ShantanuT01/DACTYL-Pretraining huggingface dataset:
Introduction Homeless people are those with no physical shelter. Major cities in developed countries have considerable number of homeless people. Definitions of homelessness vary between countries and organisations. In Canada, most of the homeless people are considered as “normal forks who fallen through safety net” (Hargrave, 2005). The number of homeless people has rapidly increased in the last three decades. The threat of becoming homeless is not to the jobless only, but those with jobs too (Hunting, 2000). This paper highlights several impacts of homelessness on the homeless and its causes. Demographics There are between 100 million and 1 billion homeless people in the world depending on the definition. There is rising number of children, families and older people but the number of teenagers is decreasing in Australia. Male constitutes 75-80% of homeless people. In 1987, the number of homeless people in Canada was between 100,000 and 250,000 out of a total population of 28 million people (Hargrave, 2005). The number increased rapidly in 1990s. In Australia, the number was about 150,000 in the whole country in 2006 (Thompson, 2007). Women constitute about a third of homeless people in Germany. In the United States, there over 700,000 homeless people. Impacts of homelessness There are several negative impacts of homelessness to the homeless people. In some cities, homeless parents have reported difficulty in controlling their children. There is increased conflict between children in temporary shelters than those in regular homes. Homeless people loose their human dignity. They are confronted with stress and trauma leading to emotional distress. Children do not understand the dramatic events and are worst affected with distress (Zima, et al, 1994). Children born to homeless parents have difficulty in growth. Most of the children die within the first twelve months (Fierman, et al, 1991). Academic and cognitive development of homeless children is hampered. They perform poorly in schools because of their mobility. Most of them change schools at least twice a year. Some homeless people resort to drug abuse. With frequent use of drugs, they end up becoming addicts. They do not have enough money; therefore, they use cheap and easily available drugs and alcohol. Some of these drugs have lethal effects on human health when used frequently (Lawless, & Corr, 2005). To survive hard economic times, homeless people have to earn money to buy food. Since most of them do not have regular jobs, they end up engaging in criminal activities. Some young homeless women end up in prostitution. Physical health of homeless people deteriorates due to exposure to harsh environmental conditions. They suffer respiratory diseases because of cold at night. Sometimes exposure to harsh weather condition leads to death. In winter 1996/1997, 27 people froze to death on streets of Germany (Bistrich, 1999). Causes of increase in homelessness in
Introduction The proponents of the study were able to provide a strong rationale for the experiment. The research team wanted to address a creativity issue. They made the assertion that there were Malaysian polytechnic architecture students who failed in the following areas: 1) the majority of the design layout produced does not show maturity; 2) the majority of the design produced do not have any concrete design concept; 3) the intellectual values for the design ideas were not at par to the level of a diploma student; and 4) the design products do not have strong creativity element (Hassan, Ismail, & Mustapha, 2010, p.163). The research questions and hypotheses were also clearly articulated. The proposed solution to this problem was to use an integrated platform composed of CAD and mobile technology. They needed to prove that CAD and mobile technology were the main factors in the improved capability of the said polytechnic students. Method The methodology was described clearly so that others can replicate the same experiment. The subject recruitment and selection methods were described. The proponents of the study were able to demonstrate the random selection of the participants. More importantly, they were able to show that the sample was appropriate in terms of the population to which the researcher wished to generalize because participants were randomly selected from four different polytechnic schools in Malaysia. Design There was a control group. Students from POLICIES and PUO were able to perform the designated activity using only conventional methods. The control was appropriate because they wanted to find out if the use of technology can help students perform better. The specific outcome that they wanted to find out was the capability to create better designs. Measures The assertion made by the proponents of this study was based on an experiment wherein there was a marked increase in the performance of students who used links from a website. They built on this foundation and later made the remarks that a computer-assisted process can be enhanced with the use of mobile technology. They went on to cite other experiments where students were able to access new information at a faster rate as compared to students that had no access to the Internet. These findings were used to construct the proposal that the use of mobile technology and computer-aided design can help increase the capability of the said Malaysian students in the creation of important designs. It became apparent in the beginning phase of the analysis that the research design was not carefully developed. For example, the proponent of the said study asserted that the use of the Internet significantly increased after the students were given access to technology. It was a weak argument because it did not prove that mobile technology was the main reason why students’ interests significantly increased during the installation of computers within the classroom. The proponents of the said study also made the attemp
Introduction Starting college life is associated with a number of positive changes in a young person’s life, such as learning to be independent, studying one’s future profession, and gaining new experiences regarding interpersonal communication skills. Students learn the basics of research work and discover the methods of self-discipline and organization. However, it is frequently the case that young people cannot cope with some or even all of these tasks due to the increased levels of stress and anxiety they experience. It is crucial to analyze the causes of such factors in order to alleviate the effect they make on students. A particular group of students chosen to be analyzed in the current project is African American college youth. Since I also belong to this population group, I would like to investigate the peculiarities of the negative impact of stress on these young people. The paper involves the analysis of four peer-reviewed articles focused on the topic of stress and its impact on college students’ lives. Although each article has a different approach, the focus of the investigation, and methods, all of them are more or less related to the topic of the negative effect of stress on African American college students. The paper is divided into three parts. In the first part, the introduction is made. The second part incorporates the analysis of chosen articles and comparing and contrasting their elements. The third part is concluding. It contains a summary of the main points of the paper as well as my personal thoughts in regards to the topic. The paper aims at presenting a relevant analysis of the research question using recent peer-reviewed sources and personal experience. Analysis of Research Articles For the current project, four scholarly sources were selected. Research by Bernstein and Chemaly (2017) is focused on the investigation of sex-role identity and academic stress among first-year students. The article by Çivitci (2015) deals with the relationship between social support and stress in college students. Research by Fischer, Nater, and Laferton (2016) is dedicated to the connection between negative stress beliefs of students and somatic symptoms. Finally, Peer, Hillman, and Van Hoet (2015) an
The reading under evaluation is the chapter from the book “Panorama: World’s History from 1300,” written by Ross Dunn and Laura Mitchell. The chapter is entitled “Innovation, Revolution, and Global Crisis.” The chapter describes the increase in nations’ prosperity during the last decades of the 19 th century and the beginning of the 20 th century. Then, the chapter focuses on the increasing inequalities despite the great improvement of trade and prosperity. Finally, the authors of the reading under analysis describe the most devastating consequence of the crisis — the Great War. The central Why question of the chapter under consideration is as follows: “Why did the increasing prosperity result in the global crisis of the twentieth century?”. The authors divide the reading into three sub-sections. All sub-sections are arranged in a manner that demonstrates the logical development of the problem. The significance of the research question is predetermined by the fact that it addresses the controversial problem of the humankind and opens new perspectives of the vision of world history. The central argument of the paper refers to the statements that, despite the efficient world trade an immense gold deposits, urbanization, scientific and technological advances, global inequalities have grown drastically and resulted in the First World War. Three key ideas should be addressed to understand the argument:   * Commerce, gold, urbanization, migration, technological and scientific progress were central factors that promoted the global economic growth;   * Increasing inequalities (caused by a variety of factors) led to the outbreak of revolutionary movements around the world;   * The Great War became the highest peak of the world’s crisis and resulted in massive destruction and losses. The global prosperity was a result of the expans
Recently, I have watched one of the most famous American movies produced by John Hughes’ Home Alone . It is indeed an excellent family comedy because it evokes all sorts of nostalgia. Mainly, it reminded me of the childhood times when my parents would leave me alone, and I could do anything I wanted. Yet, I had mixed emotions being on my own in the empty apartment – I could sense weird noises coming from the middle of nowhere, or it was simply my imagination getting on my nerves. As far as the audience is concerned, Home Alone is a traditional Christmas comedy; yet, I assume one can watch it any time of year just to make a day better and recall Christmas family evenings. The main character is a young boy named Kevin who is featured by Macaulay Culkin. The guy is celebrating Christmas with his family, which enlarges since all the relatives gather for this winter holiday. Kevin dislikes being surrounded by numerous kids who constantly tease him and dreams that his family would disappear one day (Hughes). When his dream comes true, and he finds himself in the empty apartment, Kevin starts doing every little thing his parent would forbid: he eats ice cream for breakfast, plays video games, and watches violent films. While he is enjoying his loneliness, Kevin’s parents realize they accidentally left their child at home before flying to Paris for a Christmas trip (Hughes). Yet, Kevin demonstrates himself as a young but increasingly responsible housekeeper and even protects his home from burglars. To my mind, the actors chosen to perform each character have done a perfect job since they have managed to transmit their feelings, intentions, and emotions to the audience. Despite the fact that the film is primarily associated with Macaulay Culkin, the rest of the actors have contributed significantly to the movie’s atmosphere. Joe Pecsi deserves special attention since his acting was stunning and witty. What makes the film unique is the character’s personal traits – they are all different, at times, contradictory, but they make up a real movie family. In general, the actors performed at a high level, which made the film increasingly believable and indeed brought it to life. Not solely the plot and actin
The decision making role of groups has been widely recognized and accepted from the time of the Greek empire that formed democratic voting structures and is still in use at the present day. Group decision making can be observed in group such as the legislatures, when they debate on the bill that are to be passed into law; juries, when they pass judgement on defendants and suggest the sentence, or amount of damages awarded to the plaintiff; and school boards decide on the structure of the school curriculum, among others. The important decisions are observed to be dependent on the agreement of the involved parties in a group, as opposed to an individual (Satzinger, Garfield, & Nagasundaram, 1999). Groups are observed to be greater than individuals when it comes to decision making. This is because groups represent a broader variety of perspectives, which makes their arguments fair through provision of numerous materials, upon which decisions can be made. In addition to this, group decision making is perceived to be better than making of vital decisions by individuals, as portrayed in the notion that “two is better than one”. A lot of research has been conducted on both the fairness and performance of group decisions, to investigate the processes via which groups reach consensus on a solution. The research was also aimed at finding out the effect of the consensus processes on the value and accuracy of the final response (Davis & Hinsz, 1982). Information processing at group level Group decision making is a task that is based on individual member inclinations as the legal contribution for the choice of the group. Recent research has begun to observe groups as information processing systems, thereby viewing cognition as an extra legal level of aggregation. According to Hinsz et al. (1997) information processing at the group level refers to “the degree to which information, ideas, or cognitive processes are shared among group members. Kameda, Tindale, and Davis (2002) have suggested that social sharing is a phenomenon with various levels that are necessary for the understanding of group decision making at the response and cognitive level. The arguments of the authors above are all focused on one particular aspect of group decision processes and outcomes, and that is the magnificent influence of ideas shared among a majority of the group members. The aspect of social sharing is also dependent on various group features including preferences, information, group identities and metacognitions, among others (Brauner & Scholl, 2000). The three levels of social sharing are therefore preferences, cognitions and metacognitions. The magnitude of sharing is vital at each level, and is therefore a key factor in knowing how groups reach consensus as well as the decision alternative or judgement position of which the group eventually decides (Abrams, Marques, Bwon, & Henson, 2000). One of the common forms of group decision making occurs in interacting groups, whereby the group members meet face-to-face
The first Industrial Revolution took place at the turn of the 12th-20th century and gradually acquired a global character. This period seems the most interesting, as it is full of various events and changes. I am interested in the topic because, first of all, it was the first such event that started a global transformation. The industrialization process is associated not only with the massive transition from manual to machine labor but also with numerous social changes. Industrialization is also marked by an accelerated rate of urbanization and economic development. As a result of industrialization, a global transformation of the once agrarian society into an industrial one took place in an extremely short period. These factors make the topic critically important to consider since this event is a turning point in the life of human civilization. However, the most interesting question in connection with this process is why the Industrial Revolution occurred in England. Considering the reasons which allowed the British to succeed in industrialization earlier than others and their influence on global processes will also help describe the life of society at that time. Industrialization is associated with numerous social, economic, political, and even psychological aspects, each of which forms a separate cause. The study of their interactions and results is extremely interesting for understanding society at the turn of the XIII-XIX centuries. In particular, industrialization is also associated with the development of capitalist society, which is the dominant model today. Thus, this topic is also relevant for the examination of not only past but also present events. Bibliography Griffin, E., & Notes, A. (2018). Diets, hunger and living standards during the British Industrial Revolution. Past & Present, 239 (1), 71-111. Web. Baumard, N. (2018). Psychological origins of the Industrial Revolution. Behavioral and Brain Sciences, 42, 1-63. Web. Hanlon, W. W. (2020). Coal smoke, city growth, and the costs of the Industrial Revolution. The Economic Journal, 130 (626), 462-288. Web. Mohajan, H. K. (2019). The first Industri
Introduction It is important to assess and monitor the progress of a student studying for proficiency in the English language. This document is an assessment of a student with an Arabic background having come from Saudi Arabia. She hardly knew English before 16th February 2009 except the recognition of three words; ‘thank you’, ‘yes’, and ‘no’. Nonetheless, she has been studying English since then and although she has not yet achieved competency level, has improved tremendously. The assessor is the husband to the student and has a good command of the English Language. In fact, he is her teacher. The assessment revolved about fluency in listening, speech, reading and comprehension, writing, and use of body language as well as knowledge of grammar, rules of punctuation, use of lexis, pronunciation, and accuracy. In addition, the assessment touched on the progress of the learner in English proficiency in various elements being assessed. Fluency Listening The listening ability of the learner is remarkable and she is able to comprehend what she is being told. She can identify similar terms as well as simple phrases regarding herself, her family, and the surrounding if ones speak clearly and slowly. She can also comprehend phrases and high frequency lexicon related to matters that regard immediate relevance to her. For instance, matters like family and personal information, employment, local area, and shopping. She is also able to get the key points in clear, short and basic messages. She can comprehend key points in clear average speech on subjects that are familiar, and particularly on matters that she encounters in school, work, and during her leisure moments. Moreover, she is able to understand key points of various television and radio programmes touching on topical issues of both professional and personal interest if the conveyance of messages is clear and fairly slow. She is also able to comprehend extended lectures and speech as well as dense arguments as long as the subject matter is rather familiar. She can comprehend most radio and television news as well as programmes touching on current affairs. She also understands most films that are characterized by the Standard English dialect. What is more, she is able to comprehend extended talk even if it is characterized by unclear language structures and relationships that are not explicitly signalled. In fact, she does not have much difficulty in comprehending the spoken English language as broadcast or live even if it is conveyed at a fast rate. A study of her level of listening proficiency indicates that the learner’s listening ability is good, but has difficulties in comprehending unfamiliar words. In the short prose, The Gold Rush, even though she heard properly the pronunciation of the word Armidale’, she is not able to comprehend it. The prose, however, indicates some weaknesses like being unable to get simple words such as ‘more than’, the Gold’, ‘came’, ‘now, ’m
Introduction At issue, here are two concepts: individual freedom and the collective good. After careful examination of both sides of this issue, it is clear that the issue is actually currently not an issue. If it were thought that allowing that parents constitutionally have the right to refuse potentially administration of dangerous vaccines to their young or infant children would catalyze a mass refusal of vaccinations, then there might be an issue. However, informed consent is still protected, and as this quote from Rebekah Elliott shows, there are issues: “According to a medical report concerning the rise of mercury levels, Dr. Donald Millers states that “Autism was discovered in 1943, in American children, twelve years after ethyl mercury (thimerosal) was added to the pertussis vaccine.” (Mercury on the Mind, Dr. Donald Miller) Barbara Loe Fisher also states in an interview, “I’ve always argued that public health is not measured only by an absence of infectious disease. It also is measured by the absence of chronic disease.” (Elliott 2008) Where the irrefutable evidence of any actual danger to public health has not been presented, the constitution protects choice. Since there is definite evidence that there is “sometimes” danger to the child being immunized, this evidence tips the balance in favor of parental choice. Main body In cases where an unimmunized person can possibly become a “carrier” of deadly disease, constitutional law would seem to favor mandated immunization. This is, so far, only true of smallpox and maybe meningitis. Measles, while potentially dangerous to adults and pregnant women, is not a danger to the whole population. Mumps and Chicken Pox are more severe in adults, but they are not fatal. HPV and other sexually transmitted or blood-born diseases are in a separate category. Yes, they can be carried and not manifest, and they are dangerous or fatal. However, young children are not sexually active and do not pose any threat from these diseases. Therefore, there should be some choices presented, at least as concerns the age of the child at vaccination. In cases where certain elements in the vaccine “might” be dangerous, such as with the mercury in the Pertussis vaccine, a mandate for the removal of the dangerous component would seem to be in order. If the dangerous component is not removed then parents have a constitutional right to refuse to have their children vaccinated. In cases where there is simply not enough evidence to really prove a vaccine safe, they also have the same constitutional rights. It is not clear cut where to draw th