ShantanuT01/DACTYL-Pretraining huggingface dataset:
The essay below explores the definitions of syllabus, as well as informal and formal curriculum examples. Introduction Formal education can be described as what students should learn that has been laid down by the syllabus (Urevbu, 1985). As a result, it can be referred to as the publicly chosen body of knowledge that the government, via the Ministry of Education, by subject matter institutes, or regional education authorities, or whichever body is concerned with offering education, would like students to learn. The formal curriculum, also called official curriculum, is the curriculum that is not only written, but also published such as course documentation (McKimm, 2003). According to the University of Zimbabwe Distance Education (1995), a formal curriculum refers to the entire work that is planned and used by teachers in conjunction with students. The formal curriculum is intended to fulfill specified objectives of education of recognized groups of students or learners in their changeable settings. In other words, formal curriculum can be said to be chosen written courses or programs that students experience. Informal Curriculum According to Urevbu (1985), informal curriculum refers to the curriculum in use. In view of the fact that instructors or teachers may not be able to stick on to the offered formal curriculum, they can include additional features of knowledge that are usually derived from supplementary sources. As a result, these extra materials are known as ‘informal curriculum’. According to UNESCO (1997), informal (non-formal) curriculum refers to structured and nonstop educational actions that do not characterize formal education, and may take place both inside and outside educational institutions. A number of examples of the formal curriculum include things like lecturers’ handouts, course guides and the prospectus. On the other hand, activities such as rugby and other games events and clubs, Fresher’s week, treating Asian or female students in a different way, the different ‘ethnic groups and territories’ established in different areas of expertise, are examples of informal curriculum. A case in point of informal curriculum is a case where a mother teaches her child basic aspects of language and grammar at home, before the child goes into a formal education institution (Eaton, 2011). Formal and Informal Curriculum Contrasting formal and informal curricula    Formal Curriculum                                                                                                                                                                                             Informal Curriculum
Introduction The MCDM (medical device contract manufacturing) Inc was established in 1972. The firm is involved in “contract manufacturing and packaging services of the medical devices industry” (Jeffery and Norton 2). The company has its headquarters in the United States, although it operates other 19 subsidiaries in 35 cities. The company “specializes in medical device contract and manufacturing and assembly, clean room medical injection molding, and design and fabrication of specialty assembly equipment for medical device manufactures” (Jeffery and Norton 2). In the 1980s, the firm was among the largest corporations in the industry owing to its success in manufacturing medical devices and customer satisfaction. The company promised to offer more to its target market in comparison with its competitors. In 1974, MDCM held 42 percent of the U.S market share and by 1985, it had grown to over 54 percent (Jeffery and Norton 3). The company’s success was boosted by small business acquisitions leading to consolidation and further expansion in the US market. Between 1989 and 1990, MDCM lost its major four out of ten consumers and as a result, the company witnessed a massive decline in profits and revenues. Profit margins began to fall as a result of buyers’ consolidation. The firm’s pricing power was lost as it could no longer compete with other players in the industry on pricing strategy. The company’s market share and profits continued to decline up to 2000 when the management decided to make modifications to reduce internal costs, increase the flow of information, and increase its efficiency. The adoption of information technology enables an organization to cut down its operational and internal costs. Consequently, opportunities are realized in three major ways which are business/organization portfolio, competitiveness, and internal costs. Briefly, competiveness means the extra advantage associated with the development of IT leading to a competitive advantage. Internal costs imply the process of improving effectiveness and efficiency of a company thus cutting down costs. Lastly, business portfolio refers to the adoption of IT and its influence on the decision making process of potential investors. Strategic objectives of MDCM Based on the case study, the current strategic goals of MDCM are to cut down its operational costs, make information available to different departments in real-time, increase market share, be a market leader of the industry, and reduce internal costs (Jeffery and Norton 1-5). At the moment, the primary strategic objective of MDCM Inc is to cut down the production costs incurred in the process of producing medical merchand
Introduction “Everyday use” by Alice Walker is a fictional story analyzed years over, in academic and professional circles from an initial collection of In live and trouble (Donnelly 124). The story is narrated from a first person point of view (by a single mother, Mrs. Johnson) and dwells on the perception of two sisters regarding cultural artifacts (Wangero). Maggie has a shy personality but Dee is a representation of a pretentious native African identity. Throughout the story, Walker develops a deep criticism of postmodern ideals through symbolism, with the story’s meaning going deeper than the surface analysis, because even the title “Everyday Use” is a representation of whether cultural heritage should be preserved and used on an everyday basis or not. The quilt is especially mentioned as a representation of culture and heritage, especially when Dee wants to hang the quilts: she has essentially removed the artifacts from their everyday contextual meaning and creates some form of symbolic representation of the quilts. This study therefore identifies there points; in that, Walker seeks to convey the principle that art is a living and breathing part of its origin, a significant cultural possession, and a critique of the postmodern treatment of cultural art. Analysis The story asserts that art should be valued in the c
“Is all the counsel that we two have shared, The sisters’ vows, the hours that we have spent, When we have chid the hasty-footed time For parting us,–O, is it all forgot? All school-days’ friendship, childhood innocence?” (Shakespeare Act 3, Scene 2) Introduction The above mentioned quotation is adapted from William Shakespeare’s play A Midsummer Night’s Dream , Act 3, Scene 2. Helena speaks the words to Hermia. The scene is set in Athens. The scene divulges the heightened parody presented by Shakespeare where there is bafflement and confusion among the young lovers. The characters in the scene are Demetrius. Lysander, Hermia, and Helena. Actually, Helena loves Demetrius who loves Hermia who loves Lysander. But the foolhardy intervention of the fairy jester Puck who unwittingly drops the love potion on both Lysander and Demetrius. When Lysander confesses his (influenced) love for Helena, she refuses to believe him and thinks that he is teasing her. She feels the same way when Demetrius confesses (again influenced) love for her. The confusion reaches its epitome as Hermia enters the scene and expresses her bafflement when Lysander says that he does not love her anymore. The scene sets the stage for confusion in and bickering among the young friends. Analysis Shakespearean comedies are often characterized by the creation of confusion, suspicion, fights, and eventual reconciliation. This may occur between married couples, lovers, and friends. In the above passage, Shakespeare elaborates the arising confusion between two close friends. Helena feels that Hermia is party to the trick being played by her other friends to insult her as the former expresses her astonishment at Lysander’s altered expression of affection. Therefore, this quotation is an extract from the speech of Helena where she accuses Hermia of conspiring with the men to insult her and reminds the latter of their close bonding and friendship. Helena makes use of a number of figurative speeches and comparisons to demonstrate the strong friendship that the two women hold. The first part of the speech is accusation of Hermia for conspiring against her as she says, “Lo, she is one of this confideracy!” (Shakespeare Act 3, Scene 2) She expresses her thoughts as she is convinced that the three of her friends have conspired against her to inflict such pain and insult upon her. She holds Hermia for forsaking their friendship to be party to such jest as she states, “Injurious Hermia! Most ungrateful maid!” Helena is most hurt as she thinks Hermia could be part of such trick as they have been childhood friends, sharing vows of everlasting bond. They have spent a lot of time together and beseech her to be on her side and not on that of the men. She asks Hermia if all the time they had spent together was intended “For parting us”. Helena’s anger turns to Hermia who she per
In the entire history of the United States, Malcolm X and Martin Luther King were the greatest advocators of freedom and civil rights. The two human rights activists contributed in liberating the blacks from the house of bondage by organizing strikes, demonstrations, and forums to challenge the white power. In the provided texts, the main theme is justice. However, the activists differ on the way justice and freedom ought to be achieved. However, the two agreed that America was one country and the rights and freedoms of each person had to respect if society was avoid conflicts. The family backgrounds influenced the two activists in their writings. King grew up in a well to do family and acquired some modern education, which influenced his scholarly thinking. On the other hand, Malcolm X grew up in slums whereby life was nasty, brutal, and short-lived. He never acquired any form of modern education, which affected his reasoning. Since he was a Christian and a scholar, King never advocated for violence but instead urged the blacks to exercise self-control and demonstrate peacefully. He was ready to defend the actions of his group because he believed that negotiation was the best technique of conflict resolution. However, he explained that he resorted to direct action because the white race was unwilling to indulge in peaceful negotiations. He believed that direct action would force one of the parties to accept and appreciate negotiations. This would mean that he always advocated for peaceful resolution of conflicts in society, unlike Malcolm X who was malevolent. On the other hand, Malcolm X was a Muslim who believed in the Jihad principles. He believed that the whites were not to be allowed to misbehave with the lives of the blacks. In this regard, blacks h
Introduction Over the centuries, various kinds of metals have played a significant role in building constructions. With the immediate development of science and technology, there have also appeared different techniques of smelting, alloys, and forging. Science also managed to provide a deeper understanding of the metals microstructure and the effects of processing techniques on the material behavior. Engineers have been working on the properties of different metals leading to the creation of new composites and alloys. In that regard, the research on shape memory alloys constitute the centre of discussions among the engineers and scientists over three decades, as they are still examining their unique characteristics, behavior and common types (Lagoudas 1). The main objective of this particular research is to study the main types of shape memory alloys (SMAs), their transition temperature, unique features, their production, and application. Main Discussion Brief history of shape memory materials The first mentioning of shape memory materials was with the discovery of martensite in 1890, which was the first step for phenomenal discovery of the shape memory effect (Ladouglas 4). This property is explained by such process as martensic phase transformation, which means that a molecular structure changes upon heating (Bhattacharya 4). This conversion is revealed through alloy deformation at a low temperature and its recovery to original form when heating the material to a specific temperature. The phenomenon was found by Chang and Read (Otsuka and Wayman 2). The marensic transformation phase gave answers to the origin of the microstructure observed in the shaper memory materials. To study them, it is necessary to consider the deformation processes in single crystals occurred in the austenite state and to describe different states of the materials during those deformations. Relying on the facts and formulas, the results of transformation processes depend on the energy density that influence on lattice distortion (Bhattacharya 46). The martensic phase transformation is a solid-to-solid stage without diffusion of atoms despite the temperature variation. The above processes began to be widely studied by different scientists. The next breakthrough took place with the discovery of nickel-titanium alloys during the investigation of material designed for heat shielding (Lagoudlas 4). It has been established that the material has an extreme shape recovery property and, later, this phenomenon was named as shape memory effect. Other elements like copper and iron appeared later and caused considerable decline in transformation temperatures. Since the appearance of ‘smart’ materials, numerous commercial implementations have been introduced in electronic, medicine, and other fields. Nowadays there exist different types of shape memory alloys where copper-aluminum-nickel alloy, and nickel-titanium (NiTi). However, there exist other types of ‘smart’ materials including iron and gold composites. Pse
Although natural disasters are typically glanced over as something that can hardly be predicted and, therefore, addressed, they need a closer attention as they affect people in a most drastic way. Creating threats to their lives, natural disasters shape the social, economic, and political environment in which people live. There are differences in risk perception as far as natural disasters are concerned. For instance, low-income population tends to have a sharper perception of the subject matter, mostly because it affects the quality of their lives to a greater extent. Nevertheless, there is a strong need to raise awareness about the threats that natural disasters pose. Focusing on the precaution measures and the drilling techniques that will help survive in case of a natural disaster is one of the most common tools for securing the population. The necessity to have essential tools and resources in stock needs to be made obvious to the target population. It is remarkable that the study indicated that there were no differences in the efficacy of preparations, as well as the level of preparedness, between the high-, middle-, and low-income families and residents. The significance of communicati
Introduction The term ‘acoustic’ is synonymous with the study of sound waves and their effects. In a synopsis, this study basically centers on the consequences of wave motions across the three states of matter including solids, liquids and gasses. As such, the scope of acoustics cut across array of disciplines, and to this effect, the terms, for instance, psychoacoustics and bioacoustics are popular among acousticians. Moreover, acoustics find application in technical fields including noise control, transducer technology, design of theatre halls, and “sound recording and production” (Finn et al. 103). With regards to the scope of this paper, our main interest is centered on sound absorbers and how they are applied in room designs. The reverberation time (T 60 = 0.16V/A) as derived by Sabine is the most vital formula when it comes to room acoustics. As such, on predicting T 60 of materials one is in a better position to determine the surface, acoustic characteristics of a room and hence; clad a room appropriately. Principally, in order for one to achieve an ideal room design meant for a specific application, an acoustician need to have knowledge on “absorption coefficient per octave band” (Finn et al. 103) of a diversity of materials. In a nutshell, in a room, materials including wooden doors and windows are known to absorbing sound of low frequency. In the contrary, fabrics and clothes are known to absorbing middle and high frequency sound waves. Consequently, one can strike a balance between these materials so as to achieve appropriate T 60 versus frequency combinations in a room. In a synopsis, the specific objective of this paper is to introduce and hence appreciate the physical mechanisms vital in sound absorption cum reverberation control. To this effect, the knowledge of sound absorption coefficient would come in handy when describing the properties of these materials. In some places, for example, in churches, there is a general demand for control of reverberations. As such, this paper will try to demonstrate how an effective room design dampens these effects. The method used to determine sound absorption Generally, the inner surfaces of a room receive sound from a wide diffuse field typified by the figure below: Consequently, this chapter describes a relevant sound absorption method that would be used to determine the sound absorption coefficient emanating from the above incidence. This method is also reffered to as the reverbaration room method. Ideally, the experiment is performed in a “reverbaration
The evaluation of the tuberculosis surveillance program will be done to ascertain the effectiveness in reducing mortality and morbidity in the United States. The evaluation will be done systematically and procedurally to produce accurate and consistent results. Steps in program evaluation Step 1: Engaging stakeholders – The evaluation will involve the Centre for Disease Control, Department of Human and health services, representatives from the funding and sponsoring organizations and managers of the health care institutions. Others included clients, research and academic institutions and members of professional bodies. Step 2: Describing the program – The program is mandated to prevent and control tuberculosis in the United States. This is designed to ensure that identification, diagnosis, treatment and cure procedures are followed with the aim of reducing the incidences and mortalities. This will encompass dealing with trained staff, information system and broad participation of all stakeholders with the aim of improving the overall health status of the general population (Joint Committee on Standards for Educational Evaluation, 1994). Step 3: Focusing the evaluation design – The purpose of the evaluation is to ascertain the needs, the drawbacks, come up with mechanisms to enhance measuring of outcomes, improve the current practice and eventually assess the overall outcomes of the program. The assessment of modalities and extent to which the participants will be affected will be done. This will help the evaluation team fill the knowledge gap in the staff and other stakeholders. Participation of the users and the application of the information in guiding future prevention, research and control programs will be adhered to (Patton, 1997).   * Questions: Does the prevention and control activities put in place in the program adequate?   * Do the infrastructural network well equipped and staffed to offer prevention and control activities?   * Methods: The evaluation will be done using the observational techniques that will involve review of case studies. Information from cross sectional surveys, health records and questionnaires administered to key informant interviews and clients will be vital in achievement of the evaluation objectives.   * Agreements : All the components of the evaluation design will be clearly stated. The timelines for specific activities and the budget are drawn for scrutiny by the stakeholders. Responsibilities will be given according to competency of members of the team taking into consideration the resources and time available. Wider consultations of all stakeholders to ensure the evaluation design and the questions are ethical, feasible and precise. The centre of disease control, research and academic institutions should be involved so that their opinions can be taken into consideration (Patton, 1997). Step 4: Gathering critical information: Mechanisms will be put in place to ensure credibility of the data. The indicators of the program will be reducing incidences of tuberculosis and increased awareness of the community and other stakeholders.
Summary Pay-for-performance programs differ in numerous aspects, encompassing the element of responsibility, the motivation formation, the criterion for giving bonuses, performance measures and thresholds, the magnitude of additional benefits, allocation methods, and disbursement frequencies. Studies are not conclusive regarding the impacts of performance-anchored enticements on staff cooperation, and a number of the wider liability literature proposes several possible impressing and detrimental impacts on classroom performances. The New York City Schoolwide Performance Bonus Program (SPBP) denotes a school-anchored pay-for-performance plan (Marsh et al., 2011). Every school needed 55% endorsement of its United Federation of Teachers (UFT)-represented personnel for participation in the program. There was a possibility of a school earning up to 3,000 dollars for every one of its full-time UFT-constituted personnel if the school attained its yearly performance goal, as established by the New York City Department of Education (NYCDOE) responsibility plan. The program necessitated partaking schools to set up a 4-person compensation committee (CC) to decide on the distribution of bonuses to deserving personnel. SPBP established an affiliation involving the UFT and NYCDOE and a combination of their dissimilar perceptions and theories of accomplishment concerning inducement pay. The key objective of the program was to enhance the success of students through inducements based on performance to ensure that the members of staff team up toward a common objective. 205 schools took part in the plan in its initial year, 198 in the subsequent year, and 196 in the closing (third) year (Marsh et al., 2011). 62% of schools taking part won a bonus in the first year and 84% in the second year, which translated to 20 million dollars being won in the first year and 30 million dollars in the second year. After the number of schools obtaining bonuses increasing considerably in the first two years, there was a recalibration of adeptness cut scores for the performance, which resulted in decreases of school grades thus considerably reducing the number of schools getting schoolwide bonuses. Just 13% of participating schools won bonuses in the third year, which was 4.2 million dollars. The evaluation employed a combination of qualitative and quantitative techniques in the examination of research questions that encompassed the means of executing the SPBP program, the results of the program, and the impacts of the program. Research Method Used in Association with the Research Questions and Hypothesis The research methods used encompassed qualitative and quantitative techniques and utilized the experimental design of SPBP to appraise the impacts of the program. The application of both qualitative and quantitative techniques greatly enhanced the evaluation of the program as it addressed the concerns of both techniques through the handling of the data in reliable and reproducible approaches by combining figures, evaluating data, and assessing the levels of change.