ShantanuT01/DACTYL-Pretraining huggingface dataset:
According to Platts-Mills, asthma is a chronic inflammatory condition of the bronchus/airways and lungs that causes spasm and periodical dilation of the bronchus thereby narrowing it. The enlargement of the dense oesinophilic line near the bronchus/airways causes the individual to wheeze and gasp for air. The barrier to air flow may be resolved spontaneously but in extreme cases the response may only be achieved after using a wide range of medication. Continued swelling results in extreme sensitivity of the airways to different stimuli such as cold, grime, pollen, stress, nervousness, exercise and pollutants (163). Busse and Holgate observe that asthma is mainly caused by inhalation of allergen that exacerbates a chain of biochemical and tissue reactions resulting in bronchial enlargement, bronchoconstriction and gasping/wheezing. The symptoms are further aggravated by rhinitis and sinusitis, gastric acid reflux, viral infection of the respiratory system or cold and the use of drugs such as aspirin and beta-blocker drugs. The known causative agents of asthma include animal fur, mites, fungi, cockroach allergens, chemicals, fumes, air pollutants and smoke. Other causative agents include exercises, inhaling cold air and stress. The environment plays a major role in the development and triggering or exacerbation of asthma attacks. Other causative agents include genetics ( immunity and respiratory aspects), social aspects such as poverty and poor nutrition and the interactions amongst these aspects (153). Asthma is typified by swelling of the airways with increased secretion of mucus in the tubes. The symptoms experienced by asthmatics are as a result of bronchial muscle tightening, inflammation and mucus secretion. The widely recognized symptoms of the condition include night cough, short breath, chest pains and wheezing. The above symptoms do not appl
The community This paper evaluates how nurses can conduct a community assessment of the Dade County in Miami, Florida. Due to its popularity in Florida and in the United States; the Dade County community benefits from recreational, educational, health and social facilities. The people of the Dade County access a wide network of communication and transport facilities. The facilities allow the flow of information to the health and education sectors. The frameworks employed by the public nurses include the Community Competence Framework by Geeppringer and Beglion and the Sunrise Model. The community’s core The core refers to the beliefs, lifestyles, values and histories of the people of the Dade County. The nurses have to consider the demography of the county which may help them in assessing the current stressors in the community. The community’s core outlines the various requirements and applications employed by the people of Miami in their day to day activities. The community’s core regime provides solutions to the formal and informal sectors in accordance with the health and nursing policies. The community’s population density is 2,554,761,315 people. The subsystems The model depicts different people who offer divergent views on the subject of community health and safety procedures. Their views help in the analysis and projection of a healthy lifestyle for the community of Dade County. The subsystems include the mayor, health care providers, shop owners and long-term residents. Recreation The Dade County in Miami boasts of quality recreation facilities and open spaces. It contains 262 parks. It has many playgrounds and fields. These fields facilitate school events, sports and camping events especially during summer. The physical environment The Dade County performs well in county rankings because of its conformity to high health standards. The physical environment’s assessment involves information gathered from homes, business centers, houses and parks. The correspondents are long-term residents informed about the various situations of the county. The environment helps the people of Miami to practice healthy lifestyle practices. Education The educational aspect is widely appreciated in the Dade County in Miami by both the young and old community members who access it. The public schools in the county are associated with improved lifestyles of the community members. The Florida home for public schools has helped over 3,000 students and parents. The Miami Dade county public school (MDCPS) was founded in 1885.It is the biggest in Florida and the 4 th biggest in the US. It was reputed to have a huge enrollment of about 380,006 students in July, 2010. Safety and transportation Safety procedures and transportation channels are structured in a manner that not only help in reducing accidents and casualty cases but also administer better health for all people in the county. Dr. Bill Lowe was interviewed on his expertise on emergency and accidental cases. H
Introduction Chapter thirteen of the article talks about social systems, human principles, and political institutions that existed in the South before the Civil War. The article shows that the southern part of the country was the most complex, even though it hosted rich farmers and faithful slaves. From the analysis, the southern societies had a diverse culture that gave new members difficulties in surviving economically. The author establishes that the south had a complicated culture that incorporated the values of blacks, whites, and yeoman farm families. Social Structure Regarding the social structure, the main source of livelihood cotton, even though it was not the only agricultural crop in the region. The economy of the south depended on cotton since it was the major cash crop. The region encouraged policies aiming at legalizing slavery since it was its major source of labor. With time, the global price of cotton went up, which influenced the lives of the locals and foreigners in the south. The government came up with a policy that flushed out Indians and encouraged the whites to take up land that belongs to the locals. Consequently, the upper south diversified its agricultural practices by planting various crops. The soils could no longer support the growth of cotton, forcing settlers to change to different crops. Since the south depended on agriculture, the region was predominantly rural, even though a few cities and urban centers developed (Davidson, Brian and Christine 333). The region depended heavily on foreign markets since the local population could not support domestic consumption. In terms of manufacturing, the region lagged behind since slaves were never trained to operate machines. Class System Analysis of the class system reveals that settlers occupied the top class while slaves were always at the bottom. Slaves were owned just as other properties were owned on the farm. The ruling class, which was predominantly white, was expected to work hard to preserve the high status. The type of relationship that existed between owners of the means of production and slaves was a patron-client relationship. This means that slaves had to seek permission in order to perform any activity on the farm. However, the author reports that not all whites owned slaves in the region since only one southern white belonged to a slave-owning family. Moreover, less than two percent of whites were rich enough to own slaves. One settler could own up to twenty slaves, but a majority just owned few slaves. The author of this book differs from other analysts since he reports that a number of differences existed among settlers (Davidson, Brian and Christine 240). Other historians observe that all settlers were equal in terms of status, meaning that they were all rich. In this book, it is argued that the sophisticated polite society of the Tidewater was very different from another colonist society found on the cotton border. The society found in the Tidewater had an organized sense of family and elegant homes, while the one found in the border wa
Abstract For a long time, labor has not been given its rightful position in many organizations. Many of the managements have not thought of viewing their employees as very important asserts. However, the happenings of the recent past have proven that labor force is one of the most important asserts to any given organization. When the management lays down objectives to be achieved, it is always the employees who are expected to implement the policies that would bring the desired results. It is this work force that would be expected to turn the policies from paper to reality. Therefore, retention of employees is very important. Employees should be retained within the organization to ensure that the firm’s operations are consistent. High turnover rate of employees is not healthy for the firm’s prosperity. This is because it does not only affect the smooth implementation of policies within the firm, but also leads to increased cost of training new employees. It is even worse that the employees would go away having learnt the strategies of the firm, making the firm vulnerable to its competitors. The management should therefore device methods of hiring qualified employees and retaining them within the firm. One of the best ways to achieve this is through motivation. Introduction In a normal business set up, there are always four factor of production, which includes land, labor, capital and entrepreneur. All these factors are very important and they are interdependent of each other. They cannot operate in isolation. However, it is very unfortunate that labor has not been given importance with which it deserves. People have not considered labor as one of the most important aspects of any given organization. According to Chopra (2002), for a long time, people have not viewed employees as being very important to the organization. The management have treated their employees very poorly, a fact that has seen majority of the employees move from one job to another. They feel uncared for and unwanted. Human being would want to be appreciated. Under a normal circumstance, human being is very sensitive to the way he or she is treated within the society. When given prope
Introduction Conflict is among the challenges we face in our personal and professional lives. While we may try to avoid conflicts, the prevalence of disputes, in our society is indicative of the fact that conflicts are normal in our lives. As such, how we resolve conflicts determine our success or failure in society and at work. It is therefore important that we solve contentious issues in a constructive manner. Over the years, negotiation strategies and tactics that can be used during conflict resolution have been developed. This paper shall set out to explore negotiation strategies proposed by Kritek (2002), in her insightful book. This shall be done by highlighting and discussing three “ways of being” that the author explores in her book. “Ways of Being”: Summary and Response Shamir (2003) defines negotiation as the process through which conflicting parties engage in communicative efforts aimed at finding an acceptable solution. “Ways of being” are strategies that can be used to “negotiate conflicts in situations where some participants are at a disadvantage that others do not acknowledge (Kritek, 2002, p. xiii).” She defines “ways of being” as approaches that parties in a conflict choose to present their argument at an uneven table (Kritek, 2002). Way of Being Number Two: Be a Truth Teller In chapter 18, the author discusses the importance of being truthful during negotiations. According to Kritek (2002), telling the truth about one’s position goes a long way in leveling the field and creating balance during the negotiation. In addition, she reveals listening as a tool that can be used to foster creativity during the negotiation process. She also hig
This paper attempts to look at the issue of bullying in the schools. A personal story about how I was bullied when I was young is included. The paper looks at this issue by considering aspects like causes and forms of bullying as well as examples of bullying cases. Since the number of bullying cases has been on the increase in schools, recommendations will be offered on the best thing to do when bullying cases are reported. Main ideas on the topic will be presented so that the issue can be presented in a comprehensive way (Smith, Pepler, and Rigby 56-60). Personal experience I grew up in south Bronx until I was thirteen years old when we moved to an Irish neighborhood. My brother and sister are half Irish and half Puerto Rican, unlike me; my whole family has a very fair skin. The first time I landed on this neighborhood, I was very delighted since unlike our previous home I could play outside the house. I still recall what befell me the first time I went out to play; all the children in the neighborhood were white and the girls started harassing me by telling me that if I was hoping to live there I had to be white, they even spread baby powder on my face. We later become friends although some of their parents resented me because I was Spanish. The situation did not get any better since some children nicknamed me Goya bean: this made to hate Goya beans When summer ended, I joined school and it so happened that I was the only Spanish girl in the whole school. Things did not go well here either since I picked fights frequently because other children teased me. At some point, it became a routine that I had to be involved in a fight everyday. The principle took the initiative of calling my mother to discuss the matter. When my mother came, she was told that I was a problematic child since I frequently fought with other children. The board of directors claimed that with my stubborn nature I deserved to be taken to a special school where other problematic children studied. Since then, I was regarded as a problematic child. My mother was forced to transfer me to another school since I was expelled from my former school. I developed low self-esteem and I started taking drugs, soon afterwards I dropped out of school at sixth grade. This victimization made me to start thinking of ways that I could change my way of life to show that I was still strong hence prove to my aggressors wrong. The events acted as a motivating factor for me to make a difference. Each time I feel like giving up my efforts of trying to be what I want to be, I look back and remember all the challenges that I have overcome in my life. This makes me to realize that I have much more challenges to face and overcome; thus I become a stronger person. Every time I look back, I do not regret what I have gone through since it is th
According to the research, that is given in the How children succeed: Grit, curiosity, and the hidden power of character, students need to cultivate particular skills, which most likely would lead to success in further academic area, graduating college in particular. The author claims that there are five features, also called leadership principles, which the program OneGoal needs to underline and encourage; these are resourcefulness, resilience, ambition, professionalism, and integrity (Tough, 2013). These qualities are believed to help students to advance their grades; therefore, they will be able to graduate college eventually. The OneGoal program is designed to develop these non-academic abilities and help juniors to survive through college, as the American schools failed to build a mechanism that would inculcate these skills. However, once a student becomes an adult, it could be quite difficult to instill these qualities; it comes to the point that if the person has the makings of them, he or she is more likely to succeed in graduating. ACE Tech (ACE Technical Charter High School) is a public 4-year school, where architecture, construction, and engineering are studied. According to the statistics, this educational institution is not known for its success; for instance, in 2009 only 12% of the students passed the achievement exam. OneGoal is the program, which was introduced to ACE Tech in 2009 and later became a standard. This program has two main purposes: to grant admission into high-quality college for students and to prove them they always can get smarter and better. The main strength and advantage of the OneGoal is providing students with fundamental skills
The article “Management Fashion” expands the literature on the management fashion setting process by justifying for academics to not only become active participants of the process with the view to establishing its limitations but also contribute actively in this process to deliver a more technically functional, collective learning process for use by relevant stakeholders. It is evident from the article that while fashion setters include consulting firms, management experts, business mass-media publications, and business institutions, stakeholders targeted to receive the transitory collective beliefs that certain management approaches are at the forefront of management progress include organizational shareholders, employees, managers, and students (Abrahamson 1996). To be able to contribute effectively in the fashion setting process, scholars should internalize the knowledge that (1) fashionable management approaches must appear both rational (efficient means to significant ends) and progressive (new as well as improved about older management techniques), (2) management fashion should not be adopted due to sociopsychological forces only, but rather to quench the desire to learn about managerial approaches that would assist stakeholders to respond more effectively to organizational performance gaps opened up by real technical and economic environmental shifts, (3) management fashions are not merely impulsive diffusion of guru-driven approaches, but are shaped by culture, society, and economics, and that (4) the type of collective learning fostered by management fashions vary considerably depending on the scope and duration (Abrahamson 1996). The author builds upon neo-institutional theory and theories of innovation and diffusion to propose his management fashion theory, which essentially views management fashion as largely a cultural experience produced by norms of rationality and progress to create an expectation of ever-improved techniques for managing organizations and individuals (Abrahamson 1996). In demonstrating how the type of collective learning fostered by learning differs substantially, the author argues that real learning is where cautiously considered arguments trigger the upswing of the fashion wave (more use of management perspectives) and counterfactual evidence triggers its downsizing (less use of management perspectives), while superstitious learning is where there are emotional explosions of impractical eagerness in the upswing followed by disillusionment in the downsizing (Abrahamson 1996). Critique The article appears insightful for management students, scholars, and practitioners in need of developing a framework to analyze which management perspectives and approaches are more fashionable to apply depending on scope, context, and duration. As suggested in the theoretical framework, scholars and students alike need to differentiate between real learning and superstitious learning not only to develop the capacity to utilize fashionable management paradigms and perspective in real-world contexts but also to understand how the norms of rationality and progress operate in the process of creating fashionable management approac
The majority of the time, the answer is no. As the positions are held by the employer, they are permitted to look for them. This includes office space, computers, and vehicles held by the firm (Olsen, 2020). Employers also have the right to monitor and control how their workers utilize corporate equipment. The employer owns the computer equipment and e-mail system, as well as the workplace. Employers are also permitted to view an employee’s e-mail, including personal e-mail, that has been routed through the company’s computer system, though they may be required to provide a compelling business reason for doing so. Employers may also be able to monitor text messages sent by employees on company-owned phones. When employees use business equipment to access the Internet, social media, or personal communications, they should not anticipate privacy. When tracking and tracking employee Internet and e-mail use, several jurisdictions require companies to tell employees. It may also be essential to acquire written permission. Employers can also track and monitor their employees’ business calls. Employers, on the other hand, are not allowed to listen in on their workers’ personal calls without their consent under federal law. Employees should not anticipate privacy when it comes to work-related activities or the usage of company equipment in general. On the other hand, employers should create the policies that expressly say that there are situations when workers may be watched so that there is no ambiguity about what can be done. Computers and digital communication technologies present a significant challenge to the legal system since it must adapt to these new advances while maintaining a continuous balance of human civil rights and societal requirements. Many of the privacy problems that arise when technology develops and becomes ingrained in people’s everyday lives at home and work are unaddressed by the legal system. Reference Brassart Olsen, C. (2020). To track or not to track? Employees’ data privacy in the age of corporate wellness, mobile health, and GDPR . International Data Privacy Law.
Introduction A curriculum describes the steps to be followed in the implementation of the learning and teaching process of a particular subject. Its contents include; teaching methodologies, teaching aids, content breakdown, and time allocation to the different parts of the content. This paper develops a mathematics curriculum for adult learners based on the motivational framework of Ginsberg and Wlodkowski. The motivational frameworks are based on inclusion, attitude development of meaning, and competency (Margery, 2011). In the process of curriculum development, it is important to understand the learning characteristics and abilities of the learner. The adult learners comprise of diverse learning abilities; hence, an adult curriculum should seek to address the diverse nature of the learner (Margery and Wlodkowsk, 2009). The curriculum should also strive to develop the learners’ attitude to the subject, have a meaning to the learner, and develop their competency. An Adult Education Curriculum for Mathematics This curriculum is based on the following objectives;  1. The learner should be able to apply number counting and sense to develop real-life problems  2. Apply the skills of typical measurement to develop real-life problems  3. Apply the geometric knowledge to identify and solve real-life problems Topic                                                                   The skill Application and learning activity                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           1. Counting, reading and writing numbers up to 100