ShantanuT01/DACTYL-Pretraining huggingface dataset:
Introduction Current research has generated sufficient documentation about the continuation of a success gap that it appears people should prepare in moving toward resolutions. The initial ten years of the new millennium confirm to the increasing diversity in the society and learning institutions, on top of the inferences for the United States’ future achievements. Currently, particularly, the U.S learning framework must take into account its customers (Taylor, 2011). This paper looks into the challenges of equity in the view of diversity, through assessing the contemporary standards in United States education. Remaining Challenges The expressively blamed cost associated with the success gap realism is clear. Quoting lawful examples that support stakeholders move over time in addressing equality challenges could attest encouraging if not for the prolonged injustices revealed by test results. Correl and Stephen (2007) claimed that the achievement described by brown has failed to integrate the goal of an inclusive learning framework that offers all students with unbiased opportunity to learning. A student is graded against openly designed standards of success instead of being measured against national practices developed by all stakeholders. With backup from the equity-minded teachers such as Pearson, the establishing of education standards for all clients becomes an entirely transparent procedure. Possibly the obscured set of inequities that has caused substandard education for bad and ethnically diverse school environments can become more evident (Marzano & Kendall, 1996). Majority of American children just do not experience equitable access to the quality education essential for achieving high standard of education. Correl and Stephen (2007) caution that the challenge of assuming learning levels will enhance learning experiences for less fortunate and minority populations is that such a theory does not integrate the repulsively inefficient situations in their schools. A large number of these children attend institutions that are poorly financed and have little chances in developing the skills documented in the new standard and emerging testing. Also, institutions that accommodate these poor and minority children frequently have problems hiring competent instructors. Organizing institution learning around vividly described standards may address issues surrounding unfair learning that currently denies many students an opportunity to use testing curricula, and to get competitive jobs or take their education a step further after completing secondary level (Koelsch et al., 1995). Current curriculum In the current system the processes of learning are stressed more than outcomes. Trainings are based on time; syllabuses are “completed”; teaching is behind timetable; and testing is carried out at “unit” schedules. Also the syllabus is based on the current contents that are frequently defined by course materials. Further the instructions are planned based on a series subjects, topics, and sub-topics (Marzano & Kendall, 1996). Basically, education processes are established upon a de
The media, such as the internet and television, have deeply penetrated contemporary society. Its impact grew rapidly along with the development of the technologies. As a result, every sphere of an individuals’ and society’s daily life is under the heavy influence of the media, and the overall view of the society has shifted. The society and interactions today are very different from those of just a few decades ago. Due to the media, the information travels freely throughout various communities, and the connectedness between the individuals all around the world is speedy and regular. The advantages of total connectedness are multiple, yet it also brings a variety of threats to modern individuals. The contemporary media impacts the modern society making it more open and the information – more accessible, this raises awareness of various social issues and helps address them but significantly reduces the privacy and security of the individuals. The first and most obvious impact of the media on our society is the provision of stable and ever-present connection that has become an inseparable part of modern life and in many cases, has developed into a full-scale addiction. Social networks have made a revolution in modern communication allowing individuals all around the world to connect with their old friends, make new acquaintances. Every day, an extremely large number of people engage in communication via various social networks. For example, as shown by the survey of August 2015, Facebook alone has about one and a half billion active users, networks such as Twitter, Goggle+, and Instagram are used by about 300 million people (“Leading social networks worldwide as of August 2015, ranked by number of active users (in millions)” par. 2). The majority of the active users of social networks enjoy the positive effects they bring, such as the opportunities to share and learn information, participate in professional, educational, and entertaining activities, and connect with the world. At the same time, most of these users are affected by the negative sides of the addiction to social networks, such as a tremendous loss of productivity due to regular distractions facilitated by online social media. For instance, multiple companies today decide to block social networks in their workplace internet because the heavy use of social media moves the focus of the employees from work to communication and entertainment (Ta par. 8). Jung notes that research shows that Facebook reduces the companies’ productivity by 1.5% on average, which results in the loss of billions of dollars annually (par. 4). In other words, with the development of social media procrastinat
Introduction One journal states that stereotyping and subjugation is a common problem among Asians (Wu, 2005). Whites commonly look at the Asians as helpers, cleaners, or any ‘dirty’ jobs. In movies, TV commercials and all other forms of media, Asia men and women are always shown as karate experts, naïve, nerds etc. Although there are lots of Asians all over the world who has gotten themselves with new citizenship (such as American citizenship), they could still not escape the injustice and/or the unfair treatment. It should be noted that Asian are the fastest-growing ethnic group in most countries with large number of immigrant. In America alone, there is a recorded increase of 72% from 1990 to 2000, a decade in which the total U.S. population grew only 13%.’ In the 2000 U.S. Census, 11.9 million people, or 4.2% of the U.S. population, identified themselves as being Asian or Asian in combination with another race, making Asian the fourth-largest ethnic group in the country, behind whites, Hispanics, and African Americans. By 2050, the percentage of Asian is projected to reach 8%. This ethnic group forms a desirable market, with a high average income coupled with an annual spending power of over $200 billion, a high level of education, and exceptional brand loyalty (Stewart & Furse, 1986). Nevertheless, Asians in America are not yet considered a major minority and are typically portrayed as “foreigners” in the media. Moreover, compared to other ethnic groups, they have been almost invisible in mainstream American popular culture. When Asian s do appear in American movies and other pop cultural venues, stereotyped or narrowly defined roles are pervasive. For example, Asian women have been frequently portrayed as passive, exotic, and humble, or at the other extreme, as over-sexualized, treacherous, and evil. Asian men, on the other hand, are often portrayed as incompetent, asexual, and supremely wise, or as martial arts experts. Problem Statement and Objectives Because of this, an issue arises, why is there a continued stereotyping among Asians? Does the misrepresentation among Asian of the mainstream media contribute greatly to this never-ending issue of Asian stereotyping? This research paper is aimed at analyzing how Asian’s are misinterpreted in the mainstream media and how it enforces stereotypes. Specifically this paper targets to:  1. analyze the role of media  2. evaluate the impact of controversial advertising and portrayal of media among Asians  3. explain how all those stereotypes are influencing the wrong social outlook on Asian’s around the world Si
Introduction This unit plan is designed for students of Kindergarten aged between 5 and 6. The lesson plan delineates the English course for Kindergarten, which would predominantly concentrate on the development of reading skills. The class includes 17 students. There are nine boys and eight girls in the class. The class has ten ESL learners and a boy with special needs. The students come from diverse cultural but similar socio-economic backgrounds. I have not identified any behavioral issues that can undermine the development of the children. Stage 1 The aim of the lesson plan is to teach the students to read and write by the end of the course. For this purpose, I will follow the grade-specific standards specified by CCSS ( Common Core State Standards , 2010). The three main objectives that I have identified are improving the general reading fluency of the students, strategy used for the instructions, and response during instructions (Richards, Leafstedt, & Gerber, 2006). The lesson plan aims to improve the reading skills of the students. For this purpose, teaching phonological English is essential, as this will help the students to read (Giambo, 2004). Further, the lesson plan will also present the technology and other innovative measures that will be incorporated to enhance learning (Hsieh & Lee, 2008). The aim of the unit plan is to provide phonemic awareness. Activities for the students will help them to recognize sounds in different words. The lesson plan will help students to identify the phonemes with the written letters. Stage 2 This stage will also assess the learning of the students through continuous class evaluations through games, activities, worksheets, and oral assessments. No formal tests will be conducted, but as the class teacher, I will assess the amount of learning of the class, groups, and teams. Stage 3 The final stage will assess the learning of the students with the help of worksheets and interactive games. This will evaluate the student’s learning outcome, the ability to apply the knowledge acquired, and improvement in reading skills. Day 1 The learning objective of day 1 will be to learn to orally blend words and identify rhyming words. This will cover 40 percent of the total lesson plan. The first class will introduce phonological awareness and sound-spelling. This will begin with the vowels and then move on to the consonants. The activities within the class will be segregated according to the following:  1. The first task will be blending of the syllables and phonemes (example, c-at or car-pet). This task will help students to enhance their reading skills.  2. Identification of the rhyming words is a task that enhances vocabulary and reading skills. This task will help students to rhyme words with given pictures, finding rhyming words, or identifying the odd rhyming word.  3. I believe students in kindergarten need to chant the sounds and see the words that the sounds make. For this purpose, I will provide objects and models along with pictures in charts that will help the students identify the objects, the words, and
Introduction The purpose of this experiment is to determine the pH of the solution at the endpoint as well as finding the concentration of each of the acids using a primary standard solution of known concentration. This basically means determining the exact amount of acid, which is chemically equivalent to the amount of base present. The point at which chemically equivalent amounts of acid and base are present is known as either the equivalent point or the endpoint (Laubengayr, 1999). The pH of a solution at the equivalence point depends upon the nature of the acid and the base being titrated. If both are strong electrolytes, the solution will be neutral (i.e. [H + ] = [OH – ] and will have a pH of 7. If a weak acid is titrated a strong base, there will be the hydrolysis of the anion of the acid. The solution will be basic; this means the pH will be greater than 7. Similarly, for titration of a strong acid with a weak base, hydrolysis occurs, and the solution will have a pH less than 7 (Pikens, 2000). A – + H 2 O = HA + OH – M + + H 2 = MOH + H + The most important method of detecting the endpoint of an acid-base titration involves the use of pH indicators. These are substances, weak organic acids, or bases, which possess different colors according to the pH of the solution. Method/procedure Open the data window and click on the chemical shelf to select 0.1M sodium hydroxide (NaOH) and HCl of an unknown concentration (Late Nite Labs, 2011). Titration of strong base with strong acid I Place a clean Erlenmeyer flask on the workbench. Open the Chemical Shelf and add 25 mL HCl (of unknown concentration) to the flask. Add 2 drops of phenolphthalein to the flask. Place a clean burette on the workbench. Fill the burette with 50 mL of 1M NaOH solution. Click on the flask from the data window. Lock the display by clicking on the pushpin button. Insert a pH meter from the tool section into the flask. Read and record the initial value of pH. Click on the Properties window of the burette and enter “1” in the amount to add, and click the flow button to drip 1 mL of NaOH into the flask. Record the pH of the solution in the flask. Continue adding sodium hydroxide in increments of 1 mL. Record the pH for each milliliter added. The pink color will appear in the flask all at once when the endpoint is either reached or crossed. Record the burette volume and pH at which this occurs. Continue to add 5 more increments of 1 mL and record the pH at each point. Detach the flask from the burette and drag it to the recycling chute. Take a new flask from the Labware Shelf, under the Glassware Tab, and place it on the workbench. Add 25 mL of HCl and 2 drops of phenolphthalein to
Introduction Encouragement and appreciation are recognized as very important elements in most forms of human interactions. In particular, they are widely applied in many workplaces and are known to be the components of a successful relationship or friendship. Also, they are commonly used in education. The positive effects of encouragement and appreciation are numerous and, in their level of impact, can work for a short, as well as a long period. Most of us have experienced the effects of appreciation in their lives and could describe them as inspiring, calming, or heartwarming. Overall, appreciation and encouragement tend to produce a very pleasant influence on people and stimulate them to continue moving towards their goals with a changed and more optimistic view of the situation. The latter effect is the most important one when it comes to the use of appreciation and encouragement in education. In this narrative, I would like to share a story about the role appreciation and encouragement played in my personal experience of being a student, and also offer some thoughts on how it changed my perception of learning and self-improvement as parts of an academic environment. Being a Good Writer First of all, I would like to mention that being a student writer can be rather challenging due to a wide range of topics and tasks to complete and numerous requirements that a writer needs to match to produce a high-quality paper. Working on my writing skills and attempting to stimulate my growth as a writer, I focused on developing my vision of what a good writer is. To my mind, one of the main and most important skills a good writer should have is flexibility. I feel that critical thinking is the foundation of a writer’s flexibility as it allows the author to approach various themes and issues professionally and keep an open mind for the provision of an objective evaluation of multiple sides and aspects of a problem under discussion. Personal Experience For me, flexibility is sometimes hard to achieve because of my limited experiences and biases. Fighting them, I often force myself into uncomfortable and unfamiliar topics and kick myself out of the comfort zone of formal and collected approach. Doing so gives me a strange feeling similar to social anxiety when one is terrified of meeting new people and talking to them. After all, my stories are my thoughts. Sharing a unique personal story is like publishing your diary. It makes me shrink on the inside as if I’m letting go of my amour and now can get kicked and hurt by anybody. I guess this fear of criticism is something any writer faces and a logical way of out of this situation would be growing a thicker skin. However, I wonder if someone with a thicker skin could be as sensitive and perceptive to the world around as I want to remain as a writer. An Encouraging Academic Environment Moving on to my story, I would like to mention that I believe that one of the greatest first experiences related to writing
Introduction Alejo Carpentier was a famous novelist from Cuba. He was exiled to Paris where he received strong influence from other surrealists. He was committed to politics of revolution hence most of his novels focused on the irrationality of Latin America, the cultural heritage and its esteemed transformation. Carpentier is one of the greatest writers who have ever existed in Latin America as well as a theorist of Latin America’s literature. Some of his novels include: The lost Steps, The chase, The Kingdom of this World among others. This essay is going to analyze the plot development of the novel The Kingdom of this world. Prologue The prologue of this novel is a text that is widely used as an extract where Carpentier comes up with the term lo real maravilloso. He coined this term after looking at the many occurrences in Latin America that seemed miraculous to them. The miraculous occurrences in Latin America are a direct opposite of the characteristic nature of European folklore which lacked the power of imagination. In the prologue, the reader is also informed of the journey Carpentier made in 1943 to Haiti and the intensive research he conducted as he prepared valid material to write the novel. He also expresses his disagreement of the regarded marvelous evident in surrealist novels because only natural magic existed in Latin America (Carpentier 5) Part One In part one of this novel, Ti Noel narrates the stories that Mackandal who is also a slave like him would tell during the plantation of a master. He would narrate stories full of mythical kingdoms and abnormal characters. Mackandal is a person who is admittedly attractive to black women as well as captivating among men. He suffers un- expected accident on his left hand after being trapped in a machine where his arm is pulled to the shoulder. His condition renders him unhelpful to his master hence he decides to move to the mountains where he discovers magic hidden in secret plants, herbs and fungi. He is joined by Ti noel and together, they are interested in gaining more knowledge about the magical characteristics of the herbs. For Mackandal, it is time and he stops attending the plantation. When the rains are over, he is met by Ti Noel in a cave full of surreal things (Curledup 4). Meanwhile Mackandal gets in contact with the nearby plantations where he orders that cows should be killed using the discovered herbs. The poison kills livestock and Frenchmen making it a widespread disaster. This leads to the death of Lenormand de mezy with many other families losing their members through the same way. Eventually, a slave who is threatened with a gun confesses that Mackandal has magical powers which are the source of the poison. The number of people dying in the plantations is reduced and the natives continue with their normal activities. Mackanda
Edward F. Palm (2003) undertook a serious investigation regarding a well-known book, The Ugly American by Eugene Burdick and William J. Lederer. The book included a series of stories aimed at revealing the real state of affairs and incompetence of Americans in Southeast Asia. The authors claimed to base their stories on real-life characters and events; however, the evidence for that claim is still questionable. Palm held some interviews and analyzed personal documents and letters to shed some light on the writing process and defining what was the story behind it. Palm’s research gave him a reason to argue that Lederer and Burdick’s success “rested on a carefully contrived myth surrounding the novel’s genesis and composition” (p. 176). Palm begins his work with a quote by Mark Twain, stating that the advantage of telling the truth is that it leaves one with less to remember. He ironically refers to the numerous contradictions in information the writers used to share about their work at different times and interviews. According to them, the idea of the book first occurred when the writers met in Hawaii in 1957 and realized they have mutual opinions on the situation in Southeast Asia. Both of them failed to persuade the authorities and media that the Americans abroad are incompetent, indifferent, and ignorant about learning local languages, which will eventually lead to losing the Far East to the Communists. For sure, The Ugly American was a provocative attempt to raise indignation among the public and call the State Department and the Foreign Service to action. Burdick and Lederer planned to write a non-fiction book that, according to them, “would expose the malpractices, the incompetence, and lack of vitality of many Americans representing the United States overseas” (qtd. in Palm 2003, p. 177). However, they did not want to present a book as anti