ShantanuT01/DACTYL-Pretraining huggingface dataset:
Introduction The modern society could be characterised as the digitalised one. The rapid development of technologies along with the reconsideration of traditional methods cultivates a new way of thinking that includes the extensive use of digital devices to attain improved outcomes and facilitate the shift of priorities towards diverse, innovative practices. That is why computers become an integral part of almost all current organisations functioning. Development of particular software designed to encompass all operations and align their cooperation acquires the top priority. The same processes can be observed within the aviation sphere. At the moment, it plays a fundamental role in the further evolution of the society and cultivating globalisation across the world (Cromie et al. 2015). It also offers numerous transportation services to passengers, companies, and governmental agencies. In this regard, the implementation of innovative practices and computers are crucial for the sphere as it enhances efficiency and contributes to better results. However, further digitalisation of the aviation industry and empowerment of technologies might become a two-edged weapon which gives rise to numerous security concerns stipulated by hackers attacks. In general, the issue of cyber security becomes central for the modern world and aviation sphere. For this reason, leading agencies that regulate the functioning of aviation around the globe like the International Civil Aviation Organisation (ICAO), Airports Council International (ACI), the Civil Air Navigation Services Organisation (CANSO), and the International Coordinating Council of Aerospace Industry Associations (ICCAIA) agreed on aligning their actions on cyber threats to eliminate potential vulnerabilities and guarantee security to passengers and cargoes. Background Drastic alterations in the working environment preconditioned by technologies also introduced numerous vulnerabilities and potential threats (see Figure 1). Figure 1. Leading cyber security threat (Shay 2016). Moreover, the tendency towards the increased sharing of crucial information to guarantee the efficient functioning of the aviation sphere opens up the potential for cyber attacks (Ferguson & Nelson 2013). The implementation of next-generation systems deteriorates the situation and creates new vulnerabilities because of the increased use of digital devices and growing demand for various pieces of data. Regarding these facts, the issue of cyber security obtains the top prior
Introduction Guidance and Counseling have come a long way. In the past century alone, remarkable developments have transpired. Additionally, significant contributions in career guidance and counseling have helped develop career guidance and counseling. This paper will provide a timeline of past developments in career guidance and counseling. The paper will also examine socio-cultural events in career guidance and counseling (Zunker, 2012). 1907: Jesse B. Davis Davis was the first to come up with a formal guidance system in schools. Davis introduced guidance and counseling in public schools in 1907. Davis introduced lessons concerning guidance and counseling in English classes. Additionally, Davis introduced guidance on moral and vocational assistance. In all, Davis made an instrumental contribution to career guidance and counseling. 1908: Frank Parsons Parsons made important contributions in guidance in counseling. For instance, Parsons established Bureau of Vocational Guidance. In 1909, Parsons chose the mental hygiene movement, which helped to develop career guidance and counseling. Parsons established the vocational guidance movement. Additionally, Parsons contributed to the development of Trait and factor theory. 1920s: Rise of progressive education This period saw a rise in progressive education. Progressive education grew in schools. Career development quarterly was introduced in 1921albeit as NVGB. Moreover, in 1922, John Dewey came up with the idea of progressive education. More inventions were witnessed during this period, such as the Aptitude test (Hull), among others. 1930s: Hostility to the movement This period was characterized by the great depression. Mor
Synopsis Fitzgerald offers an insight into the treacherous affair of navigating through the prospects of achieving the “American dream.” Most Americans aspire to climb the ladder of prosperity and achieve “financial independence and social emancipation.” Nevertheless, there are lots of adversities along the way of achieving the “American dream.” Thematically, the author explores issues such as betrayal, romance, social politics, and feminism. He castigates society for “surrendering” to the lowest phases of moral decadence and erosion of the basic matters of trust and honesty. The book extensively highlights the manner in which the female gender is portrayed in society. This work seeks to outline the role of women in the development of the plot of the book and in relation to the social issues affecting women in contemporary society. Women as sources of entertainment The setting of the novel is a quintessential reminder of the ancient and “primitive” view that women have a sole role in meeting the sexual pleasures and desires of men. Fitzgerald outlines this belief in a male-dominated setting of West Egg where parties are held with a view to “appeasing” women. The inhabitants of West Egg are described as “well to do” (Fitzgerald ch.1). The author affirms this opulence when Nick admits, “…my family have been prominent, well – to – do people in this Middle Western city…” (Fitzgerald ch.1) Gatsby incessantly organizes parties with the purpose of attracting Daisy, Nick’s cousin, and engaging in a romantic affair despite Daisy’s marital commitment to Tom. The writer is very keen to illuminate to the readers the role that society assigns to women through the actions of Mr. Gatsby. Gatsby desires to fulfil his lustrous pleasures by getting romantically involved with Daisy. His arrangement with Nick to “lure” Daisy into a forum where they could meet affirms the prurient nature of Gatsby. He perceives the female gender merely as objects of “fulfilment.” The narrator, in reference to the planned meeting, asserts, “I talked with Miss Baker,” I said after a moment. “I’m going to call up Daisy tomorrow and invite her over here to tea” (Fitzgerald ch. 5). Fitzgerald’s dispositional beliefs on the feminine gender are traceable through all his literary works. The subservient role he assigns to women in a number of his works speaks voluminously about the setting in which his novels are based. Throughout the work “The Great Gatsby” the women are entirely dominated by the male gender. More about The Great Gatsby Why does Jordan want to leave the group from East Egg? 5 337 Describe Daisy and Gatsby’s New Relationship. What Is It Like? 5 228 How Do We Know that Myrtle Wilson Is not an Intellectual? 5 1248 How Does Myrtle Behave As The Party Progresses in Chapter 2? 5 1951 How Does Nick Know Daisy and Tom in The Great Gatsby? 5 684 What is Gatsby’s Real
In this essay, Cavanagh (1999) traces the evolution of house-building; how houses came to be what they are, and what major thoughts informed that evolution. His main task here is to trace the birth (the when and who ) of the Balloon system. To him, what has always led to the changes in style is the perpetual search for an ‘easier’ way to build without sacrificing- maybe even increase- stability. In the early 1800s, for instance, building was characterized by “elaborate joinery of interlocked timbers” (Cavanagh, 1999). There were limitations. Sawing involved too much labor and wasted material. Stability of the house rested on individual joints, which took what Cavanagh calls ‘practiced hands” to work out. Building was hard enough it took a whole season to complete. Balloon houses are both materially and structurally efficient and offer a “substantial improvement in strength-to-weight ratio” (Cavanagh, 1999). With this system, stability was based on the premise of integrity; that stability rests on the togetherness of many joints (quantity) rather than the strength of a few particular joints (quality). These structures became easier to build and took less skill. They also utilized easily transportable products like nails and boards. The balloon system itself has also evolved. The studs in earlier balloon houses, for instance, covered the full height of an entire two-floor house. Later, to date, sets of studs for every floor are used. Despite undergoing changes of its own, the balloon system has been relatively resistant to changes, with most subsequent styles merely being versions of it rather than novel styles per se. Although one cannot point to a specific year, many agree that the balloon style began in the 19 th century in the Midwest. It became more prominent in the mid 19 th century. This period was characterized by a mushrooming of towns and an increased need for new houses by settlers looking for new land around these (mushroom) towns. There was need for mobility. At times, Cavanagh (1999) gathers from the records of Captain Basil Hall (a 19 th century Royal Navy Officer), the houses were already built, their owners only waiting to ‘move’ in on new lan
The article written by Bowen H. McCoy represents an account of his mountain-climbing experience in the Himalayas marked by an incident that left the author pondering over it long after it was over. Half-way through an especially difficult and risky ascent, which McCoy had failed to complete six years before and which he was hoping to finally accomplish, he and a few other multinational mountaineers were encountered by an almost lifeless sadhu, an Indian holy man, who was suffering from hypothermia and barely had the energy to get to the nearest dwelling. The independent parties of climbers from New Zealand, Switzerland, and Japan, as well as Sherpa guides, did not show much cooperation among themselves and provided only the basic aid to the wretched man, without making sure that his life was out of danger. Upon completing their bit of help, one national group would shift the responsibility to another, thus avoiding any possible inconvenience which might have been caused by prolonged care for the sadhu. In the end, the Indian man has left with some clothes and food 500 feet away from the nearest hut, and none of the alpinists knew whether he survived or not. Therefore there is a controversial and debatable ethical issue arising from the fact of the climbers neglecting their duty of care for their fellow man for the benefit of achieving their personal ambitious goals. The ambiguous question to be answered is whether the mountaineers fulfilled their moral obligation or responsibility for the stranger and whether they, as individuals and as a group, had reacted with the right amount of devotion in such an unexpected force majeure situation. In order to analyze the aforementioned ethical conflict, it appears reasonable to apply a “tripod” model to the situation, including the dimensions of someone, situation and self. From the point of view of the “self” component, the incident in the mountains illustrates the case when an individual faces a challenge, the solution of which presupposes a moral choice between his own values and the general trend of the group. One of the climbers, Stephen, is described by McCoy (1997) as a committed follower of the Quaker society, possessing deep moral values. He was the person who, suffering physically more than any of the other climbers, showed the biggest compassion for the exhausted sadhu and took care of him as long as his state allowed. However, the group policy of ignoring the needs of the sufferer in favor of their own well-being prevented Stephen from fulfilling his moral obligation to the fullest without risking his own life. Thus he had to stop helping the sadhu at a certain point, which made him feel remorseful afterward, dwelling on the peculiarities of the Christian morality interpretation in the days of impersonal organizations and large groups. Stephen turned out to be quite helpless when left alone with his good intentions, facing the threat of the same miserable state as the sadhu experienced. Therefore, the only escape for him was to return back to the group and share the victory of con
Introduction Sometimes, life circumstances force people to desire change and transformation. They dream of becoming like their idols or attain their success, or just metamorphose into a bird and fly away from the hardships. Motivations behind such aspirations vary among different people. Franz Kafka’s Metamorphosis and the story of Peter Parker in the 2002 movie Spider-Man are two prominent examples where the protagonist goes through a drastic transformation. While the latter hero mostly enjoys the benefits of change, the former finds himself in misery and depression. Despite both of them becoming insects in some sense, Parker only acquires some of the qualities of spiders. On the other hand, Samsa fully transforms into a verminous bug (Kafka). When people want a shift and wish to become a changed person, it is more favorable to acquire only specific attributes instead of entirely turning into a different being. Therefore, the metamorphosis of Parker has more favorable consequences than the transformation of Samsa. The Idea Behind Metamorphosis From a biological perspective, metamorphosis is the development of a physical body through an abrupt change in shape and structure. Popular culture became interested in this natural phenomenon because of the fascinating notion of the quick improvement and rapid gain of extraordinary abilities. That is why this concept is present in many of contemporary movies and fiction works. The same reason explains the popularity of Spider-Man movie series. However, a complete and accelerated transformation may lead to adverse effects, not only on a personal level but also on a global level. For instance, if we consider the latest digital revolutions as a metamorphosis of society and culture, it is clear that there have been many adverse implications (Taplin, p. 9). Mainly, in the global context, economic inequality has risen drastically (Taplin, p. 9). However, if there had been an evolution instead of a revolution, society would have been able to obtain only the best attributes that had been offered by the prospective technology. The same idea is shown in the work of Kafka, as Samsa with a substituted body becomes unneeded to his family members and other people. Motivations Behind Change Gregor Samsa lives a fine life – he has a job, he manages to provide for his family and repay the debts of his father. He also dreams of helping his little sister go to a music school (Kafka). There is no direct evidence that he wants any change, especially when considering the fact that he becomes an insect later. However, if we relate the story of Samsa to the childhood experiences of Kafka, it is possible to observe a connection. Kafka had a traumatic childhood, but this trauma was not from physical or sexual abuse, but ill-treatment (Konkiewitz and Ziff, p. 154). From Kafka’s perspective, he consistently failed to meet his father’s expectations, which led to the development of a negative self-image (Konkiewitz and Zif
Names and roles of the members of the Trimurti The concept behind the trimurti is that three incarnations of a single supreme being are responsible for the operation of the universe as a whole. In fact, it can even be stated that their individual roles are based off the natural cycle of creation (life), destruction (death) and maintenance (continued existence) (Chandra 491).   * Brahma – is considered as the creator and responsible for the creation of the different types of plant and animal life that currently exists.   * Vishnu – known as the “preserver”, Vishnu is credited as being the protector of the world as we know it and is responsible for the restoration (also know as the restorer) of moral order in society.   * Shiva – while known as “the destroyer” this does not necessarily equate into violent destruction; rather, it is more akin to the natural death of all things in order to make way for new life. How the cycle of samsara works The cycle of samsara works off life and death as well as the consequences of one’s actions. It is theorized that the current life you lead is only of many. Throughout existence, you have lived many different lives and will continue to live many more lives through the process of incarnation. However, the course of your future life and the status of your present life, is often determined by your actions. Essentially, by performing good deeds and acting appropriately in the present, this can influence your status in your future incarnation (Aktor 267). The law of karma The law of karma can be simplified into the notion of cause and effect wherein your actions will inevitably have future reactions; however, the type of reaction will depend on whether your actions are good or bad (Malinar 386). This means that doing good deeds, helping others, etc. will result in the creation of good karma and therefore result in future happiness for yourself. On the other end of the spectrum, doing bad or selfish deeds can result in bad karma, thereby ensuring your future misery through suffering. The caste system, and its perversions The original Indian caste system was created as a means to help address all essential functions within society so that people could fill vital roles based on their individual talents and abilities. This was done in order to ensure the continued functioning of society and to help people better understand what their specific roles should be. The subsequent perversion of the caste system came in the form of the “untouchables” who were considered as the lowest of the low and were responsible for menial labor duties within ancient Indian society (Kamble 165). The Sanskrit names for the 4 main castes   * The Brahmin – considered to be the intellectual thinkers and priests; their role in society was to act as “gatekeepers” so to speak for knowledge, dispense advice to leaders and provide religious services to their respective congregation.   * Kshatriyas – known as the “warrior” class within Indian society, this was originally created as a means of protecting ancient Indian society from external threats via force of arms
Introduction Being a school administrator is a challenging task, since it involves not only dealing with the issues of lessons scheduling and managing the actions of the teaching staff, but also analyzing the morality issues within the mini-community of school and addressing them efficiently. Workplace setting: description Although in theory, managing the work of several teachers at once and making sure that they should deliver proper knowledge to students, training their skills and checking their progress at the same time does sound somewhat complicated, the job of a school administrator is, in fact, rather simple in terms of classes arrangement and scheduling. When it comes to defining the peculiarities of the workplace setting in the school that I work at, I must mention that, even though the schedule is impeccable and the classes are arranged so that each of the teachers should get the exact amount of work that he or she can cope with, the recent situations have shown that the time has come to be concerned about the school ethics. Among the most troubling aspects of the school ethics breach, the irrational leadership strategies adopted by the teaching staff, as well as the possible attempts at bribery, though not fully proven, should be mentioned. To make the mater worse, teachers say openly that they do not feel obliged to be role models for their students, bringing the studying process down a few notches to mere lecturing and progress check and leaving the issue of positive influence and enhancement of good morals among the students out. Therefore, it cannot be doubted that something has to be done about the leadership style of teachers. The change of the teachers’ organizational behavior, though, will also presuppose that the school administrator should also use a new model of leadership in order to influence the teachers positively. Seeing how the issue in question requires that the students and teachers’ attitude towards learning and teaching process has to be shaped, it will be most reasonable to use such method of perceived ethical leadership as transformational one, which is related to the students’ and teachers’ motivation. Definition of ethical leadership Before going any further, it is necessary to define the phenomenon of leadership in order to understand what effect it may possibly have on the students, teachers and other people involved into the educational process. It is essential to keep in mind, though, that there are many ways to define leadership, depending on the perspective, the field or the scope: “after years of research there is no agreed definition of what leadership is or any universal agreement about who might be regarded a leader” (Billsbery 2009, p. 1). That being said, there are still several definitions that are broad enough to spot the essence the phenomenon and help apply it
The issues of authority have been discussed in lots of works by philosophers, psychologists, political analysts, etc. The power of the authority and the matters of obedience still stay rather arguable. Thus, Thomas Hobbes wrote several variants of his political philosophy, comprising The Elements of Law, Natural and Politic . Others of his works are also significant in realizing his political philosophy, which included the notions of obedience, and the power of authority. He defines that if people mutually contract every one to the others to follow a common authority, it means that they have stated what Hobbes names “sovereignty by institution”. When endangered by a defeater, they contract for defense by promising obedience, which means that they have arranged “sovereignty by acquisition”. These are equally genuine ways of stating sovereignty, in consistency with Hobbes, and their basic impetus is the same – specifically terror whether of one’s members or of a defeater. Political legality depends not on how an administration came to authority, but only on whether it can effectively protect those who have been permitted to obey it; following compulsion ends when defense ceases. Some researchers have stated that Hobbes is making an attempt to show his followers the compatibility of his political theory with key Christian promises, as it may seem that Christians’ sacred responsibilities forbid they’re giving the sort of complete obedience to their rulers which Hobbes’s hypothesis entails of them. Others have certain hesitations on the matters of the honesty of his apparent Christianity, at variance that by the use of sarcasm or other subtle symbolic machines, Hobbes sought to weaken his readers’ spiritual notions. Howsoever his attempts are correctly unspoken, Hobbes’s understandable anxiety with the power of spiritual belief is a fact that prophets of his political attitude must seek to clarify. The lawful and philosophic features of obedience to authority are of a giant significance, but they say very little about how the majority of people perform in real situations. A simple experiment at Yale University was arranged to test how much ache a normal resident would impose on another person just as he was told to by an investigational scientist. Harsh power w