ShantanuT01/DACTYL-Pretraining huggingface dataset:
Comparison of American presidents George W. Bush and Barrack Obama to Adolf Hitler or the Nazis has become very common. After eight years of comparing George W. Bush to Adolf Hitler, Obama is also receiving the same treatment. The actions, believes and personal associations of Obama are compared to those of Hitler on many internet blogs and newspaper columns. Adolf Hitler is one of the most forceful and powerful personalities in history. He was a philosophical and political leader of the National socialist party (Nazi) and what most people agree on about his personality is that he was evil. He has become the most infamous leader for his extremist stands. Comparisons between Obama and Hitler are based on their policies. However, it is absurd and inexcusable to compare Barrack Obama to Hitler. Obama is not like Hitler at all and it is a logical fallacy and a dilution of history to compare them. Hitler rose to power during a period when Germans needed a hero to save them from a recession. The same is the case for Obama to whom, most Americans looked for a savior from the economic problems facing America. Both individuals wanted change and those comparing Obama to Hitler have used such phrases, as “Hitler wanted change too”. It is wrong to assert that since Hitler wanted change, every other person who wants change is morally or politically equivalent to Hitler. From the books audacity of hope by Barrack Obama and mein kampf (translated loosely as my struggle) by Adolf Hitler, it is clear what kinds of change these two persons believed in. Hitler wanted change to the German population and actually not to the government itself. He blamed the Jews for the failures in the German society since he believed Germans were superior to other races (Michael, para 8). Mein kampf reveals Hitler’s extreme hatred for Jews (Meler, para 39). According to his book, Obama on the other hand recognizes and desires to change the problems in the American functional government and state of politics. Adolf Hitler was the leader of Nazi party, a political party that believed in National Socialism. Hitler was therefore a socialist unlike Obama who although branded a socialist by some critics has personally rejected claims that he is a socialist. Republicans are yet too convincingly proof that his policies are socialist and again, being a socialist does not imply that someone is like Hitler. Hitler’s form of socialism was based on racial supremacy. In his period of leadership, Hitler sought to increase German dominancy among other nations and employed an expansionist foreign policy that triggered the World War II. His policies were based on racism and anti-Semitism. During the short period as a president, Obama has tried to improve the relationship between America and other coun
Publications by the Editorial board of The New York Times announce the opinions of the board itself, the editor, and the publisher. One of the recent editorials published online on May 25 presets an opinion on the problem of the people’s beach at Rockaway. The issue is that there appeared announcements about the part of the beach closing for summer 2018 due to erosion. Nevertheless, the community and the local businesses do not support this idea. The editorial board of The New York Times provides arguments of inefficient policies and the lack of action from the city officials who could have prevented the problem or eliminate it. Rockaway Beach is a favorite place of rest for many New Yorkers who come there tired of the city heat. However, due to constant erosion and the lack of any protective measures, much sand is washed with water, which makes it impossible to use the beach any longer. The editorial board uses epithets to attract attention to the beauty of the place and its importance to the citizens, such as “a beautiful expanse of white sand,” “one of the crown jewels of New York City,” “a breezy bit of heaven for the thousands of New Yorkers,” etc. (The Editorial Board, 2018, para. 2-3). One of the implicit arguments provided by the editorial board is that the city officials are trying to put the responsibility for the situation on the Army Corps: “Mayor Bill de Blasio said that the city had waited until the last minute to make the announcement to see if the Army Corps of Engineers could do something to fix the erosion” (The Editorial Board, 2018, para. 6). Some evidence of arguments between the Army Corps that were supposed to build jetties to protect the beach and the city officials are provided. The editorial presents arguments of both parties, thus contributing to the objectivity of this dispute. Thus, the mayor claims that “the only way we’re going to solve the underlying problem is with the Army Corps,” while the Army Corps justify the delay by the fact that the project has not been approved (The Editorial Board, 2018, para. 7). The argumentation provided in this editorial is deductive. One of the possible logical fallacies found in the arguments presented in the editorial is that of false cause. The city officials tend to accuse the Army Corps of failing to build jetties while, in fact, the officials themselves did not act effectively to solve the problem. Nevertheless, the editorial itself does not contain any signific
From time immemorial, consumption has largely been the yardstick for signaling one’s position as regards social status, membership to a given group, or even one’s own self-esteem. The expenditure incurred out of these, therefore, is directly influenced by the symbolic value they bestow upon the buyers as these are the motivators that create the need, for one, to associate themselves with such (Clammer, 1997). This fact is based on the socially accepted norms within a given society. Competition has pushed businesses to tap into the imagination of their clients, thus new marketing tools have been devised as a means to stay afloat. They, therefore, classify their clients according to their social class within the given society. This, aptly put, dictates that the consumption of the given product is influenced by the symbol attached to it, and the value appended is directly proportional to its symbol in society, such is regarded as symbolic consumption. Clammer (1997), in another simpler definition, states this as “the use of cultural capital and consumer information to satisfy desires that transcend the mere status that is intrinsically accompanied by the goods consumed” (Clammer, 1997). This paper, therefore, seeks to define the values attached to the symbols and the competition that arises within the Japanese set-up socially. The Japanese, on prima facie, is a classless society when observed from afar. It is an assumption that given the fact that their earnings are almost on the same scale, but that is only an external observation. They have a consumptive society which, in their undertakings, has a tendency for semblance in terms of their choices; as such, they imbue their national values as a people. Japanese society, though uniformity, has created a unique social set-up that has a totally different set of standards for the definition of a given persona. Independence and eccentricity are attained by a given gradation in their consumer behaviors. Symbolic competition as a concept among these people is necessitated by the need to classify the different people in terms of their persona, their uniqueness, and their acceptance to the norms that define their culture (Clammer, 1997). However, this has not dampened the fact that differentiation is still a part of this culture and that differentiation has come about as the effects of property ownership, control of space, and their general lifestyles. The difference in possession of these has proven to be the symbolic boundaries between the classes. The Japanese society in itself is almost a homogeny culture, meaning the distinction of the self is rather uncommon. However, international trade and commerce have resulted in a conflict between the Japanese values and a people’s need for self-identity fuelled by
The performance of American schools is a hotly debated topic. While improvements are constantly made that ensure that the educational system is keeping up with the demands of the modern world, many issues still require change. One of the issues that still persists is the science classes. Some concerns exist regarding the way science is taught in schools and the insufficient professional competence resulting from it. The aim of this paper is to propose a model for identifying and implementing the change needed to address the situation, as well as a means of assessing and evaluating the process. Science is commonly recognized as a set of determined practices that operate under well-established standards. While definitions vary, the majority of them mention the well-defined standards in some way. For this reason, it is not uncommon to see the process of science education as more or less focused on communicating the current understanding in any given field to the students. This is the case with the organization in question, and, according to the recent guidelines known as Next Generation Science Standards, with many other schools across the country. According to the new guidelines, the science classes should focus not only on the body of knowledge that is consistent with the current views but also boost the understanding of the value of this information for the professional career as well as everyday usage (Next Generation Science Standards FAQ , n.d.). Additionally, each discipline should incorporate the promotion of critical thinking and application of the scientific method on a daily basis. Such broadening of focus is impossible without significant changes in curriculum and an update of the resource and knowledge base, not to mention the need for establishing new educational partners. To successfully implement the changes, a four-step model is recommended, grounded in the principles of change laid out by Gene Hall and Shirley Hord. To monitor the change and evaluate its success, the concerns-based adoption model (CBAM) can be implemented throughout the process. The model will consist of the following steps: the initial partial implementation and resource management; the shift towards the new practices; the finding the professional partners for career development and major assessment; and total transition. However, before the initial step takes place, the proper identification of the problem and informing the participants is required. The recommended procedure is collecting the available information regarding the current state of science education, with case studies of both the traditional and innovative ways of teaching. The results should then be spread among the main par
Introduction The name of this business is Blue Hotel and Resort. The business is hotel-based but targets local and international tourists who are coming into the country all year round. The business will mostly be aimed at taking advantage and promoting local tourism, which has not been very much exploited because investors and the government have been concentrating on international tourists. Type of Business The business will be a partnership because it requires a large amount of capital which will be contributed by the partners. Investors will be included as partial owners of the business. A large amount of capital will be used to rent business premises at different localities and towns suited for local and international tourists’ attraction sites across the country, development of these apartments to suit the requirements and standards, and equipping of these hotels with necessities to carry out the business. The business will start by managing at least ten hotels at different places best-considered tourists sites across the country. Plans will include buying land and building hotel apartments to be owned by the hotel. This will enable a shift from rental to individually owned apartments. Services and Products The hotel will take care of all or most of the tourist’s needs while in the apartment and will provide food, beverages, snacks, and drinks for sale. Different services will include entertainment, gym, and sanitary services. The business services will include room rental services for local and international
Background Ruth St. Denis was born in 1879 in New Jersey to Ruth Emma Denis who was a physician by training. Saint Denis was very strong willed and highly educated. She died in 1968. Training St. Denis was encouraged to study dancing at the formative stages of her life. She learnt Delsarte technique in the early stages of her life. Her bullet lessons were conducted by an Italian ballerina Maria Bonfante. She also received training in social dance forms and skirt dancing. Her professional career began in New York in 1892. She worked as a skirt dancer in New York where she performed in dime museums and vaudeville houses. Dime museums traditionally hosted leg dancers who did brief dancing routines. In a day, Ruth did more than eleven brief dance routines. David Belasco spotted Ruth in 1898. By then David was a Broadway producer and a director of repute. David then hired Ruth to perform as a featured dancer in his large company. In fact while working with David, Ruth earned her stage name St. Denis which stark with her forever. She was later to be known as Ruth St. Denis. After the tour where ‘Zaza’ was being produced Ruth got to know many important European artists like Sado Tacco and Sarah Benhardt an English actress great of her time. These people positively impacted her life as evidenced by her desire for dance and drama of Eastern cultures. Her interaction with Bernhardt made her like her melodramatic acting style. This later influenced her acting career especially the tragic fate of her character (Sherman, 1983). The technique Ruth St. Denis brought to the fore At the onset of the 20 th Century St. Denis began formulating her own theory of dance and drama. These were greatly influenced by the drama techniques she had a brush with early in her dancing training. The theory of dancing was also influenced with her readings on scientology, philosophy , and the history of ancient cultures. The works of Benhardt and Yacco also played a role in defining her theories. In 1904 when she was touring with David Belasco, she came a cross a poster of the goddess of Issis that advertised a cigarette for the Egyptian Deities. This poster overwhelmed her imagination and she later resorted to reading a lot about Egypt and India. St. Denis later quit David Belasco’s company to start her path to the career of a solo artist. It is during this time that she designed her exotic costume and created a story of a “mortal maid who was loved by the god of Krishna, Radha”. This dance style was premiered in New York’s Vaudeville House. She intended to translate her understanding of the “Indian culture and mythology to the American dance stage through Radha”. When plying her trade a solo artist Mrs. Orlando Rouland quickly discovered Ruth St. Denis. Ruth St. Denis began performing Radha in Broadway theatres when her wealthy patron started sponsoring her. Ruth had a conviction that Europe had more to offer than any other place would do. That is why in 1906, together with her mother she went to London. She managed to travel in many European cities where she performed a series of translations until 1909. She
Introduction Irish migration was widespread during the 1840’s. This period recorded significant migration of Irish population around the world. The causes of migration were diverse and it included factors such as famine, religion discrimination, high rent rates, evictions and the rising of young Ireland in 1848. The Irish were lured to countries such as United States, England, Australia, Scotland and others for better life and living standards. In United States, they were enticed as a result of invention of gold activities in California. Experience of Irish Immigrants in Europe Scotland According to Barrett, majority of Irish migration to Scotland and many parts of continental Europe were poor. Besides, they were made up of mainly Roman Catholics 1 . The issue of catholic identity in the newly acquired territories provided a far elusive concept. The identity was a result of hostilities of mainstream Scotland society. Catholic identity was a challenge for Irish emigrants in sustaining their stay in the newly acquired territory, because most Scottish populations were not Catholics 2 . However, a range of reasons were established which facilitated easy mixing and interaction with Scottish society. Bielenberg explores factors which enhanced co-existence: Education Act, victory of Glasgow Celtic, formation of labor party in 1906, establishment of Irish Free State, re- housing schemes formed in 20thcentury and solidarity fashioned during the 1914-18 war among other factors as affirmed by O’Farrell 3 . Moreover, during this period, the Scottish and most parts of European society were quickly transforming hence, this dynamic expansion of ”Scottishness” simplified Irish Immigrant and their descendants to be accommodated and retain their Irish catholic identity. This was anchored on diversity. The Irish protestant encompassed less percentage of migration to Scotland and other parts of the Europe 4 .Inexorably, the concept of Orangeism, provided a means which Irish Protestant immigrants, exclusively for the lower cadres used to uphold a distinguishing identity acts mammoth in most Irish protestant familiarity. O’Farrell affirms that Orangeism is linked to Irish protestant accomplishments of weaving and coal mining hubs in lowland Scotland. This proposes that a sectarianism inhibited growth and development of trade unions among Lanarkshire coliers 5 . The orange edict and Irish protestant exerted an overriding effect on Conservative Party of Scotland during the Anti-home Rule movement of 1912 -14. England Irish migration to England was influenced by poverty, diseases and famine among other important factors. O’Farrell explores that to improve their living standards and contribute to effective growth of England economy during the 18 th century, Irish undertook work in transport sectors and factories 6 . These places offered more job opportunities for the Irish immigrants. However, major Irish immigrants in England, were unskilled thus formin
Human beings like feeling that they are best equipped for whatever they consider their specialty in life. A feeling of adequacy is always essential to a human heart and mind just for self-gratification rather than utility. Every individual believes that he or she has gained enough experience in a certain field, and does not need to undergo further preparation for something, which is obviously in their capability. Focus on the practice one is comfortable with is so acute that an individual forgets broader thinking, which increases the chance of discovery of new fields, which may present new challenges. The focus on one field is a result of the satisfaction and contentment that is obtained from such activities. Individuals will get contentment from activities that are not necessarily beneficial to anyone. Some of the activities that most people opt for repeatedly doing without getting bored by their monotonous nature may even be pervasive acts, while other activities are constructive. In his regard, most people have to be compelled to either cease from engaging in a destructive activity while others have to be forced to direct their efforts towards an activity they do not want to engage in on their own will for a positive purpose. The compelling force may be another person or necessity, which is often the driving force behind most achievements among human beings. Sometimes, mere curiosity is the driving force behind new inventions and achievements. People derive pleasure from an alteration of the perception of any aspect of nature. People will crave to hear news of an event that rarely occurs, and that one that changes the current mood and perception. The mind always gets restless on being subjected to repetitive experiences. This explains the habitual nature of the human being to overindulge in pleasurable activities at all costs. Throughout the course of human life, all effort is channeled to activities that alter their perception to a more exciting or new dimension. This is the ultimate goal of the ever-increasing range of activities that the human being has integrated into life. In the course of seeking actions that change one’s perception of the world, then, the discovery of new ways of operation and presentation of aspects of life is inevitable. This is what brings about creativity, which is related to how people perceive issues. Creativity mainly relies on the ability of a person to change the perception of other people in a certain discipline. For one to be creative, the ability to generate new dimensions of a single and static aspect of existence amounts to a special gift of creativity. People will hold in high regard the ability to represent an idea in a new dimension rather than treasure the ability to represent the true picture of a phenomenon. This ability to please people’s minds with constantly changing perspectives is what the concept of creativity
Introduction Post Soviet countries are particularly interesting to analyze because the Soviet state compelled and directed their activities during the USSR period, and yet repressed many others that supported democracy. Only three nations currently boast of democratic rule while the rest of the fifteen countries are either fully or partially autocratic. Undemocratic rule in post-USSR nations Democracy is a mode of governance in which the public is the major influencer of political decisions. Democratic states expect citizens to participate in elections and other activities done between elections. Examples include finding membership in a political party, questioning political leaders and lobbying for or against undesirable policies. Nonetheless, the state must still consider the opinions of less-active citizens during political decision-making. Additionally, democratic countries need to preserve the liberty, autonomy and privacy of its citizens. The analysis of this report will be on whether post soviet countries possess these traits several years after separation from a communist regime. The level of democracy attained in post-USSR nations is quite divergent. Therefore, one cannot talk about all fifteen countries in a sweeping manner. In fact, it is appropriate to divide post-Soviet countries in accordance with their level of political development. Nations with a moderate level of democracy include Lithuania, Moldova, Estonia and Latvia. These are countries that have transferred power to members of the opposition through elections. Undemocratic states consist of those entities that have never transferred power to the opposition, and they include Kazakhstan, Russia, Uzbekistan and Turkmenistan. Power in these nations is concentrated in the hands of few individuals who transfer control to predetermined entities. Other nations have combined both democratic and undemocratic rule over the past two decades; some of them include Belarus, Armenia, Georgia, Tajikistan, Azerbaijan and Ukraine (Heathershaw 3). In certain circumstances, these latter countries have had democratic regimes that have preceded or paved the way for undemocratic rule. In the future, such countries are likely to choose one path over the other. It is imperative to understand the historical or national developments that characterize and led to the state of autocracy in most post USSR na