ShantanuT01/DACTYL-Pretraining huggingface dataset:
Skills that make teachers effective Teaching is a task that can be entrusted to any determinant person. Teachers should be passionate about their job. This can motivate them and hence make them achieve success in their teaching profession. Most developed countries have many educated persons because most teachers in these countries use effective teaching strategies to their students. Some of the effective teaching skills that one can bring to the 21 st Century classroom include good communication skills, student-teacher engagement, and giving room for individualized learning among others. In this case, a teacher becomes successful if he or she is capable of creating a rapport with his or her students. This can help him or her connect easily with the learners and feel their needs on an individual level. Good communication plays a significant role in ensuring that students and teachers understand each other well, both inside and outside classrooms. Through good communication, students can comprehend everything that teachers present to them. A teacher too can tell whether his or her students get what he or she puts across, and hence make rectifications where necessary. It is also critical for educators to get their students engaged. This may include involving students in social but educative activities such as games and humour among others. Nevertheless, teaching should be student-centred. Teachers should try as much as possible to relate their teachings to the immediate real environment. Effective teachers also need to incorporate relevant doses of humour in their teaching, which can help students gain confidence in their work. To be an effective teacher within the current century, one needs to act and not to react. This can create good relations with students; hence improve their performance in studies. An effective teacher has to be precise and clear when giving out instructions. To make things different from the obvious routine, a teacher needs to give room for individualized learning. Students have different learning abilities, particularly with regard to the speed of grasping various contents taught in class. Putting all these into consideration, a teacher can do his or her best to attend to each learner in their class. A teacher has to give a positive feedback to his or her students whenever they do a good job. This encourages them to do even better. Moreover, a teacher has to involve students in making decisions. They should love their job because this can make them very determined in educating students. Reasons to educate in Virginia One would teach in Virginia because of the desire to join the best quality and diverse teachers that will enable him or her to add to his experiences and qualities. Th
What are the most appealing ideas expressed by the author(s)? Assessment is one of the most important parts of the educational process. It is usually performed by the educators and thoroughly prepared. Assessment and grading are highly responsible activities, and the teachers require specific knowledge and training in order to be able to create and deliver the most accurate, appropriate, and successful assessments. Chappuis, Commodore, and Stiggins emphasize that assessment cannot be separated from the instruction. To be more precise, assessment and instruction are two stages of the same process, and the former drives the latter. Practically, the educators are to use assessment as the method serving to collect data about the learners’ academic success, achievements, proficiency, and problems. Further, based on this data, the instruction is formulated and delivered. One of the most appealing ideas of Chappuis, Commodore, and Stiggins is the addition of the students to the assessment process as self-assessors. This approach makes the learners much more independent and autonomous as academic performers. It adds it provides the teachers with more resources for a successful assessment. However, teaching the students how to assess their own performance, progress, and problems is quite a complicated task because it requires a high level of emotional maturity and critical thinking from the learners. Moreover, the students’ self-assessment is only going to be successful when there is a desire to improve and actually work on their weaknesses and strengths. In other words, to add learners as self-assessors, a teacher is to first prepare them and help them develop such skills as critical thinking while keeping them motivated about education. What are the implications of the ideas in the book for you as an educator? As an educator, I became inspired by the ideas presented by Chappuis, Commodore, and Stiggins. At the same time, I realized that the authors’ perspective encourages educators to raise the bar much higher. I believe that the main implication for educators is the need to loosen up control over the classrooms and grant more autonomy to the learners. After all, the world has been changing rather fast recently, and it surely moves towards more independent education with the students in control of its various aspects. In other words, the learners become more independent and become able to impact the learning process, direct it, and regulate their own performance and success. Giving up the authoritative approach may be challenging for some teachers because, for decades, it has been quite an autocratic field where the teacher was the only source of instruction and direction. Today, professionals such as Chappuis, Commodore, and Stiggins encourage other educators to change their habitual ways and bring more freedom to education and learning. This idea may sound easy to accomplish, while in reality, it is filled with versatile challenges in the spheres of classroom management, work organization, time management, allocation of resources and materials, select
Introduction This documentary explores the phenomena of bioluminescence and biofluorescence, describing the various species that possess these features. The film also addresses the use of these characteristics both in the wildlife and in the lab and discusses the possible benefits for humans. Bioluminescence There are very few species with a bioluminescent feature living out of the water. The dark waters of the ocean, however, conceal hundred thousands of species of fish and other organisms that possess this characteristic. The depths of the ocean are not sufficiently explored by the scientists yet, which makes the bioluminescent creatures even more puzzling. There are many various uses for bioluminescence in the animal kingdom. For instance, some animals use the light to navigate and to hunt, some use bright flashes of light to blind and confuse the predators when under attack, some use light to hide from predators by mingling with the sunlight coming through sea water, and some use light to stand out and to attract the opposite sex for mating. Biofluorescence Biofluorescence, on the other hand, is only found in species living in shallow water, as this feature requires special conditions to present. For instance, the absorption of light can only happen when the water filters the sunlight down to single blue wavelengths. One of the applications of fluorescent genes could be to light up the neurons in the brain to understand the workings of the neuron network. Other uses involve detecting the pollution, creating bioluminescent trees that could be utilized as a source of light, and even making fluorescent ice cream. Conclusion Overall, bioluminescence and biofluorescence are two very intriguing evolutionary features. It is important for the scientists to continue the studies to find a way to use them in the research or treatment of the human body. Works Cited “National Geographic | Creatures of Light – Documentary 2016 HD 1080p.” YouTube , Web.
Rape shield laws are aimed at defending the victims from a sexual misconduct. According to these laws, sexual history and reputation of a victim should not affect the current prosecution for rape. They limit the ability of the defendant’s counsel to introduce the facts concerning the previous victim’s conduct as evidence for the particular trial. However, there are several exceptions for these laws that give defence attorneys an opportunity to get around them. When the probative value of previous sexual behavior of the victim significantly outweighs the possible harm for the victim, the victim’s sexual history can serve as evidence for the trial. Such cases exist both in criminal and civil cases. According to the Rule 412(b)(I), there are three exceptions for criminal cases (Center for Innovation in Legal Education, 2012). First of all, it can be proved that the physical evidence came from someone else. Second, if the victim was previously in a sexual relationship with the defendant, an argument of a probable consent can be offered by an attorney. Third, the exclusion of evidence can violate constitutional rights of the defendant, such as the right of a criminal defendant to confrontation. For civil cases, there are also exceptions for which the probative value outweighs the danger and unfair prejudice towards the victim. According to the Rule 412(b)(2), if the victim has previously put their reputation to controversy and introduces the facts proving it, it can be brought as evidence in the case. Crystal Mangum’s case of 2006 can serve as an example of false rape allegations. Crystal’s attorney has conspired false evidence with a DNA lab director (BBC, 2013). The evidence proved that Crystal, an exotic dancer, was raped. Thus, Rule 412(b)(I) could be applied in this case, if it was proved that the evidence was fabricated. The exceptions from the rape shield laws could have helped an attorney to prevent false accusation in a rape.
Since Ethnography is a broad area of study, a lot of data collection is involved. The various ways of data collection in ethnography are through interviews, observation and questionnaires. Ethnography mainly aims at describing, in written form, those things being studied (Heider 20). In the book ‘Mad Dogs, Englishmen, and the Errant Anthropologist (fieldwork in Malaysia)’, Douglas Raybeck the ethnographer had to learn the culture of the society. He did this through fieldwork and observation as the major methods. For purposes of effectiveness and success in the study, he had to live in the society as an active participant and not merely as a simple observer. This enabled him to first be accepted in the society as a member and learn their language through creation of friendship. This however is never an easy task since one has to always go beyond his means to persevere with a lot of patience in order to obtain positive results (Raybeck 5). The techniques used to collect information by the ethnographer had resemblance with those mentioned in the book ‘Thinking like an Anthropologist’ on the list beginning on page 71. The ethnographer first did participant observation, then went ahead to do some interviews. The interviews done were both semi-structured and unstructured. Semi-structured meaning that it used open and closed questions covering the available study topics while unstructured meaning that it strictly used the open questions which encouraged some discussion between the interviewee and the interviewer. The last technique used by Raybeck is collection of texts and artifacts used by the community in their daily activities. In addition to all the field work that Raybeck the ethnographer has done, he has supplemented it with other sources of information. The common one used is the secondary information source. This is whereby the ethnographer went ahead with research on the culture he is studying using books written by others on culture and the internet (Raybeck 30). In the entire work, there are a lot of things involved before the ethnography is completed. This therefore does not favor any form of working without help from others. The ethnographer is helped in the collection of texts and artifacts from the vast societal land. He is also greatly helped in carrying out of his interviews. He also received some help especially in the distribution and collection of questionnaires and the mobilization of the entire community. In the entire study carried out by R
There is much talk about the problem of racial discrimination. With the election of Barack Obama as the President of the United States, Americans were confident that the racial problem had been fully considered. The main focus of the book Colorblind: The Rise of Post-Racial Politics and the Retreat from Racial Equity by Tim Wise (2010) is the existence of racial problems in the world. Tim Wise (2010), one of the best speakers in the United States of America, says that even though the President states on the colorblindness society and he is sure that racism is combated and there is no racial discrimination in the country, it still exists. In other words, people believed that the election of Barack Obama, the representative of the Afro-American nation, would solve a number of problems connected with racial inequality. In reality, the problem remains unsolved and, according to Tim Wise (2010), no one even tries to solve it as the authorities believe that the problem does not exist. Obama told the delegates in one of his speeches that, “There is not a liberal America and a conservative America; there is the United States of America. There is not a black America and a white America and Latino America and Asian America; there is the United States of America” (Obama in Anderson, 2008, para. 3). The problem started in the book by Tim Wise (2010) is essential as people should know that racism takes place and the information about the post-racial period is ungrounded. Wise (2010) also believes that racism is institutionalized in the United States of America and no one pays much attention to the problem because it is impossible to do anything within the bounds of current policies. The author’s opinion is persuasive. It is possible to understand his position while reading the book. The examples Tim Wise (2010) highlights are really catching and make people deep in thought. Discussion To confirm the idea that racism still exists and the information about the post-racial era is ungrounded, the author uses a number of real examples and supports those with obvious facts. The first point that should be discussed is the idea that Post-racial liberalism is inadequate for remedying persistent racial inequities. Because those inequities are themselves too often the result of racial discrimination and race-specific injuries perpetrated by whites against people of color – and not, as post-racial liberalism insists, the result of race-neutral economic or cultural factors – applying “universal” solutions to said inequities will likely fail to fully ameliorate them (Wise, 2010, p. 17). The author supports his idea by means of examples from the life of American society. The idea of post-racial liberalism is not something new. The notion has been used long before, but Obama tries to insist that post-racial liberalism is what people can experience now. Dwelling upon the universal policies directed at people of color and aimed at helping those in the following spheres of human life, health care, job search, and education, the President remains blind. All those attempts are unsuccessful due to a number of reasons. The social perception of
Introduction One of the main preconditions for just about any woman to be able to become an accomplished feminist writer is her ability to directly address its subliminal anxieties, regarding the issues of sex, violence, and social oppressiveness. In plain words, female-writers, concerned with promoting the feminist agenda, must be capable of overcoming a variety of different cognitive and perceptual restrictions, imposed upon them by the male-dominated society – even at the expense of challenging the provisions of conventional morality. In this paper, I will explore the validity of the earlier suggestion at length, in regards to the semantic motifs, contained in my rewrites. I will also elaborate on what I believe accounts for the discursive significance of the deployed literary/stylistic techniques. Body of the paper Probably the most despicable aspect of patriarchal oppression, to which women have been traditionally subjected, is that even today men are being encouraged to adopt a patronizing attitude towards the representatives of a ‘weak gender’. This is exactly the reason why they tend to refer to women as utterly emotional beings, incapable of addressing life-challenges rationally. The validity of this statement can be well illustrated in regards to how women are usually being represented in the male-chauvinistic works of literature. As Cixous noted, “Male writing… obscures women or reproduces the classic representations of women (as sensitive-intuitive-dreamy, etc.)”. 1 Therefore, while working on the first rewrite, I made a deliberate point in advancing the idea that, just as it happened to be the case with men, women are fully capable of rationalizing the observed emanations of the surrounding reality in an unemotional and even cynical manner, “I am a banker, I deal with clients’ money a
Background The Dabhol Power project was controversial from start. This came at a time when India opened the power sector to foreign direct investments. In an attempt to attract investors to finance the sector, Indian officials visited US to seek investment and technological resources for the sector. During this visit, Enron officials expressed their interest in commissioning a private power plant. In June, Enron official visited the site in India. The project cost amounted to US$3.1 billion. There was hurry in signing the agreement for the cost of the project. “Neither central nor state government engaged independent technical assistance or conducted a financial appraisal of the project and the main contract was concluded without competitive bidding of any kind” (Custom Book, 2011). Two months after signing the contract, Enron submitted a comprehensive implementation proposal. According to the proposal, execution of the project was to be in two phases. Phase one involved construction of 695MW gas fired power station. Phase two involved construction of additional 1,320MW gas fire plant. The total capacity of the plant was to be 2015MW. In May 1999, completion of phase one occurred. The Maharashtra government proposed to stop the project because the power produced was too much expensive. Maharashtra State Electricity Board defaulted on payments to Dabhol Power Corporation. These problems continued for some time. Thereafter, the board of Dabhol Power Corporation authorized the management to terminate the contract any time (Custom Book, 2011). This treatise discusses the inherent risks in the project. Risk Breakdown Structure Risk management is necessary before and during execution of a project. The process of risk management attempts to identify and assess risks. This process allows for clear understanding of risk and effective management of risk. A project manager needs to mitigate risks so as to ensure success of a project (Hillson & Simon, 2007). A project manager can use various models to assess risk of a project. According to Hillson (2002), risk breakdown structure is a “source oriented grouping of project risks that organizes and defines the total risk exposure of the project. Each descending level represents an increasingly detailed definition of sources of risk to the project” (Hillson, 2002). Therefore, this structure breaks down risk in various categories. Risk breakdown structure for the Dabhol Project is as shown below. Table 1.0 Level 0                         Level 1                                                                   Level 2                                                               Level 3                                                                                                                                                                                                                       Political instability
Missionary work in 16 th and 17 th Century Japan was marred with incidents of persecution. Different sources ascribe these persecutions to a number of varying reasons. In the article “Myth, Missions, and Mistrust: the fate of Christianity in 16 th and 17 th Century Japan” John Nelson writes about the missionaries’ movement in Japan. He claims that the missionaries misread and misunderstood Japanese culture and authority, which lead to their expulsion and persecution. This paper shall review three research sources that examine the factors behind the failure of missionaries in Japan in the 16 th and 17 th Centuries and explain the reasons for the subsequent persecution of missionaries. In a prior article, “Myth, Missions, and Mistrust,” John Nelson briefly states that Buddhism monks interfered with the politics in Japan in the 16 th and 17 th centuries. This resulted in them being persecuted extensively by the ruler Nobunaga. When a new power took control of Japan, the situation was reversed in favor of the Buddhism monks. Some of these monks became the advisors of the Shogunate and passed judgment on Christians. The article “A 17 th Century Buddhist Treatise Refuting Christianity” by Pinto dos Santos gives in-depth information on the relationship that existed between the Buddhists and Japanese authorities. The Buddhists’ attitude toward Christians has also been articulated and the extent to which the Buddhists were responsible for the persecution of missionaries in the 16 th and 17 th century highlighted. To begin with, Santos claims that Christians brought a profound and undeniable impact on Japanese society. As a result of this, they were seen as a threat by the already existing religion—Buddhism. The author reinforces this