ShantanuT01/DACTYL-Pretraining huggingface dataset:
Schellenberg (2004) discusses the impact of music lessons on the IQ indicators in his article “Music Lessons Enhance IQ” and proves its significant correlation on the practical experiment held with the total number of 144 6-year-old children. The initial thesis of the author is the proposed correlation between systematic attendance of music lessons and temporary increase of IQ performance. According to his opinion, music and intelligence are directly connected – the author argues that it is a commonly known fact, analyzing the so-called “Mozart effect” that has found its scientific proof long ago and showed the temporary IQ rise in the children who listened to Mozart’s music. Thus, the author goes further in the studies of music-intellect connections and offers a study that would discover more connections between music and “benefits that extend to non-musical areas” (Schellenberg, 2004). The sample for the experiment was selected according to several criteria with the help of an advertisement that spoke about music lessons that would last for a year. Parents were instructed about the experiment, and the age of six was chosen because of the peculiarities of children’s psychology and level of development. Thus, the group of 144 children was divided into four focus groups (Schellenberg, 2004). Two of them were given music classes every week, one group received drama classes and one of them did not receive any lessons. The tools used for results assessment were the Wechsler Intelligence Scale for Children – Third Edition, the Kaufman Test of Educational Achievement, and the Parent Rating Scale of the Behavioral Assessment System for Children (Schellenberg, 2004). The IQ level was tested right before the music lessons and after them. The results and statistical findings summarized after the experiment’s completion showed a considerable increase in IQ both after drama classes and after music classes, with the music still prevailing in the positive effect on intelligence: “Compared with the control groups, the music groups had reliably larger increases in full-scale IQ, t(130)51.99, p <.05. The size of the effect (d50.35) was midway between effects considered small (0.2) and medium (0.5) by Cohen (1988). Children in the control groups had an average increase in IQ of 4.3 points (SD57.3), whereas the music groups had an average increase of 7.0 points (SD58.6)” (Schellenberg, 2004, p. 512-513). Discussing the results of the experiment, it is important to note that the overall positive results of music lessons are not significant, but in comparison with no positive results in the conditions of no lessons of drama and musical character they show the substantial significance for designing the children’s up-bringing process at the age of 6. Drama lessons also showed an increase in the IQ level of participants, which was also positive for children, but they also gave the considerable increase in the adaptive social behavior, which constitutes a truly profound finding in the sphere of childhood psychology. The explanation to the connection of mu
The selected research article for this discussion is “Communication Skills of a Teacher and Its Roles in the Development of the Students’ Academic Success” by Alamgir Khan, Salahuddin Khan, Syed Zia-Ul-Islam, and Manzoor Khan. The purpose of this paper is to analyze and critique it. General Design After going through the document, it is agreeable that it is not well written. Some of the sentences are poorly punctuated or grammatically incorrect. For example, the paper reads: “As the variety of skills are needed for good teaching and teachers” (Khan, Khan, Zia-Ul-Islam, & Khan, 2017, p. 18). Although the authors have avoided the use of jargon, it is evident that the article is poorly organized. The title of the report is ambiguous, unclear, and poorly formulated or developed. However, the abstract gives a clear overview of the entire study, including the sample, research problem, methodology, findings, and conclusions. The purpose of this study was to evaluate and understand the role of practical communication skills in supporting students’ performance. The authors present such a purpose in a transparent manner. However, they failed to offer a problem statement for the study. Research Aims/Objectives/Questions The researchers have identified the aims and hypothesis of the intended study clearly. It is also evident that they reflect the ideas and discussions presented in the document’s literature review (Khan et al., 2017). This approach explains why the information guides the targeted readers effectively. Literature Review The authors have managed to identify what is known regarding the suggested topic. For instance, they begin by highlighting the unique attributes associated with communication skills in the learning environment and how they can empower learners to achieve their aims. However, the authors indicate that the existing ideas regarding the role of such competencies in improving or undermining the academic success of the targeted learners are limited (Khan et al., 2017). In order to address such gaps, the authors believe that a detailed research study can present evidence-based concepts for empowering future teachers and students. The use of different articles and publications to develop the work’s literature appears outstanding. This approach made it possible for the authors to present detailed background information about the topic. However, the researchers failed to utilize recent sources since some of them were published over 20 years ago. This means that the information was not up-to-date and could have affected the anticipated outcomes (Khan et al., 2017). The use of classic articles is not evident in the selected theme. However, there are some publications dated less than five years that make the report more informative to the reader. Some of the
Professional Application of Bruner’s Constructivist Theory Bruner’s theory involves learning, whereby the learner uses rational thinking to design a new notion based on knowledge gained during the past and the present. For instance, in school, teachers should use learning resources to motivate, help students in understanding concepts, while allowing the learner to grasp key learning objectives. (Persky & McLaughlin, 2017). The teacher only delivers an instruction guide as pupils engage in active learning. Application of Vygotsky’s Social Development Theory Vygotsky’s theory aligns several models that an instructor uses to guide youth, adults, or old people. For example, in higher learning institutions, a professor may use micro-teaching. The learners research a topic and the team presenter demonstrates by teaching what the entire group has learned. Additionally, the teacher might encourage pupils to learn through observational techniques (Persky & McLaughlin, 2017). The use of inquiry research enables the teacher to assess the students, note their level of understanding, and provide the relevant content, bearing in mind the students’ needs. Application of Cross’ Adult Learning Theory Cross’ theory offers a limelight and a guide for the inculcated education programs. For example, in an institution where workers of different ages learn, a disparity of various characteristics is noted (Persky & McLaughlin, 2017). Therefore, the lecturer needs to use learning strategies and instructions that best suit the adults because, depending on age, different priorities can be observed. In essence, in Brunner’s theory, the instructor provides guidance and motivation as the learner uses a cognitive function to learn. Vygotsky’s approach focuses on a different combination of notions to enhance learning. Finally, the use of different learning strategies for individuals will aid in adult learning. Reference Persky, A. M., & McLaughlin, J. E. (2017). The flipped classroom–from theory to practice in health professional education. American Journal of Pharmaceutical Education , 81 (6), 1-11. Web.
The criminal justice system involves leadership and management just like any other society to steer the system. In this system, the leadership is involved with commanding, control span as well as leadership styles. Each individual in the system needs to have a clear identification concerning his/her function for easy operation and understanding the different system roles for effective goal attainment. Within this system, there are provided laws and regulations which guide the members on how to relate with each other and their superiors, as well as how to apply them when it comes to exercising justice to everyone in a fair manner. As a result, readership in this system entails dedication, commitment as well as taking risks of the person involved. The leader’s success is based on the learning and communication skills that he possesses necessary in carrying out his duty. Characters such as confidence, sound decision making, responsibility, social, persistence, and self-reliance among others are necessary for a leader to be able to achieve leadership goals (Allen & Sawhney 2009). However, there have always been issues regarding negative undertakings within the system whose sources trickles down from the leadership positions to the members of the department, for instance in the policing department, several issues including corruption, unreasonable traffic stops, and police brutality are some of the issues leaders have the power to control, but in most cases, they have used their power to strengthen these vices. There have been incidents that involve violations of ethical rights from the members of the criminal justice system. For example, a significant number of employed jail officers have been reported being arrested for committing criminal activities. Among their charges include prisoner’s assault as well as other cases like theft. Also, police officers have been blamed for excessively using force on victims of crimes, ranging from confession by force to brutal violation. There has been the main incident that has heated the issue of violation within the criminal justice field with a question of whether leaders are aware of the happenings or whether they have their hands in the incidents. The main concerns about the issue of violations are: whether they are common phenomena in the criminal justice field, the reason that propagates them, and the possibility of their prevention with consideration whether they might be unavoidable occurrences in the criminal justice field. It is important to note that the criminal justice field is not only the place where unethical, inappropriate, and illegal behaviors occur but also in other organizations such as schools and other social services fields. Cases of corruption, excessive use of force, acts of brutality and violation, exploitation and harassment of subjects involved, and other unethical action are common in these organizations. In one dimension, the violation can be considered to be contributed by the fallibility of human beings. The same drive th
Aims The study is aimed at researching the problem of racial slurs directed at indigenous Australians. There is no secret that ethnic conflicts and the lack of tolerance that they are triggered by occurs even in the modern democratic society. According to the latest statistical data regarding the social conflicts in Australia, the issue of racial discrimination is getting increasingly significant as the lack of tolerance is growing out of proportions: “As many as one in five admit they would discriminate when sitting near an Indigenous Australian, or in a retail environment” (Discrimination against Indigenous Australians: A snapshot of the views of non-Indigenous people aged 25–44, 2014, p. 2). The goals of the study are to identify the key racial slurs used for addressing indigenous Australians and to evaluate the changes in people’s attitudes towards the racial slurs in question (e. g, the transfer of a neutral term into the category of taboo words, a once pejorative word being turned into a neural one, the obsolescence of certain pejorative words for defining indigenous Australians, the emergence of new insults, etc.) Background of the Community The community in question is located in Melbourne and consists of approximately 11,750 people. 20 Australians aged 20–40 years old have been selected from this community for participation in the research and the identification of the key challenges, which the native residents of the area have to deal with on a regular basis when communicating with the non-native denizens of the local population. It should be noted that the community in question has a comparatively old history; it was founded in 1850s and has been evolving ever since. The community can be considered quite diverse, much like the city of Melbourne in general; being a part of the capital, it represents a range of nationalities and ethnic groups, including not only indigenous Australians, but also a range of people belonging to other nationalities and et
Introduction Many scholars have considered Karl Marx a left-wing Hegelian philosopher. This is due to his disagreement with Hegel over the view that the driving force in human life is based on the academic competency or religion. Hegel observed that this was needed for connectivity, something that Marx opposed vehemently. In this regard, it is established that the basic difference between Hegel and Marx is based on God and material goods. On his part, Hegel believed that God was in charge of everything in the world. He was in charge of people’s destinies. Marx replaced God with power and ownership of property. The major difference between the two philosophers relates to the utilization of property. Marx believed that the rich in society utilize wealth to subjugate and dominate the poor. Hegel viewed property as the means to ends meaning that each person should possess property in order to fulfill his or her needs. This paper will therefore compare the reasoning of the two philosophers based on the dialectical method. The two philosophers concur that an individual needs property in society but they differ over the use and acquisition of property. Differences In the first place, the two classical philosophers differ over conceptualization of philosophy. Hegel viewed philosophy as an activity of thought, self-enclosed and independent. In this sense, the main function of philosophy is to document what has happened in the world. Hegel thought that offering a clarification to a particular event meant explaining it in terms of coherent inevitability. In this case, the event or an occurrence is to be explained within its immediate context. Through this, the meaning of various events could be offered to various philosophical occurrences. Furthermore, the philosopher can only offer meaning to what has already occurred but not to what is about to occur. Hegel believed that offering meaning to various events needed the presence of God, spirit and the mind (Coplestone, 1999). This can be interpreted to mean that philosophy is self-comprehending and truth is only arrived at through God’s assistance. In comparison to Marx’s comprehension of philosophy, Hegel’s reasoning is rationally retrospective. Marx believed that social conditions and materials determine the position of individuals in society. God has nothing to do with the living standards of people. The rich are responsible for the poverty that rocks the unfortunate in society. Marx considered Hegel’s explanation a teleological metaphysics that only justifies human problems through religion. Hegel could explain poverty as a punishment from God. Marx could view the same as
Introduction The viscosity of a fluid is related to the quantitative index of the tendency of the fluid to resist flow. In the general case of passive particle motion, there is a mutual resistance realized through frictional forces directed tangentially to the surfaces of the moving layers. It estimates the distribution of stresses in the fluid caused by the applied shear stress. For example, a flat Couette flow is the primary demonstration of fluid flow. Figure 1. Couette flow demonstration for two plates (Massoudi & Tran, 2016). Couette flow, as shown in Figure 1, depicts fluid flow through two plates, one of which moves tangentially to the other, which is static. The dynamics of the plates create the conditions for shear displacement, which ultimately causes the fluid to flow. Also, the speed of the upper plate depends on the viscosity of the fluid: thus, the greater the viscosity of the fluid, the slower it will move. The directional motion of particles can also be considered in terms of infinitesimal transverse rings: the flow of molecules or atoms passing through such hypothetical rings, the necessary force to overcome resistance through the ring area will be calculated as follows: The above equation is formulated as Newton’s law for viscous flow. The coefficient η in [1] reflects the viscosity of a particular substance or mixture, the inverse of which is called fluidity: F = 1/η It is noteworthy that if an ideal mixture of liquids is used as the substance under study, the resulting viscosity can be determined by the Kendall’s equation: At the same time
Introduction Fashion is among the most creative industries in the world, and it responds to changes. Today, technological advancements in the last century have resulted in improved fabric qualities and highly automated fabric production processes. People are busier than ever before and thus require flexible schedules, simple home laundering and safe attires. These factors have resulted in relaxed attitudes toward fabrics and clothes made to meet these unique demands (Thomas par. 1). What cultural shifts favor the development and use of technical and performance fabrics for streetwear? There are several cultural shifts, which promote the development and use of fabrics for the new millennium for streetwear. These are mainly production, trade and consumption of such fabric products. First, many countries have started to manufacture and use technical and performance fabrics. For instance, Japan, Australia, the UK and the US among others have focused on investments in technologies to produce performance apparel fabrics and other wearable technologies. These clothes have become part of the modern wardrobe. Many textile companies work on different materials to produce technical and performance fabrics for streetwear (UK Trade & Investment 7). Australia has focused on developing of new fabrics from pineapple, corn and bamboo for the new polymer platform associated with the DuPont because of mounting eco concerns. Trade in new technical and performance fabrics is also responsible for cultural shifts to streetwear. Traders of these products have started to realize rising incomes. Consequently, they have focused on various ways such as traditional stores and online platforms to reach potential customers of new fabrics and materials. The new apparel market has noted constant shifts in the market, lifestyles, leisure activities and working trends from home and office, which all require comfortable fashion. Consumers want fashion styles integrated with easy care in their cloths. In fact, technical and performance brand has become one of the retailing hottest categories (Moin par. 5). Consumption of street wear has emanated from designers and music stars such as Beyoncé, Rihanna, Kate Perry and Chanel among others who promote technical and performance fabrics for streetwear. For instance, Beyoncé has partnered with Topshop to produce an athletic streetwear (Ath-leisure) brand (Moin par. 1). Trainers, celebrities and other casual-oriented cloths are more readily wearable relative to suits. In addition, performance fabrics made for competition have been integrated into high performance, high-end fashion with sporty features that reinforce a sense of fashion both on the street and fashion world. Many consumers have acknowledged that sportswear cloths are comfortable and affordable, which made them to crossover to casual wear and streetwear. Since then, producers, traders and consumers have continued to define technical and performance fabric attributes for streetwear in terms of function, color and performance. Manufacturers must rely on different technologies to manipulate both casual and sport
The first issue I am going to describe is the Hudson River Painters: artists, period of work, the main works, and general characteristics of the painters as a group. Thus in the middle of the 19th century, a group of landscape painters was influenced by the romantic trend in painting and began to create pictures of the new movement. This very movement was named after the painting that depicted the landscape of the Hudson River Valley. The movement was spread among American artists of that period who depicted natural landscapes. Sometimes the artist involved specific techniques to deliberately make some parts of the picture light and others dark which we could not see in natural landscapes; this technique is called luminism. Unlike the painters creating their works according to the realistic movement and not idealizing the natural landscapes, the painters of the Hudson River movement used specific techniques to idealize the depicted images. Sometimes the representatives of the movement of the Hudson River painters tend to combine several images from a number of different sketches in order to create one complete image of the natural landscape. The general characteristics of the works of the Hudson River Painters were the detailed and very precise depiction of the natural landscapes; some of them tried to depict not only nature but also people in nature’s lap. This method helped to create an illusion of the unity of two elements of the world: nature and the human being; the pictures depicting people against the background of the natural landscape are called pastoral. The followers of the movement organized the Hudson River School which preserves the basic characteristics and principles of a depiction of the first representatives of the movement. Many painters created their works according to the principles of the Hudson River movement, but I would like to talk about the most outstanding one in my view. He is Albert Bierstadt. The painter was born in Germany, and then his family moved to United States (New Bedford). He obtained knowledge of painting in Germany at Dusseldorf School. When he returned to America, he began to work on the natural landscapes; eventually, he met people who influenced in some way his decisions and, consequently, his works and career. Thus Albert Bierstadt visited a lecture in New Bedford about the Western territories of the United States of America and this event raised an interest in that region that changed his successive career. Lately, he was a participant of the military expedition; during the period of the journey, he practiced his techniques in the depiction of natural landscapes and native inhabitants of those territories. The basic methods of the great artist were easel painting and mapmaking; he depicted the images with the help of gouache, oi