Romeo And Juliet- Emotions :: essays research papers

Images of Emotions in "Romeo and Juliet" One of William Shakespeare's most famous plays is "Romeo and Juliet." I believe the reason for this is its sense of reality and idealism. This paper will present images of human emotions in "Romeo and Juliet," which make this tragedy so believable. Youth and family play a big role in this tragic story. "Shakespeare delineates the hold of the patriarchal family on its children" (Kahn 18). This statement is true both then and now. Parents and elders will always have a hold on the children, but only to a certain extent. The two "noble" families of the play feel control and protection over both Juliet and Romeo; yet in the end, the only effect they have on the two lovers is that they have pushed them to the drastic measure of self-slaughter. Others say that the relation between the two time periods is in the children's disobeying of and misunderstanding of rules set before them. The youth of society tend to question and then possibly disregard the rules that are important to their parents if they do not have a good reason to believe in these rules. The rebellious actions of youth can eventually cause their own untimely destruction. (Justin K.) Although some feel that way, others say that idea is incorrect because teenagers who have been either purposely forcefully kept out of society tend to fear society rather than their own families (Bradbrook 99). I agree with Kahn, parents do have a certain magnitude of authority over the youth of society, but it will only have a limited effect. Just as the aged people of today eventually gained or were allowed their ability to make their own decisions and others, so must the younger generation be able to do. This opportunity was one never given to Romeo or Juliet they were left in a position of the second type of connection, where their only option was to go against the rules and concepts set before them. Two of the many other emotions used in this piece are prejudice and hate. They are intertwined and effect each other in ways so noticeable to us that we tend to forget that they even exist at times. "From examining 'Romeo and Juliet,' it is evident that the play shows how prejudice leads to escalating violence" (Justin K.). This, to most people, is common knowledge especially in society today, where many actions are based on racism or sexism.

Hearts Under Fire in Centralia Fire :: Film Movies

Hearts Under Fire in Centralia Fire If you want a community interest story portrayed through a film, then Centralia Fire is the one. Centralia Fire relates to anyone that is connected to at least one type of community—weather it is a town, a sport’s team, or a family. No one wants to be forced out of his or her comfort zone. Centralia is a town—created in the 19th century because of the invention of coal—filled with diverse communities threatened from poisonous gas and toxin (deadly carbon monoxide and dioxide) after a trash burning fire spread underneath the town beginning in 1962 and is still under—or should I say above—fire. The documentary is about how the communities within Centralia were stripped of their lives and families from a place they called home. The producers, Anthony â€Å"Doc† Mussari and Kathleen â€Å"Kitch† Loftus-Mussari, set the tone an individual tone through no use of music or dissolving of pictures. Viewers are able to establish their own separate opinions and understandings about the community of Centralia. If dissolves and music were incorporated the message of Centralia would have been dissolved itself. If you want to know what small time life is like, then Centralia is the place where you can find the answers. You see video of town meetings where the committees disputed the inefficiency of the government’s help. There is also footage of the daily life of Centralians-riding dirt bikes, playing little league baseball, sitting on porches, or walking dogs—amongst the many pillars of pipes releasing toxins from beneath. The essence of community life was prevalent, so I agree with on of the town’s people who said, â€Å"You have to live in a small town to know how it is to live in a small town.† Doc pulls you in and makes you one of the community members within Centralia with his atmosphere exposure through not zooming. It seemed as though the film was following the lead of the television show, You’ve been Caught on Candid Camera; the interviewees and people at the town meeting had no clue there were video cameras taping them. It’s like they video camera was hidden in someone’s shirt pocket or in someone’s glass frames. I am amazed not one person in the film looked at the camera. In 2002 only fifteen people in ten homes are keeping their fires ablaze with their strong determination and love for Centralia. Even though the film was finished in 1992—30 years after the fire in Centralia began—it still picture perfectly depicts how the lives of the community members were altered forever and how their heart have been burned from the government.

Globalization: A Closer Look at the Ford Company

A Closer Look at the Ford Company Ford Motor Company multinational cooperation that uses outsourcing to lower costs and boost productivity. Until the sass's Ford had a supply chain that allowed them to control every aspect of the making and distributing of their automobiles. From the steel and rubber plants that make the parts, to building the vehicles, storage and shipping. Though this was a good way for the companies to promote local made in America vehicles it was not however time or cost effective.As a result of competition from other automotive companies Ford made the drastic changes of outsourcing the making of parts and manufacturing to other countries to speed productivity and lower costs. The advantages to the local communities as a result of outsourcing is that there are Jobs added to the community. The local communities that may have been struggling were given the opportunities to work for a company that produces good quality parts and manufacturing vehicles more quickly. The negative effects that this may have on a community is that more people would want to work for the outsourced company which leaves more local Jobs open.Also if the cost of living may increase because of the growth from the industry, which would ultimately make living harder in those countries for the people that do not work for the outsourced company. Global stratification affects the United States positively because it decreases the cost of manufacturing as well as the cost to pay the employees. This helps the companies to save more money than to keep the business in the United States. By outsourcing the company can save more money to pay the people higher p employees in the companies.At the same time global stratification has a negative effect on the United States because it takes Jobs away from the local people. If more companies kept their businesses in the United States it would create more jobs for the people that live here instead of adding to the employment of other count ries. The outsourcing of manufacturing Jobs may be contributing to the increasing unemployment rates that the United States is experiencing. The big winner in the companies that use outsourcing is the company that does the outsourcing, in this case it is the Ford Company.Ford was able to decrease their production time from 45 to 60 days per vehicle to only 15 days with the outsourced jobs. Ford was able to keep more finished vehicles ready to be shipped to waiting customers. Ford was also able to decrease the costs of manufacturing to make a higher profit off each vehicle sold. Though the countries that are fortunate enough to be chosen to be a part of the outsourced company gains Jobs and an increase in their economy but they are still on the short end of the stick.

Eugene Nida

Eugene A. Nida  (November 11, 1914 – August 25, 2011) was a  linguist  who developed the  dynamic-equivalence  Bible-translation  theory. Nida was born in  Oklahoma City,  Oklahoma  on November 11, 1914. He became a Christian at a young age, when he responded to the altar call at his church â€Å"to accept Christ as my Saviour† He graduated from the  University of California  in 1936. After graduating he attended Camp Wycliffe, where Bible translation theory was taught. Later Nida became a founding charter member of  Wycliffe Bible Translators, a sister organization of the  Summer Institute of Linguistics.In 1937, Nida undertook studies at the  University of Southern California, where he obtained a Master’s Degree in New Testament Greek in 1939. In 1943, Nida received his Ph. D. in Linguistics from the  University of Michigan, His Ph. D. dissertation,  A Synopsis of English Syntax, was the first full-scale analysis of a major langu age according to the â€Å"immediate-constituent† theory. He began his career as a  linguist  with the  American Bible Society  (ABS). He was quickly promoted to Associate Secretary for Versions, then worked as Executive Secretary for Translations until his retirement.Nida retired in the early 1980s, although he continued to give lectures in universities all around the world, and lived in Madrid, Spain and  Brussels,  Belgium. He died in Madrid on August 25, 2011 aged 96. Nida was instrumental in engineering the joint effort between the  Vatican  and the  United Bible Societies  (UBS) to produce cross-denominational Bibles in translations across the globe. This work began in 1968 and was carried on in accordance with Nida's translation principle of Functional Equivalence. His contributions in general Nida has been a pioneer in the fields of  translation theory  and  linguistics.His most notable contribution to translation theory is Dynamic Equivalenc e, also known as Functional Equivalence. Nida also developed the â€Å"componential-analysis† technique, which split words into their components to help determine equivalence in translation (e. g. â€Å"bachelor† = male + unmarried). This is, perhaps, not the best example of the technique, though it is the most well-known. Nida's dynamic-equivalence theory is often held in opposition to the views of  philologists  who maintain that an understanding of the  source text  (ST) an be achieved by assessing the inter-animation of words on the page, and that meaning is self-contained within the text (i. e. much more focused on achieving semantic equivalence). This theory, along with other theories of correspondence in translating, are elaborated in his essay  Principles of Correspondence,  where Nida begins by asserting that given that â€Å"no two languages are identical, either in the meanings given to corresponding symbols or in the ways in which symbols are a rranged in phrases and sentences, it stands to reason that there can be no absolute correspondence between languages.Hence, there can be no fully exact translations. † While the impact of a translation may be close to the original, there can be no identity in detail. Some of his theories in detail First major contribution: Dynamic equivalence Nida then sets forth the differences in translation, as he would account for it, within three basic factors: (1) The nature of the message: in some messages the content is of primary consideration, and in others the form must be given a higher priority. 2) The purpose of the author and of the translator: to give information on both form and content; to aim at full intelligibility of the reader so he/she may understand the full implications of the message; for imperative purposes that aim at not just understanding the translation but also at ensuring no misunderstanding of the translation. (3) The type of audience: prospective audiences di ffer both in  decoding  ability and in potential interest. Nida brings in the reminder that while there are no such things as â€Å"identical  equivalents† in translating, what one must in translating seek to do is find the â€Å"closest natural equivalent†.Here he identifies two basic orientations in translating based on two different types of equivalence: Formal Equivalence (F-E) and Dynamic Equivalence (D-E). Principle of dynamic equivalence * General introduction In Toward a Science of Translating, Nida first put forward the principle of dynamic equivalence which he defines as â€Å"the relationship between receptor and message should be substantially the same as that which existed between the original receptors and the message† (Nida,1964, p. 59). Following this principle, dynamic equivalence, as defined by Nida, is to reproduce â€Å"in the receptor language the closest natural equivalence of the source-language message†¦Ã¢â‚¬ (Nida and Taber, 1969: 12). Nida (1964: 167) particularly stresses that â€Å"a natural rendering must fit the receptor language and culture as a whole; the context of the particular message; and the receptor-language audience†. To put it plain, either the meaning or form should not sound â€Å"foreign†.The essence of dynamic equivalence is the receptor's response, in Nida's own term, â€Å"the degree to which the receptors of the message in the receptor language respond to it in substantially the same manner as the receptors in the source language† (Nida and Taber, 1969: 68). The reaction or response is based on the comprehensive reception of the message, not only understanding the meaning or content, but also feeling in the way the original readers do. By laying stress on the receptor's response, he underlines the improvement to the source text by the receptor's subjectivity and aesthetic sense. The essential features of the principle we must first know about the essential fe atures of this principle and D-E translation. As Nida himself points out, the essential features of D-E translation consists of the following points: (1) equivalent, which points toward the source-language message. (2) natural, which points toward the receptor language (3) closest, which binds the two orientations together on the basis of the highest degree of approximation (Nida, 1964). All these points aim at arousing â€Å"similar response† between the source text readers and the target text readers.A. Equivalent As mentioned above, this aims at reproducing the message of the original text. This is the basic requirement of D-E translation, as is with any other kind of translation. That is to say, to produce a D -E translation, the translator must aim primarily at conveying the meaning of the original text, and to do anything else is essentially wrong to his task as a translator, because translation is basically a kind of communication (Nida and Taber, 1982). B. Natural A D -E translation is directed primarily towards the similarity of response.To achieve this purpose, the translation must be natural, for it is of great importance to arousing in the target readers a response similar to that of the original readers. To be natural, the equivalent forms should not be â€Å"foreign† either in terms of form, or in terms of meaning, which means that the translation should not reveal any signs of its non-native source (Nida, 1975). Nida stresses that naturalness in a D-E translation must fit these three aspects: (1) The receptor language and culture as a whole, 2) The context of the particular message, (3) The receptor-language audience (Nida, 1964). He further remarks: The best translation does not sound like a translation [It should not] exhibit in its grammatical and stylistic forms any trace of awkwardness or strangeness It should studiously avoid ‘translationese' he defines as ‘formal fidelity, with resulting unfaithfulness to the cont ent and the impact of die message' (Nida and Taber, 1982). C. Closest â€Å"Closest† here is of a double nature.On the one hand, it indicates that equivalence in translation can never be absolute identity, because â€Å"loss occurs in all forms of communication, whether it involves translation or not† (Bassenet and Lefevere, 1990, p. 35). It can only be an approximation, because no two languages are identical, either in the meanings given to corresponding symbols or in the ways in which such symbols are arranged in phrases and sentences. Therefore, the total impact of a translation may be reasonably close to the original, but there can be no identity in detail.On the other hand, since equivalence in translation is just a kind of approximation, not absolute identity, it naturally results in the possibility to establish equivalence between the source text and the target text on various degrees or in different aspects. However, it is the highest degree that a D-E translat ion is expected to strive for. In other words, though loss of meaning is inevitable, the translator should try his best to reduce it to the minimum. D. Similar Response This is the principal aim of the D-E translation and all the above three points are directed to it.The term â€Å"response† here refers to the way in which receptors of a text understand the text, including the effect the text produces on them while â€Å"similar response† involves a comparison of two relations: the relation of the target text readers to the target text should be substantially the same to that of the source text readers to the source text. That is to say, the target text readers must not only know how the source text readers must have understood the content of the text, but they should also be able to appreciate some of the impact and appeal which such a text must have had for t he source text readers (Jin Di and Nida, 1984).Formal Correspondence in opposition to dynamic equivalence: Ni da puts forward dynamic equivalence in opposition to formal correspondence. In speaking of naturalness, he is strongly against ‘translationese' as we mentioned Basically, a formal equivalence translation, as Nida (1964, 165) states, is source-oriented, which is designated to reveal as much as possible the form and content of the original message, that is, to match as closely as possible the formal elements like grammatical units, consistency in word usage, meanings in terms of the source context, just to name some. David Crystal, J.R. Firth, Catford and other linguists and translation theorists agree upon the six levels of formal equivalence, namely, phonetic, phonological, morphological, lexical, syntactical and semantic equivalence. We may throw more light on formal equivalence or â€Å"correspondence† by citing Catford's view. Catford and his views of equivalence in translation: Catford's approach to translation equivalence clearly differs from that adopted by Nida s ince Catford had a preference for a more linguistic-based approach to translation and this approach is based on the linguistic work of Firth and Halliday.Catford has defined formal correspondence as â€Å"identity of function of correspondent items in two linguistic systems: for him, a formal correspondent is  «any TL /target language/ category which may be said to occupy, as nearly as possible, the  «same » place in the economy of the TL as the given SL/source language/ category occupies in the SL † (Catford, 1965: 32). His main contribution in the field of translation theory is the introduction of the concepts of types and shifts of translation. Catford proposed very broad types of translation in terms of three criteria: 1.The extent of translation (full translation  vs  partial translation); 2. The grammatical rank at which the translation equivalence is established (rank-bound translation  vs. unbounded translation);   3. The levels of language involved in t ranslation (total translation  vs. restricted translation). We will refer only to the second criterion of translation, since this is the one that concerns the concept of equivalence, and we will then move on to analyze the notion of translation shifts, as elaborated by Catford, which are based on the distinction between formal correspondence and textual equivalence.In  rank-bound translation  an equivalent is sought in the TL for each word, or for each morpheme encountered in the ST. In  unbounded translation  equivalences are not tied to a particular rank, and we may additionally find equivalences at sentence, clause and other levels. Catford finds five of these ranks or levels in both English and French. Thus, a  formal correspondence  could be said to exist between English and French if relations between ranks have approximately the same configuration in both languages, as Catford claims they do.As far as translation shifts are concerned, Catford defines them as â⠂¬Ëœdepartures from formal correspondence in the process of going from the SL to the TL' (ibid. :73). Catford argues that there are two main types of translation shifts, namely  level shifts,  where the SL item at one linguistic level (e. g. grammar) has a TL equivalent at a different level (e. g. lexis), and  category shifts  which are divided into four types: 1. Structure-shifts,  which involve a grammatical change between the structure of the ST and that of the TT;  Ã‚   2.Class-shifts,  when a SL item is translated with a TL item which belongs to a different grammatical class, i. e. a verb may be translated with a noun;  Ã‚   3. Unit-shifts, which involve changes in rank; 4. Intra-system shifts,  which occur when ‘SL and TL possess systems which approximately correspond formally as to their constitution, but when translation involves selection of a non-corresponding term in the TL system' (ibid. :80). For instance, when the SL singular becomes a TL plural .The Priority of Dynamic Equivalence over Formal Correspondence In view of the difficulty in retaining formal correspondence, and of the fact that all communication is goal-oriented, no matter intralingual or interlingual communication, the move from the source's intention to the receptor's interpretation is quite natural and reasonable. So Nida's dynamic equivalence seems a good way to foster the interlingual communication and it is justified to say that dynamic equivalence often has priority over formal correspondence. C. W.Orr likens translation to painting: â€Å"the painter does not reproduce every detail of the landscape†, he selects what seems best to him, and for a translator, â€Å"it is the spirit, not only the letter that he asks to embody in his own version† (Nida, 1964: 162). Merits and demerits of dynamic equivalence theory As is known to all, translation in essence is a kind of communication, and its main task is to let the target reader understand the m eaning of the original text. Whether a translation is good or not depends largely on whether the target reader understands the original message adequately.However, traditionally, the adequacy of translation is judged only on the basis of the correspondence in words and grammar between the source and target languages, and this is sometimes misleading (Nida, 1993). Since translating means communication, evaluating the adequacy of a translation cannot stop with a comparison of corresponding lexical meanings, grammatical classes, and rhetorical devices. In short, it cannot stop with a comparison of the verbal forms of the source and target texts.Instead, it should take into consideration the reader's response and comparison should be made between â€Å"the way in which the original receptor understood and appreciated the text and the way in which receptors of the translated text understand and appreciate the translated text† (Nida, 1993 p. 116). Merits It has a lot of merits to t ake into consideration the readers' response and focus on the similarity between the response of the source text readers and that of the target text readers, which include the following aspects: – Rationality of Taking into Consideration the Reader's Response Since translation is mainly intended for its readers to understand, quite naturally, we should take into consideration how the readers interpret the translation, namely, their response to the target text, and compare it with that of the source text readers to the source text. Only when the response o f the source text readers and that of target text readers are similar can we say that the translation is adequate. If we do not take into consideration the readers' response when judging the adequacy of a translation, it is often misleading.As we know, sometimes what seems to be equivalent translation of the original text in terms of lexical, grammatical features may actually distort the meaning. Most earlier approaches to t ranslation have focused attention upon the relationship of the source text to the target text, whether in terms of form or content. The concept of dynamic equivalent translating introduces an important new dimension, namely, the relationship of receptors to the respective texts†¦. [It] deals not merely signs as signs, but focuses on the ways in which verbal signs have meaning for receptors.It is really within such a context that discussions of transnational adequacy and acceptability make sense (Jin Di and Nida, 1984). In short, taking into consideration the readers' response helps to reproduce the original message adequately and guarantee equivalence between the source text and the target text in real sense. B. Avoiding the Debate over Literal Translation versus Free Translation Whether to translate literally or freely is an issue that has long been debated in the translation circle.Some scholars argue for literal translation while others argue for free translation. It seems t hat the two views will never reconcile with each other. However, it is no use arguing which is better, since literal translation and free translation both have their validity and limitations. Instead, it is more helpful, in the author's opinion, to deal with this issue from a different perspective and provide a principle of translation that can well combine them. In a sense, the principle of dynamic equivalence may serve as an effective means to turn aside the debate.Since it focuses on the similar response, any kind of translation, either literal or free, is adequate, so long as it can arouse the similar response. Thus, the debate over literal translation versus free translation tends to be useless, and the choice between them depends on which can better bring about the â€Å"closest natural equivalent† and elicit â€Å"substantially the same response†. C. Freeing the Translator from the Binding of the Original Verbal Form and Increasing Translatability Languages diff er from each other, and each language has its own peculiarities.Sometimes the ways of using language are peculiar to a certain language. In this case, if the translator focuses on the original verbal form, he is usually incompetent. However, if he turns aside from the verbal form and focuses on the similar response, he can sometimes â€Å"crack the nut†. D. More readable and understandable text The advantage of dynamic equivalence is that it usually produces a more readable/understandable Bible version. Early translations of Bible were sometimes obscure and may reach the edge of unintelligibility as they were keen on preserving the original text. DemeritsNida's dynamic equivalence theory is of great practical value, as well verified by his Bible translation. However, it is not almighty and perfect. There are still some doubts which invite argument. A. The abstract nature of dynamic equivalence as a translation criterion The first doubt cast upon the theory is that it is too a bstract to be used as a criterion to judge the quality of a translation. Nida maintains, â€Å"to measure dynamic equivalence, we can only rightly compare the equivalence of response, rather than the degree of agreement between the original source and the later receptors †¦Ã¢â‚¬ (Nida and Taber, 1969: 23).However, the measurement is intuitive, dependent upon subjective judgment, for how can we know exactly the responses of the source language receptors, particularly if the source text was written ages ago? Moreover, the receptors Nida has in mind are the specific readers of certain text and it is their responses that are required to judge the quality of a translation, but he does not request the average readers of the translation to check with the source text, since they do not know or just know a little source language, that is to say, those who judge virtually are not average readers but the critics of a translation or linguists.B. – The degree of â€Å"naturalnessà ¢â‚¬  in translation Moreover, in speaking of â€Å"naturalness†, Nida insists that the best translation should not sound like a translation, but I think otherwise for two reasons: Firstly, language and culture are inseparable. â€Å"Language is an integral part of culture,† John Lyon says, â€Å"and that the lexical distinctions drawn by each language will tend to reflect the culturally-important features of objects, institutions and activities in the society in which the language operates community that uses a particular language as its means of expression†.As translation aims to enable one to get exposed to foreign works, while you are translating a foreign language text, you are introducing its culture as well. The change of some images bearing cultural features will undoubtedly diminish the cultural load of its language and leave unfinished the task of cultural transmission. By naturalizing the translation, dynamic equivalence, to certain degree, has ignor ed the assimilating ability of peoples.In spite of the fact that differences do exist, the similarities between men are finally much greater than the differences†, and â€Å"all members of the species share primal attributes of perception and response which are manifest in speech utterances and which can therefore be grasped and translated. In sum, to sound â€Å"natural† to the receptor is good, while to keep â€Å"foreignness† or â€Å"strangeness† to certain degree is also permissible. In this sense, as far as the preservation of the cultural elements of the source language is concerned, it is desirable that a translation read like a translation. C. The simplification of the source languageWhat also comes under criticism is that dynamic equivalence risks simplifying the source language, even decreasing its literary value. One of the distinctive features of literary works is the frequent use of figurative language and fresh expressions, and the authorâ €™s real intention is to be sought between the lines. If intelligibility or the communicative effect of the receptor language text is always given the priority and all the figurative images in the source text are left out, or all that is implicit is made explicit, then, despite its intelligibility, the receptor language text reads boring and fails the purpose of literature.Therefore, in translating secular literary works, unlike Bible translation, intelligibility should not be solely stressed. In later years Nida has increasingly realized the problem and in his work From One Language to Another, he no longer agrees to the priority of intelligibility but places equal weight on intelligibility, readability and acceptability. D. Modification of Dynamic Equivalence and Formal Correspondence Aware of the defects in his dynamic equivalence theory, Nida continues to modify and perfect his theories, including those concerning formal correspondence.He acknowledges that any element in con nection with receptor language text is meaningful, including the form: â€Å"For effective impact and appeal, form cannot be separated from content, since form itself carries so much meaning†¦Ã¢â‚¬ (Nida, 1989: 5). If form is sacrificed, meaning is damaged as well, so he cautions the translator not to easily change the form and asks them to achieve as much formal correspondence as possible, which marks a shift from total neglect of form to attaching certain importance to formal elements.Mention should also be made of his replacing â€Å"dynamic equivalence† by â€Å"functional equivalence† in From One Language to Another. No matter how varied the ways of expression of languages are, he holds, they have the same or similar functions, therefore, functional equivalence seems more accurate and precise. E. Risk of imprecise translation The translator is â€Å"freer† from the grammatical forms of the original language, he is more likely to exceed the bounds of an accurate translation, in an effort to speak naturally in the native language.That is, the dynamic equivalence translations are capable of being more natural and more precise than are formal equivalence translations, but they are also more capable of being precisely wrong. Second major contribution: Componential analysis To determine the meaning of any form contrast must be found, for there is no meaning apart from significant differences. Nida (1975: 31) states â€Å"If all the universe were blue, there would be no blueness, since there would be nothing to contrast with blue. The same is true for the meanings of words.They have meaning only in terms of systematic contrasts with other words which share certain features with them but contrastwith them in respect to other features†. Nida in â€Å"Componential Analysis of Meaning† (1975: 32) categorize the types of components into two main types, i. e. common component and diagnostic or distinctive component. a. Common component. This is the central component which is shared by all the lexemes in the same semantic domain or lexical field. b. Diagnostic or distinctive components.They serve to distinguish the meaning from others from the same domain. A very simple example to explain these two types is provided by the words man, woman, boy, girl, and other related words in English (Leech, 1976: 96). These words all belong to the semantic field of ‘human race’ and the relations between them may be represented by the following matrix. components| man| woman| boy| girl| | [human]| +| +| +| +| | [adult]| +| +| -| -| | [male]| +| -| +| -| | Table 1. Common and Diagnostic Components of the words man, woman, boy, and girl.In the semantic domain of man, woman, boy, and girl, [human] is the common component, and they are distinguished by [adult], [male], [female] as the diagnostic components. The meanings of the individual items can then be expressed by combinations of these features: Man +[human ] +[adult] +[male] Woman +[human] +[adult] -[male] Boy +[human] -[adult] +[male] Girl +[human] -[adult] -[male] Before going further with the componential approach, it is important to consider possible differences in the roles of diagnostic components (Nida, 1975: 38).The differences can be best designated as (1) implicational, (2) core, and (3) inferential. Implicational component are those implied by a particular meaning, though they do not form an essential part of the core meaning. On the contrary, implicational components remain associated with a meaning, even when other components are negativized by the context. The word repent has three diagnostic components: (1) previous wrong behavior, (2) contrition for what has been done, and (3) change of behavior, and the first component is implicational. Whether in a positive or negative context, e. . he repented of what he did or he didn’t repent of what he did, the implication is that the person in question did something wrong . The negation affects the core components which specify the central aspects of the event, but does not modify the implicational component. The inferential components of meanings are those which may be inferred from the use of an expression, but which are not regarded as obligatory, core elements. In the expression the policeman shot the thief, ‘the thief was killed’ is the inference, and without further contextual condition assumed to be the case.However, it is possible to deny this inference, e. g. ‘the policeman shot the thief but didn’t kill him’. At the same time an inferential component may be explicitly stated, e. g. the policeman shot the thief to death or the policeman shot and killed the thief. Conclusion Nida is a great figure that contributed great efforts to the development of Translation Theories. His numerous books reflect a prominent translator and researcher as well. His major contribution was the introduction of â€Å"dynamic equiv alence† which represented a shift in attention of the process of translation.Nida's dynamic equivalence contributes a remarkable insight into translating and helps to create an atmosphere of treating different languages and cultures from an entirely new perspective. The concept of dynamic equivalence, despite having some disadvantages but perfection is inaccessible and the concept really formed a milestone along the road of translation studies and theories Works cited 1. Bassnet, Susan & Andre Lefevere, eds.. Translation: History & Culture. London: Casell, 1990. Print 2. Catford, J. C. A Linguistic Theory of translation. London: Oxford University Press, 1965. Print 3. â€Å"Eugene A. Nida. Wikipedia Free Ecyclopedia. Web. 7 April 2013. 4. Jin Di ; Eugene A. Nida. . On Translation: with special Reference to Chinese and English. Beijing: China Translation ; Publish Corporation, 1984. print. 5. Nida, Eugene A. Toward a Science of Translating. Leiden: E. J. Brill, 1964. Print. 6. Nida, Eugene A. Language Structure and Translation. Stanford: Stanford University Press, 1975. Print 7. Nida, Eugene A. Language, Culture and Translating. Shanghai: Shanghai Foreign Language Education Press, 1993. Print. 8. Nida, Eugene A. ; Charles R. Taber. The theory and Practice of Translation. Leiden: E. J. Brill, 1982. Print. .

Hamlet Thesis

Hamlet Thesis Statement In the play Hamlet, William Shakespeare writes of a tragedy in which Hamlet and Laertes both face the same problem-a murdered father. The paths of revenge that each of them take, parallel their characters and personalities throughout the play. While Hamlet broods over the murder of his father for the majority of the play, Laertes takes immediate action, and upon hearing about the death of his father, he rushes in and is ready to kill Claudius-whom he suspects has killed his father. When they first hear the news of their father’s death, Hamlet and Laertes react in very different ways.When Hamlet hears that Claudius was the one who killed his father, his immediate reaction was grief. This is no surprise, due to the fact that he was still mourning the death of his father, although everyone else had already gotten over it. In fact, most people thought that he was overdoing it ,and Claudius went so far as to tell him that he should get over it, and â€Å"Ye t so far hath discretion fought with nature that we with wisest sorrow think on him together with remembrance of ourselves† (act one, scene two).The way that Hamlet plans his revenge, is more intelligent than the way Laertes plans his. While Hamlet is a more intellectual person, as we can see from his quick wit and sarcasm, Laertes is more impulsive and â€Å"acts, then thinks† as we can see when he says â€Å"I am justly killed with mine own treachery† (act five, scene two). In such a situation, had the play not ended the way it did, Hamlet may have been more successful in avenging his father’s murder because of his responsibility and intellect.Despite the fact that Hamlet procrastinates, Hamlet was smarter in the way he planned his revenge because his procrastination was due to his grief and foresight. Although Laertes trait of acting quickly can be admired and gets the job done, in a situation that involves death and vengeance, strategy and discretion a re a must. From the beginning of the play, we can see that Hamlet is an intellectual thinker. Although he believes the ghost and pronounces that â€Å"it is an honest ghost† (act one, scene five) , he still takes precautions after he promises the ghost that he will take revenge.However, Hamlet is still a little wary of the ghost and therefor decides to feign madness so that he would be able to find out if Claudius was the true killer of his father. Even while feigning madness Hamlet thinks about the whole process of the madness. Unlike Laertes, Hamlet is careful not to disclose what the ghost has told him and only imparts to Horatio and Marcellus what happened when they swear on his sword that they would never speak of what they saw from that point on.One of the reasons why Hamlet is such a procrastinator is because he becomes caught up in the details and potential consequences. In the soliloquy of â€Å"to be or not to be† (act three, scene two) Hamlet loses the will to live and ponders whether it is worth it to exist. Due to the fact that Hamlet suffered the death of his father at a young age as well as well as many other hardships, Hamlet contemplates whether â€Å"Tis nobler in the mind to suffer the slings and arrows of outrageous fortune, or to take arms against the sea of troubles and by opposing, end them?To die: to sleep; no more;† (act three, scene two). However, after that, Hamlet mentions the potential consequences of the unknown after death. Due to the death of his father and his mother’s hasty remarriage which Hamlet does not approve of, Hamlet is well aware of the consequences of his actions and therefore is hesitant to act rashly. When planning his revenge, Hamlet does not jump to conclusions. When the players come, Hamlet asks them to perform â€Å"The Mousetrap†-a play of a murder similar to that of Hamlet's father's.Hamlet hopes that â€Å"The plays the thing wherein I'll catch the conscience of the kingâ €  (act two, scene two). Indeed, the plan worked and when Claudius stormed out of the theatre, all of Hamlets suspicions were confirmed. As Hamlet so eloquently noted, â€Å"What, frightened with false fire? †, (act three, scene two) Hamlet was now positive that Claudius was at fault for murdering his father. Another thing that slows Hamlet down in his plan of revenge is that he is a religious catholic, and he is very concerned about mortality.Hamlet is scared that if he kills Claudius, his father’s murderer, his soul will be damned. Hamlet is also scared that if he kills Claudius while he is praying, Claudius will go to heaven and that would not please Hamlet because he said that â€Å"A villain kills my father, and, for that, I, his sole son, do this same villain send to heaven† (act three, scene three). Contrary to Hamlet, Laertes followed the passion in his heart. As soon as he returned from France and heard the news, he invaded the palace, and then asked the questions- the complete opposite of Hamlet.When Laertes hears that Hamlet killed his father, he expresses intense anger and openly announces his plan to take revenge. In his rage, Laertes yells that â€Å"Let what comes come, only I’ll be revenged most thoroughly for my father† (act four, scene five) and makes up his mind to take revenge no matter how or where. When Hamlet heard that his father had been murdered by Claudius, he had already been grieving his father’s death for a while and although the pain was still fresh, his father’s death was old news to him.Therefore, Hamlet was still able to think rationally and plan his revenge in a more intelligent manner. However, when Laertes heard about his father’s murder, he was so grief stricken that he could not think rationally and just followed what his heart told him- to kill Hamlet. Unlike Hamlet, Laertes has no problem â€Å"to cut his throat i' th' church! †(Act four, scene seven). To Laertes, mortality doesn't mean alot, as he so bluntly puts it- â€Å"Conscience and grace, to the profoundest pit! I dare damnation. † (Act four, scene five) Due to his impulsive nature, Laertes tends to be unstable at times.However, Claudius, who suspects Hamlets unusual behavior, joins forces with Laertes to devise a plan to kill Hamlet. This proves a weakness of Laertes'- being unable to carry out his plans singlehandedly. Together, they scheme to kill Hamlet and even come up with a backup plan in case the first one does not go as planned. In the end, his plan of using a poisoned sword backfires when Hamlet ends up using the poisoned sword on him. When weighing in the pros and cons of each of their personalities and flaws, Hamlet took the smarter route in avenging his father’s murder.Although both Hamlet and Laertes die at the end of the play, the reason Hamlet kills himself is because he had nothing to live for. Ophelia, the love of his life was dead, his father was dead and Claudius had died. Since he had nothing to live for, he chose the option of death. On the other hand, Laertes had no choice in the matter because his plan backfired on him and killed him, as we see at the end. Hamlets patience paid off because he, Hamlet achieved his goal, and Laertes, the son of a fishmonger, did not.

Should the Congress Raised the Driving Limited to 21?

should the congress raised the driving limited to 21? The legal driving age has been a constant debate and every few years another log is thrown onto the fire. Should we really raise the legal age to drive? Would it save lives? Today the driving age is 17 or ever younger . In my opinion is should be raise at least to 21 it could be a good idea to rise the driving age because young driver are the main cause of road death and injuries. Also young drivers drink and drive at the same time. If the driving age is 21 deaths would happen and roads would be safer.What do you think should it be raised in this essay I would tell you why it should be raised to age 21. The Highest death rate for driver is among the age 17. Although 4. 4% of drivers are under the age of 25, but they will cause 13% of fatal crashes People aged 16-19 holding a license was at 41% then went down to 26% Also 16-19 years old per 100,000 driving licenses had rise from 9. 76 death to 19. 23 deaths. People taking driving t ests being taken is on increase. It often teenagers driving late at night when most accident occur.According to the survey accomplished in 2005, twelve teens from sixteen to nineteen years old died every day from motor vehicle accident. Around 6,000 teenage drivers are killed in auto accidents each year. They are four times more likely to be killed in car accidents than any other age group. Some good news would be that it will reduce obesity. Driving encourage the population to be come lazy and obese if you cant drive it will forced to walk instead of being in the car and getting bigger.That is not the case many teen get busy these are three main distractions: visual (taking one’s eyes off the road), manual (taking one’s hands off the wheel), and (takings one’s mind away from the driving task) decisions and not taking seriously. In conclusion it should be raised it not safe. A lot of people died each years and the causes are teen are being on their cellphoneâ₠¬ ¦ etc Altogether it could be good to raise the driving age to 21 because the roads would be safer and 21 years old are more mature than 17 year old. The death rate would decrease and the road would safer

Sexuality and Gender in the Therapeutic Relationship

Sexuality and gender in the therapeutic relationship There is a minefield awaiting the counsellor who has not given much time in the study of gender issues in the therapeutic relationship. When we enter a room to see a client, we are encouraged to bring ourselves as a complete person, so we can create a relationship with the client, and thus facilitate the changes he/she needs. To bring ourselves into the relationship we bring all aspects of our identity including our sexuality and our sexual hang-ups and our pre-conceived gender notions. In spite of the fact that we are in a post-Victorian, post Irish catholic guilt, post free love time. We all carry the accumulated burden of our forefathers, educators policy makers and others. Firstly being male or female dictate how we deal with any situation. Whether its talking to our mothers to opening a can. Our gender and how we perceive ourselves in it informs our view of the world. If we look at the profession itself as a whole, counselling is defined by gender. Simply put there are more female counsellors than male by a huge factor. Also there are many more female clients than male. This tells us volumes. The profession is a caring one and is top heavy with those whose gender attract them to the caring professions. This puts a gender bias on all that psychotherapy does. Also the predominance of female clients can put the few male counsellors on their guard. This is because the person sitting opposite us in the room is our client, but also is a woman, with physical attributes and a subject of attraction to the male counsellor. Counselling is a one-to-one relationship that exists between two humans in which one is the focus ant the other is the companion or guide. The sex of the two protagonists is probably the first aspect that will impress upon either one. â€Å"The client coming for the first time might already know that she or he will be seeing a man or a woman. She might have certain expectations as result of this knowledge, for example she might expect a woman to be gentle and supportive and a man to be more judgemental and confrontational. † Palmer (1997) Therapy will tend to be dominated by the structures that society imposes on both the counsellor and the client. Once the therapist is aware of this here are two ways he/she can go. First they can try to act as if they are a â€Å"tabla rasa† or blank slate and be as neutral as possible and hope that by being counsellor first and a sexual being second. This is guaranteed to be a failure, primarily because the blank slate idiom is aspirational and not very practical. Also it goes against concreteness as the therapist will not be â€Å"there† in any real sense and wil l not function in any valid person centred way. The other alternative is â€Å"Explicit treatment†, which put gender issues at centre stage of therapy. This requires a clear understanding of the gender position of both protagonists in the therapeutic relationship. The dynamic between both is not a static situation as the initial meeting causes automatic reaction in the therapist. For example when faced with an attractive female client a male counsellor may think. â€Å"Nice smile, good legs† or â€Å"not pretty†, etc.. This gives way to â€Å"Good speaker, Lovely laugh,. † Then the presenting problem is aired and it would be hoped that the â€Å"skilled helper† mentality kicks in. But the societal hooks have dug into the therapist and may affect his relationship with the client. So until gender is expressed in some way it is hidden and can surface in an unhelpful way. There are many ways that this can be expressed. If part of the problem is self confidence issues, there would be a perfect lead in to a confidence boosting â€Å"You see yourself as ugly but you are an attractive woman with a strong personality. † for example. If the client dresses attractively it may be how she always dresses, perhaps as armour against the world. When people begin to see a counsellor they often see this as a new beginning and the attractive dress of the client might be an expression of her â€Å"newâ€Å" personality, making a strong effort to face the world more robustly, and to leave it uncommented on might do harm to her new-found confidence. Also it may be simple transference, so this should be explored in the therapeutic relationship. Other Gender Issues In our world we are also subject to the â€Å"Dominant Discourse† of our society. These are the system of statements, practices, and structures that share a common value and sustain a world view. It is so easy to let our societies be reflected in the therapy room, especially how we view gender. The best way to insure that society's dominant discourses do not alter the desired â€Å"shape† of therapy is to make gender issues explicit in the therapy dialogue when relevant to the discussion. Explicit treatment can lead to reconstructions of the dominant discourses or at least an opening up to alternative discourses. We make assumptions when we meet clients, Housewife, business man, etc.. The male therapist may feel pressured to â€Å"fix† his female clients â€Å"problems† A female therapist may feel the need when dealing with a male client to display a very strong nurturing role and may avoid challenging her client into action. Conversely the therapist may, when facing a powerful man with attitude to match may become businesslike and direct because that is what society tells us to do when we â€Å"do business†. Same sex client and counsellor can be a problem too. Two people, especially if their backgrounds are similar, can collude with one another and not challenge if the therapist is not aware of the human tendency to let a cosy cartel of collusion to develop between two people of the same sex. There also may be a frisson between two people of the opposite sex and may cause an unease between them just because they are the opposite sex and carry whatever societal burden is imposed on them. The above attitudes are â€Å"static† and can be monitored and adjusted if the counsellor is aware of their presence and their effect can be lessened by self examination, supervision and personal therapy. But there is a more insidious side to gender issues. This is a â€Å"fluid† attitude change. If a male counsellor has been out for a game of rugby with his friends he could have a more â€Å"macho† base to his personality than if he has recently left the embrace of his loving wife and family. This could affect his dealings with a client. How we interact with our fellow man is affected by our experiences immediately before meeting them. An incident while driving may put us in an emotional state where our patience with the opposite sex may be compromised. There is an unfortunate side effect in the way society loudly defines our gender and how it manifests itself. We can become so preoccupied by our gender and the its affect on us in the counselling room that by being careful about how it affects us that we cease to be effective in our dealing with another human. AN ALTERNATIVE VIEW Janet Shibley Hyde of the University of Wisconsin-Madison has reviewed evidence from studies on cognition, communication, social and personality variables, psychological well-being, motor behaviours and other variables. She has turned all these aspects of gender in to one â€Å"meta survey† and came to the conclusion that fully 78% of the much vaunted differences between me and women are small or close to zero. (Hyde, 2005). There are 3 main areas of difference. Sexuality – in particular attitudes to sex in uncommitted relationships, Aggression – Men are usually the more aggressive . Motor performance – Men are better at throwing, jumping, running and such. So why are we so hung up on our differences if there are so few between the genders? Society has painted them in lurid colours and made us believe they are intractable. Perhaps it is not our position as men or women, but our position as humans that looks for differences that are not there, to define us as people. It also reminds us that rather than accuse the nebulous â€Å"Society† of putting a bias on our view of other humans we should remember that we are society ourselves. As Hyde puts it â€Å"It is time to consider the costs of over inflated claims on gender differences. Arguably, they cause harm in numerous realms, including women’s opportunities in the workplace, couple conflict and communication, and analyses of self-esteem problems with adolescents. Most important, these claims are not consistent with the scientific data. † Hyde (2005). Also there is the concept of gender as limiting rather than defining. Judith Butler (1956-) is Professor of Comparative Literature and Rhetoric at the University of California, Berkeley, and is well known as a theorist of power, gender, sexuality and identity. In her most influential book Gender Trouble (1999), Butler gave the history of feminism, a much vaunted alternative to the common view of gender, and argued that they had made a mistake by trying to assert that ‘women' were a group with common characteristics and interests. That approach, Butler said, performed ‘an unwitting regulation and reification of gender relations' — and reinforced the simplistic binary view of gender, albeit from an alternative view. If there are only two sides then no matter what side we choose we still support a simple binary view. Rather than opening up possibilities for a person to form and choose their own individual identity, â€Å"masculinism† never did it and feminism has closed the options down. Butler argues that sex (male, female) is the cause of gender (masculine, feminine) which is seen to cause desire (towards the other gender). Butler's approach is basically to destroy the supposed links between these, so that gender and desire are flexible, unmoored from biology and not 'caused' by other stable factors. Butler says: ‘There is no gender identity behind the expressions of gender; †¦ identity is performatively constituted by the very â€Å"expressions† that are said to be its results. ‘ Butler J. (1999) . In other words, gender is a performance; it's what you do at particular times, rather than a universal who you are. In the counselling room we may be victims of this binary problem. CONCLUSION As I read back over this essay I find that I have no personal recognisable stance on the issue of gender and sexuality. Perhaps I have had the fortune to be brought up in a liberal, forward thinking household and am less affected by society’s strictures. But alternatively I may be carrying around significant biases but not realise it. Also, if Hyde is right, I may be carrying around biases for differences that in the main part do not exist and this essay is a figment of my own imagination, an illusion that I share with the rest of humanity. And if I carry such a burden, the all of my fellow human carry similar ones so perhaps they cancel each other out. If we are to be real in the counselling room and we subscribe to Ms. Butlers ideas that unless we are careful to separate from gender we continue to perform the dance that we have been trained to do for millennia. BIBLIOGRAPHY Palmer Stephen, McMahon Gladeana, (1997), â€Å"Handbook of Counselling† page 272, Routledge. New York. Hyde, J. S. (2005). The gender similarities hypothesis. American Psychologist, 60(6), 581-92. And 590. Butler Judith (1999) â€Å"Gender Trouble† p 25. Routledge New York