ShantanuT01/DACTYL-Pretraining huggingface dataset:
The invention of televised media and video technology came with a number of challenges, especially because modern societies rely too heavily on the media for entertainment and communication. However, one of the most debated topics in this field is the possible impact of media on children and adolescents. Since 1970s, several empirical studies have suggested that exposure to violent scenes in televised media has a high likelihood of instilling aggressive behaviour in children (Paik & Comstock, 2004). While a number of scholars in education and psychology have done some research to refute this claim, there is adequate evidence, from research and theory, that confirms that violent media causes aggressive behaviour in children. Using social cognitive and other learning theories, it would be clear to support the empirical studies that support the postulate that violent social media causes aggressiveness in children. Albert Bandura (1997) provides this field of study with adequate background on which one can clearly show that media violence causes aggressiveness in children. In his social learning theory, Bandura attempts to show how people learn from observations and thereafter take similar actions to those learnt from observation. Within this context, the cognitive theory of learning argues that internal mental states are an integral part of observational learning (Bandura, 1997). Thus, in social setting, people acquire new information from observing the behaviours of others. Using this theory, it is evident that children are likely to take the behaviours of other people in the society; especially they are exposed to such behaviours for a substantial time. Adding on this, studies have shown that children are more likely to learn from observing than older people. This is true because children often learn from imitations, right from acquisition of language. It is also evident that children take the behaviours they frequently observe in their lives. In his famous Bobby doll experiment, Bandura found that children become aggressive towards an object or a person once they observe another person behaving in the sa
Introduction The end-of-life issues for an elderly person are numerous and complex involving physical, emotional, psychological, and ideological dynamics. A person’s perception of their own natural aging process is generally at least somewhat divorced from reality, a common condition that perpetuates constant internal conflicts for the aging person. While attempting to deal with the debilitating physical and mental and psychological issues, those nearing the end of life must prepare in a multitude of ways for death, a daunting task. Euthanasia is a hotly debated and important issue for those at the end of life and their families. Many believe the practice to be humane and necessary yet others cite practical and religious reasons for opposing it. End-of-life issues can also be liberating and a time of spiritual and personal growth. It’s a multi-faceted subject that all are happy to face considering the alternative to growing old. The Autumn Years Mental/Physical Changes For most people, the entrance into the state of grandparent represents a shift into the realm of the older adult. Physically, there are several stages an individual can look forward to as they age. This stage begins roughly around the age of 60, depending upon how well a person kept themselves healthy and stress-free throughout their life. “With improved diet, physical fitness, public health, and health care, more adults are reaching age 65 in better physical and mental health than in the past. Trends show that the prevalence of chronic disability among older people is declining … While some disability is the result of more general losses of physiological functions with aging (i.e. normal aging), extreme disability in older persons, including that which stems from mental disorders, is not an inevitable part of aging” (Boeree 1999). Although it is generally believed that aging is synonymous with mental decline, studies have shown that older adults are often characterized by stable intellectual functioning, a great capacity for change, and demonstrate a productive engagement with life (Boeree 1999). Reflection and Liberation The older adult is an individual who must resolve the ego integrity vs. despair crisis in which the individual must either accept their failures and successes in life to develop a sense of wisdom or those who cannot accept their disappointments and develop a sense of despair and dread regarding their coming death (Niolon n.d.). However, increased health and longevity into the later years have prompted two additional human potential phases for those individuals who reach this stage of life with adequate resources for their support. These are labeled Retirement/Liberation and Summing Up/Swan Song. “Most people fare well in retirement. They have the opportunity to explore new interests, activities, and relationships due to retirement’s liberating qualities. … In short, the liberating experience of having more time and an increased sense of freedom can be the springboard for creativity in later life. Creative achievemen
Introduction Pieces of literature written in the XX century may dramatically vary as the world had been promptly changing during that period, having gone through two World Wars, traumas of totalitarian regimes, anticolonial movements, and other traumatic experiences. Nevertheless, some themes appear to be timeless, and solitariness in all its forms is one of them. “A Rose for Emily” by William Faulkner and “Those Who Walk Away from Omelas” by Ursula K. Le Guin demonstrate how different the narrative on a common theme can be, considering the characters, the expressive means applied and the messages translated. Main body To begin with, one shall draw their attention to what the narrators are like in pieces. On the one hand, there is a question of whether “A Rose for Emily” narrator represents the perspective of the city that tells the story. The reader does not know to which sex they might belong to and can only guess that the narrator is an aged person who observes Emily’s entire life. Probably, they might belong to the local authorities as they refer to the group that came to discuss the tax issue with Emily as “we.” However, one might also notice the fact that the people in town do not seem to share the affection expressed by the narrator throughout the story until the very end when a horrible event is uncovered. The narrator is as sympathetic as respectful towards Emily. They admire the way she manages to get the poison or to vanquish the city council members. Hence, the narrator appears to be an unnamed part of the community different from the latter as they do not condemn either of her actions and treat Emily with respect. On the other hand, the narrator of “Those Who Walk Away from Omelas” seems to be the person distant from the city and described events. As if they once visited Omelas or heard of the place from somebody else, or, more lifelike, they invent the story as they write it. In a way, the narrator serves as a guide in the made-up city that seems utopian until the readers find out about the child suffering in the basement and guaranteeing the happiness of everybody else in Omelas. The narrator does not openly express sympathy and does not criticize the citizens for their moral choice. However, the dilemma posed by the story is as evident as the heroic nature of the ones “who walk away.” In a word, though seeming unreliable, the narrator appears to be the only ridge between Le Grain’s world and readers. Speaking of the characters, the nature of their solitude seems quite different. As for Emily and the position she finds herself, one may think she enjoys more freedom to choose her lifestyle. Hence, the isolation she practices seems to be the result of her will in comparison to the child from “Those Who Walk Away from Omelas.” Nevertheless, the narrator seems to be sympathetic to Emily partially cause her father pushed her to her solitude (Faulkner 1). They convince the reader that she suffers from her loneliness as only a desperate person can kill the loved one in order to keep them close. There is also an opinion that Emily locked herself out of shame for being abandoned by the fiancé, but that is n
Several issues or drivers can be observed to support the rivalry existing between Coke and Pepsi. These two giant companies embrace similar business models to produce the best outcomes. This move has identified powerful strategies that can be imitated by companies in different industries. The needs of different consumers have also been considered by these companies. They have been working hard to produce quality products for different individuals. The rivalry has also led to numerous price reductions. Different suppliers have also benefited from the rivalry. The competitive dynamics portrayed by Coca Cola and Pepsi show how companies can redefine the nature of an industry. The rivalry has forced these companies to produce superior products that can serve more customers. The “ongoing competitive action sequence between a firm and a competitor affects the performance of both firms” (Hitt, Ireland, & Hoskisson, 2010, p. 138). It is, therefore “important for companies to carefully analyze and understand the competitive rivalry present in the markets they serve to select and implement successful strategies” (Hitt et al., 2010, p. 138). That being the case, the level of competition has led to new practices to support the health needs of different consumers. These dynamics have played a significant role in improving the level of customer satisfaction. The rivalry has also presented new opportunities for economic development. Business organizations can therefore engage in similar rivalries to promote the best practices. Reference Hitt, M., Ireland, R., & Hoskisson, R. (2010). Strategic Management: Concepts and Cases. Boston, MA: Cengage Learning.
Howard Gardner provides a number of intelligence which can be exploited by a teacher in a teaching – learning environment. Gardner’s approach simply advocates for the adjustment of instructional techniques in order to cater for individual needs (Brualdi, 2001). While teaching mathematics, teachers should pay attention to logical – mathematical intelligence. This kind of intelligence expresses the ability of a learner to identify a blueprint, form a reason to a specific mathematical answer, and ultimately employ logical thoughts in any kind of response (Brualdi, 2001). Mathematical- logical intelligence is evident in young kids when they involve themselves in organizing and re-organizing things (Brualdi, 2001). As time goes by, children are able to do simple calculations without the aid objects. With progression of this kind of intelligence, some learners gain access to abstract world consequently recording a success in mathematics field. This category of learners is systematic in reasoning complex and integrated mathematical procedures. They therefore form the backbone of a classroom where other learners can rely on for guidance. Moreover, students with abstract reasoning are fast in calculating mathematical questions. These features are evident early in a child’s life. Math and science are co-related but also diverse in nature. While mathematics exploits the abstract world, science operates with realism. Scientist applies scientific tools and procedures in a bid to proof actuality. On the other hand, mathematicians are more concerned with patterns. A teacher is under strict obligation to discover students with ability to form patterns and subsequently integrate them into groups with other kinds of students in order to achieve higher performance. This forms a reason for the development of mathematical – logical intelligence. Curriculum design Integrated curriculum design is applicable to disciplines like mathematics because of the existence of its sub – units comprising of geometry, algebra, statistics, arithmetic, calculus, probability, and ordinary deferential equations. Other social sciences including sociology, geography and political science can also be integrated to form social studies. The benefit attached to integrated curriculum is that knowledge and skill gained is more beneficial to a learner. Subsequently, a teacher can expand the choice of subject matter i.e. geometry or algebra (Webb, 2009). On a higher note, integrated curriculum allows integ
Citation: Certiorari to the United States court of appeals for the eleventh circuit Facts of the Case: This was a suit filed by the Miami City against the Bank of America and Well Fargo Bank based on the allegation of violation of the Fair Housing Act (FHA). One of the main objectives of the FHA is to prohibit racial discrimination about real estate business transactions and allow the aggravated party to file a suit for damages. The complainants alleged that both banks intentionally targeted African-American and Latino neighborhoods by offering discriminatory mortgages to the minority borrowers and induced ridiculous defaults. The City charged that the Banks’ discrimination practice not only impaired the City’s efforts to ensure racial integration but also crippled its property tax revenue while at the same time raising the need for municipal services. Major Issues Discussed The main issue was whether Miami City allegations fell under the FHA and whether the banks knowingly caused unrest in the real estate in Miami leading to financial injuries to the city. Appellant and Position The city of Miami was the appellant. The City accused the Bank of America and Well Fargo Bank of racial misconduct which led to financial injuries. According to the court, foreseeability could not establish a clear connection between the alleged financial harm and the statute conduct concerning the FHA. However, the court declined to draw clear boundaries of proximate cause.
Summary Advocacy is an integral part of social work, and it presents its distinguishing feature. It implies the position when a professional is engaged in purposeful actions, which are intended to advance people’s interests, opportunities, legal rights, and others. Advocacy is perceived as an effective approach for improving the living standards, family dynamics, functioning in enterprises, and other issues. This way, the purpose of this paper is to formulate a persuasive argument in order to find a solution for a practical case. Hart City Middle school is an educational institution for children, who reside in Hart City and its neighborhood. Advanced human services professional practitioners are among the employees of the school, who are responsible for discussing and addressing schoolchildren’s concerns. One of them regards the organization of a Mother’s Day celebration. This day implies a thorough preparation process and participation in various performances. However, there are students, who live in single families and do not have mothers. Therefore, they are not capable of celebrating this holiday in the same way as other students. This way, it is evident that a sensitive attitude to such categories of students should be implemented. The aforementioned circumstances may result in negative consequences for children from single families in the long run. First of all, it is essential to cover the psychological aspect of this issue. It is a common sight that children tend to perceive the loss of a parent and his or her absence painfully. Mohsen marks: “if one parent is absent, the remaining parent may be loving and kind and do their best to fulfill the child’s needs” (2019, para. 4). However, she also states that “the missing parent’s absence will still affect a person, not only when they are young, but as an adult” (2019, para. 4). Consequently, the inability to participate in the celebration may aggra
Introduction The Holocaust is the term used to denote the execution of more than six million Jews which was perpetrated by the National Socialist Germany Workers [Nazis] Party during the Second World War. Holocaust [ Shoah ] signifies the era of the reign of Adolf Hitler as the chancellor of Germany from 30 January, 1933 to 8th may, 1945. This genocide represented two-thirds of European Jewish population, and a third of the world Jewish population. Those Jews who were killed were victims of intentional and systematic efforts of the Nazi to annihilate all Jews in Europe, but not casualties of Second World War which devastate Europe (“Jewish virtual library,” par. 1). Following the success of the National Social Germany Workers Party in the 1932 elections, Adolf Hitler was appointed Germany chancellor. The Nazis, capitalized on the then unstable Germany government to gain an electoral foundation. The Nazis provoked conflict with the communist, organized numerous demonstrations, and conducted a ferocious propaganda crusade against its political rivals -the Weimar authority, and the Jews who they held accountable for the all the Germany evils (“Jewish virtual library,” par. 3). Why did it happen? Propaganda against Jews The common media the Nazis used for the campaign against the Jews was the Weekly Nazis newspaper, “The attacker.” At the bottom line of the front page of the newspaper, a slogan, “the Jews are our misfortune!” was inscribed in bold letters. The attacker often featured Jewish cartoons characterized with hooked-noses and ape statures. In fact about half a million copies of “The Attacker” were supplied per week (par. 4). Shortly after Hitler attained chancellorship, he organized for new elections in endeavors to acquire full power over Reichstag (parliament) for his party. The Nazis terrorized other parties using government’s resources. After the Reichstag house was burned down, the German’s democracy was placed in jeopardy. Immediately, the Nazi’s government eliminated various privileges including the sovereignty of press, freedom of expression, the right to assemble and the privilege for privacy. In the March 5 election the party succeeded by securing more than 50 percent parliament seats (par. 6). The Nazis immediately transformed their authority into dictatorshipvia the Enabling act passed on March 23. This act legitimized Hitler’s dictatorial ideas and allowed him to implement them over generally all areas. Additionally, the Nazis organized their propaganda machine, Der sturmer , and overshadowed their critics. In addition the put up a well organized military and police unit. Any opposition to the Nazis authority culminated to imprisonment in the concentration camps, which initially served as political prisoners (par. 7, 8). Eventually, Hitler gained full authority over Germany and reinforced his campaign against the Jewish community in Europe. The Nazis accused the Jews of contaminating pure German traditions with their “mongrel” and “
Character(s) The characters identified in the passage are:  1. Paul: The protagonist or the main character in the passage.  2. The Areopagites: Respected men of Athens  3. Dionysius: The member of the Areopagus town who believed the message.  4. Damaris: One of the members of the audience who believed the message. Audience The Preceding verse (Acts 17:18, KJV) of the same chapter gives clues about the people represented and addressed by the main character Paul. These were the philosophers and the respected men of the society of the epicureans and the stoics. Through the speech given by Paul to the elite of the society, the writer communicates to readers what is expected of them as true Christians. Paul had studied their beliefs and discovered that they were very religious for the time that they lived in. He also refers to their religion as a state of being ignorant (Acts 17: 23) and seeks to change this belief in the “unknown God” introducing the God of Jews to replace the unknown God. (Acts 17:27) states that they should seek the Lord by speaking to the generation of mankind. The speech is also directed to the modern-day Christians who are good at analyzing theological concepts but weak in true faith. The verses were written later on to portray the audience as people reading the speech and at the same time including themselves into the list of readers or beneficiaries (Acts 17:29). In verse 31, the author refers to all men, further indicating that the speech applies to all who read the passage. Therefore, the speaker, while addressing the men of Athens, goes on to show that the message is universal for people who are willing to focus on worshipping the Lord of heaven (Acts 17:31). The Narrator Judging by the text, the narrator of the passage does not allow the readers to identify him through the choice of words. The Speaker This passage can be defined as a speech since the continuous oration by the protagonist who is Paul can be observed in this case. The speech begins from verse 22 to verse 31, at which point he concludes his speech by warning people about judgment and telling them about the resurrection. The speaker uses Hellenistic language to tell the audience about the Areopagus from the cultural perspective that will allow the audience to understand the key idea. At the end of the speech, a response is received from the audience as an acknowledgment of the message being received. The given event is by no means a dialogue because the speaker gives out the message uninterrupted up to the closing remarks; only afterward, a response is given. Genre: Speech The passage falls into the speech category due to the presence of the corresponding elements. The formula used at the beginning and written as “You Men of Athens”(Acts 17:22) creates an image of the speaker told a group of people about a certain issue affecting them all and does not expect a direct verbal response from them, but rather presupposes a change in their ways as a result of the speech. The basis of the s
Barack Obama is the new President of the United States who was elected on this position not that long ago. At the very beginning of his president campaign he was very popular, and he still has a lot of people among ordinary citizens and inside his cabinet who support him. However, some of his actions and laws have already caused a lot of debates and reduced his popularity among people. Nicolas Sarkozy – the sixth President of the French Republic was also very popular in 2007, and easily managed to defeat his main opponent Segolene Royal. An ambitious and charismatic leader, Sarkozy has done a lot to save his country during the economic recession. This still did not protect him against criticism and so-called “anti-Sarko” movements. One of them is considered to be a man who started a new page in the American history. No matter what they say, the 44 th President of the United States is an African American, and, from my point of view, it is one of the greatest democratic achievements. Another one is the first French president from an immigrant family (Kesselman, Krieger, Joseph 127). In his country, he is called a “hyper-president”, Napoleon Bonaparte, or Louis XIV because of his will to control everything and make changes even if other reputable politicians do not support them. So, do Barack Obama and Nicolas Sarkozy really have something in common? Are they partners and allies as many tend to think or some major differences in their views and policies make it just an illusion? In this essay, I want to compare domestic and foreign policies of both Barack Obama and Nicolas Sarkozy, and define what kind of relations they have. Presidency Of Barack Obama: Domestic Policy Once Barack Obama became the President, he had no time to relax. Urgent measures to handle the effects of the world financial crisis had to be taken. One of such measures became an economic stimulus bill suggested by Barack Obama even before his presidency. The law was signed on January 2009, but in October, it turned out that the law did not work well, since unemployment rates reached 10.2%. Since 1983, it was the highest rate (Bureau of Labor Statistics). One of the President Obama’s primary concerns was the health care reform, which caused heated debates. Democrats and Republicans were trying to answer such questions as whether the right to health care is fundamental, whether