ShantanuT01/DACTYL-Pretraining huggingface dataset:
Introduction During the mid 1950s, the Front de Liberation Nationale (FNL), also referred to as National Liberation Front, declared an armed struggle for the emancipation of the Algerian people. This was an armed group that fought for the liberation of Algeria from its French colonial masters. This was followed by well coordinated attacks against key French installations throughout the country. This resulted to the French launching retaliatory attacks, which led to the great Algerian war that lasted for almost a decade from 1954 to 1962. By the time the war ended, the French administration had already committed more than half a million soldiers to suppress the uprising against its colonial rule. This was a war that combined revolutionary uprising tactics from the revolutionist and state instigated torture from the French administration (St. John, 2006). During the battle for Algiers, as the war is famously known, the French administration was highly criticized for using unconventional methods of interrogation against the National Liberation Front. Some of these strategies made use of human-powered power generators that were used to induce torture to obtain vital information about the FLN’s uprising strategies (Morgan, 2005). Torture Torture can simply be defined as the deliberate inducement of severe psychological, physical, and emotional pain in a show of cruelty. It is also a strategy of intimidation, or a measure of administering revenge and punishment. Torture is also a device of retrieving information or confessions. It is also used to deter the potential aggressors. Torture is not new in history. For ages, torture has existed in cases of differences in power, authority, and control. Historically, it has been viewed as a major theme in political, rel
Introduction Contentment comes with success whereby one feels happy with their current situation in life. Success has been defined as doing what one really wants to do, and in the story of Diogenes and Alexander, Highet compares two personalities who meet under peculiar circumstances. Diogenes was a Greek philosopher while Alexander the great was the lordly ruler of the Greek empire. Choice of Lifestyle Diogenes lived a simple of a beggar. He had little regard of the basic needs of human beings, choosing to cloth himself with a single blanket, since God had not provided a way for humans to protect themselves from the cold, like he had for the animals (Highet 8). Diogenes assumed the lifestyle of animals, especially the dog, arguing that there was no need for extravagance. He had no furniture and slept in a cask that he moved everywhere with, and placed it where he wanted to sleep. He survived on borrowed food from the people. Many people had lived the way he did, mainly the refugees, but he did so by choice, since his teachings emphasized that people should live a natural life, he chose to teach the people by example. According to Highet, Diogenes lived a contented life, since he could adopt and practise his teachings, without worrying about a family or work. Alexander on the other hand had little choice of his upbringing, as he was the son of King Philip. He had been taught by the greatest mind in Greece at that time, Aristotle. He was knowledgeable in many fields including poetry, philosophy, scientific research and military, being termed a magnificent commander (Highet 9). Alexander too, lived a contented life, at least according to the time of the story, at age twenty. He was skilled in many fields and was a great military commander. He was also honourable, as could be seen in his self control, with both women and alcohol. His choice of lifestyle, which involved battles, was an indication of his selflessness. Mission in life While Diogenes admired Hercules for his might and concern for other people, Alexander admired Archiles, who defeated the Asian armies. The two people are similar in that they fought for what they thought was right, in their own way. Diogenes lived a life similar to that of dog, trying to influence people that they could live a natural and happy life. While on the rich streets of Greece, he taught people his doctrines, and those who cared to listen followed him. To expound on his doctrine, Diog
Coca Cola Company: Background Information The Coca Cola Company is one of the most successful multinationals in the world today. It has branches in several countries in the world. The organization is the leading player in the non-alcoholic beverage syrups and concentrates market in the world today. It manufactures, markets, and retails these products and others. It has its headquarters in Atlanta, United States of America. The company manufactures and markets many brands across the world. The main product of the company is Coca- Cola (also referred to as Coke). The brand has a very interesting history. It was invented by John Stith Pemberton in 1886. In 1889, Asa Candler bought the Coca Cola brand and formula from Pemberton, and incorporated the company three years later. Currently, the company has more than five hundred brands and offers more than 1.7 billion servings of drink every day (Behrooz 1-2). Coca Cola Company began its distribution system in 1889. As already indicated in this report, one of the major products manufactured and marketed by this organization is concentrates. The organization produces and distributes the commodity to its stakeholders in the world market. It operates using the franchising system, where the local producers are given the license to manufacture and distribute the products on behalf of the company. The bottlers produce the canned and bottled beverages and distribute them locally. They distribute them to vending machines, retailers, and restaurants. Coca Cola Refreshments (herein referred to as CCR) is the company’s North American anchor bottler. In the United States of America, the Coca Cola Company manufactures and bottles fountain syrups. It sells the products directly to wholesalers and selected retailers (The Coca-Cola Company 2). Since 1960, the company has made various acquisitions and mergers around the world. For example, the company has over the years acquired such companies as Minute Maid, Thums UP, Barqs, and Fuze Beverage. The company distributes its products in over 200 countries in the world using the aforementioned franchising system. Tab signifies the first attempt made by Coca Cola to produce a diet beverage. Instead of using sugar, the soft drink was made using saccharin. The product was introduced in the market in 1963. Almost 50 years down the line, the product is still in the market today. However, its sales volume went down after Coca Cola introduced the Diet Coke. Fanta and Sprite are some of the most notable products distributed by the company. Fanta was introduced in the market during the Second World War, and was mainly sold in Nazi Germany. After the end of the war, Max Keith, the operations manager at that time, proposed that the product be added on to the list of the company’s brands. Sprite was introduced to neutralize the competition brought about by 7Up. In the 1990s, Coca Cola introduced non- carbonated brands to expand the company’s brand portfolio. The brands included such products as Min
Nuclear Suppliers Group is an international organization aimed at supporting the international nonproliferation norms. Nuclear Suppliers Group plays an important role in reinforcing the compliance with non-proliferation norms on the international level among the participants and non-participants of this organization for improving the human rights and ensuring the global security. Nuclear Suppliers Group (NSG) is an international organization which works to improve the human rights for safety by regulating and restricting the commercial trade in nuclear weapon as well as in goods and materials which can be used for producing it (Suid 1990). Citizens’ reasonable fears of the nuclear neighborhoods have made the regulation of the nuclear proliferation an international problem included into the programs of international organizations (Eiser et al 1995). The NSG was established in 1974 after India successfully tested nuclear weapon and the number of the states owning nuclear weapons was noticeably expanded regardless of the 1968 Non-Proliferation Treaty (NPT). In contrast to NPT which attempted to regulate the nuclear proliferation through the countries’ promises and signatures, the NSG controls the supply of materials and technologies which are required for building the nuclear weapon. With the end of the Cold War by 1991, Iraq was close to producing a nuclear weapon and Wassenaar Arrangement (WA) was created to restrict the trade of dual-use materials. The main goals of NSG and WA include support of the nonproliferation norms, reinforcement of compliance with these norms and improvement of the human rights (Goodby and McGoldrick 2009). NSG published guidelines aimed at regulating the nuclear transfers and ensuring that the exported materials are used for the peaceful purposes only. NSG created two lists of materials and technologies which can be used for producing nuclear weapon, including the Part I and Part II. The Part I contains the equipment and technology which are specifically intended to be used for building nuclear weapons. The Part II contains the dual-use materials which can be diverted and used for producing the atomic weapon (Kerr 2010). Apart from the atomic weapon, the use of nuclear technologies as the basis for the electric utilities can be rather dangerous as well. The negative consequences of the nuclear adoption can be seen from the catastrophe at Three Mile Island in 1979 and other tragedies (Farbe 1991). The 46 member states of the NSG not only comply with the established rules of non-proliferation and restrictions in commercial trade in the related goods and equipment, but also try to influence the situation in the international arena and develop the alternative strategies for using the nuclear power for the peaceful purposes. Regardless of the fact that the importance of governing the trade of nuclear reacto
‘Oedipus the King’ A Work of Greek Literature Greek literature has always been of interest to writers and scholars. This is because they often used very intricate writing styles that are as intriguing as they were decades ago. This subject attracts a lot of research and criticism of the scholarly world. Michael W. Cox and S. Nassar are some of the scholars who seek to interpret Greek methodology in the way stories are narrated and written. One of the most outstanding and intriguing works is ‘Oedipus the King’. It is a story that includes love and tragedy in the same work just as with other classical Greek plays and literary works. Analysis Play of Michael’s W. Cox and S. Nassar In the article that Michael W. Cox has written, he tries to give his thoughts on his understanding of the famous play ‘Oedipus the King’. In the play, Sophocles chose to ignore the more common use of recognition and reversal, which dominated Greek plays. As Michael W. Cox notes, Sophocles included sadness and protagonist in his play. Jocasta in the play is a grieving mother who had lost a son in infancy and blames it on her husband. She lives all her life bearing all the pain that her husband was responsible for. However, the tragedy lies in her waiting; she later discovered that her son was alive and was the one who murdered her husband. She has spent years grieving for a son who was to later bring in more grief to her than she could ever imagine. Michael W. Cox argues that the writer tried to write this story differently from the typical Greek methodology. Michael W. Cox thinks that Jocasta’s lack of grief at the death of Laius was much more than the grief for the death of her infant son. It is in his opinion that Jocasta may have been angry all along because Laius had sexual proclivities and transgressions that may have contributed to Jocasta’s lack of grief at the death of Laius. S.Nassar, on the other hand, looks at the play from another angle and bases his argument on the point that Jocasta may have been genuinely affected by the death of her infant son. Nassar thinks that the death of a child is not an easy tragedy to deal with this death affected her whole life. The premonition was that the young boy was to eventually kill his father, this is why the husband, Laius, involved Jocasta in an attempt to kill the infant. They tied the infant’s legs tightly and left him on a hill to die. Luckily, a farmer saved the boy. It is noteworthy to note that the tragedy spans a long period. Jocasta spent all her life grieving for her son even though she was an accomplice
The four articles generally analyze gender disparity in families depending on a particular community’s prevailing cultural beliefs. Gender inequality exists in each family because their traits and competencies vary (Sullivan et al., 2018). Categorizing men and women in opposite-sex marriages based on cultural beliefs makes them more or less appropriate for particular roles (Yavorsky et al., 2015; Bianchi et al., 2012). Similarly, Goldberg (2013) researched on same-sex marriages and found that homosexual couples understood family roles based on relational attitudes. Both partners do not follow the norms of heterosexual couples when they enact house arrangements. This paper summarizes gender theory and findings of sexual orientation and the division of labor in families. There are discordant theories about the normative duties of men and women in a traditional family. For example, feminism is among the gender revolution theories implying that both men and women should have equal rights and opportunities in society. On the same note, Yavorsky et al. (2015) argue that men initially dominated the labor force, and higher education attainment and societal expectations concerning parenthood have shifted. Moreover, today’s conceptualization of fatherhood emphasizes fathers’ economic roles alongside the need to engage in the emotional development of their children. Women’s responsibilities have changed to include financial support to the family, urging more men to perform part of the housework (Yavorsky et al., 2015; Bianchi et al., 2012). Therefore, gender roles have transformed and included equitable divisions of domestic responsibilities. Despite the insights mentioned above, women still play fundamental roles in a family. Sullivan et al. (2018) and Yavorsky et al. (2015) noted that women shoulder most home tasks apart from participating in paid labor as men do. They perform routine chores such as laundry, cooking, and childcare, apart from their employment. Bianchi et al. (2012) found that “mothers on average (with wives averaging 1.7 times the housework of husbands, and married mothers averaging 1.9 times the housework of married fathers” (p. 56). There are assumptions that attitudes predict the behavior of each person in a family. For instance, couples in a same-sex marriage perceive house roles as belonging to both of them, while those in a heterogeneous marriage view the duties based on their cultural construction. Women perform more tasks in a home to express femininity, while men are reluctant to complete similar assignments to portray masculinity. The research findings can be referenced when empowering women and creating equal rights policies. It is evident that both genders have similar capabilities
Nowadays, many students are challenged by the necessity to create their pieces of work and prove the originality of their ideas. The question of plagiarism is frequently discussed in different academic facilities. As a rule, teachers ask their students to follow the Code of Ethics while writing their academic projects, as well as using and referencing different sources to avoid cases of plagiarism. However, today, even borrowing ideas from the Internet may be compared to borrowing from published sources (Spatt, 2011). Therefore, it is necessary to be very careful with every idea introduced in a paper. Regarding a number of writing requirements and the possibility to be blamed for plagiarism, it is hard for many students to start writing their papers without any fears and doubts about the quality and originality of their work. In this paper, several simple but effective strategies for avoiding accidental plagiarism will be developed and discussed to help students succeed in writing and using multiple sources. Writing and Plagiarism in Modern World Students have access to numerous sources from which it is easy to take some ideas for writing. On the one hand, such an ability facilitates a writing process and deprives students of the necessity to spend days and nights at libraries searching for a required source. It does not take much time to turn on a computer and surf the web. On the other hand, the Internet contains billions of informative sources with data that has to be properly referenced. Such access challenges students a lot because there are more reasons for being blamed for plagiarism. According to the Code of Ethics, writers have to be transparent each time they use ideas from different sources and be sure to change the construction of every paragraph (Academy of Management, 2011). In addition, there are many credible online programs like Turnitin, which may be used by tutors to check the level of plagiarism in each work. Angelil-Carter (2014) suggests connecting the frequency of plagiarism and its increasingly problematic nature with the development of “new understandings of discourses and texts” (p. 15). In other words, not to spoil individual writing with plagiarism, students have to get a clear idea of what they allow to use as examples of common knowledge in their papers and when it is time to put quotation marks and cite a source. Personal Past Experience in Writing During this course, I have already created several works and passed t
Report one Introduction The Green Fluorescent Protein Gene that was noted in one of the species of jelly fish known as Aequoreavictori has been known for several decades. The jelly fish obtained from the Northwest of Pacific was used to clone the gene component. Green light is emitted when this gene species is exposed to Ultra Violet (UV) rays. Tsien (1998) observes that it is not necessary to spoil the cells before the process of observation and especially when carrying out gene encoding using the GFP gene. This is mainly attributed to the fact that an outstanding green light can be readily emitted in the presence of UV rays. Background The vector components were part and parcel of the bacterial colonies that were used in this experimental procedure. These are the same components that are supposed to emit green pigment even though they are anticipated to remain chloramphenicol resistant. The PCR was then used to amplify the GFP gene used in the experiment. In order to achieve the desired results, oligonucleotide primers were equally used. Moreover, efficiency of the process was gauged using the two applied methods. In other words, it was possible to determine the efficiency of the cloning methods used by comparing the oligonucleotide primers. GFP clones are amplified when PCR are used in the experiment. The pBCKS are then formed as a result of litigation that takes place in the latter procedure. Thereafter, the electroporation process is used to transform the gene components into the E. coli forms. Discussion The morphological distinction of the GFP gene is possible due to its unique features. Moreover, gene spicing enables the process of GFP production bearing in mind that there are different DNA codes for the organism’s genome that usually targets the proteinsin. Hence, the process of producing GFP genes is controlled by both the regulatory sequence and the gene structure. Past studies have revealed that the cells which take part in the experiment usually emit fluorescent pigment when viewed using fluorescence microscopy. The acceptance of resistance towards germs-killing components is demonstrated using the pBCKs and pGFP cells. The growth levels of the antibiotics can be clearly observed through the plates used in the experiment. The observation can be made clearly especially at the end of the incubation period. Hence, the experiment used and represented the GFP gene as plasmid. It was then placed together with a component derived from DNA. This explains why green colour was emitted when the GFP cells were exposed to UV light. Nonetheless, there were quite a number of regions that failed to emit the green colour. Tsien (1998) also observed the same experience in one of his similar experiments. The regions that d
Introduction   * Adolescents is a developmental phase.   * It creates communication issues for social integration.   * Social skills enhance and improve communication.   * Adolescents experience mental and social changes. Adolescence is seen in many societies as a phase of advancement. Under this phase, limits are obscured, and classifications of the age group contrast across geographical regions. It is acknowledged that during this time, the youngsters are experiencing articulated physical, mental, and social changes, which present challenges novel to this phase, and the communication of these developmental changes and the determinants of wellbeing influence social integration. Thesis Statement Social skills are endowments required for interaction and communication. These skills permit verbal, nonverbal, or assertive communication using sign languages, body language, sounds, gestures, or physical appearance. Social skills are portrayed by practices shown by the people in a relational setting in which they express sentiments, mentalities, feelings or rights satisfactorily for the circumstance, regarding similar conduct in others (Bell & Condren, 2016; Smith et al., 2020). These abilities are infused via learning, and the exhibition level varies, relying on the formative stage, social and situational factors. Adolescence is a developmental stage in which the social abilities assume an essential requirement for social integration and the quest for self-affirmation and control (Bireda & Pillay, 2018). Thus, social skills enhance the capacity to communicate and integrate with society. Types of Communication Non-assertive communication   * Adolescents devalue their opinion;   * Cannot decide;   * Do not enforce their rights;   * Passive response;   * Accepts decisions. Aggressive Communication   * Hostile and demanding;   * Do not consider people’s needs and opinion;   * Loud and overbearing;   * Communication is hostile;   * Lacks respect. Assertive communication   * Polite and confident;   * Is not persuasive;   * Confident response;   * Make decisions;   * Needs are expressive;   * Communication is genuine. Non-assertive communicators feel low about their values and need to be acknowledged, preferred, and consistently permit others to make decisions. According to Gareil 2000, non-assertive communication behaviors could be weak, and meek. Nonverbal relation skill relates to being non-self-assured and includes self-isolation, utilizing a calm tone, staying quiet, demonstrating apprehension with spasms, sweating, shaking, and outward appearances. Non-assertive communication skills could be useful when developed effectively. Attributes of non-assertive conduc