ShantanuT01/DACTYL-Pretraining huggingface dataset:
Some time ago, in an otherwise monotonous and forgotten issue of “the Horizon” committed to a worsening of life in the USA, an episode from Invisible Man was published. It explained a scuffle of unsighted Negro guys at a party of the foremost inhabitants of a small town. Previous to being unsighted the boys were made to gaze at a nude white woman; then they are grouped into the circle, and, after the combat royal, one of the combatants, with his mouth full of blood, was named upon to offer his high school graduate’s address. As he stood beneath the lights of the strident room, the inhabitants beam him and make him replicate himself; an unintentional orientation to parity nearly damages him, but the whole thing terminates well and he gets a handsome suitcase enclosing a scholarship to a college for black population. This is shown in the following passage: “I am one of the most irresponsible beings that ever lived. Irresponsibility is part of my invisibility; any way you face it, it is a denial. But to whom can I be responsible, and why should I be, when you refuse to see me?” This incident might well be the elevated tip of an outstanding novel. It has twisted out to be not the high tip but rather one of the lots of crests of a novel of the very first arranges an excellent book. The valedictorian is just an Invisible Man. He likes too much the college but is thrown away before long by its leader, Dr. Bledsoe, a great teacher and head of his race, for allowing a white caller to visit the wrong puts in the locality. Bearing what he considers to be a letter of advice from Dr. Bledsoe he comes to New York. The correspondence really advises potential employers hostile to him. He is employed by white radicals and turns out to be a Negro leader, and in the essential association he learns ultimately that all through all his life his contacts with other people have been structured; neither with blacks nor with whites has he ever been noticeable or actual. It is considered that in reading “the Horizon” extract I may have undervalued Mr. Ellison’s ambition and power for the subsequent very good reason, that one is acclimatized to wait for outstanding novels about guys, but a contemporary novel about men is exceptionally uncommon. For this extremely multifaceted and complicated American skill of ours very innumerous people are eager to make themselves honorably and rationally accountable. Therefore, adulthood is hard to find. It is generally felt that there is no power to match the power of those strengths which assault and cripple contemporary humanity. And these senses are, for the reader of fiction, all too frequently corroborated when he advances a new book. Reader is usually gets prepared, hesitantly, to discover what he has discovered previous to, explicitly, that relations and class, college, manner, the missives of advertising and produce, have had a larger share in
Every person at least once was dreaming of having an infinite sum of money so that to be able to spend the entire life doing things that bring pleasure and satisfaction. The first thing that comes to my mind when talking about such an opportunity is that I would dedicate my time to a completely different field of study. The current section of the paper discusses what and how I would learn. Subject of learning Apart from the sphere of education, I am particularly interested in the questions on how the human brain operates. Undoubtedly, this topic is scientific and requires in-depth knowledge of chemistry and biology. However, it seems appealing to indulge in the investigation of this question. At this point, it should be indicated that the goal of such learning is not to become a scientist and make a breakthrough. Instead, the key objective is to understand in a detailed way why people take specific actions, how the environment, food, and emotions affect the processes in peoples brains. Application of a learning theory First of all, learning theory discusses how the learning process relates to the process of obtaining knowledge. The quality and quantity of new information and skills are affected by the inference of students’ environment, emotions, cognitive abilities, and experience. Out of the three approaches to learning theory that include social constructivism, behaviorism, and cognitive constructivism, I would choose the latter. The founder of cognitive constructivism, psychologist Piaget (1977), emphasizes the importance of discovery during the learning process so that knowledge could be accumulated more actively. The new information could be easily remembered if it meets associations with facts that a student has already learned. Therefore, occurs assimilation of new knowledge into the already existing one. Kalina and Powell (2009) highlight that, according to cognitive constructivism, each student should study at his or her own pace to guarantee the understanding of every piece of hew information. Besides, learners should be motivated by their own internal goals; they should recognize the significance of the learning process for their personality. Learning works better when a student wishes to study rather than was forced to do so. In the given case, cognitive constructivism is the most effective way to study since the individual is put in conditions in which he or she is free to investigate whatever he or she wants unless this process brings pleasure. According to cognitive constructivism, teachers play a profound role in the learning process (Derry, 1996). Therefore, talking about how to learn a new topic, it could be suggested that the best idea is to go to specialized courses, read additional books, watch films, and not to hesitate to ask questions in case of any uncertainties. This way, knowledge will gradually build up. It would also be useful to conduct ungrade
Introduction The most prominent religions in ancient china were the Daoism and Confucianism. Daoism sought to instill virtues in human beings while Confucianism sought to show people the right way to live. The people who do not support concubinage could hardly expect it flourish where such religions existed. However, the contrary happened. The practice of concubine gained prominence in the period when these religions were growing strong. Actually, the followers of Daoism supported the issue of emperors and warlords to have many mistresses and concubines. In those days, concubinage was the status symbol for wealthy men. The concubines who were well maintained portrayed the wealthy of their owners. Daoism as a religion in china underlines the natural existence of the universe. The doctrine states that one’s spirit should be aligned with that of nature. This is achieved by meditation by an individual to create a connection with nature. Dao believes that every action performed has a counter action. The action must confirm to developments and circumstances of nature. Concepts of Confucianism and Buddhism branch off from Daoism as its philosophical forms. During the tang dynasty, one of the most important and significant dynasties in china, Buddhism gained momentum, encouraged by empress Wu as a strategy to oppose Daoists. Toward the end of the dynasty, Confucian officials took to the destruction of Buddhist temples. The preceding tang officials made Daoism and Confucianism the state religions. In ancient china, it was common practice for wealthy men to have concubines, with empires keeping thousands of them. The concubines were allocated eunuchs to protect them and avail them whenever they were needed by ‘their men’. The practice of foot binding was another unusual behavior in ancient china where women bound their feet as a status symbol so that women could marry wealthy men. Some of these unusual and exotic behaviours became extinct, while some have persisted on to date with some communities known to practice them in isolation. This research shall analyze the exotic and unusual personalities of china during the Tang dynasty within the framework of Daoism. During this reign, concubines, eunuchs, and foot binding were famous in the country. We shall study factors that led to these practices, the significance of the practices among the people of ancient chi
Learning can be well-defined as the process of attaining knowledge or ability by working, experiencing something,, or gaining new information. In psychology, learning is defined as a rather lifelong alteration in conduct as a consequence of experience. Learning is a significant concept in many ranges of psychology e.g. cognitive, educational, societal, and developmental psychology. Role of Behavior in Learning Behavior governs the learning that best suits a person. For example, visual learners learn by seeing, tactile learners, on the other hand, must do the activity to comprehend while some may only learn through aural participation. Learning is a somewhat perpetual change in behavior or knowledge. It is important to note that maturing and changes in behavior due to short-term physiological correlations cannot be described as learning. Learning affects behavior but vice versa is not necessarily true. Human beings are born dynamic and receptive to the surroundings they regularly move around while reacting to stimuli. They are likely to learn something but not behave in accordance with the new knowledge until much later. It is called latent learning (Glaser, 1991). The behavior of the learner offers the only sign of learning. Changes in learning and behavior are deeply linked to experiences which are the outcomes of environment stimulus. Varieties of renowned environmental stimulations are very few. They mostly tell us about the skills that people have that establish the platform for learning. Human behavior is gained through learning, therefore, all behaviors can be untaught, and freshly acquired behaviors may replace the old ones. Behavior is concerned mainly with the visible and quantifiable features of people. For that reason when behaviors become intolerable, they can be untrained. Behavior observes expansion as a constant progression where kids participate in a moderately passive way. Behaviorists contemplate that the only real things are those that can be seen and observed. From deeds, we may be able to make interpretations about brain functioning, but it is not the chief center of the examination. The objective of the study is what people do, not what they think or feel. Behaviorists resolve that the behavior signifies certain learned practices, and they try to define how they are learned. The Two Types of Learning Classical conditioning is revealed when an impartial stimulus obtains the provoking properties of the unconditioned stimulus. It happens through combining the unconditioned stimulus with a neutral stimulus. Behavior is controlled by the association. It is based on what transpires before we respond. For example, if you sing a lullaby to a baby just before you put him/her to sleep, after some time, just singing the lullaby will make the baby sleepy. Previous experiences are overextended to the present as a learning process and conditional learning indirectly occurs. In other words, all attitudes are learned since no one is born prejudiced. In this conditioning, the learning is reliant on what occurs before the act and the act is linked to the experiences (Olson & Herg
Affect of Circumstance on an Individual: Huxley’s Brave New World John, in Brave New World, tries to hold fast to the values that he has developed by himself in the Reservation. These values were formed out of the mix of Christianity and indigenous, quasi-animist spiritual practices of the Native Americans prevalent on the Reservation, the influence of reading the Bible, and the inspiration of reading Shakespeare. He is not allowed to participate fully in the rites and ceremonies of the Reservation, so he fashions his system of thought out of the scripture and the dramas he reads. His values are not only out of touch with the Brave New World, but would be profoundly out of touch with our society today, and, for that matter, the values of Huxley’s England or America in 1932. Does he cling to his values or abandon them? He clings to his values while reaching out for what he finds appealing or interesting in the unfamiliar world outside the Reservation. He falls instantly into infatuation with Lenina. He is intrigued by the notion of a world wider than what he knows. He takes the opportunity, without question or hesitation, to explore the universe beyond his childhood limits. It must have become apparent to him soon after John arrived in the civilized world, that Bernard had brought him back to shame and discredit his superior. Tomakin, after all, had acted selfishly even by the standards of his society in leaving behind his companion without making a serious attempt to locate her or check back to inquire whether she or her body had turned up. John becomes keenly aware of his status as a tourist attraction and political football, as evidenced by his refusal to attend Bernard’s party. If he had gone with the flow, succumbed to the unsubtle bribery of being taken everywhere and being shown everything, and had become one with the society around him, it would have been a coup for the Director, but John remains his own man for the most part, throughout. He retains his values and his identity despite great distractions and temptations. Once arrived in the World Estate, he follows his star from first to last with very little deviation. He embraces his father with respect upon meeting him, as would any well-brought-up offspring in his world. He treats women like Lenina with courtliness and individual attention, rather than casually and indiscriminately using them sexually, He tries to care for and cherish his mother, Linda, even when she is far gone in a drugged stupor. He avoids soma, he prizes solitude, and he eschews and forswears all the amusements of the world, among other choices. Although he has no obvious ambitions in the World Estate, the death of his mother inspires him to take some action. As Huxley puts it, “It was as though a shutter had been opened.” He sees an opportunity to try to make a difference, and he seizes it. He tries to encourage the hospital workers to avoid s
Introduction Ana Menendez book, In Cuba I Was a German shepherd, is a collection of tales from Fidel Castro’s Cuba. Ana brings out the pains of living in exile in America for most of the Cubans, some of whom had a life in their former homes. In the book In Cuba I Was a German Shepherd for instance, Ana picks on a character, Maximo, whose longing for home is beyond the comprehension of his fellow domino players. According to Ana, “Antonio knew they still didn’t understand all the layers of pain in the Cuban’s jokes.” Menendez has four old men in a park in Miami playing a game of dominoes. As the foursome play, Maximo tells jokes. The man is formerly a professor at the university in Havana. Like most of his home mates, Maximo is trying to start life afresh in America. Raul is his fellow immigrant while their two playmates, Antonio and Carlos are Dominicans. The writer might be accused of using the two Cubans because of their rich heritage which ignores the lives of the lesser society. Role of Maximo’s nostalgia in the story The writer uses Maximo, who is of rich heritage and who together with other immigrants gather often at Domino Park to play games of dominos to paint a picture of Cuban immigrants who have been forced out of their country and heritage to start life afresh in a foreign land. Maximo exhibits a very strong feeling of nostalgia for Cuba. His longing goes beyond what his words in conversation display. Maximo’s regular longing for a home significantly brings to light the system under which Cuba now operates. His jokes are just a way through which the writer shows discontentment with the Fidel regime. It is evident that from school children to government employees, even including animals, nobody approves of leadership in the revolutionary government. Through his memories of home, we are brought to the reality of a comfortable life before Fidel. A new beginning in Miami is the fate of all the people that managed to escape Cuba. Pepito is the mirror of Maximo and the general society which feels no differently about Castro. He says that the revolution is actually why they are there. He is probably insinuating that they have to obey the revolutionist laws and be there to see Fidel off. He expresses a desire to be a tourist which possibly reflects a need to be away from home. One would however claim that Cuba was as much inhabitable for Castro as it was for other people considering the fact that he too wanted to get away to Miami. However, the rafters say that if he is leaving, then they have no need to. They even offer him their rafters to take along and never come back. Maximo’s longing for home plays a role in convincing the reader that Fidel’s leadersh
Skills acquired during the course Over this semester my skills, critical thinking, and approach to academic research have dramatically developed. Now I can analyze high volumes of data, and I improved my skills in information analysis and screening for better sources. In terms of argument development, now I understand the principles of a strong argument contraction, and I can present my points. Additionally, the source screening and information relevancy evaluation do not take as much time as they took before. The impact of the course units on the work The different units presented during the course developed the main idea and helped to find supportive sources to prove the relevancy of the research study in the particular field. The pivotal element, which helped me to develop the contractive arguments, was the information about the classic model of the argument. It helped me to construct strong arguments with low time consumption. Influence of course units on the research development process The course units guided me through the final research development process. Firstly, the research proposal was established. It helped me to find the correct path for further research development and implementation. Moreover, the research proposal presented the justification of the relevancy and importance of the research topic. At this point, the idea was supported by my personal opinion about the problem. The second part included the matrix, which presented the analysis of sources by topic. This had a dramatic effect on the argument development since at this point of the research I was able to find the articles, which could argumentatively prove my point of view. Furthermore, all the sources were analyzed in terms of context and relevancy to the final research topic. All these factors had a significant impact on the final research development. My level of contribution The level of my contribution was increasing as my research project developed. It involved several stages of the research process, which required a different level of analysis. I needed to analyze the sources carefully since the quality of the arguments completely depended on the relevancy of the sources. My strong work My strong work is the final assignment of the course since the development process involved a higher level of contribution in the research analysis. The work was sophisticated, and the arguments were well developed, as a significant amount of sources was chosen carefully. This research helped me to gain knowledge in methods of conducting the research and choosing the relevant sources for the argumentation. These factors will help me to increase the quality of the research work and argumentation approach in the future. The benefits I gained while doing the final work The main factor, which increased the effectiveness of the work, was the source analysis. It helped to determine whether the sources chosen for the research are relevant. There is a significant amount of articles, which were consistent with the chosen topic, and supported the main idea. The aspects which can be improved There are some aspects that I would have done differently re
The United Kingdom (UK) is the leading actor and the main economic loser of Brexit. Brexit has slowed the UK’s economic growth and may reduce it by 6.7 percent during the next 15 years period (Hamza, 2021). This deceleration is the result of worsening trade and employment circumstances in the UK. However, there are other countries that have been heavily affected by the process. Most of them are united within the European Union (EU) political and economic bloc. Germany is the EU’s biggest economy and the UK’s second-largest trading partner, while the UK moved to fifth place in the list of Germany’s biggest trade partners (Bartkowiak & Ratajczak, 2019). Therefore, Germany was chosen as a country to measure the external impacts of Brexit. From the economic perspective, there are three main domains to measure Brexit’s impact: the movement of the workforce, the trade of goods and services, and the movement of capital. There was a steady decline of German exports to the UK; those were decreasing at the average rate of -2.67 percent between 2015 and 2018, resulting in an almost 10-billion-euro difference (Bartkowiak & Ratajczak, 2019). The automotive industry of Germany was hit hardest as the result of this decline. At the same time, despite Brexit, the volume of services exported from Germany to the UK did not decrease. Regarding the movement of capital, there is a declining trend in both the UK and Germany after 2015, indicating the correlation with Brexit announcement and subsequent uncertainty in the economy (Bartkowiak & Ratajczak, 2019). Finally, regarding the movement of labor, despite the uncertainty of the Brexit period, the number of Germans working in the UK only increased. However, this trend will be reversed with new restrictions imposed by both sides starting from 2021; new specific requirements on language and income were designed and implemented (Gov.uk, 2021).