ShantanuT01/DACTYL-Pretraining huggingface dataset:
Personal Life and History Phrases such as “possessing an adventurous spirit”, “worldliness” and “glory seeker” are words which you will never see associated with the analyzed person. This is due to the fact that ever since an early age the analyzed person has been sheltered from the outside world. His parents, overprotective as they were, chose to shelter him from the supposed “dangers” that he might encounter should be allowed to go out. Like many parents they thought that what they were doing would help to secure a better future for their child, unfortunately they were wrong. Various studies into the effects of social maladjustment in relation to overprotective parents has shown that individuals who were sheltered from proper social interactions early on in life have problems handling instances of social conflict (i.e. arguments, fights etc) and as result seem overly withdrawn, depressed and more prone to bouts of rebellious behavior (Tokie et al 2067). While the analyzed person has never truly “rebelled” the fact remains that his situation early on in life is now manifesting itself in recent years placing him under the category of “potentially at risk” in terms of manifesting overly reckless behavior. Another factor that must be taken into consideration is the effects parental absenteeism has on childhood development (Tokie et al 2067). The concept of both parents working is no longer a strange concept in modern day society as either economic realities or the need to pursue a career causes both parents to be too busy to properly attend to the needs of their children (Hirshberg 39). The family of the analyzed person is no exception to this and as both parents began to devote themselves to their respective ca
Problem, Requirement, and Limitation WestLake Research Hospital’s main challenge is data privacy and an improved information system for data storage to maintain research validity and security. The research takes 18 months, which is a long time requiring accurate data recording. The case highlights that currently only the two supervisors can access all the patient data and medical reviews (Conger, 2014). The system cannot be considered entirely secure as it can be breached or accessed by other healthcare professionals who may expose the information to external parties. The proposed system is ideal for the research as it creates profiles for study participants without information manipulation, which can affect the validity of the findings given study’s long duration and sample decrease vulnerabilities. The main business requirements for Westlake as emerging from the above challenges include system security and a data backup plan. The doctors also need a digital file storage system based on Job Shadow Report. The system should link key words and terms to diagnosis or progress. The organization also needs to educate the two supervisors on secure internet usage at the hospital, such as strong passwords, regular updates, securing the router, installing a proper data back-up system, encrypted transmission, and continuous auditing among others (Yu et al., 2018). Information is the most essential aspect of the project, and it is the target of malicious operations. Therefore, the organization needs a training system to educate the supervisors about the consequences of data breaching for the project. For instance, access to the data will make the findings unreliable as patients may learn about the intervention mechanism, and behave differently. The security measures are aimed at preventing other healthcare workers and external competitors interested in the drug findings from accessing the patient data and progress. The main limitation of the hospital is the lack of a good software system to ensure the safety of the patient data from breaching. The limitation is contributed by the duration of the study, which makes it challenging for the organisation to fund or provide the needed system to secure the patient data. In particular, the study aims at testing the efficiency of the new depression drug against a conventional drug type. Since this is a clinical research, there is a need for accurate data to ensure th
The Transnational Tamils in Sri Lanka are a section of Tamilians pushing for the creation of an independent Tamil-dominated nation in the north and east of the country. They have been agitating for autonomy and secession ever since Sri Lanka obtained independence from Britain. Significant populations of the ethnic group also reside in countries such as Canada, the United Kingdom, India, Germany, France, Italy, Switzerland, Malaysia, Netherlands and Denmark. The ethnic group has been native to the region from the 2nd Century BCE, having originated from Tamil Nadu in Southern India. Segments of the community migrated south into Sri Lanka and soon became the most prosperous, owing to their exposure to success in India. At the peak of their power in the 12th to 14th century, a powerful dynasty, now remembered as the Jaffna Kingdom, ruled the northern half of Sri Lanka. Many of the Jaffna Kingdom rulers subdued the Sinhalese majority found deep within the country in the 12th to 17th centuries, with local chiefs extracting tributes from the natives. The Transnational Tamils have been pushing for autonomy since independence from British rule in 1948. The primary cause of conflict between the Transnational Tamils and the rest of Sri Lanka stems from the switch in roles that came with the departure of the British colonialists, “(the conflict) is between a majority with a minority complex and a minority with a yearning for majority status” (Wilson, 2000, p. 55). Just as many colonists would do in other territories such as Rwanda and Burundi, Britain identified the Tamils as a pliable minority that could facilitate its colonization of the island-state and conferred its elite with favors in exchange for cooperation. As a result, the majority Sinhalese started to detest their Tamil neighbors, viewing them as traitors. Soon the tables turned as independence approached, w
Justice in every contemporary society is a matter of concern. Social justice as advocated by the human rights is focused towards ensuring that human rights are equally available to all persons regardless of their ethnic origins, religions, social status and gender (Gigacz, 2007). Religious institutions and schools are then mandated to ensure that schools have included social justice education in their curriculum. The purpose of teaching justice in schools is deeply rooted in the religious teachings (Mananzan, 2002). The education pertaining to justice subsists to promote and encourage fairness both in schools and in the community. In the New Testament, the Bible through the Christ teachings emphasises on the agape love as justice that goes beyond mere relationship with our friends but with our enemies (Groome, 1997). Therefore, by maintaining a clear distinction between the education about justice in the classroom and offering various channels of justice execution in the wider school environment is a crucial step towards realizing social justice in the school environment and the community as a whole. With a clear distinction between justice taught in class and justice allowed to thrive in the school environments, teachers can be able to observe how their students perceive and response to social injustices in the society and within the school set up. Through this, students’ behaviours and responses to ethnicity, religions, social status and gender can be closely monitored. This practise then mandates that the school administration provides channels and means through which social justice and fairness can flourish. They are then expected to put relentless effort to counterbalance all tendencies trying to sideline all the marginalized members within the school environment. As such, the school policies and strategies should be, free of gender, religious, social status and ethnic biases. This approach will ultimately lead to better appreciation of the minority students. In mono-cultural education, the fellow students and teachers usually look down upon minority students (Mananzan, 2002). However, by clearly differentiating between educating about justice in the classroom and offering the establishment of justice, teachers will promote the acceptance of cultural diversity. Tuohy in his writings illustrates how the catholic teachings promote and advocate thoughts and actions in their social teachings (Tuohy, 2005). Similarly By outlining the distinction between the forms of justice in the classroom set-up and offering the execution of justice in the wider school environment, students should not only depend on their teachers’ opinions, but also equally develop their own opinions in this regard. Tuohy suggest that the world of thought inspired from class work introduces the students to values, principles and ideas that guide them in their daily activities. Likewise the world of actions demands that the principles and ideas learnt in class must be translated practically into the students lives (Tuohy, 2005). By doing so, students will demonstrate that they are resp
Comparing Powerbill’s energy usage for this year to previous years. The graph above shows that energy consumption was highest in the year 2009. The most efficient use of energy was in 2008. For January 2009 had the highest consumption as compared to all the other years. In February, the consumption for 2007 was nearly as much as that of 2009. The same applies to march, April, May, and June. In these three months, there is a significant difference in the quantity consumed over the three years. The months of July and August both in 2007 and 2009 had the highest consumption rates, although the used quantities were close to each other. September and October also had high quantities used up, and a large discrepancy between the two years. From November to December, the routine resumed, with 2009 still recording high-consumption rates as compared to 2007 and 2008. It should be noted that 2008 was the most energy-efficient year after recording the least usage per hour throughout the year. The main anomalies present in the statistics occur in the second year, where figures are extremely lower than those of the adjacent yea
The black codes were the laws, taken by southern states governments for the duration of Andrew Johnson’s. These laws were aimed to impose rigorous restraints on liberated slaves such as depriving the, with the right to vote, to sit on juries, restricting their right to testify against whites, carrying weapons in public places and working in certain jobs. The Black Codes were the reaction to the elimination of slavery and the results of the Civil War. Southern governments issued them in the 1860s. In April 1866, President Andrew Johnson imposed veto on the Civil Rights Bill. Johnson told the governor of Missouri Thomas C. Fletcher: “This is a State for whites, and by God, as long as I am President, it shall be a government for whites.” His thoughts on racial parity was obviously stated in a letter to Benjamin B. French, the representative of public buildings: “Everyone would, and must admit, that the white race was superior to the black, and that while we ought to do our best to bring them up to our present level, that, in doing so, we should, at the same time raise our own intellectual status so that the relative position of the two races would be the same.” (Bridges, 2007). The acceptation of the Black Codes outlined in the fact, that radical Republicans re-accepted the Civil Rights Bill and they were also able to get the Reconstruction Acts accepted in 1867 and 1868. In spite of these acts, the control of whites over Southern state governments was slowly restored when associations such as the Ku Kux Klan were capable to terror blacks not to vote in elections. (Waldrep, 1993). The abolitionists were rather anxious for the settlement of the Blacks among whites so, some actions were taken to limit their settlement. Thus, article 13 of Indiana’s 1851 Constitution, for instance, affirmed that “No Negro or Mulatto shall come into, or settle in, the State, after the adoption of this Constitution.” The 1848 Constitution of I
This paper is focused on the peculiarities of the forensic process. In particular, it discusses the investigation of the digital evidence connected with identity theft. The authentication examples that can be used to prevent related crimes and investigate them are provided. The ways to maintain a chain of custody are described. The influences of the First and Fourth Amendments on the investigation of identity theft are pointed out. The forensics process that is maintained in the framework of computer-related technologies provides professionals with the opportunity to gather, analyze, and report on the information. The point is to make this digital data legally admissible so that it can be used to prevent or identify a crime and to resolve disputes (Watson & Jones, 2013). The very forensic process usually consists of five steps:   * Plan. First of all, professionals define the way they are going to act. They develop a kind of a guideline to be followed in order to improve understanding of a case, be aware of all sources of evidence, and use appropriate procedures.   * Acquire. Digital information should be gathered from all sources. Forensic disk imagination should be maintained.   * Extract. Data should be extracted from the device so that it can be used in other environments.   * Analyze. The information taken from various files is to be analyzed using forensic techniques and tools.   * Report. Results of the analysis should be presented and explained in the report so that other professionals involved in the investigation can resort to them (Global digital forensics, 2017). Identity theft and computer crime are among the most critical issues discussed in forensics because they have an enormous influence on people’s lives. In order to deal with cases related to them, particular steps should be taken by an examiner:   * A case is reviewed to become familiar with all facts.   * A victim is re-interviewed.   * Obtained information is authenticated.   * The analysis is maintained.   * Initial leads of a crime are identified.   * Evidence is gathered from institutions and governmental agencies.   * The timeline is developed.   * All involved actors, locations, and businesses are identified.   * Link analysis is conducted.   * Evidence book is created.   * Common crimes are sought.   * Information is shared with other professionals (“Investigating identity crime,” n.d). Identity theft is a rather common issue today. It is observed when a criminal obtains and uses personal information that belongs to another individual. In the majority of cases, this kind of theft is associated with financial issues. As a rule, it is maintained with the purpose of economic gain. Rather often, criminals simply try to get money from peop
Overview This Feudal Game will be loosely based on the popular board game called Stratego . There will be two opposing sides, and the board game will resemble that of a chess game. 64 squares in a squared battlefield. There is a white team and a black team. The white team will move first. The objective of the game is for the King to reach the last end zone, which will be referred to as the Castle Walls. The moment the King reaches the Castle Walls, the game ends, and to the victor goes the spoils. Although it is based on a chess game, the opposing sides will never see the characters. The symbol for each character is hidden behind a movable piece. See the image below for reference: Fig. 1. Stratego Game (Source: Glass, C., 2010). For this reason, this game requires an arbiter or a referee to figure out who won each time each piece or character will clash. When two pieces are nearby – face-to-face – the player whose turn it is to advance or capture a piece can invade the square occupied by his opponent’s piece to signal to the arbiter that he wants to challenge the opposing character. The arbiter will then check who won based on the strength of each character. The Spy can defeat everyone except the peasant. The King can be defeated by everyone, and when the King will face-off with the opponent’s King the first one to invade the King’s square will win. The Noble is more powerful than the Knight, but the Knight is more powerful than the peasant. If the pieces involved are at the same level then the arbiter will signal that it is a draw and remove the said pieces from the board. Characters The characters for the game will be listed below with the corresponding number of units allowed in the game:   * (1) King   * (1) Spy   * (4) Nobles   * (4) Knights   * (6) Peasants Turns and Action Points As mentioned earlier, the game will be played like a chess game, and therefore white pieces will have to move first. Black pieces will move next, and so on. In every turn, each team will be allowed to capture the opponent’s pieces by invading the square in front of the said piece. It means that an attack is only possible if the black and white pieces are facing each other. Cards The game is made more complicated by the use of cards. Each player will be given six cards each. The first three contain the symbol of sword and shield. And the next three contains the symbol for farmlands. This card is can enhance the ability of the Noble and the Knight. The card with the sword and shield symbol can increase the capability of a Knight so that if it comes face-to-face with another Knight, the arbiter will not declare a draw. The symbol for farmlands can enhance the ability of a Noble. And so if a Noble attack another
Introduction I would like to outline the key characteristics of a living thing from a biological standpoint and show how viruses do not meet these criteria. First, a living thing must possess an organized structure, be it a single-celled (bacteria) or multicellular (animals and plants). Main body Viruses, however, despite displaying a wide variety of shapes and sizes, do not have a cell structure that would qualify them for the first criterion (Starr et al. 4). Second, a living thing needs energy as it is instrumental to many metabolic activities of a cell and, hence, critical to its survival. Viruses do neither require energy to maintain their existence nor are they able to control their temperature. Theoretically, as a virus can survive on nothing, it can drift for an indefinite period up until the first contact with the appropriate kind of cell for binding. The third characteristic of a living thing is its ability to reproduce, whether through sexual or asexual reproduction. Unlike living creatures, viruses cannot self-divide and thus, have to invade a host cell, which later splits into two and more copies of itself, carrying viral components. Viruses’ inability to self-divide also leads me to the point that they cannot grow the way living things do, increasing in number, growing in size, or regenerating certain parts of themselves. Lastly, what perfectly supports the argument against the living nature of viruses is the fact that they do not adapt to their surroundings. If a virus encounters a cell that is fit for binding, a series of passive chemical reactions take place, which usually results in the production of new viruses. Conclusion Even though scientists attribute such actions as employing, destroying, and evading viruses, they are not deliberate or dependant on environmental conditions. Work Cited Starr, Cecilia, et al. Biology:The Unity and Diversity of Life. 15th ed., Cengage Learning, 2018.
Justice is important in a country and should be applied equally in crime and social setup. Social justice demands that everyone be given equal economic, political, and social rights regardless of their social class or race background (Chisholm-Burns et al., 2021). During John F. Kennedy’s presidential campaign in 1965, he was unhappy with children loitering on the streets while others were in school. John F. Kennedy saw the need to develop a learning culture for all children in the United States. Ending the helplessness in children would require disrupting the culture of poverty that was passed from generation to generation through education. The move to operate Head Start was to promote social justice in education for children. Head Start was initiated and started in the summer of 1965 by Lyndon Baines Johnson (Pillay, 2018). This essay will discuss the role of the Head Start program in the promotion of social justice in the US, focusing on the values taught to the children and the activities that constitute the program. Social justice promotion through Head Start is seen through its initiative to instill cognitive and emotional development of children from low low-income families below five years in preparation for school. The children under the program would not go to school if they were denied the opportunity (Johnson & Jackson, 2019). The children at the program are taught life-long skills of observing social justice for all races and backgrounds. The program’s selection process is an open and justifiable process. When a family is selected for the program, support is provided depending on the family’s needs. Case officers make frequent visits to the homes to see how best they can help the families. The needs that can be addressed range from health problems and parenting skills to drug abuse and alcoholism. The social workers’ focus on the selected families is maintained to the issues identified. Head Start provides clinical services to the selected families. Head Start provides counseling to individuals and children either in groups or singly, depending on the needs of the families. The program’s other clinical services include diagnosing health problems such as anxiety or depression, among other health complications (Williams et al., 2018). Mental health problems are common in low-income families due to difficulty meeting their daily needs. The social workers working with the program are highly qualified and can offer psychological assessments to the families and visit them at home to provide counseling and intervention in crisis cases (Nix et al., 2018). The officers can review the family’s needs upon new discoveries and support the family in other initially not included needs. To provide equal opportunities to the community, the program social officers organize outreach activities in schools, community gatherings, and churches to educate the community about Head Start activities. Educating the community about Head Start allows every famil