ShantanuT01/DACTYL-Pretraining huggingface dataset:
Clayton Paul Alderfer was a psychologist who was born on 1 st September, 1940 in Pennsylvania. He expounded Maslow’s hierarchy of needs by integrating it into the existence, relatedness and growth model. He is also the proponent of frustration regression principle. This paper is a critique of Alderfer’s existence, relatedness and growth (ERG) model and its application today in the world of business. Alderfer’s ERG model provides a satisfactory insight of how human beings strive to satisfy their needs for existence, relatedness and growth. He postulates that existence needs are fulfilled by the basic material things such as clothing, food and shelter (Alderfer, 1977, p. 132). Alderfer argues physiological and safety needs are lower in order and classifies them as existence needs. His model places Maslow’s esteem and interpersonal relations into the relatedness category. On the other hand, the growth category entails higher order needs such as self actualization needs. He is also responsible for the frustration regression theory, which explains that if needs high in the hierarchy are not satisfied, then an individual puts more effort to achieve the needs that are lower in order. For instance, if needs such as esteem and interpersonal relations are not fulfilled; the person will put more effort to achieve physiological and safety needs. This is simply because the lower level needs are easier to achieve. Existence Needs These are needs that are mainly concerned with basic survival and are considered as the lowest in order. Alderfer argues that this level of needs must be satisfied before one can think of all the other needs. At this stage, all the efforts are geared towards getting food, clothes and housing. Lack of needs at this level could lead to one becoming very frustrated and out of desperation an individual might employ any means to acquire what he lacks. In extreme cases, an individual may be forced into socially unfit behavior in the effort to achieve the existence needs. For example, one may steal food as a result of going without it for days. This level is very critical and must be satisfied under all means (Miner, 2011, p. 118). Majority of those experiencing this level of needs are the poor people in society. Once this has been achieved, the individual can then think of fulfilling the next level of needs, which is relatedness needs. Relatedness Needs Alderfer model also considered relatedness needs that match interpersonal relations needs of Maslow’s hierarchy of needs. He explained that since people are social beings in nature, relatedness needs are extremely important. An individual will always struggle to achieve sociable relationships with the other people. Relatedness needs arise mainly because it is difficult for any one person to exist alone, there must be coexistence in any society. For example, a shopkeeper needs customers to buy his products otherwise the shop may be forced to close down. The ability to acquire loyal custo
Introduction to semantic roles Semantic roles are parts that participants play in certain circumstances (Dang & Palmer, 2005, p.42). They express the relationship that a constituent has with the rest of the clause. The main verbs in a clause are normally responsible for expressing this relationship. Semantic roles include; agents, patients, location, instruments, causer, experiencer, theme, benefactee, source, and goal (2005, p.43). An agent is the participant that the verb describes as doing or intentionally causing something (Gildea & Jurafsky, 2002,p.249). Kim ate the food hurriedly. The boy hit the wall . In the sentences above, Kim and the boy are the agents. Kim does the act of eating while the boy intentionally hits the wall. The causer, on the other hand, is the participant that the verb identifies as causing something but not intentionally (Gildea & Jurafsky, 2002,p.250). In the examples shown below, the stone does not have any intention to destroy the house; neither does the fire in burning the crops. The stone destroyed the house. The fire burnt the crops . According to Gildea and Jurafsky (2002, p.250), the instrument is the medium which the agent uses to carry out the action the predicator denotes. The bat in the sentence below is the instrument. Humphrey hit the ball with a bat . The experiencer is the participant who is aware of something or experiencing something. This participant is normally animate and unintentionally perceives sensory stimuli or state of mind (Gildea & Jurafsky, 2002, p.251). The student felt uncomfortable in church . The student unintentionally feels bad while in church. The patient is the participant to whom an action happens (Gildea, & Jurafsky, 2002,p.249). The action that the verb denotes affects the patient. In the sentence “The boy hit the ball,” The ball is the patient because the action of hitting affects it directly. Gildea and Jurafsky (2002, p.249) define a theme as the participant whom the verb describes as being dynamic or in a state or position. “Post” is the theme in this sentence. The post rolled into the river . The Recipient is an endpoint of the act of transferring an item (Gildea & Jurafsky, 2002, p.249). John is the recipient in this sentence. He receives a letter from Amos. Amos sent a letter to John . The Benefactee is the participant who benefits from the results of an action (Gildea & Jurafsky, 2002, p.249). John is a benefactee in this sentence. John benefits from the act of buying the shirt. I bought a nice shirt for John . Location is normally a noun phrase that specifies the position of an item (Gildea & Jurafsky, 2002,p.250). A location verb normally accompanies the agent in specifying this position. In the sentence, “Jim put his books on the table.” “Put” is the verb of location while the table is the location. The source is the participant from which motion originates. It is, therefore, the starting point of a movement or action (Gi
Over several decades, scientists have continuously searched the universe for planets with the potential of supporting life (Silverman 1). In the Solar System, however, the Earth is the single planet located in the habitable zone of the star and offers the ‘just right’ environment for life to originate and develop (Science News 1). Consequently, research findings indicate that Mercury and Venus are too hot to support life while Mars and the outer planets are too cold for life (Science News 1). The Earth, unlike several planets, has liquid water, life gases and appropriate quantities of sunshine that allowed the origin of living thing (Science News 2). As a result, the Earth can be considered suitable for investigating the factors that make a planet habitable. Characteristics of a Habitable Planet The Solar System Over several years, scientists have constantly searched for habitable planets in the universe, but the Earth remains the ultimate known habitable planet (Kazan 1). The Solar System is characterized by small rocky (Terrestrial) planets such as the Earth and giant gaseous (Jovian) planets such as Jupiter. Currently, there are 53 planetary systems that as confirmed by relevant scientific research findings (Wikipedia 1). Mercury has a rocky surface without water and atmosphere while Venus has extreme temperatures (482 o C) that would not support any known form of life (Universe Review 8). On the other hand, Mars is a dry, frozen desert which does not have the potential to support any known life form (Universe Review 8). In comparison, the Earth is the right planet for life because of the presence of liquid water for life, an atmosphere for warmth, and the correct weight for sustaining tectonics. Since liquid water is an excellent solvent in which life can originate and evolve, other planets must contain liquid water to allow for life development. The presence of liquid water on the Earth’s surface explains its diverse life forms and differentiates it from the rest of the planets in the Solar System. According to relevant research, the habitable zone could be extended significantly as a result of the greenhouse effect (Eponline 1). For instance, the habitable zone around a Sun-type star extends from nearly 0.95 to 1.4 AUs. A smaller a
Thesis For over about 30 years, it has been noted by many experts that there has been a great advancement towards the African American community. With many accrediting the American civil rights movement, which was considered to have helped improve the quality of life of the under represented minorities who mostly were many African American citizens. This paper presents the summary of the success of the African American rights movement (1950-1970) which resulted to the passing of the Voting rights Act in 1965 bringing about a significant change in the American social political and cultural practices. The movement was started with the aim of eliminating racial discrimination of the African Americans (Carey 2009). The success of the movement African American Rights is term that has been used to refer to Civil Rights Movements, which described a series of events that ranged through the 1950s, 1960s and the 1970s. Civil Rights Movements came to be described as the concept which brought about equality for the black Americans and people of other races in the United States of America (Herbert 1984). The African Americans got involved with the movement in pursuit of equality and equal access to all subjects of American life. For a long time, the African Americans together with people from other cultures had been subjects to discrimination with the efforts of these local people in trying to ensure that the U.S. was in line with the ideals of the declaration of the independence of the American people including the amendment of the Fourteenth Amendment (Szulhan 2009). The principle or policy of the movement was to stand for the basic rights which included the right to eat, live and study anywhere one chose to. The movement attracted thousands of people who participated in many different ways. There are those who become leaders Martin Luther king Jr., Thurgood Marshall who made endless effort to win the historic case Brown vs. The Board of Education of Topeka when the court ruled in his favor stating that it was unconstitutional to have segregated schools among other great people like Andrew Jackson Young, Rosa Parks (Gretchen 2001). In 1950, the African Americans sat only in certain parts of public buses in one incidence, Rosa parks was asked to give up her seat on a bus to a European. She refused claiming she had undergone a hard day at work and was tired and her refusal led to her arrest this resulted to too many people getting furious. It was during this era that the status quo was challenged (Dowd 2005). In 1960, gradually the African Americans achievements begun to be recognized national as African American writers, musicians, actors got to find a way in which they shared their experiences to a multitude number of audience. This is where the plat form for civil right movement was established which resulted to wave of change ending segregation practices and securing equal treatment for African Americans. The fundamental changes that took place in the 1960s led to African American being entitled to vote and the radical reforms were carried over in the 1970s (Smith 2003). One of the debated topics was that of women
Men and women are known to be wired differently in terms of communication. Such gender differences are solidified in their lifetime as they are treated differently from birth. These differences may be one of the major root causes of most miscommunication between the sexes. Maltz and Borker (1982) proposed the Sociolinguistic Subculture Approach. They explain that boys and girls grow up in essentially different talk subcultures resulting from the differing expectations parents and peers direct toward them about acceptable ways to talk. As early as two years of age, children classify themselves and other people as belonging to one of two genders. By age three, girls develop skills at talking earlier than boys and these talking skills are utilized to explore relationships with others. They are more likely than boys to deploy language strategies that demonstrate attentiveness, responsiveness, and support (Leaper, 1991). They develop intimate relationships by selecting a “best friend” and use language to find common ground with that friend. Boys at the same age are not as verbal. They use more strategies that demand attention, give orders, and establish dominance (Leaper, 1991). They engage in group activities with other boys and test out their ‘high’ and ‘low’ status roles: “I’m the leader”, “you follow me”, etc. They establish positions among the group and they are apparently louder, more physical and less verbal than girls (Rasquinha & Mouly, 2005). By the age of 7, children have acquired gender constancy (Kohlberg & Zigler, 1967) and knowledge of gender-role stereotypes (Huston, 1983; Martin, 1989). As they transition to middle childhood, interaction strategies become more gender-differentiated. Whereas girls become more competent in collaborative strategies, boys stick to their reliance on domineering influence strategies. Deborah Tannen (1990), a professor of linguistics, theorized that as adults, men and women reproduce such behavior patterns. Men engage in ‘one up’ strategies to position themselves in groups and women use talk to build harmonious relationships with each other (Rasquinha & Mouly, 2005). Men focus on facts instead of feelings while women are the opposite. They expect their feelings to be acknowledged and supported. “Women speak and listen for a language of connection and intimacy. Men speak and listen for a language of status and independence” (Rasquinha & Mouly, 2005, p.10). The literature indicates that women’s communication characteristically includes more intensifiers, implied imperatives, tag questions, politeness, wordiness, allowance of interruptions, disclaimers, qualifiers, and hesitations than men’s language (Eakins & Eakins, 1976; Hewitt & Stokes, 1975; Pearson, 1985). Linguistics research confirms that women are more fluid with language and that women pay more attention to listening – for facts A
Introduction This budget is for a project, OneCard, of the University of New York. The university will implement OneCard that is linked with various departments. Being a medium sized organization, the university will have a division OneCard. The division will consist of about eight trained staff members in matters of management, maintenance and technology. This Budget will assist universities to plan out what areas need to be controlled in terms of cost of the project. This way, when the time comes for the actual results the management will be in a better position to evaluate which costs are out of place and why they are so (Schonberger, 26). Investment Requirements and source of financing The rationale in establishing OneCard in the university is to improve services offered to students and increase revenue for the university. For this kind of investment, an amount worth US$22,350 should be enough to begin with. Of the total investment required, the bulk or approximately 40 percent or US$9,000 is earmarked for magnet card detectors equipment. The third largest capital expenditure goes into the purchase of the necessary computer hardware and server, software and licenses. The next major capital expenditure is the copy machine, which is estimated to cost roughly US$2,000 to acquire or 18 percent of the total budget. The table below shows the breakdown of the capital expenditures for the proposed OneCard. Estimated Capital Expenditures Operating income and expensesThe university will finance the whole amount of the investment. The students will incur costs of new card as well as their replacement. The other possible financing strategy for the OneCard, project, is to require items on credit. This allows the university to conserve its cash resources since it does not need to pay for the equipment outright. As a basis for its operational viability, the OneCard will adhere to a conservative sales forecast as reflected. In particular, the OneCard, project income and expenses projections, three operational assumptions will be made namely the projected number of students and number transactions carried out per day or per year. Operational indices will eventually be used to calculate the projected gross revenue to be generated by the OneCard project. Using the above mentioned assumptions, the total number of online hits to be generated by the network amounts to 62,500 during the first year of operations. By the fifth year, the number of hits for the neat is projected to rise to 89,000. At 30 percent capture rate, the estimated gross sales for the first year would amount to roughly US$1million. By the fifth year, annual turnover is forecasted to increase to US$2.27 million. Revenue Forecast for the Proposed OneCard                          Year 1   Year 2   Year 3   Year 4   Year 5      Number of online Hits    620,500  692,800  763,500  830,000  890,000,000 Average US$ per hit      0.7      0.7      0.8      0.8      0.9         Estimated gross revenue  434,350  484,960  610,800  664,000  801,000      After t
September 2019 was the beginning of a natural disaster for the Australian continent that affected not only humanity but also the environment. Mass fires continued for almost six months on the territory of the country, which destroyed the region, commensurate with the area of some European countries. In a few months, the fires became visible even from space – satellites, together with the fire, could distinguish a plume of smoke that reached New Zealand. The purpose of this essay is to analyze the consequences that occurred after the Australian fire of 2019-2020. Natural fires are quite typical for tropical and subtropical climate zones. However, Australia’s unusually early and intense season of fires was caused by record heat and drought for several years (Nolan et al., 2020). The fire was triggered by human-induced climate change, from which Australia is particularly hard hit. In December, the situation reached catastrophic proportions: in addition to the high temperatures, there were strong gusts of wind, which only helped to spread the fire. This situation has been detrimental to human communities, with studies pointing to increased inflammation in residents (Main et al., 2020). First, the Health Department of the region recommended that residents and visitors should not leave their homes, and later, a large-scale evacuation of the population from danger zones was organized (Nolan et al., 2020). If settlements were not covered by fire, they were almost certainly left uninhabited and cut off from infrastructure. Forest fires had a devastating effect on natural ecosystems on and off the continent. Australia has the world’s fourth-largest forest area with high biodiversity value because of its geographical isolation (Jager & Coutant, 2020). These areas are particularly important for animals that live only in unique forest ecosystems, such as koalas and rocky tail kangaroos. Environmentalists at the University of Sydney have estimated that over a billion animals have been killed since September ( More than one billion animals killed , 2020). The damage is likely to be irreparable, as entire species could hav
Introduction Physical environment where people live and grow up is certainly one of the main sources of factors that affects directly or indirectly development of a person through various development stages (Richardson 2000). For instance, natural calamities such as Hurricane Katrina which occurred in New Orleans interrupts with peoples lifes in a manner that adversely affects their social, biological, psychological, psycho-social and cognitive development of different-aged people. Patrick is one of the people whose lifes were interrupted with by the deadly Hurricane Katrina. This calamity forced him to live temporary in Texas from where they later moved to New Jersey before going back to New Orleans three years later. Patrick is twelve years old and he has serious behavioural problems that concern not only his parents but also his teachers who have already alerted his parents to be vigilant especially when their son is at home. The purpose of this paper is to discuss how Patrick’s cognitive, social, psychological and psycho-social development problems can be solved in order to heal his behavioural problems at home and in school. Background Human growth and development occurs through different stages during a person’s lifetime from conception till when he or she dies. Late childhood and early adolescence are some of the developmental stages that are characterized by a lot of social, biological, psychological, psycho-social and cognitive changes in a child’s development. The intensity and sudden change of children behaviour, temperament and personality during this development phase explains most of parents concerns and fears during therapeutic consultations. Parents often report that their recently calm and contained child is no longer as reasonable or reliable as they were just a few months before. At this particular growth and development stage most children’s sense of self begins to come into shape amid various psychological, psycho-social and cognitive changes that the child is not aware of and does not understand (Meggitt 2006). Some feel that they are grown up enough and should be free from their parental control and guidance. In other words, they start clamoring for freedom of choice. One of the factors that control these changes is the cognitive development of a child (Meggitt 2006). Cognitive changes result in more than just conflicts of interests between early adolescents and their parents. These changes occur against a given background of external factors such as peer pressure and childhood exposure to traumatic experiences like the one Patrick encountered through Hurricane Katrina when he was still a child. This can be worsened by socio-economic challenges and problems that Patrick and his family are facing currently. Such an encounter brings the child a lot of frustrating and painful experiences and if it is not immediately and