ShantanuT01/DACTYL-Pretraining huggingface dataset:
It is true that the image of an organisation reflects its brain in terms of performance of the organisations. In university institutions for example, the organisational environment may create excitement and hence foster high quality education and learning. Thus the organisational structure and the management style adopted by the institutional may inspire and motivate the learning processes or may fail to encourage learning culture in students in the university. The aim of every university is to help learners acquire skills, knowledge and experience while also helping them become flexible in their thinking and conceptualisation so that they are able to meet complexities in their day-to-day lives. Universities therefore focus to help each student explore and recognize various alternative worldviews, practices, technologies and innovations among others. These desired changes in learners are achieved by involving all the personnel in the universities including lecturers and subordinates; the management, resources and the learners themselves. According to Beer and Nohria (2000, 140) an ideal organisation should be able to balance between the O and E strategies. This implies that an institution should be able to balance between meeting the needs of the students and the needs the university staff and be able to integrate the ideas of the organisation. The institution’s management should be ready to listen, debate and also willing to learn from both sides. The management should be ready to integrate the ideas of the university staff particularly the lecturers and technicians who constantly interact with the students as well as the students’ views on the direction of their learning. This means that the institution should be able to use the students and the university staff as the consultants besides the outside consultants to be able to ensure quality outcome in students. An institution’s image is also enhanced by the level of motivation it offers to the university staff and the students. Recognizing the performance and commitment of the staff in achieving the objectives of the university also encourages the students to follow in the footsteps of their lecturers and other staff who are working hard to help them achieve their goals. The staff may be given monetary rewards or other forms of rewards which encourage achievement of the organisational culture and objectives. The students on the other hand may be awarded scholarships, opportunities for exchange programmes with other universit
Introduction The House on Mango Street (1984) by Sandra Cisneros is a novel telling the story of Esperanza, a young Latina who moves to Chicago and grows up in a community of Puerto Ricans and Chicanos. The main goal in Esperanza’s life is to become a free and independent woman who makes her own decisions, and her dreams were fueled by observing the many people trapped in the slums of Mango Street. Since the novel is concerned with a girl growing up as a Chicana, it delves deep into the topic of cultural identity in the context of prejudice and suffering. Esperanza’s Search for Independence Esperanza’s ideas of autonomy are reflected in her desire to own a house. According to O’Reilly Herrera
What is the role of subjectivity and identity in discussing the concept of the modern subject? In his novel Botchan , Soseki Natsume presents the story of a young man which is given in the first-person narrative. This manner helps to readers to concentrate on the visions of the main character whose nickname is ‘Botchan’ without referring to the author’s impact, and in this case, the level of the subjectivity can be maximal. Moreover, the readers have the opportunity to follow the protagonist’s search for his identity during the whole novel. To understand the peculiarities of the main character’s vision of himself, it is necessary to focus on the first paragraphs of the novel in which Botchan introduces himself with accentuating the definite events of his childhood and with presenting the characteristics of his personality. Furthermore, in the first two paragraphs, Botchan provides his own characteristics with references to the words of the other people about him which make the picture more complex and allow speaking about the concept of subjectivity as the component of the modern subject in detail. The characteristics provided by Botchan and the people round him about his personality which are given in the first paragraphs are significant for understanding the protagonist’s vision of himself, the other persons’ view on him and for explaining the young man’s further actions, attitudes, and behaviours. The period between the 19 th and 20 th centuries in Japanese culture is characterised by changing the approaches to the language and its usage in literature. This problem was closely associated with the issue of the modern subject as the reflection of developing new tendencies in literature. During this period, Soseki Natsume “wrote obviously fictional novels that grappled with such weighty themes as the nature of the modern male intellectual subject’s relation to the kazoku kokka state, and to modernity more generally” 1 . The focus on the problems of an individual and his identity was the author’s reaction to the tendencies in literature and his vision of the problem of modern subject. From this point, the depiction of the main protagonist of Botchan is significant in relation to the details of the young man’s description and characterisation. Rubin states that Botchan is the “portrait of a simple hero who emerges from a loveless childhood to fight a world dominated by liars and cheats” 2 . The evidences for the fact that the boy’s childhood was rather unhappy for him are presented in the first paragraphs of the novel to make a special accent on them. The first two paragraphs of Botchan are full of words with the negative connotation which are used to characterise a man as a personality. It is important to note that first word ‘loser’ is used by the narrator to tell about his childhood. The next characterisations such as the ‘boaster’ and ‘poor little creeping thing’ are given by the classmates. From this point, it can seem
Actions and the consequences of these actions often play great role in human understanding of the surrounding reality. Some of the consequences may be reconsidered, others remain unchanged and those which are unchanged or have the great impact on a personality are able to impact people and their vision of the surrounding world. Reading the short stories A&P by John Updike and Greasy Lake by T.C Boyle it becomes obvious that the protagonists, being the teenagers, want to live as they consider correct, still, it is also possible to state that when they get in some particular situations, when they are presented with some specific events, they understand that there is something more necessary and useful than their personal ambitions and desires. The short stories under consideration are aimed at showing that teenagers are usually impulsive people who behave according to the principle of contradiction and refusal from the usual leading of life, however, the situations when the affairs go contrary to what they are expecting change their vision of the surrounding world and they grow up, unexpectedly. The stories under consideration, A&P by John Updike and Greasy Lake by T.C Boyle, are devoted to absolutely different situations which are not connected to each other, still, these two stories have something in common. The protagonists are people who have similar features and who want achieve something by means of their actions. Reading the stories, it seems from the first glance that the main similar feature of the protagonists is their age, still, the closer look at the stories shows that the situations these people appear at and the considerations they take up from those events are also similar. A&P by John Updike is a short story where Sammy, a nineteen-year-old boy, who works the checkout line at an A&P is a narrator. The author tells nothing about this personality, therefore, when the girls enter the shop the reader is unable to understand whose actions are going to be considered the primary ones. Therefore, when it becomes obvious that Sammy is the protagonist, the reader is trying to check whether the author wanted to deliver his own point of view to the reader via the protagonist or not. Some of the phrases seem to be the messages from the author, while others are believed to be personal ideas of the main character. For example, the description of the girls “You never know for sure how girls’ minds work (do you really think it’s a mind in there or just a little buzz like a bee in a glass jar?)” (Kennedy and Gioia 17) is the idea of the protagonist as it is referred to the particular situation while the phrase “But it seems to me that once you begin a gesture it’s fatal not to go through with it” (Kennedy and Gioia 17) is the one which belongs to the author who wants to carry this particular message to the audience to give the reader the understanding of the reasons of many similar teenagers and to make sure that this position is mistaken. Greasy Lake by T.C Boyle dwells upon another situation when the protagonist is seen from the first sight and the ideas he expresses are the
After visiting the CCP exhibition a lot of ideas came into my mind. I have seen some really astonishing and evoking works there, especially two of them that have stuck in my memory. But first of all it is necessary to mention the whole layout of the exhibition, which is very thoughtful and advances the works’ ideas. The exhibition represents works of different forms: from the classic pictures, both framed and unframed, to the complicated sculptures and various objects. This helps the viewers reach a more complete comprehension of the works, for they are so different by their form, which enhances the idea enclosed in them. The first work which impressed me the most is the work by Justine Khamara Erysichthon’s Ball, which represents a collaged type photograph, made of fiberglass and wood, really big in shape (more than 2m in diameter), thus it can be described as a huge sphere with man’s head on it. The piece depicts numerous images of only one man’s head, which is shot from every angle, which these heads cover the entire sphere. And viewing it from different angles, or even walking around it, gives the viewer effect of only one man’s head which can be observed in detail. This is an outstanding piece of art which made me, for instance, think of our world and humanity: first of all I thought about the perfection of the both, and then I passed to contemplations of all of us, people, who inhabit our planet, there are so many of us and we are all alike (metaphorically speaking). Then I thought about enormous work fulfilled by the artist and the expediency of the art dimensions. But I am sure the artist’s efforts were not in vain, for the general impression made by this work is precision, completeness and magnitude. And this picture is a very good manifestation of Gestalt Principles. First of all, the form of the art meets one of these principles, i.e. symmetry. Being a sphere the work corresponds to our psychological needs to perceive symmetrical objects, thus, we don’t need to look for disorder, we can be totally concentrated on the work itself and idea it reveals (Arntson 68-70). Another Gestalt principle manifested in this art is similarity (Arntson 80-83), which is obviously detected since it is an image of one man, and this makes the viewer group these images into one whole, thus the viewer can see one big object instead of numerous little objects. To my mind it is similarity that reveals the idea of completeness, for due to the similarity our brain can perceive several objects for one. So using these principles the artist makes his message comprehensible, the artist makes the viewers’ thoughts follow his own and accept his perception of the reality. Here we can see the whole world built by only one copied image, which at the same time stands for the whole reality of the artist and our own reality which forms d
Introduction Social mobility could be defined as the variations in the societal status arising from the parents’ to the offspring’s generation. These variations could be in terms of education (higher or low education), religion (religious affiliation), income (economic capital), occupation (due to professional skills and more effort in one’s career), area of residence, consumption patterns and political participation. Most of these are dependent on an individual’s economic status. In modern America, other issues like the wellbeing, level of education and the make of the car one drives influence an individual’s status in the community. Area of residence is also vital in determining a person’s social stratum in some societies. The aim of this paper is to point out and compare the differences in regard to given stratification variables between myself, my parent’s and my grandparent’s. Education Types of schools, Cognitive ability and Students and teacher’s attitude are among the major aspects that bring intergenerational changes in social strata according to a paper posted on the web of the University of Nipissing (Darmon and Drewnowski, 2008). The paper asserts that learned parents influence their children’s education by e.g. helping with homework, and with assignments. This is reflected in my case where though both my parents and I were college educated, there is a pronounced difference in our respective social status Religion My parents were Catholics while I am a Baptist. One may wonder what role religion plays in social classification in modern America. Religion complicates matters worse when added to other factors that influence societal stratification according to Mitchem (2005). He in fact mentions that religion and social class overlap. Catholics are viewed in America as being conservative and has ensnared old folks whereas the younger generation is lured into more dynamic churches like the Baptist which for a very long time has been in conflict with the Catholic Church. Those in the Catholic Church are rated lower in the social stratum. It therefore appeared more fashionable for me to belong to a protestant church than being a Catholic where I was brought up. Occupation, Income and area of residence The occupation of my parents forced them to live in poverty, they were both service people where they got a partly salary that could not afford them a luxurious living. My career as a social worker has put me in the middle class a step higher than my poor parents’. I consequently can afford a better living in the city of New Jersey whereas my parents lived in Virginia. Consumption Patterns Our economic status influences the eating habits of the people. This factor of social ladder also depends on habits passed down to us by our parents. It also results from awareness and regulations. Both my parents and I consumed healthy foods. This shows that my parents were aware of the importance of healthy living and so introduced to me
Junior employees were some of the main stakeholders in Enron. The collapse of the company made them lose their jobs, source of income, and retirement benefits. They thought their jobs were secure, yet senior managers betrayed their trust by engaging in fraudulent actions. This weakened the firm’s financial stability. Some of them had long term loans and mortgages to pay, which became difficult after they had lost their jobs. The firm’s investors were also affected by Enron’s collapse. The firm’s managers had given them false hopes that they were investing in a highly profitable company yet this was not true. Managers used SPE’s to siphon funds out of the firm to other ventures that were not related to its mission in the industry. Therefore, the collapse of the firm caused a lot of distress to these investors, some of whom had invested their life savings in the company. The government allowed the firm to engage in economic activities that were not related to its core mission. The government’s decision to deregulate the industry encouraged Enron’s managers to engage in dishonest practices, which resulted in the firm’s collapse. Financial regulators should have scrutinised the firm’s activities more, to establish the firm’s true financial situation. Securities regulators failed to protect investors’ stocks from being plundered by the firm’s managers. Senior managers were able to take advantage of loopholes in the law to commit fraud. External stakeholders such as Credit Suisse and Deutsche Bank made it possible for Enron’s executives to siphon out funds without following proper procedures. They did not raise the alarm when they found out t
Introduction One of the classical assumptions of behavioral economics is that people act with self-interest in mind. In situations related to financial well-being, personal interests and desires will inherently come first. This is an evolutionary survival technique that applies to modern society as well. Although the concept of altruism is promoted as a social and behavioral trait, it assumes that a rational human always makes decisions to maximize benefits to themselves in one way or another. Therefore, in economic theory, it is essential to evaluate the rationale and motive of financial behavior in order to determine whether assumptions are correlated with reality within an experimental setting. This paper presents an experiment based on the “dictator game” that investigates the behavior of individuals presented with an opportunity to choose between self-interest and altruism. Literature Review The dictator game is a type of bargaining game that attempts to manipulate strategic behavior. It is meant to study the impact of fairness, trust, or altruism in economic decision-making. One of the players selected to be the “dictator” selects the optimal strategy depending on the move of another player and in turn putting pressure on them (“Dictator Game”). Fig. 1: Distribution of Mean Giving per Treatment Experimental economics has focused on exploring social behavior. A dictator game makes it possible to reveal potential social motives that drive decision-making in situations of financial inequality and authority. A variety of theoretical models exist to support ideological predispositions for human behavior. Fairness and equity models argue that people are interested in more than absolute self-interest but also relative payoffs as well. Another model suggests that payoffs are based on social preference and efficiency. It has been suggested that reciprocity is a factor which can drive a player’s intention. A popular model focuses on altruism by establishing utility functions for distribution of wealth. However, all models assume that the dynamic of social behavior remains stable and identical over time and repetitions. A dictator game is helpful to observe social behavior with various strategic considerations excluded. It is effective since payoff outcomes can be determined without calculation and there is no interdependence of decisions (Brosig-Koch et al. 2). A meta-analysis of studies conducting dictator games shows that on average, 28.35% of the endowment is given away by the dictator. A random-effects meta-analysis shows equivalent results. Figure 1 above shows the distribution of the results out of 616 treatments, with the distribution being skewed to the left. In 6 of these, the average remained zero. The distribution of the contributions is uneven, with 36.11% keeping everything, 16.74% splitting evenly, and 5.44% giving away the whole amount. This disproves the null hypothesis observed in most studies and based on the rational choice theory that the give rate will be 0 (Engel 7). It was found that specific manipulating factors had profound effects on the rate of dist
Introduction The North Atlantic Treaty Organization (NATO) when signing the North Atlantic Treaty in 1949 declared that the organization would diligently work towards the unification of their combined defense in the preservation of peace and security. 1 The utmost danger to these goals was an armed attack by an unfriendly power. The insight resulted in the treaty’s most renowned provision as entrenched in Article V. It states that the parties to the treaty had concurred that a military attack against any of the members in Europe or North America would be regarded as an invasion against them all. However, the purpose for creating NATO has been objectively investigated by several interested parties of researchers and academicians including Lord Ismay to examine if NATO has a future given the contemporary security environment. In fact, Ismay formulated that the main objective of founding the alliance in 1949 was “to keep the Russians out, the Americans in, and the Germans down”. 2 Six decades later, the mission has been achieved. However, the modern democratic Germany does not present any security threat. The effective collapse of the Soviet Union has resulted in a Russia that is incapable of presenting substantial military or conceptual threat to Europe effectively making NATO unnecessary from this perspective. The United States has played a vital role in ensuring that its national interests are permanently protected. Some quarters have suggested that the US has played its part in the alliance and should now leave. At the same time, NATO has achieved its mission in accordance with the treaty that created it. The accomplishment of these important missions somehow leaves NATO close to obsolete. NATO consequently requires restructuring and revamping to reflect on the realities of the 21 st century. Evidently, the role of NATO remains important in view of International Security Assistance Force (ISAF) and increasing terrorism activities that threaten its members and non-members in equal measures. The security concerns of the 21 st century and interconnected aspects offer NATO a new lease of life and a future. Main Body Initial paradox During the final decades of the 20 th century, NATO was faced with a paradox. “The battle that the alliance had created to confront and conquer known as the conformist conflict in Europe terminated without bloodshed”. 3 This almost made NATO irrelevant. Strangely, when the alliance relaxed, armed chaos exploded in the Balkans. As a result, Europe was caught in the violence. NATO’s response appeared to be sluggish given that the enormous task of merging the expanse increased with the flop of Yugoslavia. In a timely manner, the alliance made the right resolution by intervening to terminate a violent war and remaining to maintain peace. The alliance assumed the responsibility of reconciling the former rivals into the transatlantic fold. This was a feat and the realization of on