sentence-transformers How to use MaxNoichl/nomic-embed-philosophy-triplets_v3 with sentence-transformers:
from sentence_transformers import SentenceTransformer
model = SentenceTransformer("MaxNoichl/nomic-embed-philosophy-triplets_v3", trust_remote_code=True)
sentences = [
"value-neutral social science, this kind of negative depiction of managers would be deserved if it were empirically valid and based on careful research. However, it is not always either valid or carefully based. Some of the anti-manage ment bias comes a priori from theories that take as axiomatic that managers are prone to act in a bad way (e.g. agency theory). Some other part of the bias seems to be simply faculty members accepting popular negative stories about managers, which circulate in the community and are carried in the mass media. Again, a negative view of managers might be scientifically valid if based on large, representative samples. Yet, often the critical view propounded by management school academics about managers is based on a handful of cases. These cases are then taken to prove generalizations about managers being inherently bad or predisposed to unethical conduct. TABLE I Elements of business ethics teaching and their unanticipated negative consequences Teaching Business Ethics Causes Negative Consequences 1. Misdiagnosis of Causes of Problems True Causes Neglected Problems Solution Failure 2. Salience of Moral Authority of Academics Unethical Academics Lack Moral Authority to Teach Ethics Effectively 3. Ethical Philosophy Inconclusiveness (\"No right answer\") Ethics Scepticism Rationalizing Unethical Behaviour 4. Ethical Dilemmas Indecision 5. Free Choice Freedom Delusion Social Science Incompatibility Ethics Problems and Problems with Ethics 301 Extreme cases of misconduct that receive publicity are treated as being 'the tip of the iceberg', or as being a way to see into the true nature of managers. Again, at other",
"times, the results of larger scale social science inquiries are taken as proving widespread managerial wrongdoing when that conclusion is reached only by a particular interpretation of the data. Such interpretation uses one or other of the anti management theories, in that way creating an illusion that the anti-management theory is valid. In contrast, the empirical findings may better fit a theory that has a more positive view of managers. However, the anti-management discourse in modern management schools ignores such more pro-management theories. This violates the scientific ideal that a range of the ories should be considered in interpreting data. Again, it leads to the overlooking of pro-manage ment research, both theoretical and empirical. Unanticipated negative consequences of teaching business ethics Education in business ethics has five elements that can produce unanticipated negative consequences thereby rendering ethics education ineffectual or counter-productive: misdiagnosis of causes of prob lems, salience of moral authority of academics, ethical philosophy, ethical dilemmas and free choice. Misdiagnosis of causes of problems A contemporary way of reasoning is to go from a few cases, to over-generalizations of a negative kind about management, and thence to recommendations such as more ethics education in management schools. Each of these steps in the chain needs to be queried. Many of the prominent cases of managerial wrongdoing are not primarily failures of ethics but are poor managerial business judgements that led to corporate financial collapse, prompting unethical acts or accompanied by unethical acts. This can be seen in",
"ethics remains the extent to which it is central or peripheral to the curriculum. An Analysis of CSR, CI and Ethics Teaching in Business Schools 119 Business values driving the academic agenda? There are many views regarding the challenge of transferring ethical learning from the classroom into the corporation. Cordiero (2003) asserts the devel opment of ethical behaviour in managers ought to be grounded in their development as leaders, \"ethics is not something a manager 'does'; it is something that a manager 'is'\". Pfeffer and Fong (2004) argue that most effective and influential ethics education is best located within a pedagogic framework more akin to traditional professional education. This would incorporate clearly stated professional values and responsibilities, consistent with other established professions, a code of ethics and responsibilities should be defined with clear guidelines for those that violate professional standards, and disciplinary pro cedures to encourage non-tolerance of ethical malfeasance. The appropriateness of specific pedagogic options is not the only source of difficulty with regards to the effectiveness of ethics education in business schools. There is a strongly held view amongst some academics that business schools are reluctant to incorporate moral and ethical thinking into univer sity curricula (e.g., Scott, 1988; Sims and Sims, 1991). Kelly (2005) has observed that a number of US business schools are reducing or removing ethics teaching altogether from their curricula, which might be as a result of a lack of availability of appropriately qualified staff, over-crowded curricula and indiffer ence among staff not involved in ethics teaching. Pfeffer",
"the interviews were conducted using ORC's CATI system. ORC utilizes a random-digit-dial sampling procedure that is fully replicated and stratified by region. According to ORC: \"completed interviews are weighted by four variables: age, sex, geographic region, and race, to ensure reliable and accurate representation of the total population, 18 years of age and older... The use of replicable sampling, standardized inter viewing procedures and representative weighting provides that all CARAVAN studies are parallel to one another. Thus, CARAVAN usage is appropriate both for point-in-time analysis as well as tracking and trend comparisons\" (ORC, CARAVAN research report, 2006). For all the details of the sampling procedures and operation of ORC, see Appendix A. For the purpose of computing the BEI, we employed the weighted sample to minimize demographic fluctuations as a source of sampling error. Results Respondent characteristics All five 2006 national probability samples comprised 1045 adults (18 years of age or older) living in private households in the continental United States. The respondents' demographic characteristics for all five waves are presented in Table 1. EXHIBIT 1A Questions comprising the Business Ethics Index Personal/Past 1. Based on your own experiences as a consumer in the past year, businesses you dealt with generally behaved: Very unethically Somewhat unethically Neither nor Somewhat ethically Very ethically Vicarious/Past 2. Based on what you heard from others or the media in the past year, businesses behaved: Very unethically Somewhat unethically Neither nor Somewhat ethically Very ethically Personal/Future 3. Based on your"
]
embeddings = model.encode(sentences)
similarities = model.similarity(embeddings, embeddings)
print(similarities.shape)
# [4, 4] 
