Brecht during the two world wars (p. 37). Bullock presents the account of life and work of Ernst Junger (p. 70), Hermand designs the generalized account on German art during the wars (p. 91), and Silberman focuses his research on the cinema in the war-time Germany (p. 116). The book also contains the information on the women’s rights and artistic work during the war years as presented by Halle, Sokeland, and Tys