ShantanuT01/DACTYL-Pretraining huggingface dataset:
Introduction Throughout the 20 th century’s second half, the explicitly and implicitly themes of feminism have been finding their way into children’s books to an ever larger degree. The reason for this is that one of the most notable discursive aspects of the historic period in question is that, throughout its entirety, the idea of women’s emancipation has been growing increasingly popular in the West. This simply could not be otherwise, because the ideals of gender egalitarianism, commonly associated with the notion of feminism, are indeed fully consistent with the overall logic of history. Nevertheless, the adoption of ‘political correctness’ in just about every Western country (including Britain) by the late 1990s, as the governmentally endorsed social policy, resulted in the notion of feminism being deprived of its original aura of progressiveness. The reason for this is apparent – this specific development established the objective preconditions for the mentioned notion to grow increasingly distanced from the idea of gender equality, while becoming synonymous with the notion of mental and physical degeneracy, as something that has the value of a ‘thing in itself’. In its turn, this allows us to hypothesise that, when it comes to discussing the theme of women’s empowerment in the works of children’s literature, one must be capable of distinguishing the motifs of ‘emancipatory’ feminism from those of what can be defined as ‘pathological’ feminism. Whereas, the former is being concerned with the promotion of the idea that men and women are thoroughly equal, in the social sense of this word, and that they should treat each other with respect, the latter has to do with its advocates’ insistence that women are somehow ‘superior’ to men, and that the particulars of one’s gender-affiliation have nothing to do with the concerned person’s sense of self-identity (Nachescu 2009). In my paper, I will explore the validity of this suggestion at length, in regards to the picture-book Piggybook by Anthony Browne and the novel The Illustrated Mum by Jacqueline Wilson (representing the examples of children’s literature in Britain), which clearly belong to two of the earlier outlined feminist writing-approaches. While addressing the task, I will argue that it is specifically Browne’s book, which does deserve to be recommended for reading by children, because as opposed to what it is being the case with The Illustrated Mum , it promotes the cause of the ‘emancipatory’ (socially beneficial) feminism. The main qualitative features of children’s literature Before proceeding to analyse the discursive significance of Piggybook and The Illustrated Mum , we will need to outline the qualitative features of children’s literature, in general. This has to be done, in order to define the degree of each of these books’ compliance with the methodological provisions of the genre in question. The main of these features can be defined as follows:  1. The objective value of a particular children’s book is reflective of its ability to serve as the tool of ‘character education’, as defined by Arthur
The contemporary society can be described as a multi-layered system that functions effectively due to the existence of multiple institutions regulating its development and cooperation between all individuals. The Justice system belongs to these fundamentals as it guarantees protection to people. Regarding the increased complexity of relations in the modern world, there are civil and criminal laws that exist to differentiate various cases and introduce appropriate punishments for lawbreakers not insulting their basic rights and preserving the chance to integrate with the society in the future. That is why it is critical to realize the differences between these two laws existing in the justice system. Civil and criminal law are two separate entities that have certain regulations and appropriate punishments for various offenses. The first one deals with a set of behaviors or actions that injure an individual or another private party, organization, or corporation (Erstad, 2018). Such cases involve property damage, breach of contract, negligence, or malpractice (Legal Aid Society, n.d.). Criminal law presupposes the work with acts that are considered a threat or offense against the public, society, and the state, even if victims of the wrong behavior are individuals (Erstad, 2018). Murders, assaults, and thefts are investigated by criminal law. Both civil lawsuits and criminal trials rest on the idea that all sorts of crimes should be proved to avoid injustice and other failures. However, there is a significant difference in the standards that comes from the severity of offenses and punishments provided for them. Civil cases traditionally presuppose lower standards of proof, such as the preponderance of the evidence (Legal Aid Society, n.d.). It means that a court considers a crime using the idea that some act is more probable to occur in a certain way than not (Erstad, 2018). Regarding criminal law, all crimes should be proved using credible evidence and solid facts because of the existing presumption of innocence (Erstad, 2018). These differences impact the work, of course, significantly. In criminal courts, the government is the main accuser. It files a case against a person for committing a crime who is called a defendant (Reid, 2016). During the process, the government must provide evidence proving that a defendant is guilty beyond a reasonable doubt (Legal Aid Society, n.d.). If the guilt is proven, he/she will be provided with the punishment and imprisoned. Otherwise, in civil court, one party sues against another party because of the existence of a particular problem between them; organizations, business agencies, and companies can also become parties (Erstad, 2018). If an individual loses a civil case, he/she might be obliged to pay a fine or return a particular property (Legal Aid Society, n.d.). Civil law does not presuppose imprisonment. Finally, there is a critical difference between capital and non-capital offenses that s
Governments usually conduct experiments before coming up with new methods of harnessing military activities. These experiments involve real life scenarios and collection of statistical data. Learning experiments can be conducted using various theories including constructivist and learning theories. Recently, the Canadian Defense and Research Authority used the results of a statistical study to figure out the best way to conduct tactical operations (Grant, 2012). The study took six days and involved nineteen military officers. The results of the study were used to indentify skills that are important to military personnel. Moreover, the military was able to learn new ways to use the newly developed command and control software program. This paper will explore how the statistical results of this study were used to impact changes to Canada’s military system. Military command organizations also referred to as C2 units are in charge of providing directions to teams that have been deployed to the field. The success of a C2 organization is vital to the success of military operations. The operations system of command units keeps changing in line with technology and security requirements. This is why it is necessary for changes in the functionality of a C2 unit to be communicated fast. For instance, as the war in Iraq progressed, NATO command units kept updating their modes of operations. The purpose of this experiment was to transmit knowledge and to generate new useful information (Grant, 2012). This study was initially commissioned by the Canadian Department of National Defense. The study was specifically aimed at enhancing the fire support team during military operations. The experiment was conducted with the aim of refining the then ongoing Afghanistan campaign. Nineteen military officers of different ranks took part in the experiment. The experiment was code-named the Coalition Attack Guidance Experiment (CAGE). The results of CAGE were employed in several military operations. The first changes in military operations as a result of this experiment involved unscheduled missions. Unscheduled missions refer to events that occur haphazardly such as ambushes or evacuation of casualties. The results of this experiment are now used in unscheduled missions that require fire support. The results of the experiments revealed that a longer chain of command resulted in more failures during unscheduled missions (Grant, 2012). In addition, unscheduled military missions in future would be recorded in single entries. The experiment had revealed that making several entries regarding a single mission was ineffective. In addition, it increased the chances for errors and the workload in unscheduled missions. Through the experiment, the Canadian Defense Authority was able to adapt a “Joint Automated Deep Operations Coordination System (JADOCS)”. From this experiment, the military learnt a new way of logging information using a color-coded system. This system is used to complement the pre-ex
Their beliefs The women of twenties are depicted as if they believe in fashions. This is why the audience of targeted would be shown different varieties of collections in a show. Old and young people are mostly not very much interested in the manner they look or appear. The way the fashion is very important to the target audience. The collections are indicated to be having sharp contrasts. The message they pass across is that of attracting others to themselves. In some of their messages, they can be seen to claimi
Introduction The objective of educational opportunity is to understand the relationship between education and society. This assignment discussed topics such as the comparison of two schools discrimination, education as an institution and its relations to other social institutions, the role of the school in social inequality. The Class activities will vary from school to school. The main theme of this discussion is to analyze the educational systems that arising out from social inequality. It has been discussed the ways that education differentially allocates resources based on race, class, and gender. The social class discrimination attitude aggravates the existing educational inequalities by race and class. This paper goes to discover the difference in school practices go ahead to variation in individual level learner’s outcomes. These distinct levels of analysis have organized separate focal point on an assortment of feature of the implementation of education in society. It has been paying attention on economic facet of education. This analysis depicts educational resource allocation among different ethnic group. The social process primarily needs to identify educational purpose, commitments and criteria of achievement (Wong, K. K. and Nicotera, A. C. 2004, pp.12-25) Descriptions of the schools Carroll County Public Schools Carroll County Public Schools was founded in a formal partnership with the Baltimore Area Council Boy Scouts of America and Girl Scouts of Central Maryland. Under the partnership agreement, the scouting organizations will provide several programs professionally developed for school-age students. The program will sustain schools and community pedestal organizations engaged in their efforts to make ready the youth to effectively handle the complexity of contemporary society. Carroll High Schools (Public) has been selected to receive an award for the continuing efforts of the Character Education Discipline Committee from the Character Education Partnership (CEP). The Character Education Partnership provides these annual awards for outstanding exemplary practices that encourage the ethical, social, and academic growth of students through character education. The CEP expects to recognize educators for their endeavor to learn for successful initiatives. Carroll High Schools is being recognized for the ongoing endeavor of the Character Education. This committee is comprised of intelligentsia and administrators from elementary, middle, and high schools across the county. The committee hold dialogue several times throughout the year to review data, share best practices, and character education mechanism.. The objective of the committee is to promote the integration of character education and effective discipline practices into curriculum in order to yield a positive impact on student performance. The objective of Carr
Organizational history, mission and vision A bond is a debt security. A bond is defined as an instrument of indebtedness by the bond issuer to any bondholder. Under some agreed terms, the bond issuer is said to owe the investor a particular debt. This essay analyses different aspects of bond evaluation. These elements include the types of bonds, bond evaluation methods, factors affecting bond valuation and relevant terminologies in bond valuation. Analysis of the types of bonds The types of bonds include government bonds. Government bonds are also referred to as treasury bonds and are issued by the government to raise money (Chandra 172-173). Municipal bonds are other types of bonds issued by cities in order to raise funds (O’Hara 1). Zero-coupon bonds are types of bonds that do not pay regular interests but usually traded at deep discounts. Convertible bonds are bonds exchangeable at the holder’s option for issuance of a company’s common stock (Agrawal 221). Corporate bonds are issued by companies to cater for their debt capital. Fixed coupon bonds pay same interest amount for the whole period. Proposed goals of bond valuation Time value of money; this process involves two types of cash flows that are face value and coupon payments. The bond’s value is calculated by adding the present value of the principal amount to the present value of coupon payments. Through this method, bonds can be evaluated annually, semi-annually and quarterly (Fabozzi 169). The other method of price valuation is the relative price approach. Investors who use these techniques buy bonds after detecting that these bonds were under-priced. Investors of these bonds use this method to detect over-priced bonds and then sell them later (Drake and Fabozzi 398). The third method of bond valuation is the stochastic calculus approach. This technique is used in the evaluation of risk-free bonds with quantities that are continuously adjusted. Valuation using this method is achieved by constructing a stochastic differential equation. The stochastic and non-stochastic differential equations governing the bond price must be known in order to compute the bond’s value (Danthine and Donaldson 455). Finally, the arbitrage-free pricing approach is another method used in bond evaluation. This method values a bond considering the series of cash flows. Each cash flow is taken to be a zero-coupon bond. In this case, each cash flow is discounted at a unique discount rate of its own (Fabozzi and Mann 110). The different factors affecting bond valuation are as follows. Firstly, interest rate and the rate of return affect bond prices. Interest rates are determined by the real risk-free rate, the expected rate of inflation and the risk premium. When interests rate are high, the bond prices increases and vice versa (Madura 207). Secondly, the rate of inflation may also affect bond valuation. When the inflation rate is high, the value of bonds decreases. A low rate
Every year, thousands of young people come to America to seek higher education. Some of these kids happen to rich, meaning their parents can afford to provide everything they need, even learning in the best institutions in the world. It is no doubt these kids find themselves in a different environment all together. In America where freedom of speech is as common as air itself, the rich kids often find themselves under scrutiny from the way they behave to the way they dress and even the way they talk. Many people, from the broad sense, assume that rich kids are spoilt and they literally know nothing about life and surviving. Others consider them stupid, and they try to form friendship hoping to benefit financially or improve their image. Others completely ignore them all together, since they feel that there is no way they can understand each other because of different social class. For rich kids, life is not a smooth sail, especially in America. They were sent here to excel and also make their parents proud. This puts them under a lot of pressure, and that is a difficult job especially if they do not have the same life ambitions as their parents had. Many people think that life for them is easy, but from the pressure they receive while trying to fit in another, culture which is different from theirs, it becomes quite a struggle. They sometimes become isolated and to them they feel as if they are alone in this world, they feel as if they are the only child in the world. This is quite literal if the child is from China since their government regulates the number of children per couple. The thesis of this paper is; life as a foreign rich kid in an American school is difficult in many aspects compared to native kids of any social class. This is true to some extent. The kind of life they will have in America most importantly depends on their personality and how much they are focused on their goals. It is possible for a rich kid not to be seen as spoilt, it is also possible for them to be seen as hardworking and important in the society. All that will depend on how they choose friends and how they regard others. Am afraid though that in most cases, rich kids are spoilt and most of them do not end up making it in life on their own. Living in a life one gets almost everything he wants is not ideal when preparing one to face life. In this case, both the parent and the child are to be blamed. The by standers who watch and criticize are to be blamed too, but to some small extent. I mean whether you become successful or not people will always have something positive and negative to say. Chi Hu is a student in Yale University, and he has been living with his uncle since he moved to America to attain his master’s degree in economics. When he left his parents in china, he promised to work hard and become as successful as they were. Whenever chi wants something he gets it since his father can afford almost anything that can be bought with money. Everyday he is driven to school in a Ben
Introduction In my early childhood, I witnessed the deaths of close relatives and family pets. I remember one time we returned home after visiting our grandparents for a week and found the houseplant all dried up. My father’s explanation was that the plant had died. At the time, I thought dying was a reversible event and even went ahead to water the plant. However, my parents explained that water would not bring it back to life. Later, the death of our favorite pet, Molly, elicited my fear and anger towards death. I felt better when my parents explained that our dog had gone to a nice place called heaven. I also witnessed cartoon characters die and watched buildings crush people in films. In Sunday school, we were taught about heaven as a place where good people go after death. I can say that religion, the media, and my parents contributed to my early understanding of the concept of death. However, my parents played a greater role in shaping my idea of death and dying than religion and media sources did. They gave answers to my questions about death in a developmentally appropriate way that deepened my understanding of death as I grew up. Parents The death of a loved one can be a disorienting experience even for adults. Children, though highly inquisitive, are often oblivious of the emotional experience and sadness associated with death. My grandfather died when I was about three years. At his funeral, I could not understand the ‘bizarre’ behavior exhibited by my parents and adults at the ceremony. Everybody was so tearful, which made me associate death with sorrow. At first, I was running and playing with the other kids, but later I got concerned about the unusual somber mood. Unlike previous family functions that were characterized by joy and celebrations, this one was sorrowful. At his gravesite, family members were sobbing. I was with my mom eating snacks oblivious of the intense sorrow in her heart. I remember asking her what we were doing. She replied, “Bidding bye-bye to grandpa” and burst into tears. The experience taught me that death is an undesirable incident that elicits emotions of loss and despair. As I grew older, I became more inquisitive about dying and the afterlife. The response I received from my parents whenever I told them that my favorite cartoon character had died was that it had gone to a better place called heaven. Initially, I thought that they will come back and I will be able to see them again. I later learned that death is an irreversible occurrence. My parents explained to me that once the body dies, it ceases to live and has to be buried. Slaughter writes that, cognitively, young children (below three years) cannot distinguish between death and long journeys or trips (184). They always hold the idea that the deceased will come back or dead pets will spring back to life upon consuming food or drinks. Slaughter further notes that, at the age of four, most children start to understand the permanence of death (187). In retrospect, I understand why mourners were filled with despair and grief at my grandfather’s funeral. Their understanding of the irrever