ShantanuT01/DACTYL-Pretraining huggingface dataset:
Biofuel/ Ethanol Broadly defined, bio-fuel is the solid, liquid or gas fuel that is derived from plants or plants by products. However, in the context of this paper, bio-fuel can narrowly be defined as a petroleum substitute derived from plants such as corn or sugar cane. The West and indeed the world seem to be leaning towards bio-fuel as a substitute to reduce dependency on fossil fuel. The shift can be attributed to several factors. Among them is the fact that fossil fuels as sources of central energy are hardly renewable since they take millions of years to form. Consequently, the increasing energy requirements are exerting increased pressure on the limited resources. Environmental concerns are also catalyzing the shift. The question that the human race is involved with currently is as to whether biofuels are an ultimate replacement of fossil fuels. Thesis This paper asserts that whether to adopt or not to adopt bio-fuels is a multifaceted matter that requires a holistic approach. There are abounding pros and cons that need to be carefully considered if more trouble is to be avoided. The reality Developed countries are in the forefront to promote biofuels as a solution to the oil crisis and to a broader sense, the food crisis. However, this has been met with much opposition from some sections of the global community. The main argument is that biofuel policies as propounded by rich countries are neither a solution to the climate nor oil crisis and instead they are compounding a third crisis, the food crisis. As much as biofuels may offer some genuine development opportunities, the potential economic, social and environmental costs may be severe. The push to grow crops for energy is responsible for 75 percent of the rise in global food prices. Increased demand for agricultural land will lead to expansion of farming into
Maintaining a successful project must be objective-driven. Reasons for this allegation are that the solution may be fit enough, calling for its extension to probe further into its applicability to the current research and further generalizations. In the first place, the nurses are the subject matter, in that they lack knowledge and skills to deal with mental patients. Since the study targets them, the plan will be to create an incentive system through rewards so that they positively take up the assessment tests during the research. The method of doing this will be to turn the assessment tests into an academic meriting tool that will enable health care centers for mental patients to acquire certificates that can boost their job grading, hence promotions. Secondly, the period of extension shall be designed such that it covers a national expansion of the Health Care Institutions for mental patients (Mangen, & Peterson, 1983). Thirdly, the number of instructors shall be increased to cater to the increase in the number of nurses under the comprehensive education program. Besides, a review of researchers will be done so that they are contacted to add to the new knowledge in the successful solution to have a joint validation of the solution. The validation will target the adoption of this solution annually so that nurses are retrained to improve their care administration to the mental patients, through a change of attitude towards mental patients. Lastly, emphasis will be put on the cultural effects of nursing care for mental patients during the entire extension period. This will be done through the introduction of nurses from different cultural backgrounds to help establish the solid impacts of culture on the nursing care of the patients (Galanti, 2008). Maintaining this successful solution will also involve approaching Nursing colleges to implement thorough training of undergraduate nurses under an education program that will be based on recommendations from this research. There are several stakeholders to the comprehensive education program: nurses, insubordinate personnel, and diversity of instructors. In the first place, the project will only roll into action following the satisfaction of minimum numbers of participants: nurses, instructors, and insubordinate personnel. The lack of reaching the minimum number of this mentioned criterion poses a threat to the external validity of the research. The idea behind the minimum numbers shall be undertaken as an initial step in the planning stage so that achievable minimum requirements are set. Choice of health institutions where the research will be undertaken will be driven by the selective identification of mental health care institutions that receive a relatively high figure of mental patients annually. Such information can be availed by the institutions of our interest from their medical records covering at most three years back
Abstract Culture is a very important phenomenon in the existence of the human society. It helps make people’s life more colorful and reflects almost all the processes of the objective reality. Literature, as one of the forms of culture, has special importance because it is one of the most ancient and, at the same time, the most wonderful forms of human culture. Ancient Greek literature is rightfully considered to be the epoch when the further traditions of Western Literature were formulated. Due to this, Greek literature is given special attention and presents rich material for analysis. This paper aimed at considering one of the masterpieces of the ancient Greek literature, “Antigone” by Sophocles, and analyzing the courage that Antigone had against King Creon. The ideas and concepts that were formulated first in the times of the Ancient Greece are rather interesting for analysis due to several reasons. First, Greeks were the first to formulate the ideas of life, love, decency and human dignity. Second, these ideas are still considered to be the standards of human behavior although several centuries have passed since the moment of their formulation. Antigone is thought as a role model of human courage as thought of by the Ancient Greek philosophers due to her courage in speech and actions against her strongest rivals. The current research paper was written in order to analyze Antigone’s courage in the context of the philosophy of Aristotle and overall ideals of the Ancient Greece. Consequently, the ideas of Aristotle were considered in the paper as its theoretical framework that provided me with the definition of courage invented in Greece and with major signs of moral and physical courage. Moreover, specific examples from Antigone’s life were given so that to make the research as precise as possible. The information was analyzed properly and formulated into the respective conclusion. Introduction Courage or, as some people can call it, pride, is a rather specific feature of a human nature due to the number of reasons. Different cultures present different definitions of courage and, consequently, different standards of human behavior. This can be explained by differences in historical and social developments of those cultures, as well as by different ideas of what is good and what is bad for a human being. Consequently, the courage that I am going to consider in this research paper is the idea of human courage formulated by one of the greatest ancient nations in the history of the mankind – Ancient Greece. Antigone as an embodiment of the Greek courage is the main character whom I
Family communication is important in fostering intimacy and accumulating resources. They also help in raising children as independent people capable of interacting with other human systems. The family communication rules are guidelines that govern what is to be expected of all communication in the family, what is allowed and what is prohibited under given circumstances. The rules are closely knit into the family culture and are transferred to newer generations by the senior members of the family. The rules dictate the emotional interdependence among family members and therefore family members directly affect each other emotionally, as well in their thoughts, feelings and actions (Le Poire, 2005). In my family, there is a non-written rule that young members of the family should not question the elder members. The rule further implied that the young should always execute orders or requests by the older members of the family without seeking to know why they have been specifically chosen to perform those tasks. This rule has been very significant in shaping the relationships among the members of my family. They were formulated mainly in order to govern the child to parent and parent to child communication and prevent incidents of children talking back to their parents when it is not desirable. As long as the communication rules have been observed, children have always been quiet when they are in the sight of their parents unless spoken to. The effects of this rule include; the relationship among brothers and sisters is not very mutual. The elder children dominate the communication with the younger children. The rules have also made it impossible for the young in the family to air their grievances to parents since it is expected that they feel aggrieved because of their own mistake of failing to listen or act as commanded by their elder brothers or sisters. The rule has therefore been a major source of fearful respect to elders. Even among adult members of the family the rule has made dispute resolution in favour of the much older members unless the situation is very clear that they are on the wrong. The rule has elevated the oldest member of the family to be the position of head of family since because of their age, their decisions are unquestionable. Apart from elders, the rule also places wives under their husbands in the age hierarchy. When it comes to family business, important decisions are taken by the head of the family with or without consultations with other members. As a result, success of the family majorly becomes dependent on the wisdom of the head of the family. Positive impacts of the rule have been that the family relations has been tight and there has always been general agreements on the direction taken by the family as siblings have no reason to debate among themselves on who is right. The rule has also checked on family rivalry. Another family rule is that bad or sensitive news cannot
Introduction In the past two decades, the term ‘organizational culture’ has become an operational word for businesses and organizations. Consequently, considerable amounts of resources have been used to institute operational organizational cultures with the view of increasing organizations’ chances of success. Organizational culture features differently within healthcare and teaching professions. The goals of teachers and healthcare professionals are dominated by differences and similarities in both goals and working environments. Organizational culture is defined as a “shared value system that guides members as they solve problems, adapt to the external environment, and manage relationships” (Schein, 2010, p. 34). This paper compares and contrasts the organizational cultures that apply to high school teachers and operating room nurses. Similarities The organizational culture of high school teachers and operating room nurses are similar because both sets of professionals cater to the public domain. High school teachers deal with students who seek their services randomly. Therefore, a high school teacher is expected to teach a student irrespective of his/her religious, cultural, and racial affiliations. The same aspect applies to nurses who serve random patients irrespective of their backgrounds. Both nurses and high school students share a value system that seeks to ‘serve’ individuals indiscriminately; equal patient/student care culture. Operating room nurses and high school teachers share a human resource culture where they work under the supervision of ‘heads’. In the operating room, the hierarchy goes from chief operating officer to the head surgeon to the assisting surgeon and then to the nurse. There are no other significant healthcare professionals who work below nurses. The same human resource situation applies to the teachers who work below principals and above no one else. The placement of both high school teachers and operating room nurses makes the organizational structures of these professionals similar. Differences Some of the differences that apply to the teachers and nurses’ organizational culture include the fact that their environments are fundamentally different. Teachers work in a relaxed environment while operating room nurses work under a tense and high-stakes environment (Barney, 2006). It is acceptable for teachers to ‘experiment’ with their subjects but the same practice would have devastating results for nurses in the operating room. Consequently, the activities of nurses are put under strict observation as opposed to the teaching actions of high school teachers. While teachers work under a relatively competitive culture, nurses do not encounter competition in their practice (Leithwood & Jantzi, 2000). High school teachers are ju
Introduction In the 21 st century, there is a growing concern that the planet is running out of natural resources mainly because of a threat from constantly increased population that begin to consume the natural wealth faster than they can be replenished. However, there are still substantial mineral deposits in the world today to sustain the humanity for a few more generations before formulation of lasting solutions. Human beings have found various uses for different kinds of metals, including gold, silver, bronze and iron. Among all the above mentioned, iron, however, has been of more value to humanity compared to the rest materials. Human beings use iron since the agrarian era, and with the advent of the industrial revolution, the need for iron has been virtually unlimited (Ozersky, 2012, par. 8). Throughout the technological development up to date, one of the materials that is the most useful to humanity is called cast iron. Cast iron has been and continues to be important to various industrial processes. Cast iron is not pure iron because it is mainly made from pig iron which is heated with other scrap metals until it liquefies, then flowed into moulds and solidified (West, 2008, p. 78). Cast iron, therefore, is a ferrous alloy that mainly contains Carbon and Silicon as the main alloying elements. Cast iron may come in two alloy forms, white and grey. Other forms of cast iron alloys include malleable cast iron and ductile cast iron. Historically, cast iron has many uses including building of bridges, various buildings and textile mills. This discussion will focus on the process of cast iron production, the uses of this metal and the economic importance that cast iron presents to the places where it is produced. In essence, the discussion will be aiming to put to perspective the relevance of cast iron in today’s technologically fast changing world. Production of Cast Iron Cast iron is mainly made through re-melting of pig iron. Pig iron is the main raw material used in the production of cast iron. It is important to note that cast iron mainly describes the grey cast iron that is the commonest of all cast iron varieties (West, 2008, p. 83). In the production process, pig iron is melted along with steel and other scrap iron metals. After re-melting, the molten cast iron then goes through an impurity removal stage after which it is cast. Casting involves the process of giving shape to cast iron through pouring of the molten cast iron into a mold. Normally, the process includes the stage when sand and metal mold are pouring through a dome with the help of a low pressure vacuum or via gravity. Casting of the molten metal is followed by solidification which must be done carefully since chances of destruction are high at this stage. Solidification mainly depends on the control of the cooling curves (Berns & Theisen, 2008, p. 154). Quick cooling and slow cooling produce fine and coarse grain construction of cast iron respectively. After cooling is done, the moulds are broken in a lengthy elaborate process known as fretting that also includes grinding and shot blasting. After this p
Introduction Teachers are worried when it comes to adopting new changes and prefer to remain in the old way of doing things. They feel as if they do not have the necessary skills or resources for adopting new changes. However, change is of utmost importance to the learning institutions as it is to other organizations. For change to be initiated in education systems, change agents must be aware of the resistance they are likely to encounter. The change initiator (educational administrator) should be able to recognize and establish the forms of resistance that are likely to affect the implication of change in the public school. This paper will explore on some of the barriers that hinder the implementation of change in schools. Resistance Karen (2000) in his article “The emerging dynamics of change: Resistance, Readiness, and Momentum”, observed that, resistance is one of the greatest barriers to educational change. According to him, individuals do not resist change, but the circumstances surrounding the change force them appear as if they are resisting. For instance, the organization structure may pose some obstacles that make it hard for people to adopt the change being proposed. Other factors such as compensation system and appraisal can also motivate or de-motivate people in accepting change. This shows that, resistance to change is not an individual’s choice but it is influenced by the organizational system. Resistance to change is also influenced by the change agent’s perspective, for instance, if the change agent perceives that women are likely to resist change, and then it may appear that, women workers will actually resist adopting the change. Karen also observes that, people resist change because of the loss of benefits associated with that change. For instance, people fear to lose their job positions, pay, and working conditions. The education sector is believed to be a comfortable profession and people fear that if they accept change, their comfort will be interfered with because of increased workload, or even change of location. To fight against this barrier, the education administrator initiating the change must give all the necessary details concerning the change that is its benefits, what it entails, and why it should be implemented before expecting the teachers to respond positively towards the proposed change (Karen, 2000). Readiness for Change Another barrier to educational change and one that seems to be emerging in many institutions is the readiness for change. Many institutions do not have the capacity or the ability to make changes. In most cases, even the individuals concerned perceive that a change is not needed. If change is to be accepted in such an environment, the organizational system has to be modified to incorporate the change needed and all parties involved have to be enlightened on the importance of the change and how it will be beneficial to them as well as or other parties concerned for example parents and students. All systems have to be put in place and the necessary resources provided. Indivi
In the novel Haunting of Hill House, Shirley Jackson depicts values of people, their fears and terrors, and unveils the characters psychic and importance of sub consciousness. Haunting of Hill House was written in 1959 and is classified as a ghost and horror story. The novel is full of symbolic details and unique settings which help Shirley Jackson to create a unique atmosphere, to depict feelings and emotions of the main characters, their thoughts and inner states. Argument Shirley Jackson symbolically portrays human psychic as the ‘haunted house‘’ itself which influences its ‘master’, his/her destiny and actions. Using a unique setting of the house and its description, Shirley Jackson predicts and foreshadows the theme of death, paranormal events and feeling of horror. Using metaphors and similes, Jackson tells readers that the body and spiritual aspects of Eleanor have become so far separated that one can exist only at the expense of the other. “This house, which seemed somehow to have formed itself, flying together into its own powerful pattern. It was a house without kindness, never meant to be lived in, not a fit place for people or for love or for hope” (Jackson, p. 35). Using a symbol of the ‘haunted house’, Jackson unveils problems and troubles faced by the main character, Eleanor. For Eleanor, the main problem was that she scarified her young years caring for the sick mother. When her mother died, she left unmarried, without money and source of income. Invited as a guest to the House, Eleanor differs from other guests: she does not experience fear or violence towards the house but perceives it as a living being, friendly and timid. A symbol of Hill House represents the infinite interrelations of the self and the world outside; she lives in such terror that her private mind-being might be destroyed that she creates the outer protective shell. It is possible to say that the setting of the house is used as a study of the tripartite division and identity of the self. Jackson depicts the house as a living being which influences life of the main characters and their destiny; it considers the material world as manifestation of the spiritual. “It’s the crazy house at the carnival” (Jackson). The house is the total human being, its three parts functioning as one; the outside construction of the house is like the body; the dark tarn is a mirror or the mind: “now the house shivered and shook, the curtains dashing” (Jackson, p. 202). There is nothing intellectual here; everything is mad and improvisatory, and Eleanor succeeds just so far as he is able to adapt herself to a mad, paranormal world.