ShantanuT01/DACTYL-Pretraining huggingface dataset:
Gender roles are behavioral and social standards that are perceived to be appropriate within the community, in reference to both boys and girls. It is important for both girls and boys to understand their roles since this greatly affects their social development. The roles for both boys and girls are clearly influenced by the factors around them such as the media, society, family, and their environment. Understanding their roles greatly influences how boys and girls will socialize with their age sets and other age groups. In the twenty-first Century, girls have greatly stepped up and assumed some of the roles that were considered to be boy’s while boys have done the same leading to an interchange of roles. In the old days, men were perceived to be more equipped with skills and competent than ladies, but this dynamic has shifted. Girls have overcome this by getting the required skills for the high-skilled jobs. In the past, advertising of a vacant position in the newspaper, television, or radio displayed gender inequality. Most vacant position especially those that involved high technology fields such as electrician, information services, engineering, and much more were offered to men (Connell 40). The old traditions have always maintained that the place for girls was at home and not in the outside world. Consequently, if girls were offered a job position it was a petty one such as a secretarial post or a cleaning post. Ladies have surpassed the popular expectations because most of the ladies in the twenty-first century have acquired education and skills that have kept them in the forefront while obtaining jobs that were once meant for men (Donaldson 650). In the twenty-first century, ladies have proven to have leadership qualities that are equal to or better than those of men. Ladies with their motherly abilities are able to view what they have as their own and make very rational decisions that would enhance the growth of their companies or what the organizations that they are leading (West and Zimmerman 128). On the other hand, men tend not to focus on the improvement but rather focus on how they would benefit or gain from the whole business. History is full of examples of women who used their femininity to improve the quality of their leadership. For example, Harriet Tubman a black abolitionist who is set to appear in the American currency fought for inequality without relying on any perceived masculinity (Oakley 23). In the end, the results of Tubman’s work were not different from those of her male counterparts. On the other hand, men have various inherent biases that result from their need to maintain masculine images and pursue egotistical goals. The realization of women’s natural leadership abilities is responsible for the ascension of various women to positions of leadership throughout the world. Women are assuming responsibilities that were assumed by men in the past. Women have stepped up and assumed the roles that were traditionally held by men. For example, one outstanding gender tradition involves bestowing men the responsibility of putting food on
Introduction Article “Educational leadership: an Islamic perspective” by Saeeda Shah (2006) raised important questions about the educational practices associated with Western values ignoring the increase of the multicultural dimensions of educational institutions. The author underlined the existing gap in knowledge about the diversified approaches towards educational leadership, stating that this problem will further gain momentum to keep up with the quick pace of the UK’s societal structures. Despite the fact that the article focused on exploring the Islamic perspective on educational leadership within the context of Great Britain, it can be applied to many other societies that promote ethnocentric educational practices. Analysis As societies expand to include more cultures, religions, and races, the already existing approaches towards education and educational leadership have to adapt to the changes and become inclusive of the diverse communities and practices. Shah (2006) focused on the example of Muslims (at the time of the research there were 1.8 million Muslims in the United Kingdom) because they tend to emphasize their religious identity, which may cause some difficulties with regards to curriculum development, improvement of examination systems, as well as other aspects of educational leadership. Furthermore, the sphere of education according to the Muslim tradition is tightly intertwined with the study and understanding of a religious text, which implies interplay between academic concepts and religious doctrines. Therefore, the ethnocentric nature of Western societies is greatly challenged by the Islamic view on educational leadership. On the other hand, the role of education in Islamic tradition implies sharing knowledge with others and extending the role of teachers and educational leaders far beyond the framework of learning institutions. Despite many differences, the role of educational leaders in both Islamic and Western societies implies “the servant leadership for no personal gain” (Shah, 2006, p. 374). When discussing the diversification of Western educational leadership approaches, it is important to remember that one of the key Islamic ideas is the emphasis on the principles of justice, equality, inclusion, education for all, and diversity – concepts that can enrich the ethnocentric views and bring new values that may gain central significance. The interaction between leaders and their followers in the Islamic religion is a dialogue, a mutual sharing of opinions and arguments before starting the process of decision-making. Similar to this, the proponents of Western ideas and values should engage in a dialogue with the supporters of Muslim ideologies and discuss how the educational leaders can facilitate an inclusive and multi-faceted learning process, which will benefit everyone. Conclusion While there are still tensions between the contradicting ideological positions, there should still be some extensive work done concerning the increase of understanding and the facilitation of dialogue. Because the world has far passed the “one-nation country scenario” (Shah, 2006, p. 379), it is cruci
The seasonal club “9” has severe difficulties with the mode of work, caused by the organizational features of the company. Due to seasonality, emphasis on the local network, and a large number of clients with relatively small employees, the club has a problem achieving the necessary level of competitiveness. In particular, Rob Domore expresses his dissatisfaction with the fact that he has to visit his workplace to solve problems in bad weather, and, on the days when the club functions typically, he does not have enough time for office obligations. Obviously, this problem should be solved if the “9” company is interested in improving its performance: the ideal change strategy will be a remote network. The remote network mode will allow employees to get access to working materials from anywhere in the world so that the share of employees will be able to solve professional tasks right from home, as Domore would like. Moreover, when analyzing it, one can find that such a change will significantly reduce the financial and time spent by employees on the road. Plus, management will not have to spend money on office space rental if the work is done remotely. Report To eliminate the undesirable effects of the company’s current labor organization, it is necessary to develop a model of remote access. It is essential to recognize that the offer should be complex to satisfy the requests of clients and employees simultaneously. In particular, the clients of the club want quick and uninterrupted access to the services they pay for: swimming pool, golf course, and clubhouses. In turn, employees are interested in a quality network through which professional tasks can be solved remotely. For such purposes, the architecture shown in the figure below will be suitable: this remote access model demonstrates an encrypted connection between the client request and the work materials. It is not difficult to imagine situations in which this architecture shows good results. The “9” employees, along with Domore, could connect to the WAN from home devices, send an encrypted request to the “9” ‘s server and access the materials (“ Mobile device guidance ,” 2020). On the other hand, customers who decide to visit the institution can pre-book a golf course through the application or site by remote access. In particular, the problem of creating such a model is solved by installing a VPN. Indeed, the advantage of remote access becomes the main disadvantage: with a relatively open network, there is always a threat of hacking by fraudsters. Thus, through risk screening, one can find that the most significant threat is data leakage. Confidential information may include IP addresses of members of the network, personal data of the users, information about credit cards, and cases of club visits. Certainly, there must be a distinction between the data available to employees and customers. From a technical point of view, data is protected by double encryption, work materials are securely encrypted
Introduction Much attention has been recently paid to the Internet’s advantages and risks for postgraduate studies. Nowadays, the Internet may allow users to access almost everywhere by a wireless network or even through numerous mobile Internet devices. Due to the convenience of this technology, people have greater flexibility in their studying or working. The services of the Internet include many functions such as email, websites, sales, chat rooms, and educational materials. Many students also like to search for information or background knowledge from the Internet. The instantaneous exchange of ideas and knowledge has made learners’ life easier. The Internet provides a large space that enables people who surf online to post or to publish their ideas and information online, and also allows an individual to plagiarize the knowledge and free information without self-noticing due to the lack of security controls. Because of the easy access and free up-to-date information on the Internet, a deep concern about students’ plagiarism appears. Aims of the Paper This paper aims to look critically at the advantages and disadvantages of the Internet for Master’s students. First, the benefits of the Internet will be introduced at the beginning of the next section; secondly, we will focus on the risks of the Internet and the ideas on how to avoid plagiarism. Some suggestions will be drawn as a conclusion at the end of the final section. In this paper, we underline the positive effects for postgraduate students who should realize that the Internet is a fast and powerful tool that helps them to collect more information on their research as well as the importance of being strict on information quality control to avoid any plagiarism. This high-tech tool will provide students with assistance in case students can find the balance between the advantages and risks of the Internet sources in the chosen research areas. Reasons of Plagiarism Ac
Introduction Approaches to learning and teaching have often been subjected to changes due to the continuous need of achieving the best educational outcomes for students. Thematic and cross-curricular approaches to curriculum planning gave been recently brought up to educators’ attention due to their innovativeness and attention to factors that have the potential in making a change in students’ understanding of subjects, their literacy, and overall knowledge development. This research paper will focus on exploring the benefits and challenges of thematic and cross-curricular approaches to curriculum planning in primary education with the focus on student literacy. Cross-curricular or thematic instruction planning raises many questions for teachers, especially with regards to connecting their perceptions about teachers with students’ understanding (Rowley & Cooper 2009). Therefore, the lack of balance can significantly limit the success of integrating a cross-curricular approach towards learning. It has been recommended for schools to pay closer attention to the needs of teachers in planning a thematic curriculum and facilitate the establishment of policies that will help support teachers and their students in the process of implementing a cross-curricular approach. Thematic Approach Toward Early Literacy Teaching The effective teaching of literacy has been subjected to extended debates for over five decades, with a variety of approaches coming in and out of curriculum development procedures (Harvey 2013). Because modern classrooms are complex and dynamic environments for learning, there is a need for identifying the most beneficial approaches to teaching that can help students achieve the best learning outcomes (Harvey 2013). Cross-curricular and thematic learning for facilitating the development of literacy skills can be applied to promote students’ learning and introduce new strategies targeted at the improvement of teaching strategies (Curriculum Development Council 2017). In the context of primary school learning, thematic cross-curricular instruction is likely to help students develop new literacy skills based on previous knowledge while integrating innovative strategies that connect literacy learning with other disciplines. A thematic approach to curriculum implies the organization of material taught during a class into themes, which can include different disciplines such as literacy, sciences, math, and so on ( A thematic approach 2015). Such themes explore broad subjects, the use of which can be disseminated into several disciplines. For example, chocolate can be the theme for planning a curriculum; in this case, each subject (math, science, literacy, etc.) will integrate the topic of chocolate. An option for this may be
Introduction Increased globalization is pushing organizations throughout the world to develop skills that are necessary to succeed in an intercultural environment. Although globalization can create numerous benefits for organizations, it presents unique challenges that must be addressed. A notable challenge is that of ensuring that individuals from a diverse background can work together effectively. A limited understanding of diversity related issues can be the source of serious problems for multicultural organizations. This paper looks at various issues about diversity and discusses how to develop successful teams in an intercultural setup. Defining Intercultural Teams According to Wildman and Griffith (297), intercultural teams are teams that are made up of individuals from different cultures. Characteristically, members of intercultural teams bring different skills and behaviors to the team. For this reason, the development of effective intercultural teams depends so much on the ability of managers to understand the cultures involved. Development of Intercultural Teams Generally, the development of successful intercultural teams is not an easy task. To guarantee effectiveness, strict guidelines must be followed during the development process. Drawing from the study by Wildman and Griffith (304), it is important to establish clear goals for the team as a starting point. Equally important is the need to identify the key responsibilities of each member of the team. Arguably, the success in developing effective intercultural teams depends on the focus that leaders have in meeting their objectives. Having clear goals for the team serves to provide a solid guideline for the operations of the team. It helps to eliminate confusion and ensures that all members are united and reading from the same script. Defining the roles of different members in an intercultural team is needed in order to enhance effectiveness and to get rid of redundancy. To a large extent, ethical as well as moral values of members of an intercultural team can easily affect the decision making process and slow down the progress of the team. Usually, this comes from the fact that people from different cultures tend to have varying perceptions of what is ethical and what is not. If not properly managed, this can be a major source of conflict in the team. Ostensibly, cultural differences can have a negative impact on emotions, motivation, or the behavior in an intercultural team. In order to address the challenges mentioned above, it is imperative for leaders and managers in multinational organizations to put in place an elaborate plan for training team members. Undoubtedly, all team members must be equippe
Introduction Immanuel Kant was a German philosopher born in 1724 and died in 1804. He is considered to be one of the most influential people in modern philosophy for his intensive research in the subject. This paper will discuss various articles written by Kant and analyze his thoughts on deeds that are right and deeds that are morally wrong. It will finally discuss the importance of motives and duty of morality as illustrated by Kant’s work. Discussion Kant believed that there is no good that can emerge from the world apart from goodwill (Kant, 1998). He said that without goodwill, qualities that are good and desirable become useless. This is because the person yielding these qualities may at times lack the fundamental will to implement and portray them. He called this lack of goodwill as a bad character. He continued to say that when goodwill is not present, then power, honor, health and the overall welfare, contentment, and happiness will usually mess with the mind of the person and they will start pretending and believing lies created in their mind. Goodwill, according to Kant, can be facilitated by the application of various qualities. However, these qualities may have no inherent absolute value, but constantly presume goodwill, which succeeds the esteem that we simply have for them, not permitting us to consider them as extremely good. He attempted to identify the primary maxims of motives, which people are required to achieve. Kant did not base his opinions on claims about any subjective perception of the good, preferences, moral beliefs or regularly shared desires that people may have. Kant also recognized goodwill as the only absolute good; he refused to accept that the notion of goodwill could be established by referring to a tangible good. He believed that nothing could be a moral principle if it was not initially a principle for everyone. According to Kant, morality starts with the denial of non-globalized principles. This idea was devised as a demand, which Kant termed as the Moral Law. He grouped the maxims in a manner that mediators could refer to as “acting on the only adage that one can, and likewise will, just like international law”. To clarify the point, Kant gave an example of an agent who gives false promises. He adds to this by saying that the agent’s action, in this case, does not fit to be termed as international law. He explains that if the agent was hypothetical, then he would take part in the final outcome and this would make him stop his behavior of giving false promises (Kant, 2009). It is, therefore, clear that the principle of giving false promises cannot be categorized under universally shared principles. According to Kant, the principle of repudiating false promises is vital and the maxim of giving false morally forbidden. Kant is different from many utilitarian’s who regard false promises as wrong due to their adverse effects. He considers this principle as wrong since it cannot be used internationally. Kant identified two ethical modes of assessment, one of them being the fact that human beings have a high probability of evaluating the maxims adopted by age
Introduction Marketing has become an important factor in the current business world because it gives the organisation a competitive edge over its rivals. The essence of marketing is to inform consumers about the existence and value of products or services. Potential customers are also persuaded and convinced to purchase the products. Marketing is considered to be a critical function in business. The marketing manager needs to understand the buying behaviour of customers to be able to choose the best strategies of marketing. The manager is able to properly analyse the market, as well as the market segmentation and choose the best market targets for the products or services (Kotler & Keller, 2012). Organisational behaviour has shaped the views of researchers, academics, practitioners, and journalists. Marketing practice and marketing concept are two terms that are used to explain this. These are two terms that are considered to be very important in organisations because they help in efficient marketing of products or services. This article is going to critically evaluate marketing concept and marketing practice. The paper will apply the two terms in a real world organisation, the Pizza Hut Company. The Pizza Hut Company is based in the United States, although it has branches internationally. Definition of Marketing practice (WLC) and Marketing concept (WCM) Marketing concept The aim of any organisation is to achieve its set goals and objectives. One of the ways the organisation can achieve its goals is through marketing. The term marketing concept can be defined as a philosophy of the organisation through which it can best achieve its goals and objectives by identifying customer need
Introduction The term nomad refers to the periodic shifting while pastoralism describes a type of human subsistence via keeping animals. Therefore, nomadic pastoralism is the practice of animal rearing where individuals move from one place to another in search of rich grazing lands and water. Nomadic pastoralists are socially organized around temporary settlements and they live communally as opposed to individually. The practice requires all individuals in a given family to take part in one activity or another for the benefit of an entire community. Family and community are universal institutions amongst nomadic pastoralists (Khazanov 1994:126). Unlike the European shepherds who herd animals individually within ranches, nomadic pastoralists move to different areas in search of pasture. This way of livelihood explains why nomadic pastoralists value animals, land, family, and community. Land is the only source upon which their livestock can get pasture and water. On the other side, family members are essential to providing support at different levels of production. Due to their periodic movements, land is communally owned to ensure wide access to pastures. This article will highlight why nomadic pastoralism persists coupled with explaining why animal husbandry is viewed as a culturally feasible way of making livelihood. Nomadic pastoralists view any other opportunity as a complimentary to pastoralism. Case studies This section looks into the case of the Northern Afghanistan nomadic pastoralists and the kind of animal they keep coupled with why they choose to remain nomadic pastoralists. The variety of animals kept by nomadic pastoralists is usually small. They concentrate on ab