ShantanuT01/DACTYL-Pretraining huggingface dataset:
Introduction The topic selected for the collaborative design of a teaching and learning plan is “Spring.” The target age group comprises five-year-old children from early years centers. The plan is composed of several episodes including such art-based experiences as sound, visual art, music and dance movement, and drama. Each of these activities is reported to have a positive effect on young children’s development. For instance, Savva and Erakleous (2017) remark on the positive role of play in children’s arts education. Hartle, Pinciotti, and Gorton (2014) note that the inclusion of visual arts, music, drama, and dance in early years classroom activities allows gaining the integration of learning experiences. Barton (2015) also emphasizes the benefits of art education at a young age due to several crucial outcomes, such as positive social interaction, physical and cognitive development, and the enhancement of problem-solving skills. Additionally, teaching young children arts develop their imagination and inspires them to be creative and inquiring. One of the episodes included in the plan involves the inclusive practice catering to diverse abilities and characteristics. Specifically, episode 2 comprises aboriginal drawing and a variety of art-based experiences for children whose interests are diverse, and whose abilities in different areas are not equal. With the inclusion of such a variety of experiences, it will be possible to gain better involvement of children and to increase the level of inclusion of every child in the course of the lesson, as well as in the succession of lessons. The rationale behind the selected theme – “Spring” – is associated both with the children’s age and with the school’s location. With the end of winter and the beginning of spring, children frequently ask questions about birds’ arrival and flowers’ growth. Young learners are rather interested in how birds sing, where flowers have been during winter, and why worms appear. The understanding of children’s interests led to the selection of such a topic. Additionally, it is easy to relate the chosen theme to the Early Years Learning Framework (EYLF). Specifically, teaching children about the processes occurring in nature in spring allows fulfilling outcome 2, which presupposes the connection and contribution of children to their world (“Belonging, being & becoming,” n.d.). Hence, while studying this topic, young learners will enhance their understanding of the world in which they live, as well as explore the diversity of culture. Another goal to be fulfilled with the selected theme is outcome 5, which involves children’s interaction with others for a variety of purposes. Particularly, children will use creative arts to express their ideas and employ language to share their thoughts (“Belonging, being & becoming,” n.d.). The reason why the selected pedagogical approach is pertinent is that a play-based app
Introduction Traditionally, the Western Atlantic forests and Lower Amazon basin in Brazil have been recognized as a rich source of oleaginous crops, mostly used as foods or as a source of medicine and cosmetic products by the locals. The recent drive to promote biofuel in Brazil has started to threaten the native oil yielding crops, and research is being undertaken to explore the contents of essential fats and minerals rationalizing the applicability of seeds from diverse regions as a source of food or fuel. Lecythis pisonis Camb. (Sapucaia), locally known as ‘cumbuca-de-macaco’, thrive in forests in the State of Pernambuco through São Paulo and the Amazon region. The new phylogenetic taxonomic scheme of Arthur Cronquist, updated from the classical Bentham and Hooker’s scheme, has categorized L. prisons within family Lecythidaceae, Order Lecythidales, Subclass Rosidae, and Class Magnoliopsida of dicots. The molecular phylogenetic NCBI taxonomic scheme has placed L. pisonis under Suborder Lecythidaceae, Order Ericales, Subclass Aasterids, Core Eudicotyledons, Eudicotyledons, Magnoliophyta, Spermatophyta, Euphyllophyta, Tracheophyta, Embryophyta, Streptophytina (all unranked), Phylum Streptophyta, and Kingdom Viridiplantae. In the present biodiversity investigation, Vallilo and co-workers have analyzed the fatty acid and mineral composition of L. prisons Camb. seeds from four locations of São Paulo State and evaluated the nutritive properties. Background: Mori & Prance illustrated the identifying keys for the family Lecythidaceae and subtaxa of the lower hierarchy up to species (321-330). This tropical family comprises 20 genera and ca. 285 species, mostly shrubs and trees. The flowers are large with 4-6 sepals and petals. The most characteristic feature is the fused stamens, which form an asymmetric ring projected in to a flat ligule and extended over an inferiorly placed gynoecium as a hood. There are two floral types related to androecium structures – radially symmetrical actinomorphic and bilaterally symmetrical zygomorphic. The androecium characters are highly genera specific. For actinomorphic flowers the basal androecium is fused and the stamens are free. In the zygomorphic flowers, either the prominent hood stays open keeping a distance from the ovarian summit or remain closed and tightly encircling the ovaries. The genus Lecythis belongs to the later category. The pollens are identical and without nectars for actinomorphic species, and specialized or fodder pollen with nectars are seen in zygomorphic hood areas. The pollen colour is highly characteristic of Lecythis species; for e.g. fodder pollens of L. pisonis in the hood region turn black within a day but in the staminal ring they remain yellow. Herbarium identification is difficult bec
Abstract The chosen article is aimed at showing why classroom communities are important for the wellbeing of the child. Moreover, the authors describe the strategies for creating them. Furthermore, the researchers identify the elements of the support network which is necessary for creating a more inclusive environment in the modern schools. Descriptors and the key points  1. Classroom community, support network, inclusive.  2. The creation of classroom communities is important for strengthening students’ sense of belonging to school and increasing his/her commitment to learning activities (Korinek, Walther-Thomas, McLaughlin, & Williams, 1999). This article is important because the authors identify a set of strategies that educators can use in order to create a more inclusive environment; so this source has practical implications. The topic is not entirely new because it has already been examined by various researchers. Nevertheless, the scholars synthesize various approaches and integrate them into a single framework which can be applied by teachers. This is one of the innovative elements that can be singled out. Overall, this article can be of great interest to students and educators. Thoughts, reactions, and criticisms of the article  1. This source can enable me to get a better idea about different techniques that are important for the work of educators. In particular, this article can help me better cope with my professional duties. One of my major responsibilities will be to promote the academic, social and moral development of a child.In turn, researchers identify different methods that can benefit students; for example, one can mention the formation of cooperative learning groups, the orientation of new students, the establishment of interest clubs, and so forth (Korinek et al., 1990, p. 5).     The knowledge of these approaches can make me more prepared for various challenges. So, it can contribute to my professional development.  2. A teacher can apply
There is a saying that says, “The journey of a thousand miles begins with a step”. This principle aligns with the developmental growth of youths and the process of building a solid foundation for the youth. For people to succeed in life they have to undergo a sound ethical upbringing. Every person irrespective of age, race, and class went through the process of training or moral upbringing for growth in the developmental asset. The process of developmental assets starts from the early childhood proceeds to the grades K-3 then middle childhood up to the adolescent stage in life. In this book, I will treat the first three stages, which are the first and basic foundation of life. The first three stages of developmental assets serve as a guide in the building up of a person; it serves as a stepping-stone of maturity for every person and promotes them in whatever way they choose to follow in their later life. What are developmental Assets? Developmental assets are the process is undertaken or the foundation of building the youths morally and socially to promote a positive standard in them, hence enabling them to succeed both academically and in their endeavors in life. It channels their growth of interaction at home, in the institution, and the society at large (Fleming & Bunting, p. 22). In Fleming and Bunting’s book, they stated that Starkman, Scales, and Roberts divide developmental assets into two internal parts and the external assets. According to their book Starkman, Scales and Roberts asserted that the external assets are the moral and pattern of relationship, which the youth experience by the adults around them, or the level of moral interaction given to the youth by adults that are close to them. These are grouped into four categories, which are support, boundaries, and empowerment, and the productive usage of time (Fleming & Bunting, pp. 22, 23). The internal assets are the user experience and training they need in making good choices in life. The training that the youths receive from adults makes an impact on their internal assets (Fleming & Bunting, p. 24). The Internal assets are grouped into four categories also, which are the youth’s enthusiasm for learning, positive values, social competencies, and positive identity (Fleming & Bunting, p. 24). Looking at the study of life and daily activities one will notice that just as there are advantages, so also there are disadvantages or risks. Therefore, we will be discussing the risks of deve
Introduction Well established modern business organizations have increasingly been seeking to expand their operations beyond the boundaries of their mother countries. Consequently, at the international level we have a new kind of business known as international business. Business organizations particularly from world’s major economies and the emerging Asian economies offering goods and services in different commercial sectors or industries are striving to establish a high profile presence in the international markets in an attempt to improve their profitability and remain competitive in an era of accelerated globalization. Some of them are part and parcel of the business organizations known as multinational corporations (MNCs) or multinational enterprises (MNEs) which have operational branches in many stable nations world over. There are various reasons that motivate a company’s desire to expand to the international or foreign markets. Kurtz have identified four main reasons that usually motivates companies or business organizations seek to expand to international markets namely the desire to use current resources and access to new resources, seeking to expand or develop new markets, competitive rivalry and controlling core competences and learning (215). These authors point out that companies search for economies of scale in the use of their existing resources by expanding in to new foreign markets. At times they enter international markets in order to reach certain valuable resources like raw materials, specialized knowledge or cheap labour. As companies become well established in the domestic markets they begin searching for international markets in order to increase their revenue and gain more profits, enhance their competition with major rivals and influence further development of their core competencies Kurtz (215).The aim of this task is to analyze Samsung company in UAE. Doing Business in UAE United Arabs Emirates (UAE) is situated southeast of Arabian Peninsula in southwest Asia on the Persian Gulf. It borders Oman and Saudi Arabia and shares sea borders with Iran, Qatar, Bahrain, Iraq and Kuwait Communicaid (1). It’s a federation of Emirates ruled by Emirs and hence termed as the United Arabs Emirates Communicaid (1). According to Mina cited in Greenaway, UAE is a major player in world trade and that it has been the most significant Middle East trade partner for the European Union,US,Canada and Japan (61). UAE’s religious and his
Rewarding of creativity Generally rewards are supposed to motivate people to achieve a certain expected behavior. Equally, rewards in a creative organization are meant to motivate the members to become more creative. However, some studies have found out that rewards for creativity are more effective if they are intrinsic rather than extrinsic. The main challenge of rewarding creativity is determining the standard of performance. Employees can be motivated by the rewards to come up with creative ideas. On the contrary the ideas might not be helpful to the organization’s development. Therefore, this poses a challenge to the leaders on whether to reward the effort put on creativity or whether to only reward creative ideas that are beneficial to the organization. On one hand, rewarding ideas that are only beneficial to the organization will discourage others from trying because their effort might not be appreciated. On the other hand, rewarding any effort invested in creativity might result in creativity without direction, which might not benefit the organization (Puccio, Murdock & Mance, 2010). Alternatively, the leader might decide to reward certain acts of creativity according to his understanding and specification. This limits creativity because creativity involves coming up with new ideas and if some new ideas will be regarded as irrelevant, then the reward system will be discouraging to the employees instead of motivating them. This means that creativity will be based on the judgment of one person who might not understand all aspects of the organization. As a result, the objectives of the reward system might not be achieved (Puccio, Murdock & Mance, 2010). The above explanations serve to show the elusiveness of the concept of rewarding creativity. Various thoughts have been developed to explain the effect of reward on creativity with some suggesting that it negatively affects creativity and some suggesting otherwise. Decremental effects of reward on creativity Some studies have suggested that external rewards either have a negative effect on creativity or have n effect at all. Teresa Amabile argued that the expectation of a reward such as prizes and money for carrying out an activity results in a narrow definition of the activity. This means that creativity in that case will only be a means to an end instead of an opportunity for exploration. Amabile further argued that incase incase an increase in creativity is reported after when a reward was promised, then the increase will not be as a result of the promised reward but will result from instructions to perform creatively. Amabile used the study by Loveland and Olley (1979) to support her argument. The study found that the promise of a tangible reward for completing a drawing task negatively affected creativity, as it reduced the divergent forms incorporate in t the drawing. Amabile (1983) maintained that when people expect a reward for carrying out an activity, they will oriented toward goal-relevant stimuli. As a result, their attention to
Cognitive intelligence is built with human behavior in everyday activities performed in different settings. This pattern of behavior that builds cognitive knowledge is applied to define rules for appropriate behavior in a setting. In a social context setting is a space such that behavior in that space has little in common with behavior in another space; there is a greater sharing of personnel, objects, activities, and behavior within the space. The activities within a setting are a passive response to the setting where the actions to perform the activity are influenced by the past experience in that setting. Barker’s view is that settings are phenomenological constructs of participants, the elements that construct settings change from setting to setting. Settings are not objective i.e. not independent of observer and participant. The behavior of a person changes in different social contexts because a person acts according to the behavioral rules constructed by the person for this context. These behavior rules are based on cognitive knowledge, individual intelligence, setting factors, and external influences such as time, money, and opinions. Dialectic analysis and arithmetic are applied to these factors to derive a solution shape for the activity in a setting. The activity involves complex decision making, processing of overwhelming amount of information, relationships between setting factors, and repetition of actions. When operations are carried out to meet the goals of an activity new information is collected, this cognitive knowledge is used to define new goals for an activity or new actions to meet previously defined goals. In a supermarket, the grocery shopping activity of a shopper is influenced by the cognitive knowledge of the shopper gained in this supermarket.   * Shopper writes goals of shopping activity according to the physical layout of the supermarket as remembered from the past visit and groups items of one segment together. The orderly list of items enables a shopper to save time.   * Different segments in the supermarket considered as settings may have different shopping behaviors because of the items sold in that segment. E.g. shoppers may buy weekly stock for fresh vegetables and dairy products, an economy package for a year supply of toiletries.   * When there is more than one choice available for a product the shopper may apply dialectic analysis for rational decision making such as storage space at home for the economy package. Decision-making may be influenced by external factors such as a friend’s recommendation or a TV commercial.   * When a product is bought for the first time or a new choice is available the shopper may apply arithmetic to the cost-weight factor for the best solution.   * The cognitive knowledge that is built by the repetition of this shopping pattern is then applied to future shopping activities to save time and money. The shopper picks items from the shelves on routine shopping with cognitive knowledge. The conclusion to the shopping activity problem is reached by overlooking new options unless the shopper is interrupte
Introduction Horticulture can be defined as a non-mechanized mode of cultivation. This form of cultivation is never intensive in nature. However, members of a horticulture society can still engage in the collection of wild food products. Foraging societies are mainly involved in wondering for food provisions. Unlike horticulture society, which is greatly dependent on domesticated plants, foraging societies do not domesticate plants but go gathering wild fruits and hunting (Andersen & Taylor, 2010). This paper will discuss Yanomamo ethnic community and how the members are influenced by culture of kinship. Yanomamo is a cultural group of indigenous people residing mainly in villages found within the Amazon rainforest; this region borders the countries of Brazil and Venezuela. In the villages where the Yanomamo people live, they are consisted of both nuclear and extended families. This implies that the Yanomamo people value kinship as part of their cultural identity. Just like other traditional kinship, Yanomamo kinship is both consanguine and affine. Kinship organization in Yanomamo culture Yanomamo people practice horticulture where they use the technique of slash-and-burn as they clear land for their horticultural practice, even though they still rely on foraging. This is one way through which kinship influences the way Yanomamo people live and carry out their daily business. They grow fruits, fish, hunt animals and also grow bananas. While men clear large tracks of land for horticulture as part of their duties, women who are born and those married into the family have the responsibility of doing the planting which mainly consist of plantain and cassava. Duties are assigned according to gender and everyone has his or her duties to perform (Pink, 2006). Yanomamo kinship conforms to the classification pattern of the Iroquois. However, it is consistent with the rest of the features of its social structures. The social life of the Yanomamo people revolves around the very social principles used by the tribesmen (Rosman et al, 2009). These principles are seen in marriage exchanges taking place amongst kinship; marriage is the second scenario on how kinship influence the Yanomamo’s way of life. In fact, Yanomamo culture places a significant emphasis on patrilineal descent. The culture also strongly encourages and tolerates cross cousin marriages, which are bilateral in nature. There are village headmen whose responsibility is to determine how the village members relate with the members from the other villages. The positions of these headmen are as outcomes of kinship and patterns of marriage. The dynamics of the Yanomamo people involve receiving and giving girls during the process of marriage. Marriage arrangements are normally done by men who are the older kin and are the fathers, brothers and uncles. The girls are booked for marriage while they are still young. The men who engage in this kind of marriage arrangement are always concerned about establishing alliances with other fellow men and hence strengthen kinship ties (Richard & S
An emotion is a mental condition related to the nervous system and caused by chemical changes associated with our thoughts, feelings, behavioral responses, and the degree of pleasure or displeasure. In other words, emotions can be considered as a possibility to reflect the experiences, which are happening in the soul. They are an inevitable part of our life, and their influence on humans should be thoroughly studied. Concerning the necessity of emotions and their negative and positive effects, it is essential to clear up that they are positive and negative. Regarding positive emotions, such as joy and pride, it is evident that they bring something pleasant to a person’s life. However, in the face of negative emotions, such as fear, shame, and anger, it is essential to mention that they benefit people and play an important role in helping us to grow and gain knowledge. One of the emotions’ functions is protective. In some situations, emotions can keep us from any external influences, which is beneficial in case of a threat. For example, fear makes us avoid dangerous places and suspicious people, which can save our lives and nerve cells. Thus, an initially negative emotion that is unpleasant to experience leads to positive consequences in the long term. Concerning social interactions, some emotions, such as sadness, even though they might be harmful, become the premise of further changes and develop our social and emotional intelligence. According to Niedenthal and François, people with high emotional intelligence “interpret their own and others’ emotions more accurately,” which helps them make the best choices (74). Consequently, the ability to clarify your emotions makes it possible to understand others better, which leads to tremendous success in life. To conclude, emotions are more favorable for a person since they help avoid hazardous situations and contribute to his individual development. The ability to indicate your own feelings is of great importance for better social interactions. Given that, it is significant to realize both positive and negative emotions. Works Cited Niedenthal, Paula, and François Ric. Psychology of E