ShantanuT01/DACTYL-Pretraining huggingface dataset:
There is a reason why the issue of culture is addressed poorly in Marxism. According to Marxist dynamics, culture is considered a reminder of bourgeois rule and subsequently has no place in proletarian society (Welch 2013b). An individual is not viewed “as the bearer of a dignity beyond the roles he inhabits or the ends he may pursue”, and so becomes a gear in a mechanism (Femia 1993, p. 3). To understand this totalitarian nature of Marxism better, we should research it alongside the history and cultural development of the countries where it manifested itself. Twentieth-century Marxism was presented by three basic groups: the “libertarians”, the “pluralists”, and the “orthodox” (Held 2006, p. 116). What soon followed after World War II was a rapid replacement of scientism with humanism among Marxists. There were two significant movements: the Frankfurt School, with members like Theodor Adorno and Max Horkheimer; and the Yugoslav School, most notably presented by the journal Praxis, and Rudi Supek and Mihailo Marković. The Frankfurters were trying to prove that mass society was slowly decaying, drowning in consumerism and disregarding spiritual and cultural elements of life. They were also decidedly against treating technology as a subject of worship. To the Yugoslavs, the alienation of politics and economics under capitalism was a good enough reason for a democracy where every worker had the right to decide the course and details of production and distribution, and not merely be a living manufacturing tool. This idea of worker independence was frowned upon by orthodox Marxists, who imagined the economy as a well-calibrated mechanism, where every member of society had his or her place in its works, becoming a part of the whole for the objectives of the whole. Marx, however, wanted economic democracy to spread wider, dreaming of overcoming the
Television is a form of art today, and the 2020 TV series Bridgeton, created by Chris Van Dusen, perpetuates this idea. This eight-episode TV series was shown on Netflix at the end of the year 2020, and it influenced the lives of its viewers in different forms. Thus, the viewers began to demonstrate their interest in art, history, and Regency romance, as well as race and gender attitudes of ancient and modern times. I think that this TV series is art because it is made in a form of a novel and contains various elements of art. In the Week 7 Lesson (2021) , one can read that modern episodes are now as chapter stops and parts of a whole. Bridgeton reminds me of a romance novel, in which viewers can see beautiful paintings, sculptures, architecture, and medieval dresses. At the same time, Rege-Jean Page, who performed the role of Duke of Hastings, sees this series as “subversive art” because of its multiculturalism and sexual intensity (Kalia, 2020). Such a deviation from historical accuracy caused a strong public reaction, making the viewers call the series colorblind and unlikely to be true (Luders-Manuel, 2021). I believe that such a response makes this series a form of art too because people can admire and discuss it, judge and criticize, and enjoy watching beautiful Holburne Museum locations represented in the episodes. Bridgeton influenced its viewers, making them show more interest in art and the London culture of that period. Moreover, it raised such important themes as female sexuality and relationships between races. The series tried to shape British history, detaching British people from slavery and colonialism and making people look at that period from a novel perspective. I believe that this TV show made many viewers reconsider their opinions about the above-mentioned subjects, which makes it a form of modern art, even if it is subversive or non-traditional.
Introduction Organizational or personal set ups often require instances of decision making. Whether made at personal or corporate levels, individuals are faced with instances of making decisions under competitive options. This condition always presents discomfort in emotions. The uncomfortable emotion that is experienced as a result of having conflicting ideas is called cognitive dissonance. This paper seeks to discuss cognitive dissonance. The paper will look into the theory of cognitive dissonance as well as reactions and concepts that are characteristic of the condition. Cognitive Dissonance Cognitive dissonance is a philosophical theory that was developed by Leon Festinger at the beginning of the second half of the twentieth century. Cognitive dissonance is based on mental discordance of something happening contrary to the way it is supposed to happen. Leon Festinger established through observation that though inconsistencies were common occurrences in life, they made people to have some sense of discomfort that drove them to correct the inconsistencies. The strength of the drive for corrective measures was also established to be proportional to the extent of inconsistency that was experienced by an individual. Thus, it can be argued that cognitive dissonance establishes the fact that people are not well receptive to inconsistencies, especially when such are aligned to the negative side (Cooper 5). Cognitive Dissonance Theory Leon Festinger who was active in the field of philosophy established and published the cognitive dissonance theory in the year 1957. His theory seemed to be simple and almost non substantial from the outset and was almost disregarded from its presentation. In the theory, Leon just expressed the fact that “people preferred consistency to inconsistency” (Cooper 6). The term cognition means knowledge that brings the notion of the theory to a mental capacity. This is particularly experienced when an individual is faced with conflicting interests. The state of dissonance can also be caused by an experience that is contrary to a person’s expectations, beliefs or even thoughts (Cooper 6). Development of the Theory The concept of cognitive dissonance gained much of its development following the establishment of Leon’s theory of cognitive dissonance. The theory that did not seem to be so distinct at the onset attracted reactions which initiated studies on the concept of cognitive dissonance. Scholars who were driven by desires to disapprove the theory embarked on a move to gain a deeper understanding of the concepts and that increased the understanding of the concept of the theory thus made a rich contribution to the concept of cognitive dissonance. There were also those scholars who undertook to study the concept on the basis of gaining knowledge. Consequently, the result was a culmination into a wider spread and acceptance of the Leon’s cognitive dissonance theory. Individuals such as Irvin Janis and Milton were known for the opposing the cognitive dissonance theory. The criticisms presented by those who opposed the theory, however, came with proposals of contrary thoughts and presentations
Teaching foreign language presupposes the gradual improvement of the knowledge of linguistic units and grammar rules that are needed to build sentences and communicate. However, the second domain is a complex sphere that includes many regularities that can be difficult to comprehend (Mitchell, 2019). For this reason, there are multiple debates about how to teach grammar and perspectives on its importance. One of the disputable statements is that teaching grammar is necessary to learn a language. It can be considered a relevant idea that describes the basics of foreign language learning. Regardless of the shift of priorities towards the cultivation of communicative patterns and their use in real-life conditions, grammar remains an integral component of studying as it helps to build complex and meaningful sentences and express thoughts appropriately. For this reason, one should understand that teaching grammar is fundamental to master a language and become an active speaker. It also means that conscious knowledge of all rules is critical to speak a language proficiently as it helps an individual to build complex structures and avoid mistakes. Another question that is discussed nowadays is the ways in which grammar rules can be explained to students. There is an opinion that the presentation of paradigms, or the creation of reference tables for students helps them to internalize rules more efficiently. This statement can also be considered true because of the ability of teachers to explain the logic of using certain models and how they should be created (Mitchell, 2019). The introduction of tables also helps to visualize presented material and achieve better understanding levels among students which is critical for beneficial results and learners’ ability to utilize explained paradigms in communication or real-life situations. Among the two types of grammar instruction, the explicit one can be considered the most effective. The fact is that it is focused on full and clear expression, definition, and formulation of all grammar rules for students. The central advantage of this approach is that it minimizes the chance of the incorrect understanding of some paradigms and provides learners with extensive knowledge about the existing peculiarities of various constructions’ use. It also prevents individuals from learning wrong paradigms that should be corrected. The results of the implementation of this paradigm are also observable, which means that an educator can evaluate progress and introduce some additional exercise or explanations if needed. This form can also be considered the easiest to teach as a specialist has to possess outstanding comprehension of grammar rules and present them at the beginning of the lesson avoiding the need to integrate them with some naturally arising communicative situations. At the same time, some students might prefer implicit grammar instruction to the explicit one considering it the easiest way to learn rules because of the absence of the necessity to study sets of presented paradigms; instead they might acquire the knowledge in the course of their learning,
Executive Summary The presented report describes the business activities of Prudential plc, the British insurance company that provides international services, focusing on the Asian market as a promising segment. As the topics raised, external influences are considered, as well as the field of ethics and corporate social responsibility, including their role and impact on the company’s activities. Economic, social, legal, political, technological and competitive impacts are evaluated in the context of their effect on the work of Prudential plc. The current political challenges caused by the UK’s controversial position regarding membership in the EU affect the corporation’s activities negatively, making it difficult to establish partnerships in certain regions. Legal factors are also highly significant due to the specifics of providing insurance services in specific areas. The organisation has been operating in the market for a long time; nevertheless, overcoming a competitive barrier is a crucial aspect of work. The field of ethics and corporate social responsibility is well developed in Prudential plc. The most important activities in this direction are youth support, contributions to non-profit organisations and investments in infrastructure. All legislative conventions are observed, but there are difficulties in establishing interaction between private and state control boards. Improvements in CSR competition can help expand the organisation’s scope of influence and raise its authority among the target audience. Introduction Modern financial organisations that provide services to a wide range of clients monitor various aspects affecting the functioning of their entire complex structures. Some factors, for instance, political, legal, social, competitive and other influences, largely determine activity principles and serve as incentives for relevant changes and innovations not only in the context of external but als
In the mid-seventeenth century, within the English Revolution which resulted in the triumph of the protestant ethic, there threatened another revolution which had established the concept of communal property. This new idea of freedom provided a broader sense of democracy in both political and legal institutions. The disestablishment of the state church and the dismissal of the protestant ethic may have been caused by the proliferation of a new democratic thinking especially among the lower classes. Christopher Hill examined the beliefs of radical groups during the English Revolution in his book “The World Turned Upside Down” . He also studied the social and emotional impulses of this group which gave rise to the latter’s existence. This revolutionary belief was born from the interactions between the rich and poor classes together with the elements of slaves being free from their masters, the outburst of sexual freedom and the creations of Milton and Bunyan. In his book, Christopher Hill discussed the radical ideas that were evident during the English revolution. As a Marxist, Hill never failed to apply this particular point of view in analyzing the given information and references. Hill placed emphasis on class struggles and attempts of the lower classes in ending oppressive exercises of the social elite. He argued that the social change that resulted to the English revolution or civil war was caused by the rise of capitalism during the sixteenth and seventeenth centuries. This also prompted the lower class opposition to the Royalist and Parliamentary governments. In the book, the author clearly portrayed the diverse radial opinions of different groups in England when the government control weekend and eventually broke down. In writing his book, “The World Turned Upside Down”, the author did an extensive research in gathering information from books and other literatures written and published during the sixteenth and seventeenth centuries. Hill’s study was evident in the many quotes presented in the narrative of the book. Together with the information gathered from the writings of scholars, Hill supported his arguments in his book with a Marxist point of view. Hill was able to use the information he had gathered from his study convincingly to support his arguments in the book. He would present an idea and narrate the happening during that time relating such event to the notion of class oppression resulting to the reactions of the masses in their cause for individual freedom. The book presents a comprehensive outline of events which took place before and after the English Civil War which was dynamically put together by the author. It strategically presented a flow of ideas which was well organized. Personally I was impressed by how Hill categorized his assumptions and supported such with scholarly facts from literatures which were written during the sixteenth and seventeenth century when the events took place. The book had been effective in presenting the radicalism of the s
What American Beliefs and Values Shaped and Inspired Westward Expansion? How did Westward Expansion Cause America to Become Involved in Affairs with Foreign Powers, Including Native Americans? Manifest Destiny was a belief that the United States was doomed to start the westward expansion because of the necessity to introduce social wellbeing to the American nation. The supporters of the manifest believed that expansionism ideology was not only reasonable, but also inevitable and apparent for the development of the virtuous citizenry. Supported by Democrats, the Americans used this policy to justify the Mexican War. This Manifest, however, has a deep historical and political underpinning that triggered the mass invasion and conquest of the West territories of the New World. Specifically, it was believed that the American mission is to defend and promote democratic trends throughout the world. The westward expansion, therefore, is closely associated with such important historical events, as war with Mexico, Manifest Destiny, slaver, and Compromise of 1850, which shaped and inspired the American beliefs about economic progress, nation’s health, and social welfare. Because of their unauthorized and violent expansion, American became involved in foreign powers, including Native Americans. In fact, Manifest Destiny had become a popular term from 1812 to 1860, the period of North American expansions, which was also known as continentalism. The purchase of Louisiana by the President Thomas Jefferson at the beginning of the nineteenth century was the starting point of expansionist policy of the United States. The purchased area doubled the size of the country and the President believed that the westward expansion created a favorite ground for advancing the nation’s health. He also insisted that a republic was based on independent spirit of the citizenry, which was essential for its survival. What is more important is that the independence and virtue went in accord with land ownership, particularly that of small farms. The population of yeomen should be provided with enough land and, therefore, the United States should continue expanding the west territories. The westward expansion is one of the core themes in the nineteenth century’s history of America, but it is not confined to Jefferson’s policy only, whose concept “empire of liberty” was practiced. In fact, the Louisiana Purchase marked the aggressive expansion in six decades later, which almost destroyed the republic. By 1840, the Americans inhabiting the trans-Appalachian West continued the expansionism tendency in the pursuit of economic progress and development. Similar to Thomas Jefferson,
The No Child Left behind Act of 2001 (NCLB) is an overwhelming educational policy in the US which is aimed at ensuring efficiency and standardization in the education system. The act is focused on the education of children in public schools. George W. Bush administration has been behind the establishment of the act. Based on the anticipated efficiencies and benefits of the NCLB, it received bipartisan support in the congress. Basically, the NCLB supports standardization of education in the public sector by calling for the adoption of standards-based education reform. This act is based on the premise that the establishment of measurable and high standards and goals will improve individual performance in education. The core requirement of the NCLB is that states should develop assessment in basic skills, which will be given to students in certain grades. This is a key requirement of the NCLB for qualification of the states in receiving funding for their schools. A point worth of consideration is that the NCLB has led to increase in educational funding from $42.2 billion to $54.4 billion in 2007 as compared to 2001. Generally, the act has adequately improved efficiency and excellence in education thus calling for its support. It is also worth noting that critics of the act have also risen up thus challenging its efficiency. This paper will provide an in depth discussion and analysis of the NCLB with a special focus on its core aspects of support and critique. As observed by Peterson and West (2003), the NCLB has been an efficient tool which has positively impacted on accountability in public schools. Peterson and West (2003) noted that the NCLB has positively impacted on schools, teachers and school districts. The act requires teachers to pass yearly tests which will assess the improvement and performance of students in each fiscal year. This is achieved through the adoption of the yearly standardized tests which demonstrates that schools are living up to the standards. As noted in the act, schools which do not meet the required improvements face a decrease in funding. With this in mind, the act has received substantial support based on its ability to ensure optimum accountability from all stakeholders, thus heightening the importance of the educational system (Peterson and West, 2003). Proponents of the act have also acknowledged it for enhancing the link between state academic content standards and the student’s outcomes. The new requirements of the act have also enhanced measurement of student performance. This is achieved through the standardized tests which are executed annually across all grades. Another key strength of NCLB is that it helps parents to acquire crucial information concerning their children’s perfo
Specific theories of white-collar crime are actively discussed today concerning the appropriateness of the used definition for this type of crime and areas these theories cover. Edwin Sutherland’s definition of white-collar crime was rather provocative in terms of its accurateness because of the focus on such factors as offenders’ status and the environment for committing a crime, but it still forms the base for modern theories (Cullen, Agnew, & Wilcox, 2017). Although Sutherland’s definition and theoretical assumptions are viewed as requiring more detail and research, recent studies support this definition, the theories of white-collar crime, and their relevance to discuss corporations’ and executives’ financial law-breaking and frauds. The factor of occupation discussed by Sutherland as the key one to define the concept has been further developed to the idea of convenience in recent literature. According to Gottschalk (2017), white-collar criminals choose to act after assessing convenience for committing a crime depending on their surroundings and possibilities to save costs and avoid punishment. Despite researchers’ attempts to argue the effectiveness of Sutherland’s controversial approach to discussing the definition of white-collar crime based on status and occupation, they have found out that other factors are irrelevant. For example, Holtfreter (2015) stated that the gender factor cannot explain the white-collar crime in contrast to traditional aspects accentuated by Sutherland and his followers. Eaton and Korach (2016) also emphasized the importance of an offender’s social status and his or her reputation in profiling according to the theories of white-collar crime. From this perspective, despite the controversial character of Sutherland’s traditional definition of white-collar crime influencing the development of the theory, it is supported in recent studies on the topic.
Problem Statement During exploratory data analysis (EDA), people navigate through unseen data for an indeterminate amount of time until an unknown insight is discovered. This process is generally defined in the context of scientific workflows, however it is quickly becoming a part of people’s day-to-day lives through news organizations and broadly accessible analysis tools. The tension here lies in the limited capacities in terms of memory’s amount and decay. People struggle to remember and track parts of the data they have encountered, and this leads to a variety of barriers to further exploration and engagement. These limitation suggest that a refinement of visualization techniques to support memory in interactive contexts may have broad impact in supporting exploratory data analysis. Wexelblat & Maes’ Interaction History Framework To uncover new opportunities in this stream of research, Wexelblat and Maes’ interaction history framework was applied. They describe six properties to articulate a design framework for interaction history. First, the extent to which people find a space to be transparent and easily understood versus needing background or training to engage with it (namely, proxemic vs. distemic). Second, the degree of effort needed to record history (active vs. passive). Third, the degree to which an object is changed by history (rate/form change). Then, the information people choose to represent history (kind of information). Finally, the two properties which are of the most relevance to the presente