Robert Frost Contribution to American Literature Research Paper

Robert Frost Contribution to American Literature - Research Paper Example To support the family, his mother became a teacher and his grandfather was homeschooling Robert and his sister. He was very stern, yet with him Robert received a very solid education. About a year later they moved to Salem where Robert passed examinations to enter Lawrence High School. He finished the school year ahead of his class. When in Lawrence High, his poems first appeared in his school’s Bulletin. In his senior year in High School he became an editor of The Bulletin, he fell in love with Elinor Miriam White. Right after the graduation ceremony Robert asked her to marry him right away, but she decided to postpone the marriage until more appropriate time since both of them were to enter different colleges. Frost was admitted to Harvard, but because his grandfather and mother thought Harvard to be full of freethinkers that could lead Robert astray and also because it was cheaper, in the fall of 1892 Frost entered Dartmouth College, yet he spent there less than a semester and dropped out. (Ketzle) He returned to Salem and became a school teacher. He also worked at various jobs and in 1894 he sold his poem â€Å"My butterfly: An Elegy† to a New York magazine, The Independent. Elated, he visited Elinor and asked her marry him at once, but she wanted to finish college first. After her refusal, depressed, he went on a reckless two week journey to Virginia’s Dismal Swamp. ... At that time he worked on his poem that would make up his first volume. But being a farmer was not Frost’s forte, so he sold the Derry farm and traveled with his family to England. He decided to live there and became a teacher. Shortly after arrival in England, Frost gave his first book of poems to a small London publisher. He also got acquainted with many literary men, such as Rupert Brooke, Earnest Rhys, Ezra Pound, William Butler Yeats,  Robert Bridges, Walter de la Mare, W.  H. Davies, and Ralph Hodgson, and many others. When England entered into the First World Frost returned to United States. He learnt that Henry Hold and Company would publish his book. In America, Frost gave talks and reading throughout New England. He got elected to the National Institute of Arts and Letters. He was teaching, advising students at the Michigan University in accordance with accepted fellowship. In 1924 he was awarded his first Pulitzer Prize for New Hampshire. He also earned other nu merous awards and prizes. In 1930 Collected Poems won Frost a second Pulitzer Prize. Later in life he received another two Pulitzer Prize - great honors for achievements in literature. In his life he received total of four such rewards. During the next ten years, Frost became even more honored and revered. Yet, in his personal life, he endured serious of grievous disasters. In 1934 died his youngest and favorite child Marjorie; in 1938 of a heart attack suddenly died his wife. Frost went into heavy depression, having his whole world collapsing. Then, to add to the grief, his son Carol committed suicide. Another daughter suffered from mental disorders. So after this series of tragic occurrences a number of poems in A Witness Tree derived their dark tone, yet some of his best poetry such as

Pregnancy and Birth Control Essay Example for Free

Pregnancy and Birth Control Essay Birth Control is the Best Way to Fight with Teenage Pregnancy Teen pregnancy is frequently discussed all over the country and the efforts have not reduced the numbers, as teens continue to have unsafe sex which eventually leads to pregnancy. These developments led different experts to consider the issue of abstinence, abortion, and general sex education in order to reduce the rates of pregnancy among teens. The average teen will be curious about sex when he or she starts puberty and begins to be aware of his or her body. There are different strategies for dealing with teenage pregnancy such as sex education, abstinence, or abortion but the most effective strategy involves the careful use of birth controls. There are lots of factors that lead to teenage pregnancy. The first factor arises from a lack of parental guidance. Most parents evade their children when it comes time to talk about sex. In some cases, they provide false information regarding sex and discourage their children to participate in any informative discussion about sex. However, in other cases, teenagers are not well educated about sex before they get pregnant. This then leads to lack of communication between parents and their children. A second cause of teenage pregnancy is due to the adolescent’s sex behavior. In this case, peer pressure is a major factor that encourages teenagers to engage in sexual activities. Early dating is also another behavior that can cause unwanted pregnancy in teenagers. â€Å"According to research, 29% of teens were pressurized to have sex, 33% of teens were sexually active and that they felt things moving fast sexually (What are the Causes of teenage Pregnancy? 2009).† A third cause of teenage pregnancy is not having enough knowledge about safe sex. Most adolescents are unaware about safe sex. They have little or no information about how to prevent pregnancy. The main reason behind that is that they are too embarrassed or shy to seek information about it. â€Å"Research found that there are more than 80% of teenage pregnancies are unplanned (What are the Causes of teenage Pregnancy? 2009).† A fourth cause of teenage pregnancy is due to social economic factors. In this case, teenagers who belong to poor families are more likely to become pregnant because they do not usually get enough education about sex and birth control. Another cause of teenage pregnancy is contraceptive failure. This is a very common cause of teenage pregnancies today. There are many brands and types of contraceptives and birth control pills that are available in the market, but they are not guaranteed for  complete safety. Sometimes, not knowing how to use a contraceptive properly can lead to unwanted teenage pregnancy. There are also many side effects from contraception including physical changes in the body which can sometimes result in miscarriage or newborn defects; â€Å"emotional trauma of handling a child at such an early age, changes in life styles, and also termination of pregnancy affects the general health (Admin).† So, one should think about all this before he or she gets involved in sex. In addition, there are many ways to help prevent teenage pregnancy. The advice for parents and other groups that directly work with teens is to educate them on the dangers of sex before marriage and that abstinence is the best way to protect themselves from unwanted pregnancies and sexually transmitted diseases. Abstinence is now a trend in the states and different studies have been conducted to evaluate the usefulness and results of abstaining from sex before marriage. A University of Pennsylvania sociologist, John Jemmott, explained the result of the different abstinence sessions conducted on the teen pregnancy issues. â€Å"In a sample this size, the difference between the comprehensive class and the abstinence class – Thirty-three percent vs. Forty-one percent – was not statistically significant†, said Jemmott, so it is accurate to say they perform comparably. The issue of abstinence is being challenged by some groups who say that abstinence only makes teenagers less aware of safe sex if they find themselves in such situations, and that the rate of teenage pregnancy is not high enough to make abstinence the major direction discussed in sex education (Flam, 2010). Bill Albert, the chief program officer of the National Campaign to Prevent Teen Pregnancy says even adults who know better about pregnancies and sexually transmitted diseases still have sex before marriage, Studies shows that only eight percent of adults wait until marriage (Flam, 2010). Abortion is another major factor in the increasing rate of teenage pregnancy. Abortion can be described as the elimination of a zygote before it develops to its full stage. Teens have changed their attitude towards sex because of the availability of abortion and this has led to an increase of more teens becoming pregnant. According to Collison, the teenagers, who were abstaining from premarital sex before the introduction of abortion, are now engaging in it because they know that if they happen to get pregnant, there is a way to get out of such a situation. Some other experts argue that abortion is a positive factor that  has to be put in place if teenage pregnancies are to be reduced, because most of these teens do not have the financial or moral standard to take care of their babies in the normal way (Collison, 2001). â€Å"From 1995 to 1997, the abortion rate decreased 3.9 percent among females younger than 15 years of age (from 2.8 to 2.7 per 1,000), 10.1 percent among females 15 to 17 years of age (from 18.2 to 16.3 per 1,000), and 5.4 percent among females 18 to 19 years of age (from 39.6 to 37.5 per 1,000) (Teenage pregnancy, birth, and abortion. (2002) (Fact 52)† Furthermore, the bad name given to abortion has made it almost impossible for teens to get rid of unwanted pregnancies which could ruin their lives. Research has shown that some teens who cannot abort unwanted pregnancies decide to kill the baby after birth, which is infanticide. An example of this kind of situation is the story of two college students, Amy and Brian who drove from New Jersey to Delaware and rented a motel room. There, Amy gave birth to a baby boy. Brian, it was reported, beat the baby to death, stuffed him in a plastic bag, and threw him in a trash container. (Collison, 2001). Birth control has its negative and positive effects, but one thing is for sure, it is a very effective way of preventing pregnancy. For the first time in fourteen years teen pregnancy rose in the year 2007 (Stacey, 2009). Researchers are discovering that there are certain patterns in teen’s behaviors that are connected to a higher and more consistent birth control use. A study in 2007 published in the journal â€Å"Demography†, Contraceptive Use Patterns across Teen’s Sexual relationships: The Role of Relationships, Pa rtners, and sexual histories provides information on teen birth control usage. According to the study many teens use birth control inconsistently (Manlove, Ryan, Franzetta, 2007). In fact, four out of ten teens do not use contraceptives properly. Teens that have used birth control in the past are shown to be more likely to use it in the future. This proves that teens may learn from their past relationship experiences. However, teens in romantic relationships are more likely to use birth control for the first time, but fail to use it anytime after that. Approximately 67 percent of teens 12 to 19 years of age feel that if they were to offer advice to leaders in Washington regarding teen pregnancy, they would suggest greater emphasis on both encouraging teens not to have sexual relations and on birth control or protection (Teenage pregnancy, birth, and abortion, 2002 (Fact 71). Forty percent of women who  use birth control experience side effects for the first three months. After the first three months, side effects seem to diminish (Theresa, 2001). Mild negative side effects of the pill include: irregular menstrual bleeding, missed periods, spotting between periods, nausea, weight gain or weight loss, headaches, dizziness, breast tenderness, mood changes, and an increase in vaginal infections. The more serious negative effects of the pill include: blood clots, stroke, heart attack, worsening of migraine headaches, gall bladder disease, increase in blood pressure, and a rare liver tumor. Any person who smokes, is older than thirty-five, has diabetes, high blood pressure, heart or vascular disease, high cholesterol and triglyceride abnormalities is at a much higher risk for the birth control side effects. Even though there may seem to be negative side effects, not all are harmful. Many women in fact are put on the pill to help with cycle problems rather than to prevent pregnancy (Theresa, 2001). Positive side effects of the pill include: lighter menstruation, reduction of cramps, improvement of acne, protection against non-cancerous breast growth, reduction in anemia and ovarian cysts, decreased risk of uterine cancer, decreased risk of infection of the fallopian tubes, decreased risk of ectopic pregnancy and less incidence of rheumatoid arthritis. The bad side effects of the pill are very rare. Using birth control pills is a reliable way to prevent teen pregnancy, and has a success rate of 99.9%. When a young teen weighs the pros and cons of birth control, most see the pros out weighing the cons. Abstinence is the only way to be completely sure to not get pregnant and to be 100% safe, however birth control is the next best method. Teen pregnancy is a very hot topic that concerns many people and organizations, who are trying to slow the epidemic. There are many reasons why teen pregnancy needs to be reduced in America. Many pregnancies are not planned which lead to a number of problems for the mother and family members. 88% of teens 12 to 19 years of age think the number of teenage pregnancies in the United States is a serious problem (Teenage pregnancy, birth, and abortion (2002) (Fact 67). The United States has almost double the amount of teen pregnancies that Canada has. This is reflected by the many programs and ways that U.S. organizations are trying to lower teen pregnancy rates. One of the most popular programs that are used to reduce teen pregnancy is sex education in schools. According to Finger, sex  education is the best way to reduce teen pregnancy. Sex education needs to be taught to every child starting at a young age by trained professionals in school (Finger, 2002). In a study done in a low income rural neighborhood, children from five to eighteen years of age were put through sex education classes over a three year period. After three years, pregnancies in teens fell from sixty out of every 1,000 kids to twenty-five out of every 1,000 kids (Finger, 2002). This is a good sign that sex education can help lower teen pregnancy by more than half. Most students are taught at an average age of sixteen and a half. This is too late; at that point many kids have already experimented sexually and have formed their own opinions about sex. From kindergarten to twelfth grade kids only spend forty-six hours in health classes which is where sex education is taught (Roleff). One of the largest issues is training professionals to teach sex education. â€Å"Training teachers is a key element of successful sex education programs, and the lack of good training has been a big problem† says Dr. Waszak (Finger, 2002). Sex education is the best way to prevent teen pregnancy and with these few adjustments it can be very effective. On the other side are people that say teens will have sex no matter what they are told and do not want to waste the time and money. This point is validated in a study which is done every twelve years. In 1980, federal and state governments spent $350 million in sex education. In 1992, that number has risen to 645 million dollars (Kasun, 2000). No numbers were available from 2004, but were estimated to have grown in cost. That is a lot of tax money being spent on such a controversial topic. A large problem is there is no time in school for sex education. With Math and English classes taking importance over most subjects in a college and career based school system there is no room for sex education. The last problem is where to get professionals to teach sex education classes. This will cost tax payers even more money to hire a professional or to train a current teacher. The most important thing is to just educate kids about sex and teen pregnancy. Sex education, abstinence, and abortion are the ways to lower teen pregnancy rates. There are different strategies for dealing with teenage pregnancy such as sex education, abstinence, and abortion, but the most effective strategy involves the careful use of birth controls. Some of these are very expensive ventures, but teenage pregnancies have cost our society billions of dollars in the  last thirty years. Divorce, single parent families, teen suicide, sexually transmitted diseases, juvenile crime, child abuse, and abortion, have all at least doubled from thirty years ago (Collison, 2001). Knowledge is power and the awareness that different options are available gives power to teens to make the right decisions. Bibliography: Collison, Joseph. (2001). The Legalization of abortion had influenced teen attitudes toward sex. Flam, Faye. (2010, February 22). Study offers nuanced view of abstinence education. Finger, James. (2002). Teenage pregnancy is a serious problem [Vol I]. (Adobe Digital Edition Version). Kasun, Jacqueline. (2000). Sex education promotes teen pregnancy. Manlove, Jennifer; Suzanne, Ryan; Kerry, Franzetta. (2007). Contraceptive use patterns across teens’ sexual relationships: the role of relationship, partners, and sexual histories. [pp. 603-621]. (Adobe Digital Edition Version), Doi: Demography 44. Roleff, Mark. (n.d.). Sex education can prevent teenage pregnancy. Stacey, Dawn. (2009). â€Å"Teen birth control- Teen pregnancy prevention and contraception decision –making†. 2 â€Å"Teenage pregnancy, birth control and abortion.†(Fact Sheet). (2002), SIECUS Report 30.0. 39+ Academic One File. 22. Theresa, H. (2001). Love to know pregnancy [pp 34-36]. (Adobe Digit al Edication Version). â€Å"What are the causes of teenage pregnancy?† (2009, March 12).

The Evolution of Character in John Knowles A Separate Peace :: essays papers

The Evolution of Character in John Knowles' A Separate Peace One of the most revered and utterly enigmatic topics present within humanity is the evolution of humankind itself. Collectively contrasting both the origins of man physically and the very beginning of complex thought processes has been an incredible task, which is currently undetermined. The exact methods of the mind and of human character are both delicate and completely beyond true understanding. The only ways we as a race retain the ability to even attempt to comprehend such processes is through experimentation and elaboration via written text and visual arts. The process of human mental evolution, the evolution of character, is well demonstrated within the novel A Separate Peace authored by John Knowles. Knowles creates such an atmosphere as to carry you as the reader into the minds of the characters. The characters, in a like manner, attempt to delve into their own understanding and determine the whole of an immense complexity of emotions shared between themselves and the other characters. The use of this type of perception is furthered by the narrator's transformation from the very beginning to the very end, and the stories entire basis upon a flashback. The story itself takes place years before the narrator, named Gene, begins to speak of the incidents of which it is composed. This maturation of the young Gene mentioned in the story and the older adult Gene we meet at the very beginning allows us a sense of how Gene as a character evolved. Everybody has their own methods and their own "style" in a manner of speaking, of evolving both physically and mentally. Once you as the reader understand a character's method of evolution, it becomes much easier to understand that character's thinking pattern and any actions he or she may take further into the story. Before I dive headfirst into the presence of character, I want to mention the incredible use of descriptive and artistic wording to create a rather fantastic sense of setting. The ability of Knowles to create an overwhelming sense of being and imagination allows for the story itself to be played out in real time, visually within the reader's mind. Collated with the immense diversity of readers' imaginations, the story and the characters themselves always appear in the reader's own isolated vision of what is being represented on the page. A very unique and rather brilliant aspect of novels that is thoroughly and well presented in A Separate Peace. The Evolution of Character in John Knowles' A Separate Peace :: essays papers The Evolution of Character in John Knowles' A Separate Peace One of the most revered and utterly enigmatic topics present within humanity is the evolution of humankind itself. Collectively contrasting both the origins of man physically and the very beginning of complex thought processes has been an incredible task, which is currently undetermined. The exact methods of the mind and of human character are both delicate and completely beyond true understanding. The only ways we as a race retain the ability to even attempt to comprehend such processes is through experimentation and elaboration via written text and visual arts. The process of human mental evolution, the evolution of character, is well demonstrated within the novel A Separate Peace authored by John Knowles. Knowles creates such an atmosphere as to carry you as the reader into the minds of the characters. The characters, in a like manner, attempt to delve into their own understanding and determine the whole of an immense complexity of emotions shared between themselves and the other characters. The use of this type of perception is furthered by the narrator's transformation from the very beginning to the very end, and the stories entire basis upon a flashback. The story itself takes place years before the narrator, named Gene, begins to speak of the incidents of which it is composed. This maturation of the young Gene mentioned in the story and the older adult Gene we meet at the very beginning allows us a sense of how Gene as a character evolved. Everybody has their own methods and their own "style" in a manner of speaking, of evolving both physically and mentally. Once you as the reader understand a character's method of evolution, it becomes much easier to understand that character's thinking pattern and any actions he or she may take further into the story. Before I dive headfirst into the presence of character, I want to mention the incredible use of descriptive and artistic wording to create a rather fantastic sense of setting. The ability of Knowles to create an overwhelming sense of being and imagination allows for the story itself to be played out in real time, visually within the reader's mind. Collated with the immense diversity of readers' imaginations, the story and the characters themselves always appear in the reader's own isolated vision of what is being represented on the page. A very unique and rather brilliant aspect of novels that is thoroughly and well presented in A Separate Peace.

Geico Advertising Appeals Essay

Out of the many appeals that companies use to advertise their product or service, the need to achieve is one of the most commonly seen. In our highly competitive society, everybody is trying to get ahead. Everybody is looking for that little advantage that will push them forward. The appeal of achievement correlates with success and winning, ideas that represent the outcomes of hard work on which people like to pride themselves. In many of their ads, Geico likes to tap into our competitive nature by offering us incentives, such as saving time and money, which speak specifically to our consumer culture. Such a tactic proves to be effective because for the most part, consumers in our ambitious society like to be frugal and fiscally responsible. Nobody wants to spend an extra dime if they do not have to. Simultaneously, customers do not want to spend all day looking for the perfect insurance. Read more: The woman I admire the most essay They know that time is a finite resource and it must be spent wisely. In order to persuade customer’s into buying their insurance, Geico effectively utilizes the achievement appeal because it resonates with their goals of saving time and money. In most of Geico’s commercials, they are able to address their audiences need to achieve with a simple slogan: â€Å"15 minutes could save you 15 percent or more on your car insurance.† This message that sells their customer’s on their service, however, is not seen until the end of the commercial. For most of the commercial the time is spent entertaining the audience in a humorous way. Take for example the viral â€Å"Hump Day† commercial. Throughout the ad, a camel who can talk walks through an office building asking and bugging the workers about â€Å"What day is it?† Since he is a camel with a ‘humped’ or arched back, the advertisers suggest that that the camel is referring to ‘Hump Day’ or in other words, Wednesday. This is followed up by two men who are playing the guitar with each other. In an attempt to illustrate the point of the commercial, one of them asks the other â€Å"how happy are people who switch their car insurance to Geico?† which is then followed up by â€Å"happier than a camel on ‘Hump Day.† Although the appeal of humor is meant to grab the attention of the target audience, their main reason for choosing to use Geico’s service is the feeling of achievement that they derive. In Jib Fowles’ essay â€Å"Advertising’s Fifteen Basic Appeals† he cites ‘the need to achieve’ as one of the 15 strategies which enable advertisers to reach their audience. For most consumers, the market place is seen as a competitive territory where whomever comes out having spent the least amount of money is the victor. Thus, Geico effectively advertises its service by highlighting the opportunity to â€Å"save 15 percent or more on your car insurance† by switching to Geico. Not only do they illustrate the money that can be saved, but also the time. Along with the ’15 percent’ that can be saved, Geico also mentions that this can be done in ’15 minutes;’ a relatively short amount of time . As a consequence, Geico puts their consumers in a win-win situation because â€Å"the person who manages to buy something at fifty percent off is seizing an opportunity and coming out ahead of others† while they enable them to do it in an efficient manner (Fowles). Geico’s use of the ‘need to achieve’ appeal is characterized as the most reasonable way to solicit their service as it takes nothing away from their customer, while it gives them everything in return; they don’t have anything to lose. However, humor, which Fowles labels as a stylistic feature, is most prominent in order to incite the interest of car owners. This commercial, in particular, is known for its comedic success. The ridiculous camel has become a viral sensation as it is now considered amusing to yell out â€Å"Hump Day† on a Wednesday. In fact, the commercial has over 16 million views on Youtube. Ultimately, Geico does a great job of exposing its overall message about achievement sense the build up to their trademark slogan is so appealing in itself. If 16 million people know about a camel yelling â€Å"hump day,† then 16 million people know about the time and money that can be saved by using Geico’s insurance. Jibs’ appeal of achievement is one that correlates completely with our society. We constantly strive to compete and win while we admire those who reach the pentacle of their field or profession; even if it is about something as minimal as saving money . Geico, in particular, gives people the incentive to achieve by offering people them the opportunity to save their time and money, and they respond accordingly. However, it is not the promise of ‘getting ahead’ alone that attracts their target audience; humor, is a fundamental component that is used to grab and keep the customer’s attention. Apparently, Geico does this better than anyone. What better way is there of holding a car owner’s attention then by having an obnoxious, talking camel yell â€Å"Hump Day!†? That was a rhetorical question; there is not a better way. Geico is just the best.

No child left behind policy

Education indeed is a very important aspect in an individual’s life. In a personal quest for enhancing and developing oneself in general so as his or her innate talents will actually determine the possibilities of the future of the said individual whereas it will actually reflect whether that individual will indeed be successful or fail in his or her own path in life. The education that is said to be relevant is the one where the individual will actually gain experience, basic and practical knowledge and will train and develop the innate qualities and characteristics of an individual’s personality. The basic elements and characteristics of the concept of education in the society is the one wherein the whole process is governed and being guided by a certain individual tasked to be the teacher. Since the whole process itself of education is very complicated and intricate in its nature of guiding the one learning, the teacher’s actions and personal concept on the matter is very much relevant to the whole concept. From this, the possibilities of the outcome of the educational process will be generally based on the actions and perception of the teacher and how he or she will facilitates the whole learning environment. The very basic methodology of the teacher that is being applied in the learning process is very much significant to the attainment of positive results mainly on the part of the students. Through the questioning procedures being applied by the teacher, he or she can actually encourage the student’s interest on the learning process thus, also engaging the student’s thinking and logical abilities on the activity. In addition, the application of effective questioning methodology can also encourage the students in a reasoning debate with their teachers and fellow students in their class thus developing their sense of reasoning and probing their own opinion. Involve in this concept also is the positive development of personal characteristics and perspective of the students by comparing their own thinking to the others thus evolving their convincing and descriptive skills and also their listening and correlating abilities. Thus, the use of effective questioning methodology of the teacher can create a harmonious classroom environment where students can share and acquire different opinions and ideas. Through the employment of the concept of a good and harmonious educational environment, students can further develop and hasten their own personal characteristics while they themselves are involve in the learning process. Students will be able to develop their communication skills with their fellow students in exchanging and sharing their personal opinions. In addition, student enthusiasm and participation can be actively encouraged through developing good learning environment. Because of this concept, teacher’s application of his or her own effective questioning methodology is very much significant because this will actually promote the positive environment in the educational group and organization. Another benefit of employing effective questioning in the learning process is its significance in the communication aspect on the part of the teacher and the student. Exchanging opinions and comments between the two parties is also relevant to the development of the teaching methodology on the part of the teacher and the inquisitions of the student regarding the education. By employing effective questioning methodology, teachers can promote an educational environment wherein students can also raise feedbacks and suggestions to the teaching style and methodology of the teacher thus improving the adequacy of the instructional methodology of the teacher. Thus, employing an efficient and positive questioning methodology is indeed significant to the learning process of the student and the development of the teaching style and application on the part of the teacher. In addition, employing efficient questioning tactics and methodology can also promote development of a good and harmonious communication environment that can inspire exchange of ideas and opinions from among the students and between them and the teacher. With this, learning will significantly progress on the part of the students while evolving their own personal characteristics in correlating and communicating with others. Because of these reasons, indeed applying an effective questioning methodology is important in achieving positive results in the learning development of the students and their teacher. What Parents Could Do Parent’s involvement and participation to their child’s learning development has been proven to have positive results. It appears that the simple encouragement and appreciation that parents have toward their child’s accomplishment and academic and scholarly activities will help the child’s esteem and positive perceptions toward his or her academe. This idea is also supported by study conducted by Bornholt and Goodnow (1999) about the relationship of parental expectations and adolescent disclosure to the academic competence of students. Accordingly, they concluded that: â€Å"Adolescent self-disclosure to parents suggested an important addition to the model of family influences on the adolescents ‘sense of academic achievement† (Bornholt and Goodnow, 1999). This conclusion agrees with that of the journal article written by McGrath and Repetti (2000) but the center of the article is about the difference of influence by the mother and the father regarding the academic competence of the child. Thus, the statistical study presented in the journal article is about the differences between the mother’s and father’s attitudes toward their children’s academic performance. According to the statistical research of McGrath and Repetti (2000), parent’s attitudes toward their children’s academic performance are gender-differentiated. That is, mothers are believed to be concerned about the performance of both their sons and daughters while fathers are more concerned about their son’s. In addition, mothers tend to set lower academic performance standard compare to that of the father’s making them more relentless about the academic performance of their children. Using methodology like conducting statistical survey and observing a random families and their educational institution, they determined the mean and significant differences between the mother’s and father’s involvement in their children’s academic performance. Also, they handed out questionnaires and performed interviews to determine the response of the parents regarding this psychological and sociological idea. Basing from their data, McGrath and Repetti (2000) found out that girls and boys perceived themselves to be more academically competent when their mothers reported greater satisfaction with their performance in school making their commendation and acknowledgement with their children’s accomplishments more significant to the children’s academic self-perception. Conclusion Though there is only little significant difference among the influence of the participation of the mother and the father regarding the academic performance and self-perception of the child, the effect itself and significance depends solely on what the child thinks about it and how he or she will respond to it. One reason why it appears that mother’s participation have great effect seems to reciprocate from the fact that mothers are more open and emotional close to the children compare to fathers. Thus, the child might rely more on the help and support of the mother because it is easier to gain or the child is more emotional attached to her thus desiring to please her more. Other case where the father’s participation has more significant impact depends maybe on the situation itself like scenarios where the mother’s participation cannot be easily achieved or the child personally has more emotional connection with him than the mother might result to the said conclusion. Thus, the differences between the influence of the participation and satisfaction by the mother and the father with their child’s academic performance and to the child’s self-perception do not rouse much concern. Most important is that parent’s participation, interest and satisfaction to the child’s academic performance whether from the mother or the father are essential to the child’s emotional, and mental development and his or her self-esteem and perception. References: Archived Information (October 1997). Family Involvement in Children’s Education. http://www.ed.gov/pubs/FamInvolve/execsumm.html. November 16, 2007. Bornholt, L. J. and Goodnow, J. J. (1999). Cross-Generation Perceptions of Academic Competence: Parental Expectations and Adolescent Self-Disclosure. Journal of Adolescent Research. Sage Publications. Cotton, Kathleen and Wikelund, Karen Reed (August 2001). Parent Involvement in Education. Northwest Regional Educational Laboratory. http://www.nwrel.org/scpd/sirs/3/cu6.html. November 16, 2007. McGrath, Emily P. and Rena L. Repetti (Dec 2000). Mother’s and Father’s Attitudes Toward Their Children’s Academic Performance and Children’s Perceptions of Their Academic Competence. Journal of Youth and Adolescence. 29.6. National Education Association (2006). Getting Involved in Your Child's Education. http://www.nea.org/parents/index.html. November 16, 2007. ;

Eight exciting careers for the world traveler

Eight exciting careers for the world traveler Working eight hours every day behind a desk isn’t for everyone. If you love traveling and are tired of spending all your paid time off and hard-earned money on only traveling once or twice a year, consider finding a job that gives you the freedom to travel the world. Here are eight jobs for the world traveler:1. Cruise line workerCruise ship jobs are a travel lover’s dream gig. You get paid to travel the world and interact with people of different cultural backgrounds. As if that doesn’t sound amazing enough, you’ll receive free food and accommodation while collecting a salary.These floating resorts offer plenty of opportunities for individuals of all backgrounds. You can be a restaurant server, a cook, bartender, an entertainment director or a performer in the cruise’s entertainment lineup.2. International tour guideBecoming a tour manager or a tour guide is one of the most rewarding and exciting ways to travel the world. You get to learn about the history and culture of different countries while sharing your love of travel with like-minded individuals.Wherever you want to go, there are plenty of travel destinations that are always in need of friendly, knowledgeable guides. With tour guiding, you’ll get to travel to fabulous vacation spots while getting paid. What’s more, if you’re good at it, you may get good tips, making your salary very competitive.3. Travel agentIn the age of the Internet where you can easily search and book flights and vacation packages online, you may think that the professional travel agent is a dead career. While it’s predicted that there will be a decline in this job over the next decade, it’s still a rewarding occupation for travel lovers.Travel agents work with resorts, cruise lines, airlines, and rental companies to secure travel arrangements for their clients. This means you’ll regularly go on free trips to luxury resorts sponsored by resorts or travel co mpanies. The nice thing about becoming a travel agent is that you don’t have to pass an exam to prove that you know your stuff. While there are no real required skills, it’s useful to know basic things like geography and history and stay on top of the latest news at different destinations.4. TEFL teacherTeaching English abroad is just as rewarding for you as it is for your students. You’ll get to help students acquire one of the most sought-after skills in the world (speaking English) while immersing yourself in the country’s culture.Jobs are in abundance, but you may need a bachelor’s degree, TEFL training, TEFL certification, and some teaching experience. If you’re thinking about what countries to teach English abroad, Thailand is one of the most popular TEFL destinations you may want to consider. Other top TEFL teaching destinations to consider are Vietnam, Korea, Japan, Dubai, and Taiwan.5. Au pairBeing an au pair is one of the oldest an d most famous travel jobs. If you work well with children, consider taking up an au pair job. An au pair works for a host family in a foreign country and provides childcare services. Alongside childcare, you may help out with light household chores.You’ll receive free board and lodging as well as pocket money. Although the salary may be relatively low, you’ll get to immerse yourself in another culture as an extended member of the host family.6. PhotographerIf you’re skilled with a camera, you can turn your photographs into cash while traveling the world. As a travel photographer, you’ll be required to capture a variety of sites and events including destination hotels and resorts, outdoor adventures, scenery, cultures, local events, and customs.You can choose to become a full-time photographer and work for a company or as a freelancer. Either way, you will travel the world while making money.7. Website designerWe live in an exciting time where anyone can m ake a living online. Becoming a web designer is one of the occupations with oodles of potential and scope for employment. And, starting your web design journey in the field is easy – just choose a development specialization like JavaScript frameworks, HTML or CSS, get essential coding skills and launch an online portfolio.8. Flight attendantThis is the most obvious jobs that involve travelling the world. It doesn’t require a degree but the requirements may vary from one airline to another. Most major airlines require prior customer service experience and a certification from a relevant aviation agency. Some airlines may require you to be able to stand on your feet for extended periods of time and reach the overhead bins.Worth mentioning is that the work isn’t easy and the hours are frequently erratic. However, you’ll get the opportunity to travel around the world. Plus, you’ll get free or discounted flights for you and your family.These eight jobs will enable you to explore the world while making money and building your career. Just be sure to choose one that’s fit for you.About the Author: Riya is an inspired writer writing in several areas of expertise. With spending her years working marketing communication, Riya is delighted to work with aspiring small business owners. Connect with Riya on Twitter, @sanderriya.

Biography of Carter G. Woodson, Black Historian

Biography of Carter G. Woodson, Black Historian Carter G. Woodson (December 19, 1875–April 3, 1950) is known  as the father of black history and black studies. He worked tirelessly to establish the field of African-American history in the early 1900s, founding the Association for the Study of Negro Life and History and its journal. This son of two former slaves, he rose from modest origins to become the respected and groundbreaking historian who founded Negro History Week, today known as Black History Month. Fast Facts: Carter Woodson Known For: Known as the father of black history, Woodson founded Negro History Week, upon which Black History Month is foundedBorn: December 19, 1875 in New Canton, VirginiaParents: Anne Eliza Riddle Woodson and James Henry WoodsonDied: April 3, 1950 in Washington, D.C.Education: B.A. and M.A., University of Chicago. Ph.D., Harvard UniversityPublished Works:  The Education of the Negro Prior to 1861, A Century of Negro Migration, The History of the Negro Church, The Negro in Our HistoryAwards and Honors: 1926 NAACP Spingarn Medal, 1984 U.S. Postal Service 20 cent stamp honoring WoodsonNotable Quote: Those who have no record of what their forebears have accomplished lose the inspiration which comes from the teaching of biography and history. Early Life Woodsons parents owned a 10-acre tobacco farm near the James River in Virginia and their children had to spend most of their days doing farm work to help the family survive. This wasnt an unusual situation for farm families in late 19th-century America, but it did mean that young Woodson had little time to pursue his studies. Two of his uncles ran a schoolroom that met five months out of the year, and Woodson attended when he could. He learned to read using the Bible and his fathers newspapers in the evening. As a teenager, he went to work in the coal mines. During his free time, Woodson continued his education on his own, reading the writings of Roman philosopher Cicero and the Roman poet Virgil. Education When he was 20 years old, Woodson enrolled at Frederick Douglass High School in West Virginia, where his family then lived. He graduated in a year and went on to Berea College in Kentucky and Lincoln University in Pennsylvania. While he was still in college, he became an educator, teaching high school and serving as a principal. After his college graduation in 1903, Woodson spent time teaching in the Philippines and also traveled, visiting the Middle East and Europe. When he returned to the U.S., he enrolled at the University of Chicago and received both his bachelors and masters degrees in the spring of 1908. That fall, he became a doctoral student in history at Harvard University. The Founder of Black History Woodson was not the first African-American to earn a Ph.D. in history from Harvard; that distinction went to W.E.B. Du Bois. But when Woodson graduated in 1912, he embarked on the project of making the history of black Americans both visible and respected. Contemporary conventional historians were white and had a very narrow scope in their historical narratives; one of Woodsons professors at Harvard, Edward Channing, asserted that the negro had no history. Channing was not alone in this sentiment, and U.S. history textbooks and coursework emphasized political history, which covered the history of the white middle-class and affluent men. Woodsons first book was on the history of African-American education titled,  The Education of the Negro Prior to 1861, published in 1915. In his preface, he emphasized the importance and power of the African-American story: [T]he accounts of the successful strivings of Negroes for enlightenment under most adverse circumstances read like beautiful romances of a people in an heroic age. The same year that his first book came out, Woodson took the important step of creating an organization to promote the study of African-American history and culture. It was called the Association for the Study of Negro Life and History (ASNLH). He founded it with four other African-American men; they agreed to the project during a meeting at the YMCA and envisioned an association that would promote publishing in the field but also racial harmony by improving historical knowledge. The association had an accompanying journal that still exists today, The Journal of Negro History, which began in 1916. In 1920, Woodson became dean of the School of Liberal Arts at Howard University, and it was there that he created a formal African-American history survey course. That same year, he founded Associated Negro Publishers to promote African-American publishing. From Howard, he went on to West Virginia State, but in 1922 he retired from teaching and devoted himself entirely to scholarship. Woodson moved to Washington, D.C., and erected the permanent headquarters for the ASNLH. Woodson also continued to publish works such as  A Century of Negro Migration (1918), The History of the Negro Church (1921), and The Negro in Our History (1922). Negro History Week If Woodson had stopped there, he still would be remembered for helping to usher in the field of African-American history. But he wanted to spread knowledge of this history to black students of all ages. In 1926, he hit upon an idea- a week purely devoted to the celebration of the achievements of African-Americans. Negro History Week, the progenitor of todays Black History Month, began the week of Feb. 7, 1926. The week included the birthdays of both Abraham Lincoln and Frederick Douglass. Black educators, with Woodsons encouragement, rapidly adopted the week-long study of African-American history. Later Life and Death Woodson spent the rest of his life studying, writing about, and promoting black history. He fought to keep African-American history alive at a time when most white historians were actively hostile to the idea. He kept the ASNLH and its journal going, even when funding was scarce. Woodson died at his home in Washington, D.C., at the age of 74 on April 3, 1950. He is buried at Lincoln Memorial Cemetery in  Maryland. Legacy Woodson did not live to see Brown v. Board of Education, which made segregation in schools illegal, nor did he live to see the creation of Black History Month in 1976. But his brainchild, Negro History Week, is the direct predecessor of this significant educational advance. His efforts to highlight the achievements of African-Americans gave to the civil rights generation a deep appreciation of the heroes who had preceded them and in whose footsteps they were following. The achievements of African-Americans like Crispus Attucks and Harriet Tubman  are part of the standard U.S. history narrative today, thanks to Carter G. Woodson. Sources Baldwin, Neil. The American Revelation: Ten Ideals That Shaped Our Country from the Puritans to the Cold War. Macmillan, 2006.Carter G. Woodson: Father of Black History. Ebony. vol. 59, no. 4, February 2004. pp. 20, 108-110.Dagbovie, Pero Gaglo. The Early Black History Movement, Carter G. Woodson, and Lorenzo Johnston Greene. The University of Illinois Press, 2007.Woodson, Carter G. The Education of the Negro Prior to 1861. G.P. Putnams sons, 1915.

The Essay Experts New Year’s Resolutions for 2018

The Essay Experts New Year’s Resolutions for 2018 New Years Resolutions seem to be getting a lot of flak this year. Pretty much everyone I talk to says they didn’t make any because 1) resolutions don’t work, and/or 2) if you’re continually improving yourself, January is no different than any other month. Nevertheless, I’m making some New Years Resolutions for 2018. I’m also checking in on the ones I made a year ago. I actually did pretty well on following through on my 2017 promises, so I’m intentionally bucking the â€Å"no-resolution† trend this year. Report on 2017 â€Å"Ressaylutions†: 1. Publish the 13th edition of How to Write a KILLER LinkedIn Profile, updated with the new face of LinkedIn. Success! You can find the new edition right here. How to Write a KILLER LinkedIn Profile continues to be a top 10 business writing resource for executives, professionals, business owners, and students. You’ll get 18 tips (plus 7 bonus tips) that teach you how to âÅ"” Improve your search rankings âÅ"” Impress visitors with an eye-catching photo and background image âÅ"” Build connections with etiquette and ease âÅ"” Showcase your strengths with an effective, unique LinkedIn Summary (examples included!) âÅ"” Utilize special sections to your advantage âÅ"” Leverage LinkedIn’s Jobs function âÅ"” Give and get persuasive recommendations †¦and more! Newly updated for 2018! âÅ"” Revised images and instructions throughout to match LinkedIns new redesign âÅ"” Mobile-specific instructions âÅ"” Special advice from a past recruiter âÅ"” Secret tip: Write headlines over 120 characters! (Mistake #1) âÅ"” How to connect without InMail (Mistake #5) âÅ"” How to find alumni connections (now that the Alumni function is gone) (Mistake #5) âÅ"” New best practices for the LinkedIn summary section (Mistake #7) âÅ"” The new face of LinkedIn Jobs (Mistake #15) âÅ"” The LinkedIn Students App (Appendix E) And that’s just some of the changes. I think you’ll love the new edition and intend for it to be the best, most up-to-date LinkedIn book available on line! 2. Publish a trade edition of How to Write a STELLAR Executive Resume Published! Check it out at Amazon Google Barnes Noble Kobo 3. Launch Writely, a Client Management Portal As reported in August, I completed this but then reversed the decision. Back to square one! 4. Find that editor. As reported in August, I look forward to bringing on two editors that I’ve already interviewed. Volume has returned to a level where I will need them! 5. Write a marketing plan – including SEO enhancements While I did not write a marketing plan, I did implement some new strategies, including my favorite: starting to wish my LinkedIn connections Happy Birthday! I think all contact is good contact, and it keeps The Essay Expert top of mind. I reached out to some past connections as well, and I sent out an announcement about an upcoming price increase. I believe all these steps increased brand awareness for The Essay Expert. Probably the most effective step I’ve taken is the new way I’m holding conversations with new clients. I’m taking more time and being more consistent in these conversations, and I think a greater sense of trust is resulting. 6. Explore the possibility of moving to the East Coast I traveled to New York and New Haven in May, and New York again in October. I’m excited to have found at least one yoga studio that I love – an essential staple for me anywhere I live. Ressaylutions for 2018: Create a KILLER LinkedIn portal – an online, subscription-based version of How to Write a KILLER LinkedIn Profile. This is occurring to me as a huge project. Investigate marketing How to Write a KILLER LinkedIn Profile to educational institutions. Ideally, I’ll find the perfect person or resource to do this for me. Build my  business to the point where I need to use editors, and use them! Improve systems in ways that support both team members and clients. Further develop my management skills, especially skills in setting expectations and addressing breakdowns. Track my sales and editing time in a new way so I understand my personal income more. Continue exploring NYC and surrounding areas as a possible place to move in 2019. My next trip is coming up in just over a week! I like this list as it’s a good combination of concrete projects and personal growth initiatives. All doable with the right amount of dedication and focus. I’m excited for the year ahead! What’s in store for you in 2018? Please share in the comments. If one of your New Years Resolutions is to advance your career in 2018, contact The Essay Expert  for a free consultation on how we can best assist you!

Business plan Essay Example | Topics and Well Written Essays - 2250 words

Business plan - Essay Example It aims at providing management education which is at par with international standards. Over the last couple of demands for business management schools has gained a lot of momentum. GSBM will begin its operations locally in UK and will later on expand to Australian and Indian markets. The school will host its first local branch in London as this will be a London based business school. Thus, the first batch of its students will come from UK. The MBA market within UK is very competitive and is only expected to grown in the next couple of years. Macro-economic conditions within UK are extremely supportive and conducive to the growth of a new business school. Government policies and factors also favor the growth of MBA markets. Brief overview of the School and Program Design: Management skills are very critical for personal and professional development of people. They enhance the life style of people and improves their living standards. People who have managerial skills come across as ch arismatic; they are well managed and are able to attain their goals rather quickly. Thus management education helps students in providing them a strong platform for their career growth and success. The business requirements of the modern world want people who are sound on their management skills as it is important for organizational growth. The program design of GSBM will be built to develop management skills and core competencies of its students. The focus will be to produce students who can adapt themselves to the changing paradigm of the world and use their skills efficiency. The main objective of GSBM would be to provide management skills to its future leaders in the business world. The school will be based in London and will have operations spaced out in divisional units and campus. The school will expand from London to Australia and India. The school will aspire to offer quality educations to its student in management. The student will be given the opportunity to pick either o ne of the following as their majors: Finance Marketing Human Resource Management Each major choice will have its own set of electives and each student will be allowed to opt for his choice of electives. Other than the electives there will be some core management and social science related subjects which will be mandatory for every enrolled student to undertake. The primary aim of the program offered at GSBM is to equip students with the technical knowledge related to business strategy and environment ; to ensure they are well versed and aware of business activities and to equip them with sound management related knowledge. Generic Strategy: The primary objective of the school is to provide quality education to it’s students. It will not be opened with a profit-making perspective. It’s main aim is to produce well equipped management students who are able to stand out in the job market in the corporate world. For this purpose, a generic strategy will be followed. Michael Porter was of the view that a business should make a choice between two fundamental decisions when deciding it’s competitive advantage. The choice should be either to: 1. Compete on the basis of price OR 2. To compete on the basis of a differentiating point in the business. These two choices were further explained in the form of four generic competitive strategies which he argued were the main range of choices available for a successful business. They are: 1. Cost

Human Resources Management Essay Example | Topics and Well Written Essays - 2000 words

Human Resources Management - Essay Example Due to the shift in demand of employees, the countries with fairly flexible wage had transformed into those with low relative wages. Almost 70% of U.S. employees’ demand had shifted in manufacturing industry from less skilled employees to high skilled employees. Globalization had affected the prices of employee wages. Trade flow among countries gave rise to change in demand for employees because the requirement for more employees in profitable sector had increased and these changes in demand led to increase in employees’ wages (Swagel & Slaughter, 1997). The globalization had affected the demand elasticity of employees. The higher receptiveness of employees’ demand had changed the relative cost of employees (Bruno & Et. Al., 2004). Outsourcing and its effect on wages Globalization influences outsourcing and it affects the wages of labor. For example, the following figure shows the relative wages of the employees in US manufacturing industry. Source: (Feenstra, 20 07). From the above graph, it can be viewed that the relative wages was in declining stage from the year 1960 to 1980. The reason for this decline in relative wages of employees is that the globalization had increased the supply of experienced graduate students from different countries and thus the skilled employees were forced to shift into non – production professions (Feenstra, 2007). Outsourcing model The value chain of a company involves works like that of manufacturing of products. The manufacturing activity needs lesser skilled labors and more unskilled labors compared to marketing and research and development activities. For this reason, companies always want to outsource manufacturing activities to other countries where they can find unskilled labor with lower wages. The following figure shows the outsourcing pattern of value chain of a company (Feenstra, 2007). Source: (Feenstra, 2007). Globalization had helped to outsource the production and manufacturing activitie s to be accomplished by unskilled labor force. For this reason, the activities in the left side of A in the above figure are those which are accumulated from overseas countries and activities of right side of B are those which are undertaken in home country. Globalization had liberalized the trade agreement among countries that led to improve the infrastructure of foreign company. The outsourcing leads to accomplish the works of left side of A at abroad. The activities which are performed at home country need more skilled employees. This is the reason for raise in relative wages for skilled employees in home country. On the other hand, the relative wages of foreign country also increased because certain activities between A and B requires more skilled labor than the activities at the left side of A. For this reason the relative demand of skilled employees had increased in foreign country, which led to increase in relative wages of skilled employees in foreign country (Feenstra, 2007 ). Globalization & Competition between Workers Globalization is associated with the process of integrating international market into a single market. It encompasses goods, services, capital, and technology and labor market. The governments of many

Leadership Assignment Example | Topics and Well Written Essays - 250 words - 5

Leadership - Assignment Example This will not only divert her focus from manager’s behavior but also help in aligning her focus towards her job thereby promising better outcomes. Secondly, as Drucker (2006) asserts, taking responsibility for communication helps in demystifying many misunderstandings or notions that both have built for each other. Patricia should try to understand what tasks and responsibilities the manager has, and how her work relates with the manager’s responsibilities. Through frequent and constructive interaction, she will be able to understand and assess the manager’s expectations. Thirdly, as a new comer, Patricia is required to learn all aspects related to the job, the organization and the business before she could start delivering the desired results. This can be achieved only through extensive communication with all relevant people, which includes her manager as well. In short, adaptation to the change, effective learning and improved communication will help Patricia to change her perception towards her manager and in improving their working

The effects of light and darkness on harvester ants and their ability Lab Report

The effects of light and darkness on harvester ants and their ability to dig tunnels in dry and moist sand - Lab Report Example They are also favored in exposed and open areas whereby their nests can be about 4.5 meters deep underground (MacKay, 1981). The experiment was divided into 3 groups including control group and experimental group. The two experimental groups had both moist and dry sand but one had darkness and light while the other had darkness. Basing on the results, it was observed that there was a difference on the effect of light and darkness on the ability of the ant to dig the tunnel. Also the ants were observed to have a great ability to dig tunnels in dry sand than wet sand. The light promoted the ants in the digging of the tunnels. Therefore, it can be concluded that light supports the ant in digging the tunnels while darkness does not. This is clearly evident in the group of darkness. In this case, the measurements of the tunnel are lower in this group than that of light group both for dry and wet sand. It was also observed that the ants were more capable of digging tunnels in dry sand than in wet sand. This is true because according to the literature, it is well known that these ants typically live in dry deser t conditions. They are also favored in exposed and open areas whereby their nests can be about 4.5 meters deep underground (Lavigne, 1969). The results of the experiment were satisfactory because they were in line with the literature. They tend not to be confirmatory results and they may act as a basis for other further studies. This is because most of the issues were not considered to mimic the natural environment of the ants and this can affect their natural behavior, hence, leading to significant errors in the experiment. Thus, this can result to unscrupulous conclusion. Also the number of the ants needs to be considered, in the experiment the number of ants used tends not to be appropriate to give excellent results. In conclusion, the results mean that light and darkness have an impact on the ants’ behavior

What are the implications for the implementation of justice of the Essay

What are the implications for the implementation of justice of the unintended impact of the criminal justice process on ethnic minority people - Essay Example There are several issues that arise in coping with this problem. On the one hand, faith in the criminal justice system can be only restored if the members of the public achieve a level of confidence in the law enforcement process and its results. However, this confidence is being undermined, which has resulted in increased insecurity and sterner measures which are even more ineffective. Part of the reason for this may be seen in the imbalances that exist within the current judicial and law enforcement system as it exists in the UK today. The current composition of the common public has changed drastically from the way it was in the post World War II era. There has been a steady influx of immigrants from Asian and Afro-Caribbean countries as a result of which minority representation in the population is higher and the society has become multi cultural and multi ethnic. There is also a higher representation of female members of the community in the work force and in the criminal justice system. However, to counter balance this, there has been no corresponding rise in representation of these minorities and women in the law enforcement field and in the judicial arena which is still predominantly white and male. As a result, racism and prejudice have been noted within the criminal justice process which have proved detrimental to the interests of the minority communities and created imbalances by pushing a larger proportion of minority community members behind bars. The result of such increased incarceration is that members of the minority public lose their faith in the law enforcement system. An individual who has not been treated fairly by police officers nor given a fair verdict in the Courts as compared to his white contemporaries is likely to emerge bitter and mistrusting. Thus, while a prison sentence is intended to reform an individual and ensure that he or he does not slip back into a life of crime,

The effects of light and darkness on harvester ants and their ability Lab Report

The effects of light and darkness on harvester ants and their ability to dig tunnels in dry and moist sand - Lab Report Example They are also favored in exposed and open areas whereby their nests can be about 4.5 meters deep underground (MacKay, 1981). The experiment was divided into 3 groups including control group and experimental group. The two experimental groups had both moist and dry sand but one had darkness and light while the other had darkness. Basing on the results, it was observed that there was a difference on the effect of light and darkness on the ability of the ant to dig the tunnel. Also the ants were observed to have a great ability to dig tunnels in dry sand than wet sand. The light promoted the ants in the digging of the tunnels. Therefore, it can be concluded that light supports the ant in digging the tunnels while darkness does not. This is clearly evident in the group of darkness. In this case, the measurements of the tunnel are lower in this group than that of light group both for dry and wet sand. It was also observed that the ants were more capable of digging tunnels in dry sand than in wet sand. This is true because according to the literature, it is well known that these ants typically live in dry deser t conditions. They are also favored in exposed and open areas whereby their nests can be about 4.5 meters deep underground (Lavigne, 1969). The results of the experiment were satisfactory because they were in line with the literature. They tend not to be confirmatory results and they may act as a basis for other further studies. This is because most of the issues were not considered to mimic the natural environment of the ants and this can affect their natural behavior, hence, leading to significant errors in the experiment. Thus, this can result to unscrupulous conclusion. Also the number of the ants needs to be considered, in the experiment the number of ants used tends not to be appropriate to give excellent results. In conclusion, the results mean that light and darkness have an impact on the ants’ behavior

Children with HIV in the United States Research Paper

Children with HIV in the United States - Research Paper Example The advanced HIV (Human Immunodeficiency Virus) infection in a human body makes the body susceptible to opportunistic infections which threaten life. That condition of a body diagnosed is the decease of AIDS which stands for Acquired Immune Deficiency syndrome. Looking back to the history of AIDS we can see that it entered to the United States in about 1969, through a virus infected immigrant from Haiti. In the early 1980s, doctors realized a new cancer found in men who had sex with men and it was called 'gay cancer' colloquially. Later on the medical community got evidences of the decease spreading among men, women and even in the new born babies. In 1982 the Centre for Decease Control and Prevention (CDC) renamed the decease as AIDS. As per the UNAIDS Statistics as of 2005, the total number of HIV affected people living in the US is 1,200,000. A dangerous fact being that nearly 21% of the affected people are unaware of their infection. The CDC estimates the total number of deaths of persons with AIDS in the United States of America ever since it began is more than 583,000 which includes 4891 children under the age 13. It is shocking to see that nearly 56300 Americans gets infected with HIV every year. African Americans make up nearly 50 % of the total HIV affected population in US also they make more than 50 % of new HIV infected population every year. A According to the latest available data from CDC, HIV infection is the seventh important reason for child death under 14 years of age, in the United States. . It is apparent that HIV and AIDS is not just a health related issue, it is a complex issue having social, economic, cultural and regional dimensions. The United States which is composed of states and other political subunits has different political, economic and welfare policies which reflects in the dealing of HIV and AIDS also. The communities which are smaller in the sub national jurisdictions are not uniform in their cultural and social behavior. So the spread, the impact and the responses to the impacts have different dimensions. When the statistics show that there are over 1 million infected people in US, the number is corresponding to that much or more lives in US suffering the blame, grief and depression due to the HIV. The effect of infection in an individual may not bring an immediate change in the society and the nati on as in his family, but an accumulation of many such cases slowly affect the society and the nation. It is a shocking fact the number of children who had lived HIV infected since 2007 from the start of this epidemic is nearly 3.8 million. As quoted by the website JAMA 'Approximately 14920 HIV-infected infants were born in the United States between 1978 and 1993. Approximately 6530 HIV-infected women gave birth in the United States in 1993; an estimated 1630 of their infants were HIV infected.' In 2007 the HIV affected children living in US is nearly 4000. According to CDC statistics as per 1998 top rates of children infected with HIV among the US cities were New York City, Miami, Florida, Newark and New Jersey. As per the statistics available with the website of UNICEF, 'In 2008, 730,000 childrenunder 15 years of age were estimated to be living with HIV and in need of treatment; 38per cent were receiving treatment'. 132 million children in the developing world have lost one or both parents. 25 million children will be

IGO and NGO Essay Example for Free

IGO and NGO Essay â€Å"Moraine is a small developing country. Like all nations in the developing world, Moraine needs to develop its economy. The country has a government department which is responsible for developing grassroots entrepreneurs – the Business Assistance Department (BAD). It also has access to funding from The European Union (EU) an IGO and has been offered assistance by the One Business at a Time (OBT), an NGO that focuses on helping local populations start and develop simple, local businesses. A)What are the priorities for the leaders of: (a) BAD, (b) the EU and (c) OBT for their respective operations in Moraine? Why? The priorities for the leaders are the EU, BAD, and OBT. At first, it depends on whether the EU cooperates with developing Moraine or not because the EU is the largest organization in the European Area; therefore, the organization has a large amount of funds to support developing nations. So, if the government were able to convince the EU, it would be a big chance to develop the economy. If the EU supported, BAD needs to play a big role of managing funds from the EU because the funds from the EU must be limited. So, BAD has to assign funds for entrepreneurs. Also, BAD has to decide the standard value and rule to judge entrepreneurs. Finally, OBT has to see through them whether they contribute a developing economy in Moraine or not with the standard value and rules from BAD. 2. List two ways the New Public Management (NPM) could help the Business Assistance Department (BAD) achieve its objectives developing grassroots entrepreneurs and support your ideas.† New Public Management is a public management method to save waste expenditure and offer more convenient service. NPM has basic policies; the introduction of results-oriented approach and customer market focus. Results-oriented approach is based on the clear standard and evaluates the policy of governmental and administrative department. So, this policy makes them motivate to achieve its objectives developing grassroots entrepreneurs. Also, customer market focus is a policy that NPM pursues the customer satisfaction by regarding companies and citizens as the clients of administrative service. Therefore, NPM greatly support BAD by governmental and administrative approaches. Reference: NEW PUBLIC MANAGEMENT: ORIGINS, DIMENSIONS, AND CRITICAL IMPLICATIONS (2013/07/08) Retrieved from http://www.eolss.net/Sample-Chapters/C14/E1-34-04-01.pdf

Audiovisual Translation Avt

Audiovisual Translation Avt What is audiovisual translation. Audiovisual translation is defined as the translation of recorded audiovisual material (Karamitroglou, 2000, p. 2). The concept of recordedness underlines the fact that there is a difference between the translation of recorded film products and the simultaneous subtitling or revoicing which should be regarded as a type of interpretation (Karamitroglou, 2000). AVT is also known as screen translation or film translation. Screen translation stresses on the location of the medium where the translation product appears (e.g., TV, cinema or video screen). On this basis, the translation of websites which can be viewed on computer monitors is considered as a type of screen translation. Film translation, on the other hand, is a restricted term due to some researchers who limit the term film to full-length feature films; namely, movies and sometimes only cinema movies. According to this view, the concept of film does not include series, sports programs and docum entaries. In AVT, the audio and visual aspects of communication are focused (Karamitroglou, 2000). Unlike books, radio, telephone or sign language which only use one semiotic channel, audiovisual communication benefits simultaneously from both the acoustic channel through air vibrations and the visual channel through light waves (Delabastita, 1989). 1.2. Translation theory and AVT The consideration of AVT as a subfield of translation Studies may lead to raise a number of questions. Oshea (1996) distinguishes between AVT and (written) literary translation as the main objective of general translation theory because of a set of limitations which root in the audio-visual nature of the target and original products. These limitations can be considered as: a) temporal constraints in revoicing, b) spatiotemporal constraints in subtitling, c) the accompanying visual source-culture elements in both revoicing and subtitling, d) the accompanying aural source-language elements in subtitling, e) the lip-sync imperative in dubbing, f) the cross semiotic nature of subtitling, and g) the inability of backtracking (with the exception of video) in both subtitling and revoicing (p. 240). These parameters may result in the consideration of audiovisual translation as adaptation rather than translation (Delabastita, 1989). What makes translation vs. adaptation a problematic issue is not merely a property of audiovisual translation; in fact, quite a few translated or adapted texts have raised the same issue within the field of literary translation (Delabastita, 1989). What plays a pivotal role in this case is the attitude we choose in defining the term translation. Considering Tourys definition of translation as any target-language utterance which is presented or regarded as such within the target culture, on whatever grounds (1985, p. 20), we can freely include AVT as a part of translation studies. Karamitroglou (2000) presents the following set of reasons to emphasize on the inclusion of AVT as a part of translation studies: a) Audiovisual translation has more in common with written translation than one might primarily assume (Whitman-Linsen, 1992:103). Most audiovisual translations at the present time are performed with a written form of the original source text in hand (cf. Remael, 1995:128), sometimes even without any further access to the film product itself. b) Typological studies in audiovisual translation have previously managed to present the various audiovisual language transfer methods within the general frame of translation studies and along with the other traditional language transfer methods, in a coherent and scientific way, on the basis of the multiplicity of the semiotic channels involved and the relative time of presentation of the source and target products (Gottlieb, 1994b:271; Gottlieb, 1998:246; cf. Delabastita, 1989:199). Other studies in audiovisual translation have revealed connections between certain audiovisual language transfer methods and established concepts from general translation theory, as for example with subtitling and overt translation (Ascheid, 1997:35). c) Audiovisual translation was born out of the same drive that conducted literary translation: the necessity to overcome the communication barriers imposed by linguistic fragmentation (Luyken et al., 1991:3). d) Just as it is the discovery of the hierarchy of factors (constraints, parameters) which operate in translation processes, procedures and products which constitutes a major task for translation theory (Even-Zohar Toury, 1981:ix), the discovery of a similar chain of the factors that function within audiovisual translation is also the task of audiovisual translation theory. (p. 11) 1.3. Branches of AVT A quite number of various taxonomies have been made for AVT among which the one prepared by Luyken et al. (1991) is known as the most outstanding. His suggested subfields for AVT are as follow: a) lip-sync dubbing, b) voice-over/narration, and c) free-commentary. (p. 40) Gambier (1994) also presents the following audiovisual language transfer methods: a) subtitling, b) simultaneous subtitling, c) dubbing, d) interpreting (pre-recorded and consecutive), e) voice-over, f) narration, g) commentary, h) multilingual broadcast, i) surtitles and supratitles/supertitles, and j) simultaneous translation. (p. 277) 1.4. Subtitling Subtitling can be defined as the translation of the spoken (or written) source text of an audiovisual product into a written target text which is added onto the images of the original product, usually at the bottom of the screen (Gottlieb, 1994a; Gottlieb, 1998: Luyken et al., 1991; Delabastita, 1989; qtd. by Karamitroglou, 2000, p. 5). It can be both intralingual (or vertical), when the target language and the source language are the same, and interlingual (or diagonal), when the target language and the source language are different (Gottlieb, 1994; Gottlieb, 1998; qtd. by Karamitroglo, 2000). Subtitles can be open, when the target text constitutes a physical part of the translated film and is transmitted in addition to the film sound and image, or closed, when the target text is stored in a digital/teletext format which is transmitted in as well as accessed via a separately coded channel at the discretion of the viewers (Luyken et al., 1991; Gottlieb, 1998; qtd. by Karamitroglou, 2000). Subtitles are different from displays which are fragments of text recorded by camera letters, newspapers, headlines, banners etc. (Gottlieb, 1994a; qtd. by Karamitroglou, 2000) or captions (or toptitles) which are pieces of textual information usually inserted by the programme maker to identify names, places or dates relevant to the story line (Luyken et al., 1991; cf. Gottlieb, 1994a; qtd. by Karamitroglou, 2000, p. 5). In this thesis, subtitling refers to interlingual open subtitling which does not include displays or captions. 1.5. The concept of metaphor Metaphor is a trope based on which one thing is spoken of as if it is another thing. It is the permanent feature of language. The ability to understand and produce metaphor is the characteristic of mature linguistic competence so that metaphors are used in intelligence test or to evaluate creativity. Metaphor is basically used to state the experiences and concepts that literal language does not seem to be sufficient for their expression. Therefore, it happens to increase the range of articulation in language. Metaphor can refer to a novel and at the same time amazing use in language (e.g., He slept off the fumes of vanity). I van also refer to the frequently-used terms in the form of conventional metaphors (e.g., I see as I understand); or completely known dead metaphors (e.g., to grasp a concept). Whether occupied with metaphors novel or commonplace, theorists of language and of cognition have come to recognize that no understanding of language and linguistic capacities is complete without an adequate account of metaphor (Asher, R. E., 1994, p. 2452). 1.6. Purpose of metaphor The most important rhetorical function of metaphor is to stimulate imagination, to arose feelings and to prompt action (Elliot, 1984). Metaphors are applied to beautify the ordinary language and to increase the effect of language use. Moreover, they express our intended concept in a more subtle way. In this case, metaphors highlight a particular feature of a phenomenon while leaving out other aspects in a way that we look at the phenomenon in hand form a certain angle. For example, in Life is a stage we merely look at life as a stage regardless of its other features like sorrow, pain and the like. Newmark (1981) believes that the main and one serious purpose of metaphor is to describe an entity, event or quality more comprehensively and concisely and in a more complex way than is possible by using literal language. The process is initially emotive, since by referring to one object in terms of another (a wooden face, starry-eyed), one appears to be telling a lie; original metaphors are often dramatic and shocking in effect, and , since they establish points of similarity between one object and another without explicitly stating what these resemblances are, they appear to be imprecise if not inaccurate, since they have indeterminate and undeterminable frontiers. (p. 84) Newmark (1981) states that I have never seen this purpose of metaphor stated in any textbook, dictionary or encyclopedia. The issue is clouded by the idea of metaphor as an ornament, as a figure of speech, or trope, as the process of implying a resemblance between one object and another, as a poetic device. Further linguists assume that scientific or technological texts will contain mainly literal language, illustrated by an occasional simile(a more cautious form of metaphor), whilst the purpose of metaphor is merely to live up other types of text, to make them more colourful, dramatic and witty, notoriously in journalism. All emotive expression depends on metaphor, being mainly figurative language tempered by psychological terms. If metaphor is used for the purpose of colouring language (rather than sharpening it in order to describe the life of the world or the mind more accurately), it cannot be taken all that seriously. ( p. 84) 1.7. Definition of metaphor The term metaphor roots in the Greek word metaphora which includes two parts: meta meaning over and pherein meaning to carry. It refers to a particular set of linguistic processes whereby aspects of one object are carried over or transferred to another object, so that the second object is spoken of as if it were the first (Terence Hawkes, 1972, p. 1). The earliest definition of metaphor had been presented by Aristotles The Poetics- quoted by I. A. Richards (1965) as a shift carrying over a word from its normal use to a new one (p. 89). As it can be viewed, this definition is so broad that can contain other figures of speech such as allegory, synecdoche, metonymy and the like. Most dictionaries refer to metaphor as a way of expressing something through the establishment of a comparison between that thing and another thing and without using the words like or as. The Concise Oxford Dictionary (COD) defines metaphor as the application of a name or a descriptive term or a phrase to an object or action to which it is not literally applicable (e.g., a glaring error, and food for thought). The Longman Dictionary of Contemporary English defines the metaphor as a way of describing something by comparing it to something else that has similar qualities without using the words like or as (e.g., the sunshine of her smile). In brief, metaphor as a figure of speech belongs to rhetoric. It helps us to use a word, which denotes a certain meaning, figuratively to refer to another meaning. This is basically done through a likeness or analogy between two things. Other definitions of metaphor taken from the Purdue Universitys OWL (1995) include: The act of giving a thing a name that belongs to something else. The transferring of things and words from their proper significance to an improper similitude for the sake of beauty necessity, polish, or emphasis. A device for seeing something in terms of something else. Understanding and experiencing one thing in terms of another. A simile contracted to its smallest dimensions. 1.8. Structure of metaphors In the view of I. A. Rechards (1936; qtd. in Wikipedia), metaphor has two parts: the tenor and vehicle. The tenor is the subject to which attributes are assigned. The vehicle is the subject from which the attributes are borrowed. Other writers use the general terms ground and figure to denote what Richards identified as the tenor and vehicle. In All the worlds a stage, and all the men and women merely players, the phrases the world and men and women are respectively tenor and vehicle. Larson (1998) believes that metaphor is a figure of speech which is based on a comparison. Accordingly, he states that metaphor is a grammatical form which presents two propositions in its semantic structure. Each proposition includes a topic and a comment about that topic. In John is tall, John is topic and is tall is comment. Translating a metaphor is highly dependent on analyzing that metaphor and discovering the two propositions in its semantic structure. The relation between two propositions is comparison which can be detected in the comments of two propositions. Comments may be alike or identical. In John is a beam pole, the two propositions in the semantic structure can be discussed as follow: 1. John is tall 2. A beam pole is tall. Here, the topic of the first propositions compared with the topic of the second. Comments are identical. The topic in the second propositions often called image. The point of similarity exists in the comments. Therefore, metaphor has four parts (see Beekman and Callow 1974 for more discussion): Topic: the topic of the first proposition (nonfigurative), i.e., the thing really being talked about. Image: the topic of the second proposition (figurative), i.e., what it is being compared with. Point of similarity: found in the comments of the both of the propositions involved or the comment of the EVENT proposition which has the image as the topic. Nonfigurative equivalent: when the proposition containing the topic is an EVENT proposition, the COMMENT is the nonfigurative equivalent. According to the above-mentioned points, the propositions in The moon is blood are as follows: 1. The moon is red. 2. The blood is red. An analysis on these propositions can lead us to the following results: Topic: moon Image: blood Point of similarity: red In The righteous judge will give you the crown of life, the metaphor includes a sentence which is encoding an event proposition. Hence, four parts should be discovered here: 1. (The officials) give (the victorious athlete) a crown. 2. (God), who judges righteously, will give you (eternal life). Topic: God who judges righteously Image: officials Point of similarity: receive a reward for doing well Nonfigurative meaning: will give you eternal life What looks helpful in analyzing metaphors is to write down the propositions which make a vital role in the comparison. It includes topic, image, point of similarity and nonfigurative meaning (in case of Event Propositions). In fact, an adequate translation is only possible when the above points have been clearly discovered. Besides the up-coming view, Newmark (1981) has also considered the following parts in the structure of a metaphor: a) Object that is, the item which is explained by the metaphor (Refered to by Beekman and Callow (1974) as topic). b) Image that is, the item in terms of which the object is explained (Richards vehicle). c) Sense that is, Richards tenor, Beekman and Callows point of similarity, which illustrates in what particular aspects the object and the image are similar. d) Metaphor the word(s) taken from the image. e) Metonym a one-word image which places the object, which may later turn into a dead metaphor, e.g. the fin of a motor cycle. In many cases, a metonym is figurative but not metaphorical, since the image distinguishes an outstanding feature of the object. It may also be a synecdoche (the seven seas is the whole world) which the translator may have to clarify within the text, and would normalize. (p. 85) 1.9. Types of metaphor Metaphors have been taxonomized in different ways. A more commonly identified taxonomy of metaphors is as follow (Wikipedia): a) A dead metaphor is one in which the sense of a transferred image is not present. Examples: to grasp a concept or to gathered what youve understood Both of these phrases use a physical action as a metaphor for understanding (itself a metaphor0, but in none of these cases do most people of English actually visualize the physical action. Dead metaphors, by definition, normally go unnoticed. Some people make a distinction between a dead metaphor whose origin most speakers are entirely unaware of (such as to understand meaning to get underneath a concept), and a dormant metaphor, whose metaphorical character people are aware of but rarely think about (such as to break the ice). Others, however, use dead metaphor for both of these concepts, and use it more generally as a way of describing metaphorical cliche. b) An extended metaphor, or conceit, sets up a principal subject with several subsidiary subjects or comparisons. The above quote from As You Like It is a very good example. The world is described as a stage and then men and women are subsidiary subjects that are further described in the same context. c) A mixed metaphor is one that leaps from one identification to a second identification that is inconsistent with the first one. Example: He stepped up to the plate and grabbed the ball by the horns, where two commonly used metaphoric grounds for highlighting the concept of taking action are confused to create a nonsensical image. The following is another less common classification of metaphors which is not universally accepted (Wikipedia): a) An absolute or paralogical metaphor (sometimes called an anti-metaphor) is one in which there is no discernible point of resemblance between the idea and the image. Example: The couch is the autobahn of the living room. b) An active metaphor is one which by contrast to a dead metaphor, is not part of daily language and is noticeable as a metaphor. c) A complex metaphor is one which mounts one identification on another. Example: That throws some light on the question. Throwing light is a metaphor and there is no actual light. d) A compound or loose metaphor is one that catches the mind with several points of similarity. Examples: He has the wild stags foot. This phrase suggests grace and speed as well as daring. e) A dying metaphor is a derogatory term coined by George Orwell in his essay Politics and the English Language. Orwell defines a dying metaphor as a metaphor that is not dead (dead metaphors are different, as they are treated like ordinary words), but has been worn out and is used because it saves people the trouble of inventing an original phrase for themselves. In short, a clichà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€¦Ã‚ ¡. Example: Achilles heel. Orwell suggests that writers scan their work for such dying forms that they have seen regularly before in print and replace them with alternative language patterns. f) An epic metaphor or Homeric simile is an extended metaphor containing details about the vehicle that are not, in fact, necessary for the metaphoric purpose. This can be extended to humorous lengths, for instance: This is a crisis. A large crisis. In fact, if youve got a moment, its a twelve-story crisis with a magnificent entrance hall, carpeting throughout, 24-hour porterage and an enormous sign on the roof saying This Is a Large Crisis.'(Blackadder) g) An implicit metaphor is one in which the tenor is not specified but implied. Example: Shut your trap! Here, the mouth of the listener is the unspecified tenor. h) An implied or unstated metaphor is a metaphor not explicitly stated or obvious that compares two things by using adjectives that commonly describe one thing, but are used to describe another comparing the two. An example: Golden baked skin, comparing bakery goods to skin or green blades of nausea, comparing green grass to the pallor of a nausea-stic person or leafy golden sunset comparing the sunset to a tree in the fall. i) A simple or tight metaphor is one in which there is but one point of resemblance between the tenor and vehicle. Example: Cool it. In this example, the vehicle, Cool, is a temperature and nothing else, so the tenor, it, can only be grounded to the vehicle by one attribute. j) A submerged metaphor is one in which the vehicle is implied, or indicated by one aspect. Example: my winged thought. Here, the audience must supply the image of the bird. k) A synecdochic metaphor is a trope that is both a metaphor and a synecdoche in which a small part of something is chosen to represent the whole so as to highlight certain elements of the whole. For example a pair of ragged claws represents a crab in T.S. Eliots The Love song of J. Alfred Prufrock. Describing the crab in this way gives it the attributes of sharpness and savagery normally associated with claws. Black (1962a) believes that the only entrenched classification is grounded in the trite opposition between dead and live metaphors. On this basis, he asserts that this is no more helpful than, say, treating a corpse as a special case of a person: A so- called dead metaphor is not a metaphor at all, but merely an expression that no longer has a pregnant metaphorical use. His classification of metaphors is as follow: 1. Extinct metaphors whose etymologies, genuine or fanciedÃÆ' ¿propose a metaphor beyond resuscitation (a muscle as a little mouse, musculus) 2. Dormant metaphors where the original, now usually unnoticed, metaphor can be usefully restored (obligation as involving some kind of bondage) 3. Active metaphors that are, and are perceived to be, actively metaphoric (p. 25) Black (1962a) also distinguishes between two types of active metaphor: an emphatic metaphor whose producer will allow no variation upon or substitute for the words used, and a resonant metaphor which supports a high degree of implicative elaboration. (p. 26) Newmark (1988) considers the following six types of metaphors in his suggested taxonomy: a) Dead metaphor which frequently relates to universal terms of space and time, the main part of the body, general ecological features and the main human activities. Dead metaphors have lost their figurative value through overuse and their images are hardly evident (e.g., reflect as think and shine as excel). b) Clichà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€¦Ã‚ ¡ metaphor is usually known to be a murky area between dead and stock metaphor which consists of two types of stereotyped collocations; figurative adjective plus literal noun (simplex metaphor), as in filthy lucre; or figurative verb plus figurative noun (complex metaphor), as in explore all avenues, leave no stone unturned, and stick out a mile. This type of metaphor has outlived its usefulness, and is used as a substitute for clear thought, often emotively, but without corresponding to the facts of the matter. c) Stock or standard metaphor is an established metaphor, which in an informal context is an efficient and concise method of covering a physical and/or mental situation both referentially and pragmatically. Unlike dead metaphors, a stock metaphor is not deadened by overuse. Examples of this kind of metaphor include: she wears the trousers and he plays second fiddle. d) Adapted metaphor usually includes proverbs or is actually a stock metaphor that has been adapted into a new context by its speaker or writer (e.g., almost carrying coals to Newcastle). e) Recent metaphor is produced through coining and spreads rapidly in the source language (e.g., pissed as drunk, fuzz as police, spastic as stupid, skin as bankrupt, and greenback as note). f) Original metaphor is created or quoted by the SL writer, and in the broad sense, contains the core of an important writers message, his personality, his comment on life. Examples are lets weight the night of a village, the slumber of a gazelle, and I can hear the clear sound of solitude, opening and closing its window, and where the Norweyen banners flout the sky, and fan our people cold. (p. 106-112) 1.10. How to interpret metaphors Larson (1998) believes that understanding metaphors is not always an easy task. A literal or word-for-word translation of metaphors in target language may lead to a partial or complete misunderstanding on the part of readers. On this ground, he presents a number of reasons to emphasize on the fact that the translation of metaphors is not always an easy task and literal translation of metaphors, in some cases, might not be the adequate one. These reasons are as follows: First, there is a possibility that the image of metaphor is unknown in the receptor language. For example, I washed my clothes snow white might be meaningless in some parts of the South Pacific because people in these religions have no idea about snow; instead, the images in seashell white or bone white are quite comprehensible for these people. Lack of clearance over the topic of a metaphor may result in some problems for readers. In The tide turned against the government, the phrase public opinion has been left implicit and hence is kind of vague for readers. The hardness in understanding metaphors may be due to the implicit concept of the point of similarity. For example, the point of similarity is uncertain in a sentence like He is a pig.A reference to pig may connotes different concepts such as dirty, gluttony, stubborn and the like in different cultures. An even more serious problem is that the point of similarity may be understood in two cultures in two entirely different ways so that one certain image may be used with different meanings. In different cultures, a sentence like John is a rock may convey different meanings such as He is still, He cant talk, He is always there or He is very strong. Linking a person to ship may raise a wide variety of images in different cultures (e.g., long-haired man, a drunkard, a person who doesnt answer back, one who just follow without thinking and a young fellow waiting for girls to follow him). Therefore, it can be concluded that a literal translation for He is a ship without determining the point of similarity will be misleading in the second language. On the other hand, the comparison in Target Language (TL) may be done in a different way compared to that of Source Language (SL). For example, despite of the SL metaphor in There was a storm in the national parliament yesterday, storm may have never been used in the receptor language to speak of a heated debate. Keeping this metaphor in the translation, we will have no choice but to replace the image of the SL metaphor (a storm at sea) with a familiar equivalent image for TL readers (e.g., fire to refer to heated debate). Languages differ in how they produce metaphors and how often they use them. If the production of new metaphors is a common issue in a language, it is possible to create new metaphors when translating to that language. However, one should be assured that the newly-made metaphor will be practical in the receptor language. There are other languages, as well, with a very low frequencyin producing metaphors. For such languages, direct translation of SL metaphors may result in the hardness of understanding on the part of SL readers. In languages with high frequency of metaphor usage, most images have already had metaphorical meanings. Therefore, using an image in a different way in the Source Text may cause misunderstanding due to its difference with the accepted common image in the receptor language. For Example, the literal translation of John is a rock when it means He is severe in the SL and he has hard muscles in the TL will only make wrong meaning. 1.11. How to translate metaphors The translation of metaphors has always been focused by translation experts and linguists due to The problems in the way of understanding and interpreting metaphors and their direct influence on translating this figure of speech. Accordingly, Larson (1998) suggests the following strategies for translating metaphors: 1. The metaphor may be kept if the receptor language permits (that is, if it sounds natural and is understood correctly by the readers) 2. A metaphor may be translated as a simile (adding like or as) 3. A metaphor of the receptor language which has the same meaning may be substituted 4. The metaphor may be kept and the meaning explained (that is, the topic and/or point of similarity may be added) 5. The meaning of the metaphor may be translated without keeping the metaphorical imagery (p. 277-279) Newmark (1988b) has also presented seven strategies to translate metaphors. These strategies which could won the attention of language and translation experts and later will be focused in this thesis to process its data are as follows: 1. Reproducing the same image in the TL 2. Replacing the image in the SL with a standard TL image which does not clash with the TL culture 3. Translation of metaphor by simile, retaining the image 4. Translation of metaphor (or simile) by simile plus sense, or occasionally metaphor plus sense 5. Conversion of metaphor to sense 6. Deletion. If the metaphor is redundant or serves no practical purpose, there is a case for its deletion, together with its sense component 7. Translation of metaphor by the same metaphor combined with sense. The addition of a gloss or an explanation by the translator is to ensure that the metaphor will be understood (p. 107) 1.12. Rationale of this study Cinema is considered as one of the most influential media in the field of culture. What gives cinema such a high status is not merely due to its great potential in entertaining its audience. It is a medium which sends rather important messages to the people of a community or peoples in different communities. These messages can cover a wide range of issues including science, imagination, religion, morality, culture and the like. On the other hand, language is known to be among the most outstanding ways of transferring such messages particularly in the field of culture. Thus, the study of subtitling metaphors in cinema movies could be significant in different ways. Metaphors have been long regarded as cases of untranslatability. This is mostly due to their unique structure based on which one cannot guess the meaning of a metaphor from its constituent parts. So the matter of subtitling metaphors turns to reveal unique features and constraints. Another outstanding point about the translation of metaphors is in regard with their role as the key cultural components in language. Metaphors root in the culture of a nation so th