ShantanuT01/DACTYL-Pretraining huggingface dataset:
Whether Antigone and Griselda have anything in common There are numerous things shared commonly by Antigone and Griselda. These have made their compositions to attain prospected objectives. Firstly, these characters were brave enough to defy the aspects of masculine authorities as evident in the Antigone’s context. It is evident that women can also fight for their rights tirelessly despite the challenges. Through this, they can posses a considerable place in the society. It is important to agree that several women have portrayed credible characters to fight for the reformations demanded in the concerned societies. This is evident upon comparing Antigone with Griselda in the contexts of their set-ups (Franklin 96). Both characters endeavor to motivate women with the impression that they can also attain their fair shares in the society. However, they have to go against the odds and change their behavioral trends. Women should not sit back and rest expecting to realize any change. It is their mandate to support each other and fight a consistent battle against the masculine domination in various societies. This will create the demanded changes prospected earlier. Since both characters are representative of women in various contexts, it is important to agree that they had numerous things in common with respect to how they displayed their concerns. This is a critical provision when considered critically. Additionally their roles in the society including the chores assumed in this context depicted various similarities in the entire contexts. It is from this concern that the entire commonalities between Antigone and Griselda lie. This is a critical observation when considered perilously. The needs to have equality and considerable roles are conspicuously evident in this context. This has allowed the entire narrations to possess considerable similarities in various contexts. The outcry demonstrated by both characters is equally similar when considered critically. Each character has massive desire for critical reforms in the lives of women and other characterizing features. This has rendered the entire phenomenon credible. Having been influenced by the last story of Decameron, there are various similarities noticeable amid the two factions. For example, the inception of Griselda was influenced by the values presented in the stories of Decameron. This is an important provision when scrutinized critically in this context. Another notable similarity in this context is the aspects of unity and philosophical outlook demonstrated by both characters. It is critical to consider various prospects of this concern in order to unveil the exact commonalities amidst the two factions. This forms the basis of this section of the paper. What kind of women are they? The kind of women depicted by these characters is evide
Abstract The research paper uncovers the determinants of individuals who choose to be teachers, questionnaires were used to produce evidence which was collected and analysed, some factors were identified as having influenced the choice of teaching as a career and this included social and economic factors. The study found out that key determinant of individual likelihood to choose a teaching career was family background, financial incentives such as the salary and other benefits, it was also evident that career choice was also motivated by other intrinsic rewards that individuals would gain in the process, also the perspective that low pay and low job status was not a factor that would deter those who wanted to chose a teaching career. Introduction The main aim of this research was to identify determinants of an individual to choose a teaching career. It examined the influencing factors of family background, the values that people attached to the teaching job and their own perceptions of their job. The research data was to be collected using a research questionnaire which was prepared and pre tested to check whether it was biased, the sample was randomly selected and the questionnaires were mailed to the correspondent wand after the questionnaire was returned data was compiled to undertake statistical inferences. Policies measures to increase teachers assume that the number of teachers can be increased by increasing the rewards and salaries monetary incentives, this assumption is relevant in the short run, however it is evident that choice of career is largely influenced by socio economic factors and at the same time cultural background. The Social determinant differs from the other factors in that they are longer term while economic factors are only short term determinants. Teacher’s career choice is also believed to have been influenced by what the individual’s value in the job and their perceptions of the teaching career, this research paper is therefore aimed at identifying these factors and how they have influenced career choice in the society. Method The study involved three respondents from a local school, the sample was randomly selected from the teachers list of the school and permission to undertake the research was obtained from relevant authorities, a mailed questionnaire was sent to the respondents who were expected to return the complete questionnaire within two days. The questionnaire was to collect information regarding the individual’s background, education level and after the questionnaire was prepared it was pre tested to check whether it was biased, and after verification the questionnaires were mailed to the respondent and the information collected and compiled to undertake statistical inferences. Findings Of the three indivi
Industry Size Saudi Arabia is a global net exporter of oil and oil products. In addition, the country has recently emerged as one of the leading producers of petrochemicals. Currently, the Kingdom of Saudi Arabia exports these products to more than 100 countries (Kuwait Finance House [KFH], 2013). Around 7 percent of the basic global petrochemical products in the world originate from the Kingdom of Saudi Arabia. In addition, 70 percent of petrochemicals produced by the Gulf Cooperation Council Members (GCC) come from the Kingdom of Saudi Arabia (KFH, 2013). According to Al-Mady (2006), Saudi Arabia has vast reserves of associated and non-associated natural gas. The natural reserves are estimated at around 200 trillion standard cubic feet. Consequently, the gas constitutes a major element of industrialization in Saudi Arabia. It provides fuel and feedstock for numerous petrochemical complexes in the region. Modern facilities based on state-of-the-art technology provide the foundation for these petrochemical factories. The Saudi Basic Industries Corp (SABIC) is ranked among the top 25 diversified petrochemical companies in the world. It is one of the leading exporters of petrochemicals (Al-Mady, 2006). In addition to petrochemical products, Saudi Arabia also ranks among the leading exporters of fertilizers in the world. Other notable petrochemical companies the kingdom include SABIC, Sipchem, SAFCO, NIC, Yansab, APC, and SPC (Al-Rajhi Capital, 2013). Industry Products The petrochemicals production chain is very complex in nature. The raw materials or feedstock are basically in liquid or gaseous state (Al-Rajhi Capital, 2013). Gas products include, in most cases, ethane. On their part, liquids usually include natural gases like propane, butane, and naphtha. Natural gas liquids are derived from associated elements, usually by-products of the process of crude oil production (CHEManager Europe , 2011 ) . Naphtha is derived directly from crude oil. On its part, ethane is generated from either associated or non-associated gas products (Office of the Chief Economist, 2009). The raw materials generated from crude oil or related byproducts are broken down to produce other basic commodity chemicals (basic petrochemicals). The building block chemicals produced include propylene, ethylene, and butadiene. Others include xylene, toluene, and benzene (Al-Rajhi Capital, 2013). Normally, butadiene, ethylene, and propylene are commonly called olefins. On the other hand, xylene, benzene, and toluene are referred to as aromatics. Among the basic chemicals, ethylene constitutes the most common one. It accounts for 40 percent of global basic chemicals capacity (C
Napping which is common among many people, regardless of health condition has generated some discussions regarding its value. Its complexity has attracted the interest of several doctors; psychologists and other scholars who have aimed to ascertain causes of napping as well as its impact on the cognition. Napping is prevalent especially among older individuals. Against this backdrop, this paper critically analyzes napping by assessing the benefits and drawbacks of napping and its possible impact on cognition. Discussion Causes of Napping Although the exact reasons for napping have not been fully understood, Stickgold and Walker (2009) support the view held by other scholars that genetic, molecular and psychological processes take place during sleeping. Since many studies have reported frequent incidence of napping among older than young adults, it is thought that the prevalence of napping among adults increases with age. Several factors have been linked to napping, such as recuperative need or prophylactic strategies that are manifested before or after loss of sleep, as well as appetitive need (Ficca et al, 2010). Stickgold and Walker (2009) indentified three types of napping in work related environment: a) operational napping which is during working hours; b) prophylactic napping due to sleep deprivation anticipation; and c) compensatory napping due to sleep deprivation (Stickgold & Walker, 2009). These factors can be attributed to napping in work places. Among the older, Ficca et al. (2010) hypothesized that daytime napping can be attributed to age related reasons, disturbed or inadequate night sleep, lifestyle factors or psychiatric and co-morbid illness. However, they did point out that evidence supporting the direct contribution of these factors is inconclusive, since napping and the aforementioned factors could have bi-directional causality effect. Benefits of Napping Napping is a prevalent phenomenon in all walks of life. Although the benefits of napping have not been conclusively documented, psychologists argue that frequent napping has many unprecedented benefits. Studies have revealed that people who nap frequently are likely to have more benefits than those who rarely nap. According to Kerkholf et al. (2011), a nap of 7-10 minutes increases alertness because it permits rapid inhibition dissipation in weak active cells that cause sleep switch. This phenomenon is where the brain cells responsible for wakefullnes inhibit cells that cause sleep and vice versa. Napping therefore, has been known to cause rapid inhibition of sleeeping cells thus causing alertness. Kerkholf et al.(2009) futher assert that napping are useful preventive and operational strategies which when used prophylactically, can incresd performance and alertness during prolonged wakefulness subsequent periods. Stickgold and Walker (2009) hold that prophylactic napping taken due to sleep deprivation anticipation can potentia
Technology is a subtle tool for enhancing the effectiveness of various societal systems. In education systems, integration of ICT technology may incredibly aid in shifting learning from the teacher-centered to the student-focused one. In this context, integrating ICT technology into learning coupled with teaching calls for school leaders to focus their strategic leadership efforts on organizational improvement (Kozma, 2005). Arguably, this process requires technology leadership. In this perspective, this paper proposes a research project seeking to determine the applicability of leadership laws including those postulated by John Maxwell in his book The 21 Irrefutable Laws of Leadership in aiding to facilitate the incorporation of ICT technology in teaching and learning. Leadership within technology constitutes one of the magnificently essential issues that may result in effective implementation of ICT technologies in schools. The responsibility of this leadership falls in the realm of school leaders who constitute head teachers. School leaders have a noble role to lead organizational change through setting of visions, objectives, and initiatives of developments that deploy ICT to induce pedagogical changes within schools (Kozma, 2005). Within the last decade, a gap has existed in ICT support and leadership in schools. Head teachers have shunned away from taking proactive roles in the leadership of ICT technologies in schools often leaving this noble role to small groups of teachers together with people falling in the realm of middle management (Akbaba-Altun, 2006). The general assumption is that investments into expensive software and hardware are the symbols of schools’ adoption of technological sophistication. This implies negating of the roles that leadership plays in making the ICT technologies effective in teaching and learning. This argument is directly congruent with the argument that even though investment in ICT infrastructure is critical, effective ICT technology leadership is equally crucial for successful ICT projects implementations (Hinostroza, Guzmán, and Isaac, 2002). Consequently, strategic leadership is central in ensuring long-term improvements in schools. Essentially, the negation of technology leadership reduces the utilization of most of the time available for school leaders in making decisions on heavy investments on ICT infrastructures as opposed to integration of the school curriculum with the technology. The implication here is that leadership comes second after investment in technology. This opposes Maxwell’s law of leadership that claims that excellent leaders work on a daily basis enhancing their leading skills (Maxwell, 2007). These are some differences between the approach of ICT technology integration in schools and Maxwell’s approach to leadership. As a result, the pu
In his writing, Daniel Spanjer claims that the Christian worldview has influenced the study of Liberal Arts. He discusses science and how humans are the products of the world – they are endowed with feeling and thought, which are beyond natural (Spanjer 3). The author differentiates the reasons for learning everything surrounding people and claims that thinkers can answer many questions, either logical or surreal. These people have developed a term worldview “to describe this holistic concept of learning, scholarship, experience and knowledge” (Spanjer 15). Even though sometimes they cannot agree on the solution to the problems, time helps them dissipate false beliefs. The other reading by Brad Green suggests the interconnection of words and faith. In the chapter. When transcendent realities and goals surround a language, it is magnificent, but when transcendence is taken away from it, it falls apart and loses its glory (Green). The word was sent by God to save humanity; He portrayed people through the words (Green). Hence, humans should follow God’s guidelines in the Bible because His sayings are truthful. In case the words are devoid of meaning, the speech is useless. The last reading by Dockery narrates about the Christian faith’s influence on learning. People are encouraged to think in Christian categories in order to sanctify thoughts and beliefs (Dockery 4). It is vital to seek God’s guidance and His calls that help humans contribute to the societal good (Dockery 8). Thoughtful believers are needed to revive faith-centered higher educational institutions because only such people will be able to promote gracious deeds. Hence, Christian worldview is again viewed as foundation of successful education and learning. Works Cited Dockery, David. Faith and Learning: A Handbook for Christian Higher. B&H Publishing Group Nashville, 2012. Green, Bradley G. The Gospel and the Mind: Recovering and Shaping the Intellectual Life . Crossway, 2010. Spanjer, Daniel. Engaging God’s World as Christian Thinkers. Lancaster Bible College, n. d.
The Meech Lake accord was an agreement signed between the government of Canada and representatives of Quebec province in 1987. According to Barker (1), the main objective of the agreement was that Quebec province wanted the government of Canada to delegate to it the responsibility to control the reception and the integration of all the immigrants that come to settle in the province of Quebec. The accord was brought in so as to address the needs of Quebec province which did not ratify the first constitutional act of 1982 since the province claimed that it did not address the interests of the province. The five principle demands of Quebec province that it needed to be satisfied before it could sign the accord were:   * A constitutional veto which could make possible for a province to bloc any constitutional amendment   * The recognition of Quebec province as a distinct entity   * The right to grant provinces to present lists of people to be appointed as judges of supreme court   * The right to limit federal spending power, i.e. the allowance of every province to withdraw from the national program and to be given powers to create their own federal monies.   * That Quebec province is given autonomy and control over matters of immigration. Main Analysis and Critique This accord was ratified by eight of the ten provincial legislatures; it was rejected by the province of aboriginal and newfound land. These demands by Quebec province were so unrealistic since they did not factor in the needs, the opinions and the considerations of other provinces. This made the accord destined for failure of implementation. The implementation of the accord was given a grace period of 3 years until 1990 so as to allow for public debate and the scrutiny of the accord. Majority of the public were ignorant of the accord and still were not aware of it after the collapse of the accord. The Meech accord is still an important event in the history of Canada despite its failure (1). The failure to achieve the signature of two most influential and powerful provinces so as to enable for the adoption of the accord meant that the province of Quebec was still out of the federal constitutional framework and this cast its future in Canada into doubt because as the second largest province it has not yet signed the constitution. The failure of the accord revealed an unstable foundation of Canada’s political structure. The sharp divisions between regions in Canada could inevitably make it impossible and unrealistic to achieve ratification of the accord by all the ten provinces. Since the accord was occasioned by failure of the Fifth Amendment to the constitution which sought only the recognition of Quebec province as an independent province, it was considered retrogressive in form especially in the era of post -charter since it sought to perpetuate the archaic practice in Canadian politics of recognizing only two
Currently, there are a number of modern problems that concern many. In addition to the global challenges that include climate change, hunger, poverty, war, and unemployment, there are a few more. Gender inequality may not seem like such a serious challenge compared to those listed above, but it still plays an important role in the modern world. Many girls and women face some form of gender-based discrimination on a daily basis. Gender inequality can manifest itself in different ways: some are not hired; others are denied education. However, many girls and women are forced to face so-called domestic sexism. This type of sexism manifests itself in insults of classmates or in the disparaging attitude of colleagues. Thus, to eliminate sexism and gender inequality, a non-standard solution is required. Every girl and woman has experienced some form of discrimination at least once in their life. During their school years, girls are often taunted by their classmates. Boys, due to their young age, often bully and laugh at girls. Often it is possible to find a case when a girl who presents a report to the class is interrupted or laughed at by her classmates. Teachers may also be dismissive of female students. Unfortunately, many teachers believe that girls do not need education because they can successfully marry a rich men. In this vein, the belief that girls are only good enough to make a good wife is also sexist. In order for girls to stop facing gender inequality and discrimination, it is necessary to teach them from childhood to deal with it effectively. Moreover, in adulthood, many women are also forced to face various forms of sexism on a daily basis. Often, when applying for a job, the employer prefers a man over a woman. Among other things, male colleagues may also be dismissive of their female colleagues. Moreover, it is important not to exclude frequent cases of harassment in the workplace. In this regard, the problem of gender inequality is particularly acute since women workers are not treated properly. For proper communication with such male colleagues in the workplace, a woman must have a certain level of self-confidence. Thus, when addressing inequality and sexism in the workplace, it is necessary to help women become more confident and stronger in order to fight back against men. Thus, to solve this problem, it is important to find a suitable method and approach. In this regard, it is necessary to teach young girls special telekinetic techniques from an early age. Thanks to this approach, girls will be able to block the insults of boys as the most famous superheroes. Moreover, it is believed that the human brain, in theory, is able to operate at one hundred percent. Thus, with the help of mind power training, girls will be able t