ShantanuT01/DACTYL-Pretraining huggingface dataset:
Introduction Organizations in the present day constantly rely on effective information flow, which in turn plays an integral role in ensuring that the organizational processes are executed effectively during this ear of information age. Knowledge sharing is a fundamental tool for fostering organizational efficiency that the organizational cannot underestimate (Gottschalk, 2005). In the light of this, Knowledge Management solutions play a vital role in the elimination of potential barriers towards the flow of information within the organization by providing avenues through which employees can collaborate and share information in order to enhance decision making within the organization. Knowledge management can be defined as the detailed management of critical knowledge and information that is processed by organizational members in such a manner that it can be used and shared at the organizational level with the main objective of transforming the corporate intellectual and organizational knowledge into business intelligence (Phelps, 2007). Knowledge management strategies can be deployed by organizations to facilitate the creation, distribution, representation and the implementation of organizational insights. A needs analysis is needed prior to the implementation of Knowledge Management solutions within the organization. In the context of the Rural Hospital Scenario, a needs analysis reveals that the institution is in dire need of an effective knowledge management system. The main purpose of this report is to evaluate the problem and propose that the Knowledge Management solutions to be implemented to address these problems associated with information flow in the facility. The report provides a description of the healthcare facility, development of the implementation plan and a description of the project activities (Marwick & Thomas, 2001). Description of Healthcare Facility Scenario In the Rural Hospital Scenario, there is no flow of information between the rural healthcare facility and Mercy Medical Center, which is the largest hospital in the area that is in charge with providing management services and introducing electronic health record systems. Despite the fact that billing and coding have been always been submitted on a regular basis, information from the Mercy Medical Center has not been able to reach the healthcare facility in a timely fashion. This resulted to the more denials for the reasons that the Mercy Medical Center has been informed about but has not forwarded to the HIM department (Richard & John, 2002). As a result, employees at the facility are becoming upset while the management is directing the blame for the denials at the HIM management. The outcome of this scenario associated with lack of effective communication between the two facilities resulted to the failure of the implementation of the Electronic Health Record in the healthcare facility (Gottschalk, 20
The purpose of this memorandum is to compare the two views of education and healthcare expressed in the ideas by Rebecca Rogers (2000) and Elizabeth Crepeau (2000) in their scholarly articles. The major point of both articles is that the role of the person with special needs, either a student or a patient, is often underestimated and even ignored. Both authors try to challenge this perception of education and healthcare processes. Thus, based on the ideas expressed by Rogers (2000) and Crepeau (2000) both researchers can be placed on two initial points of the suggested 3.1 continuum as they both present the things factually and consider them critically not only criticizing the existing approach but offering solutions of their own. However, Rogers (2000) is more critical in her suggesting the “critical discourse analysis” (p. 213) of the wrong points about the topic of the article. Crepeau (2000) offers more neutral perspective trying to focus on the role of techniques used by the healthcare workers discussed without assessing them in the first lines of the article as Rogers (2000) does. Moreover, Rogers (2000) is more radical and openly feminist in her ideas (p. 218) about education and the role of students with special needs, especially females, in it. Basically, there is no way to formulate the feminist views more clearly and there is no need to do it. Neither is there the need to filter ideas expressed by Rogers (2000) and Crepeau (2000) through ecological or system-oriented perspective and purity and clarity of views is the highest value of both articles considered.
Introduction The book ‘A good man is to Find’ is one among the many fictional short stories of O’Connor and was first published in the 1950s. It is regarded as a fictional story because it displays all the characteristics of this feature as it can be seen from the way characters have been depicted and how the author has described the Roman Catholic faith. How the author integrates the Catholic faith into the story is impressive especially when she explains the function of the grace of God in an individual’s life. The story has terrific incidences and captivating at the same time. In this discussion, I am going to focus on how fiction is seen in the story. Body The story begins on a low tone with a short description of the character of Misfit who had escaped madder before and later killed the whole family at the end of the story. The author defines biblical grace in the manner in which she describes this character. She defines beauty as the forgiveness given by God when one asks for it. The Grandmother is described as a woman with unbearable personality; she is selfish and petty. But before her death, she attains grace when she identifies Misfit as her son. According to her story, O’Connor defines Gods’ grace as something compelling outside an individual and not deserved by everybody. Almost all the characters in the story do not utilize their opportunities and miss out to realize them; instead, they are obstructed by their spiritual following from realizing the truth. ‘A good man too is hard to find’ is one of her initial works and strongly shows the theme of fiction. Even though the grandmother chooses to go Tennessee instead for Florida for a vacation, she gets everything ready for the journey including the cat and all the family in her car. To make it funny, the grandmother takes time to dress up for the ride and does it with a purpose to show people that she was a lady in case an accident occurred on the highway. As the family proceeds with the journey, the author creates some impression of life and death scenes that makes the reader aware of what is going to happen. When the grandmother holds the baby, there is an apparent difference between the two, the wrinkled face of the grandmother and the smooth face of the baby. Immediately after this incident, they pass what used to be the burying site of the family, and the grandmother shows them graves of their relatives. According to the author, the number of graves that she showed was equivalent to the number of occupants in the car. About the question paused by John Wesley; this is fictional as she remembers the passing of the death of the old south. The events that took place at the Tower Café seemed to have been created to show more meaning unto which the characters were. The Tower represents the biblical Tower where the where children of Adam got confused when they were each made to talk in different tongues. The tower is also a low-level position where the characters have been placed to show t
Children less than two years of age are a group that is at a greater risk of exposure and susceptibility to environmental toxins. Rapid development and growth occur in early childhood. Such aspects as metabolic and organ system function augmentation result in toxicant exposure being particularly harmful and having significant effects on further child development. Young children have increased vulnerability due to physiological and behavioral aspects. Toddler behavior of hand-to-mouth movements after touching objects results in a higher risk of exposure. In addition, they require greater air intake per kilogram of body weight (Agency for Toxic Substances & Disease Registry, 2016); therefore, a greater proportion of toxic substances than an adult. Individuals with poor lung function have increased susceptibility as a group that experiences greater effects once the toxicant exposure occurs. Such atmospheric exposure as pollution haze which carries ambient particulate matter (PM) and nitrogen dioxide (NO 2 ) has severe health effects which result in hospital admission or death (Liu et al., 2016). The detrimental effects include aggravation of asthma and decreased breathing capacity. This occurs due to dysfunctional lungs’ inability to effectively filter the particulate matter or the chemical content of the air. Coarse particles, levels of which are often exceeded in polluted cities, can be filtered to some extent; however, fine particles are breathed in deep into the lungs and can result in oxidative stress and disrupt pulmonary function. Individuals in poor housing close to agriculture or industry are at a greater risk of exposure to environmental toxicants. In communities in which residential neighborhoods and heavy industry overlap, there is a statistical increase in the rates of respiratory and cardiovascular diseases (Hendricks, 2012). This occurs due to the lack of appropriate distance to production facilities, in mixed-use zoning particularly, which is beneficial from an economic perspective but results in declining population health. Many of these communities are working-class families living in homes that are of inadequate quality and cheaply constructed for house industry workers. The mixed-use zoning results in the lack of a buffer zone. Heavy metal chemicals produced by industries are highly concentrated within a mile of the source and can be noticeably detected even further.
Abstract Early Greek and Rome had high contribution to western civilization. The early Greek and Roman cultures were passed down and still influence the modern way of life. While Ancient Greek consisted of isolated city states (poleis), early city of Rome expanded to an empire. Agriculture was the main economic activity for both ancient Greek and ancient Rome. Ancient Greek will be remembered for its contribution to philosophy, modern education and democracy. On the other hand, ancient Rome will be remembered for its contribution to rule of law and western civilization. Early Greek and Roman and Cultures Element                    Greek                                                                                                                                                                                                                                                                                                                                                                                                                                                                      Roman                                                                                                                                                                                                                                                                                                                                                                           Geography                  Ancient Greek started as city states (poleis) at around 800 BCE. The geography was characterized by mountainous terrain and irregular coastline. The city states were along the coastline and were separated from one another by hilly landscape. The poleis included Athens, Thebes, Delphi, Sicyon, Olympia, Argos, Corinth, and Mycenae (Burckhardt, 2002). Greek’s colonization of the Mediterranean region was in the form of extension of the isolated city states.  Early Rome was situated in a plain. On the west, ancient Rome was bordered by the sea and mountain on the east. The city of Rome was prone to invasions and migrations from Sicily and Po River (Selincourt, Ogilvie & Oakley, 2002). This threat motivated early Rome to expand to the legendary Roman empire.                                                                 Art                        Early Greek had magnificent works of art. Ancient Greek art included architecture, sculpture, literature, music, and drama. Most of the works of art in ancient Greek were original (Goldhill & Osborne, 1994). Ancient Greek orders such as Doric and Ionic were not only functional but also elegant. In addition, Early Greek sculptors were good at showing human perfection. The art most associated with ancient Greek is the Venus de Milo.                         Early Roman art were mainly imitative. Roman artists aimed mainly at producing realistic portraits chiefly for decoration (Green, 1996). The Romans considered their business as that of managing governments rather than of produc
Tim O’Brien’s The Things They Carried is a fusion of stories derived from both fact and fiction regarding the Vietnam War, which conveys the emotions and experiences of a soldier during and after the war. The title of the book is associated to the author’s description of characters not by their personality, but by the items they carried (O’Brien 7). The main narrative device in the book is repetition, which is employed by the author through creation of a slightly surreal yet factual ambience for the reader. For example, the author repeats the phrases “the things they carried” and “they carried” throughout the book. O’Brien tells the story interchangeably as his present self and through “Tim the soldier who describes the experiences of O’Brien through a second person narrative” (Nagel 130). The result is an alternating form of realism and imagination, which the author acknowledges when he states that “the thing about a story is that you dream it as you tell it, hoping that others might then dream along with you, and in this way memory and imagination and language combine to make spirits in the head. There is the illusion of aliveness.” (O’Brien 230). In reference to the statement, the author in essence questions the actuality of a “true war story,” which is also sustained by the fact that according to Tim, his story is merely a dream (Beidler 122). “O’Brien creates an element of doubt in the book by interlinking fact and fiction by extensively employing imagination and reality” (Nagel 128-129). For example, in chapter eleven “ The Man I Killed ,” he imagines that the man he has killed “was born in 1946. His parents were farmers. He was neither a Communist nor a fighter and all he hoped for was that the Americans would go away…He had delicate fingers and might have been a scholar. The other boys at school might have teased him because he may have had a woman’s walk and a love for mathematics” (O’Brien 129-130). However, in the chapter titled “ Notes ” O’Brien goes on to define real events in his life such as in 1975 when he received a handwritten letter from Norman Bowker that describes the effects of the war on a former soldier and encouraged O’Brien to write about the effects of the Vietnam War (Nagel 138). The difficulty in writing truth about war arises from the fact that wartime conditions are unstable, rushed and marred with confusion. A soldier’s emotions and senses are exclusively focused to staying alive and conquering the enemy which “creates a ‘tunnel-vision’ mindset, superseding senses associated with hindsight and recollection” (Nagel 142). In addition, soldiers are trained to be brave and confident but, as humans, they are still “prone to natural reactions such as fear and cowardice in addition to fatal mistakes such as killing a fellow soldier by mistake” (Nagel 142). However, the acknowledgement of such a mistake may lead to criticism or punishment, which compels soldiers to only “portray their actions as heroic regardless of their experiences” (Nagel 145). As a result, the stories of war are biased which greatly compromises the integrity
Introduction Education policies have developed from the sixth century and it is still evolving up to the current day. The paper will look at a brief history of the evolution of education policies to the time period of the 1940’s decade and then focus on the major development of education policies from 1944 to the end of the 20 th Century. Education policies have seen a major change from the Balfour act, the tripartite system, the 10/65 and had major professionals in the political and education systems try to change the way that education policies are formulated like Ellen Williamson, Winston Churchill and Callaghan among others. Most of the education policies that were established in 1944 have remained the same especially in terms of administering bodies and duties of officials like the ministry of education and the local education authorities. The issue of funding for education has remained a contentious issue and it keeps on changing with the changes in the views and voting powers of the politicians in office. Origin of Education policies Education was introduced in Britain by Romans in the sixth Century. The Romans introduced the learning of Latin and Christianity in Britain with the arrival of St. Augustine. The schools were originally known as grammar schools and song schools whereby, individuals were prepared for performance and entry to other professions like civil service, teaching and many other careers. The grammar schools gave provision of general education services needed by individuals who wanted to enter into careers like law, medicine, astronomy and theology (ATL 2011, p.3). In the late 19 th Century, the British government had established school boards that had been issued with the mandate of ensuring that elementary education was provided to locals in various areas where the schools were located. Ainley and Allen (2010 p. 138) wrote that, “Using education to promote economic reconstruction and democracy would empower people to take an active part in a broader democratic discussion about the best policies for sustainability, economy and employment. Such an approach would represent an inversion of the master servant relationship of education to the economy.” The two authors try to imply that evolution of education policies are meant to change the society positively. In current day, independent schools have been criticized for only considering elite cases which was not the original intention of education policies. Most grammar schools are not spared of criticism either due to their nature of being too selective when it comes to admitting students. They also ask for a given amount of school fees for boarding facilities which prove restricting to parents. Most of the comprehensive schools in the country are also located in neighbourhoods
Abstract This article reviews the main theories about the Neolithic Revolution and domestication of plants and animals and assesses some hypothesizes about the topic of this article. At the primary stage of the evolution of human civilization, the rise of agriculture in the later part of stone age, also known as the Neolithic Revolution, was ultimately necessary to keep pace with the change and transposition both in the social variables and the climate. It was needed to establish the foundation (domestication) of agriculture for a more carefree and comfortable life of which the life of a vagabond devoids. Certainly climatic change through time and over places is one of the significant factors that played their role to develop modern agriculture. The temper of climate changes both geographically and chronologically. History of agriculture shows that man’s quest for comfort has forced him to change his mode of agriculture and to opt for a newer one but it is climate that man has had to, and still has to confront and it always determines his mode of domestication of plants and animals. In this assignment our discussion will be thyoroughly on Neolithic revolution, climatic change, domestication of plants and animals, and finally we will end it up showing an correlation between the rise of agriculture and the change of climate. Introduction to the Neolithic Revolution The concept “Neolithic Revolution” is very much related with history of introduction of new farming tools, methods and modes of in the field of tillage and husbandry. Several estimation asserts that “Neolithic Revolution” held about (I did not understand it. 12000 and 8000 years) ago. But it is assumed that the revolution in agriculture was not brought about overnight. The beginning of Neolithic agricultural revolution was inevitable and then one of the most important events in human cultural history (Weisdorf, 2005, p.561). At first this revolution started its onward progress in the Fertile Crescent around present day in Iraq and gradually it spreaded over the Middle East. Stone Age was at the end and man learnt to apply his knowledge of stone-made tools in the field of agriculture. Indeed man’s growing knowledge of handmade tools contributes a lot to end the stone age up. The term “Neolithic Revolution” is defined as “[t]he period is the old world where humans first learned to tend and eventually plant crops is known as the Neolithic period” (Archaeology About.com., n.d.). Neolithic Revolution is one of the necessary steps of mankind towards modern age. The rise of agriculture is closely connected with Neolithic Revolution. In its development, the mode of agriculture has largely been affected and determined by several facto