Arab unity Essay Example | Topics and Well Written Essays - 2250 words

Arab unity - Essay Example However, it is mandatory to note that the Arabs role though to some extent may be little, may be played out in the center stage. This study, for this reason, seeks to analyze the various impacts that correlate to the Arabs unity. Arab unity is by no mechanism a new invention, and strides towards a massive cooperation are evident throughout history of the modern Middle East. The above cooperation ranges from Pan-Arabism, Nasserism, to Islamism. In previous decades the formulation of a police force for Arab countries has frequently been frustrated by member states who believe it is not important to their stability, for instance Pakistan.. The emergency of Arab summit held in Qatar on March 2009, preceding Gaza siege by the Israeli troops, was meant to establish a common legal understanding in most of Palestine allied Arab nations. The attack that resulted in massive human casualties displayed Arabs, disillusionment, disunity and disagreement.1 Thus, was the benchmark to necessitate a common ground for the unity of the Arab Nations. In comparison to Europe, new alliances that form the League of Arab States, for instance, on one side was that of Palestinian Liberation Organization, Saudi Arabia, and Egypt. While on the other side was that of Syria, Qatar, and Hamas. Rather than joining forces to a common cause that appeared straight forward, and not divisive, the Arab Leagues continuously experienced long-standing disagreements as well as fluctuating rivalries. The above misunderstandings are not only disadvantageous to the economy but also a major set-backs when it comes to issues that pertain international relations and policies. Interregional unity of the Arab states will be a massive boost to ensuring the integration of trans-boundary policies and legislation. Integration of such legislation is what will enhance and speed up the dispute resolution mechanism, without compromising another country’s sovereignty.2 In order to foster a common police force

If I Were to Pose for an Oil Portrait in the Style of The Ambassadors Essay

If I Were to Pose for an Oil Portrait in the Style of The Ambassadors - Essay Example We have mapped the world, but I now live in a scientific age capable of mapping the very scientific architecture of life itself.   Ironically, what is large or significant is, in reality, so very small.   Knowledge is in the details, and this projected image of the human genome will emphasize attention to detail.   This background will further serve as the governing theme, that of scientific achievement, for the remainder of the objects in the portrait. The bottom shelf will represent the past. The shelf, though brown, is of a duller shade than the upper shelf. It is worn and splintered. Though old, the shelf is sturdy. It represents the foundation upon which the future shall forever rely. The bottom shelf contains, from left to right, a leather-bound volume describing the Phoenician Alphabet, an abacus standing upright, an oversized computer mouse, and old rabbit-eared antennae. The alphabet represents our ability to memorialize and to classify information; the abacus represents the evolution of our ability to calculate using technological innovation; the oversized computer mouse represents our ability to transfer remote persons into vast seas of information; and, the rabbit-eared antennae represents the ability to coordinate disparate scientific technologies for unified objectives-- it symbolizes reception or past successes. The top shelf will represent the future. It is wooden, too, but in the middle, it is nearly transparent. T he edges are varnished and a bright shade of brown. The transparency symbolizes looking into the future. This shelf will have a sculptured facial bust of an unknown person, a golden pillar with a clear glass of water on top, and a computer with legs. The objects on the upper shelf are intentionally vague. This vagueness is deliberate; indeed, it is suggesting that science can be unpredictable and surprising. The bust of the unknown person represents one person and everyone; the golden pillar and the clear glass of water represent the reality that fundamentals are too often forgotten.  

Discrimination Against The Elderly

Discrimination Against The Elderly This report will highlight the issue on discrimination against elderly people in countries such as Singapore, America and United Kingdom (UK). Similarly, all three countries face employment discrimination but there were slight improvements in UK. Situation of discrimination against elderly is considered to be the worse in America because they are also denied of opportunities to seek health care. The importance, impact of social discrimination and measures taken at the company and national level to combat this discrimination are also discussed. Section 2- The issues and who are involved Singapore is rapidly facing ageing population where the proportion of residents aged 65 and above contributes to 14% of the resident population in 1998 and this will increase to 27% in 2015. An increase in life expectancy has led to the increase in proportion of elderly people. Other reasons were due to the ageing of the baby boomers, decrease in infant and early childhood mortality rate and low birth rates. In todays society, our perception of elderly people is often that of dependency, slow and disregarded. Misconceptions arise about ageing, leading to stereotyping and social discrimination. A common stereotype states that most elderly people are ill. When elderly people are unsure of themselves, they are considered to be senile and they are also accused of being old when they forgot a sentence. The older generation have worked hard and they deserve to be respected by the society. With more and more people becoming old, it is important to pay attention to these legal issues surrounding the older generation. It is necessary to confront such concerns now so that we can look forward in enjoying our old age in the future. Addressing the problem of discrimination in Singapore is therefore vital in further developing and building up our nation. By undertaking these suggestions, we can then hope towards a better future for Singapore, one free from discrimination. Therefore, it is necessary that companies and individuals change their mindset and be more supportive towards the older generation. Discrimination of elderly people is prevalent in the workplace in Singapore. Age discrimination occurs when older worker is discriminated against by an employer because of their age. A recent survey by Kelly Services discovered that majority of the 1,500 respondents polled in Singapore, experienced some type of prejudice when applying for a job in the last five years and the main reason for discrimination, which contributed to 29 percent, was age. Older adults are often viewed negatively such as having high wage expectations because of their experiences, lacking new skills and unable to meet the physical demands of the job. Majority of the older workers did not complete their secondary education due to limited educational opportunities. Hence, they have a lower skilled job. As firms seek higher productivity, with current jobs being automated and improvised, it results in multiple and higher skills requirements. This eventually leads to older workers, with low education and holding unskilled jobs, being retrenched. Even if low skilled jobs are available, older workers still face competition from younger and cheaper foreign workers. Many companies are biased against older workers and still prefer to hire younger employees. Such discrimination fails to tap fully the older workers contributions. In addition, high cost of hiring older workers and perception among employers that they are less productive and open to new ideas are some of the common reasons why many firms are less likely to hire them. As such, employers may encourage early retirement or layoff disproportionately older workers. This is usually seen in computer and entertainment industries. As a result, we often see older workers picking up empty cans or selling tissue papers. Other stereotypical old-age occupations that come into mind will be cleaners and servers at fast food restaurants. Based on Singapores laws (with some exceptions), the government cannot take any legal action against employers who choose to discriminate. Individuals also cannot sue employers. Employment discrimination is also similar in America where there are a large number of aging employees in the workplace (due to the baby boomer generation). Employers engage in age discrimination when they sack or refuse to hire older workers because of ageist stereotypes. However, they have the United States Federal Age Discrimination in Employment Act (ADEA) which prohibits age discrimination. Employers are not allowed to discriminate when hiring and firing employees who are aged 40 or older. United Kingdom (UK) also faces similar discrimination against the elderly in the workplace as Singapore and America. However, there were improvements these recent years. Employers are positive about retaining older workers as they are seen as a valuable resource. Older workers want to work beyond state pension age and various surveys also show that there is a keen attitude among them for flexible working and flexible pensions. The government also encourages older workers to continue working. UK employment equality law is effective as it helps to combat prejudice in the workplace as it prohibits discrimination against people based on gender, race, religion and age etc. It is illegal to discriminate against an employee under the age of 65 due to age. In addition, employers who sack workers or deny them training opportunities as their colleagues will break the law. Based on UKs Office for National Statistics, the number of older workers in UK employment rose by 8.8% from March 2007 to March 2008. In Singapore, there is not much issue on discrimination against the elderly in terms of health care because we have a universal health care system where both government and private sectors will provide treatment to patients regardless of age. Unlike Singapore, the elderly in both America and UK are discriminated against when seeking health care because health professionals refuse to meet the elderly needs. When a person reaches the age of 60, health services are based on a persons age and some have been denied care as a result. Age discrimination is still practiced in all levels of health care but nothing has been done to curb this prejudice against older people. Older people feel like outcasts of society because care is offered to young people regularly. Another example of discrimination against the elderly people was the incapability of making independent decisions such as living independently. People see this as a negative attitude which is often translated into their ageist actions. However, research has shown that older people value their independence. They want to make their own decisions and have access to information in order to make the best choices in life. There seems to be a trend for the elderly to live on their own, away from their children. According to Brunk (1998) it is a decision that is usually forced by a sudden decline in their health or mental abilities, or the realization that they can no longer get the kind of care they need at home or from family caregivers. This results in family member putting the elderly in the care of caregivers in the elderly homes, thinking that they have provided them the best in terms of basic needs. By doing so, they have unnoticeably discriminated against them by having a perception that they are dependent and a burden. Section 3- Why is it important for us to talk about it? Age discrimination has a negative impact on both the economy and society. Discriminating age is harmful to companies because older people are usually full of experiences. By not hiring them, it will result in a big loss of expertise; deprive them of securing a job and not tapping fully on their contributions to the society. The effect on the economy is also evident in older workers depleting life savings which were needed for retirement. Borrowing money from financial institutions and maxing out credit cards may be the only few solutions for some unemployed people to survive. Medical needs can go unmet and they have to seek help via subsidies to pay for their medication. Depression also rises when people are not being employed as they faced difficulties to make the ends meet. However, In Singapore, the government has implemented Central Provident Fund (CPF) which gives many working Singaporeans a sense of security and confidence in their old age. CPF also provides them with a retirement income to meet their basic needs when they are old. In countries such as UK and America, ageism will have an effect on health care providers professional training and service delivery. This, in turn, affects older patients treatment and health outcomes negatively. Therefore, it is important to understand the importance of older people to society because the quality of life can be improved when they are engaged in the society. Age discrimination serves as a barrier to their participation in the community. Awareness of age discrimination is therefore necessary to overcoming it. As we are living longer and healthier lives, it is essential that we recognise the talents of older workers and giving opportunities to them if they want to carry on working. Older workers are valuable and they perform well in a learning environment which involves hands-on practices, usually those which require customer-sales relationships e.g. sales promoter. The growing importance of services industry in Singapore will recruit more older workers as the nature of work will be more dependent on soft skills e.g. in service delivery. As a result, we should appreciate old age and understand that there is nothing wrong about growing old instead of identifying old age with imagery of despondency. There is a need to think on how we can care for the elderly and combat this social discrimination. Section 4-Where can we start to fix the problem? Discrimination against the elderly creates inequality in Singapores society because older workers are often associated with lower skilled jobs and lower income due to their low education background. Nevertheless, many firms still prefer to hire younger workers as money spent on them in terms on health care and training problems is minimal compared to older workers. However, Singapore empathises on meritocracy where jobs should be given to employees who have the necessary skills and experiences. An article Age bias: Firms mindset change is key also states that the focus should be on the actual job-related criteria. This way, older candidates are given the opportunity to work and contribute to the organisation. Research led by Prof Albert Hermalin, University of Michigan, also revealed that older people in Singapore actually want to work but it will only be possible if there are positive perceptions about productivity of older workers. Therefore, Singapore government has come up with various measures to help the older workers to remain employed. These measures include the extension of the retirement age to 62, reduction in the costs of employing older workers and various programmes to encourage the older workers to work and upgrade their skills. To reduce the cost of employing older workers, the employers CPF contribution rate for older workers aged 55 and above has decreased and employers can cut wages of workers aged above 60 by up to 10%. This is to encourage employers to hire older workers. Employers have also moved away from the seniority wage system and turned to a performance-based wage system. An SHRI (2007) survey revealed that only 14% of Singapore employers use a seniority wage system, while 61% are offering a performance-based wage system. By using a seniority wage system, wages will increase with age, resulting in many firms not willing to hire the older workers because of high costs. The change from the seniority wage system to a performance-based wage system will enable older workers to be hired. In the workplace, employers are encouraged to employ older workers and to job redesign. An example will be NTUC FairPrice where they hired older workers and assisted them in job upgrading and career transitions. Older workers can also enrol themselves in training programs to upgrade their skills and this ensures their employability. This is especially so in an increasingly knowledge based Economy. For older workers, learning should not only be seen as an advantage for employment but also for self enrichment and fulfilment. Furthermore, the raising of the retirement age to 62 also enables older workers to secure jobs. Employers have to be positive towards employing older workers and perhaps make some adjustments e.g. modification of work processes to accommodate older workers. For example, in McDonalds, icons of hamburgers and fries are printed on the cash registers to help older workers key in the right orders. However, their success still depends heavily on employers because it is important that they change their attitudes so that they do not employ employees on the grounds on age. Recently, a tripartite committee, which consists of Singapore National Employers Federation, National Trades Union Congress and the Ministry of Manpower, was set up. They have implemented a set of guidelines on non- discriminatory job advertisements to discourage employers from adopting discriminatory criteria i.e. age, race or religion when recruiting employees. One of the guidelines is that age should not be a requirement for employment. Public and private sector employers have to pledge to comply with the non-discriminatory practices. The implementation of the guidelines was successful as there was a significant drop in the percentage of newspaper advertisements stipulating discriminatory criteria from 30% in February to less than 1% in April this year. In countries like America and UK, there should be improvements in the health system so that older people can have proper care and health care equality. Health care professionals should provide treatment for every patients including older people as they have a duty to treat the patients regardless of age. Organisations like Age Concern and Help the Aged were also established to give advice on this issue. The government is currently reviewing ageism within the health care sector and in the progress of introducing new laws. In conclusion, government policies and laws which were implemented can have an impact in combating discrimination against the elderly people. Most importantly, it is still the perception of ones mind that leads to positive/negative stereotypes about the elderly people. As quoted by Ralph B. Perry, Age should not have its face lifted, but it should rather teach the world to admire wrinkles as the etchings of experience and the firm line of character.

Children of the Abbey by Roche Essay -- Regina Maria Roche Gothic Genr

The Children of the Abbey as a Hybrid Text Regina Maria Roche’s 1796 The Children of the Abbey is a text that crosses the boundaries of genre: it at once engages with the conventions of the Gothic novel, the pedagogical text, the national tale, the novel of Sensibility, and travel literature. As an Irish-born British woman writing this novel during the politically volatile 1790s, Roche’s historical and temporal location may provide an explanation for her development of this hybrid novel. In its employment of multiple and potentially contradictory genres, The Children of the Abbey may be interpreted as Roche’s reflection of and engagement with the instability of her time. In order to more effectively understand the political and social implications of Roche’s work, it is necessary to disentangle the various literary strands within the novel, identify how each genre functions, and consider the possible reasons why it has been woven into the text. What is Genre? From Literature as Discourse: Textual Strategies in English and History: Genre thus refers to systems of classifications of types of texts. Genre classifications are part of a broader social system of classifications, not all of which use the term 'genre', but which have the same essential characteristics and functions. Genres (or types of texts) are classified in terms of both the semiosic dimension (primarily conditions of production and reception, matching kinds of author and writing to kinds of reader and readings) and the mimetic dimension (primarily what topics, themes or meanings will be included and what will be excluded, and their modality, i.e. how they are understood to relate to the real world). Sometimes the mimetic dimension is emphasized in a definition... ...plicated by â€Å"its actual [inclination] towards emotion that exceeded utility† (89). As Regina Maria Roche’s novel may arguably be connected to both the genre of the pedagogical text as well as to the novel of sensibility, tension may arise in the text as the two potentially-conflicting genres are both engaged with. Hybrid novels, therefore, may provide both clarification as well as confusion in the interpretation they encourage of their readers. Works Cited: Hodge, Robert. Literature as Discourse: Textual Strategies in English and History. Cambridge: Polity Press, 1990. Manning, Susan. "Sensibility." The Cambridge Companion to English Literature, 1740-1830. Eds. Thomas Keymer and Jon Mee. Cambridge: Cambridge University Press, 2004. Moynahan, Julian. Anglo-Irish: The Literary Imagination in a Hyphenated Culture. Princeton, NJ: Princeton University Press, 1995.

Gulliver’s Fifth Voyage

I had been immobile for much too long and I was yearning to begin another great voyage when I decided that I would go due west to investigate the civilisation that dwelled there. It was mid-summer and my ship was to set out from Dover. I boarded the ship and was greeted by an old man, with a potbelly and crooked nose, accompanied by a scar from left ear to left eye. This, I assumed was my captain. I had been totally worn out by my long journey and inquired where my quarters would be, and the captain offered to show me himself. As we went below decks, there was less light, but I could still see where I was going. The captain went to a door that opened into a quite spacious cabin, with a bunk on the far wall, and a mahogany desk beside the door. With that, the captain left saying, ‘I hope everything is to your satisfaction, sir, and that you have a pleasant rest. ‘ This was the last I saw of the man. When I awoke the next morning, as I was about to take a walk along the coastline, I could see a sheet of bags scattered for miles with the words ‘Walkers', ‘Tayto' printed on them and round cans with ‘Coca Cola' wrote on it. I had never seen anything like this before; it must have been a way for the people who lived here to make it more decorative looking. Although I could see people in the distance pointing and shaking their head, theses people must have thought different. All I could see around me was a mass of round towering buildings, with thick, black smoke belting out of them and people coughing vigorously. It must have been their way off appreciating these works of art. I was aroused from my gaze by a deep, commanding voice, which was barking at me, ‘Who the hell are you? And where the hell are you from? ‘ I turned and saw that I was surrounded by a group of men, dressed in green garments, each holding a form of musket in their arms. I told the man who had barked at me that I was travelling the world and making journals on my findings. I told him that I would like to explore his country further. He agreed to show me around parts of the country, as much as he could. He introduced himself to be Pat Kenwood. As we moved further into the city, I felt more and more alienated as everyone stopped and stared at me. I felt depressed, as there was not a single person there like me. But then we came to this dark, dull street, quite unlike the rest of the city. As we walked on all I could see were people covered in filth, with their hands out, begging for food or money. I was astonished as people were actually giving them it. It was so jealous as these people were getting food for nothing, such an ingenious idea. I asked Pat why these people were living like this, and was told that the government has not the money to do anything for these people but instead they needed the it for the war effort. This seemed an excellent way to spend the money. We walked on for another mile or so, when I was startled by Pat yelling and pointing at what seemed to me like a tent with huge poles pushing out from the top of it. I asked what this monstrosity was and was given the reply that it was the Millennium Dome. I could see there was another one off those homeless people being dragged away. You wouldn't think it, but it only cost i800million to build. It was a way for the people to celebrate the new Millennium. Firstly I was shocked too that it only cost i800million. He explained to me that its main function was only to bring in the New Year and that after that it is virtually useless. Wow, i800million on a building that is only designed for one nights entertainment, it must have been some night. Then it struck me. He said Millennium and when I asked about this he replied, ‘You know, the year 2000. ‘ I was greatly disturbed by this, as I still believed it to be the 18th Century. When I had overcome the slight illness I began to feel, Pat offered to take me to a place called a ‘Cafi' where we would get a drink of tea. Pat explained to me that this was no ordinary, but an Internet Cafi. I was interested by these new contraptions called ‘Computers' I think. According to Pat they where designed to make books a thing of the past. I asked him to show me how to operate one, he handed me a book saying ‘Here's the manual, read it, and you'll know what to do†¦ ‘ The book was quite heavy, yet colourful, but it was confusing to me as it mentioned things like ‘keyboards' and ‘modems' and I had no what these things where. What intelligence, designing some thing to do away with books, yet you need to read a book to know how to work the thing. These people were even more disturbing than those from the Land of Lilliput. As we left the Cafi we found it hard to cross as there were so many mechanical machines known as ‘cars' moving up and down at intense speeds. I thought it remarkable that these machines don't knock down people but Pat corrected me by stating that people do get knocked down by these all the time, but only twenty-four have died this year. This seemed a small price to pay for such marvellous invention but out off know where we heard a loud thud and people screaming. There was somebody lying on the ground face-up, all bloody and twisted. A car moved of very fast and it had loud music coming out of it with young people bouncing up and down with bottles in their hands. This looked like good fun and wished I could join in. At this point I told Pat farewell and thanked him for all he had done. As I walked further in to the city, I was confronted by another group of men, this time dressed in black. I also noticed that they carried similar muskets to Pat and his gang. One of them asked ‘Why were you talking to that traitor? I hen had to explain that I was an explorer investigating their country. This seemed to interest them and their leader spoke ‘You had better listen to our side of the story as well. ‘ I agreed to this, as I did not want to appear biased, but to be fair I no longer felt intimidated by this group of men and felt I could relax while I listened to their story. But, as I began to sit, they dragged me up and told me it w as not safe here and that we would have to go to their safe house, called Dubnil. He introduced himself as Peter. He told me how a foreign power had invaded his country and that their government discriminated against the natives in favour of colonists. The natives decided to start a rebellion in order to fight for the rights, and their freedom. This made the foreign government introduce a plot called ‘ethnic cleansing' to eliminate the natives. This disgusted me as I had always associated cleansing as something that was pure and glorious, yet this brutal government used it to describe the most evil thing that I had ever heard of. This foreign government shocked me more than the viciousness of the leader in Lilliput. They described murder as cleansing which disturbed me so much that I was glad I never lived here and that none of my country's great leaders never acted in any manner that could be compared to the oppressors of this God-forsaken country. From the distance I could see this mobile cannon I asked Pete what this was. He told me that it was a ‘weapon of mass destruction' called a ‘nuclear bomb'. I asked what this all meant and he replied, ‘death, mutation, the end, storms, blackouts, cancer, tidal waves, flooding, drowning. I was greatly impressed by this weapon, as the weapons of my time could only kill one at a time. Pete offered to give me a view of the city and helped me scramble up a mountain of rubble. He handed me a pair of strange spectacles that enabled me to see further. I could see the entire city, demolished to rubble, and I could see five tanks patrolling the city. Adam said, ‘We love our country so much, we started blowing up this city to fight for our freedom. ‘ This was the most intelligent and sophisticated scheme I ever came across. I had become so caught up in my thoughts that I lost my concentration and slipped and rolled down the side of the mountain of rubble, crashing to the ground, which knocked me out cold. When I awoke I was on a bed in a long white corridor, which had quite a compelling smell of some chemicals or something. I sat up in the bed and before me was a woman in white uniform with a white hat. She apologised to me because there was a shortage of staff due to lack of government funding. I asked her what affect does this have on them and she replied, ‘disease, sick, suffering, heartache, failure, frustration, misery, depressing. Still, it seemed to make more sense if it was spent on things that made you happy like the Millennium Dome. I found myself drifting off into a deep sleep as the nurse injected something into my arm, it felt relaxing and before you know it I was at the Dover coast with no suspicion of how I got there. I found my expedition to be the most exciting I've ever been on as there were some great inventions such as nuclear bombs and magnificent structures such as the Millennium Dome. I am definitely going to come back soon as there is so much more to learn about this wonderful place again.

Oscar Wilde’s Dorian Gray

Oscar Wilde’s Picture of Dorian Gray received immediate criticism when it was published in 1890, being described as contaminated, unclean, and nauseous. The criticism stemmed from the challenges that were made by Oscar Wilde regarding Victorian morality. The novel was written in the aesthetic era, an era where authors attempted to reverse the role of art, to have no purpose besides being beautiful. Critics of the novel did not like this idea, fearing that it would corrupt readers, specifically their moral values.English philosopher Alfred Whitehead gave this view on morality, â€Å"What is morality in any given time or place? It is what the majority then and there happen to like and immorality is what they dislike. † Oscar Wilde added a preface to the novel a year later, in which he said, â€Å"There is no such thing as a moral or an immoral book, books are well written or badly written. That is all. † Adding onto Whitehead’s view, other morals exist outsi de of the majority, and people will develop their own morals based on how they interpret a situation. When Wilde reacts by saying that immoral and moral books don’t exist, I agree.The perspective that I developed in tying the 2 quotes together is that yes, a book is not written as moral or immoral, but it is viewed moral or immoral, depending on the reader’s own beliefs. I will argue that The Picture of Dorian Gray suggests that art can have immoral effects, but the artist should not bear complete responsibility. The prime purpose of art in the Victorian Era to most viewers was to give concrete moral values. The concept of Hedonism in the Picture of Dorian Gray is evident throughout, and was the root for it’s criticism.Lord Henry is responsible for placing these pleasure-seeking ideas in Dorian’s mind, as Dorian became obsessed with Lord Henry. In Wilde’s time period, as mentioned earlier, the artists were challenging accepted social norms. It is e vident that Lord Henry is also challenging accepted morals when he says, â€Å"Modern morality consists in accepting the standard of one’s age. I consider that for any man of culture to accept the standard of his age is a form of the grossest immorality. † Challenging social norms is one characteristic that Wilde and Lord Henry share.Therefore, since this is a big part of the novel, I argue that Wilde wrote the novel as if he was Lord Henry. This is important because some view Lord Henry as the main reason for Dorian’s downfall. To counter this, I want to point out that Dorian is the one who let Lord Henry influence him. Further, when Lord Henry gives Dorian the mysterious yellow book, it is Dorian’s choice to base his life around this guide on how to live a pleasure-seeking life. The main argument I am making here is that Lord Henry cannot be fully blamed for Dorian’s downfall.As it related to Wilde, he does write immoral ideas for his time. For e xample, hedonism and homosexuality. The point is yes Wilde wrote about these topics, but he should not be held responsible and considered immoral as an artist because his time period rejected these views. A big part of the novel that needs to be looked at if Wilde wrote the book through Lord Henry’s eyes is the fact that Dorian ended up dead at the end of the book and Lord Henry didn’t face consequence. This is Wilde suggesting that Lord Henry’s sayings, books, and thrill seeking lifestyle are all irrelevant to Dorian’s morality.Relating this to real life, Wilde is suggesting that a piece of art is not based on the moral value of the artist, but rather the way a viewer lets the work influence him or her. The slow deteriorating of Dorian’s painting is a reflection of the sins he has committed. For example, when he embarrasses Sibyl and it leads to her suicide. Another example is Dorian’s killing of Basil. Finally, when Dorian attempts to chan ge his lifestyle and not screw over another girl, the painting worsens. The painting mirrors an image of sins that Dorian cannot erase or escape guilt.Dorian stabbing the painting shows that he died from his own sin, not by any influence. The art is then returned to its original beauty. This shows that Wilde is suggesting that art should be kept separate from morals in society. Further, this is justified by art being viewed in this new movement as strictly beautiful; it bears no responsibility for a moral purpose. An artist’s responsibility to morals is again minimized. Another point I would like to bring up is that if The Picture of Dorian Gray came out in a different time period, it would not have been so heavily criticized.This is because people would have had different morals and immorals, as reflected in Whitehead’s previous quote. If you agree with this, you have to agree with the argument that an artist is not fully responsible for any moral or immoral judgment of his or her art. The final perspective I would like to point out is for those who interpreted Wilde as writing the story through the eyes of Basil. At some points, I can agree with this, and it strengthens the argument that Wilde feared criticism by a good majority of people at his time. This is evident when Basil is afraid to show off his painting, in fear of what others will interpret it as.This is similar to Wilde’s work of Dorian Gray, in that Wilde wrote a story that challenged some moral beliefs, and was hesitant as to what people might think. When Basil finally does reveal his painting it is viewed as beautiful, but slowly deteriorates. I argue that this is how Wilde felt about his work, that it was the perfect novel, but it to was brought down by heavy criticism of another person. The point here is that Wilde did not intend everything in the story to be a moral message, he used his characters actions as puzzles pieces for each reader to put together their own belief s.Therefore, his critics should not hold him morally responsible. The belief of hedonism is demonstrated throughout the book, as mentioned earlier; in the way that Dorian lives his life. This is an example of Wilde reflecting his new movement’s ideas, to live for beauty. In the article The Conflict Between Aestheticism and Morality in Oscar Wilde’s The Picture of Dorian Gray, author Patrick Duggan makes the observation that hedonism is what Wilde was attempting to introduce through Dorian, but at the end of the novel Wilde puts restraint on this lifestyle.When Dorian cannot reverse his sins, Wilde is suggesting that people still need to consider the consequences of their actions. Further, yes Wilde displays a thrill seeking lifestyle in the Picture of Dorian Gray, but he also suggests that the artistic movement he is involved in will only survive with SOME limitation. This view complies with my argument that art can have an immoral effect on people. Which is why an art ist must have SOME consideration, but the artist will not bear complete responsibility because each viewer is going to look at artwork differently.

The Yavapai essays

The Yavapai essays Since ancient times, they called themselves the people of the red rock country. The region they roamed on their hunting and plant gathering forays remains among the most lush and magnificent in the Southwest. Before white contact, the Yavapai were a wealthy people in terms of their environment. Unfortunately, the land that sustained them for centuries would be coveted by a more powerful and war-like tribe from the East...the English-speaking Americans. But Americans were not the first white people the Yavapai encountered. Two hundred years before American contact, Spanish white men from Mexico entered the Verde Valley (the area located in the center of the state, Camp Verde) in search of fabled lakes of gold, and a route to the South Seas. The Spanish had no difficulty in recognizing the differences in language between the Yavapai and Western Apache, whom they also encountered. Following on the heels of the gold-hungry prospectors were the settlers. By 1864, the U.S. Army was building forts throughout Yavapai and Apache ancestral lands. In less than 10 years, white efforts to destroy the well-ordered lifeways of the Yavapai and the Apache, and exterminate them as a people, very nearly succeeded. Soldiers knew that fighting the fierce Apaches of Arizona and New Mexico, required particular skill and heroic fearlessness. For many, the challenge was irresistible. Unfortunately, the peace-seeking Yavapai of Arizona were mistaken for Apaches...or, as the Yavapai tell it...there was no mistake. On September 26, 1864, the First Territorial Legislature met in Prescott, Arizona. The most pressing concern before this legislative session was the need for troops to make war against the Apaches. At this point in time, both Yavapai and Apaches were considered (by the whites) one and the same. The months between 1869-70 finally reac ...

9 Ways to Buy Time on the SAT

9 Ways to Buy Time on the SAT SAT / ACT Prep Online Guides and Tips Many students say their biggest problem on the SAT is running out of time. In this post, we’ll cover some basic time-saving SAT strategies. Strategies for All Sections Get familiar with the test ahead of time. Know the instructions and formulas provided so you don’t have to read them on test day. They won’t be different from what’s in the current blue book (The Official SAT Study Guide). This also provides the psychological advantage of comfort and visual familiarity on test day. Practice. There is a limited number of question types on the SAT, and if you do even a few practice tests, you’ll start to get used to them. PrepScholar uses extensive practice quizzes and real SAT practice tests to acquaint you thoroughly with the question types and the skills they test. But even if you don’t prep with us, make sure you practicea lot. Don’t second guess yourself. Indecision is the biggest time waster for many students on the SAT. After you eliminate a few wrong answers, which is much easier than picking the right one, check the question to make sure you know what you’re looking for and pick from what’s left. Don’t come back to the question until you’ve answered all the others. Strategies for the Reading Section Don’t read the passages. That is, don’t read them in full before you look at the questions. They all fall into one of five basic categories and have many things in common, so there aren’t a ton of surprises. We at PrepScholar recommend a skim of the passage rather than a full reading. Most of the questions require you to reread sections of the passage anyway, so you might as well get only the specific details you need rather than try to remember every aspect of the passage. Strategies for the Writing Section Don’t go for too much in the essay. There are examples in the blue book (the Official SAT Study Guide) of essays that got perfect scores using only one example. Many students think that the essay needs to be crammed with historical or literary information, but a personal experienceif it suits the prompt and your thesisis no less valuable. Focus on the structure and flow of the essay, as well as using specific details, and don’t worry about the quantity of academic information it contains. Don’t get sucked into analyzing weird sentences. The SAT loves to use awkward or outdated phrasing to make Writing questions more difficult. Often, students get totally bewildered and freak out. But these bizarre sentences are still trying to test the same Writing concepts as all the other questions, so you just have to strip away the nonsense and look for that number agreement or verb tense problem. Strategies for the Math Section Skip the ones that you don’t immediately understand. We’ve all had the experience of staring at a question for a full minute and thinking, â€Å"How the heck am I supposed to figure this out?† On the SAT, these questions must be saved until the end of each section. Every question on the test is worth the same amount, so the #1 priority is to get all the easy questions first. After that, you can start worrying about the harder ones. Even if the question isn’t technically hard, but you’re having trouble wrapping your mind around it, skip it and come back. If it seems too hard, look for an easier way. Many of the Math questions on the SAT are designed to waste your time if you’re not clued in to the specific set of shortcuts they use. Pythagorean triples, for example, can tell you the measure of the hypotenuse of a right triangle (when you know the base and height) without doing any calculations at all. You can figure it out using the Pythagorean theorem, but that’s wasted time. Learn the shortcuts. Pythagorean triples are only one kind of shortcut on the math section; there are many others, which you can learn from us (or other sources, of course). If you don’t bother to do this, you’ll almost definitely run out of time. The Bottom Line There are lots of ways to buy yourself more time on the SAT and thus improve your score, but the common denominator among them is time. You’ll have to spend some time in order to do it right. If you’re looking for a structured, online learning program that can help you manage the time you spend prepping for the SAT, check us out. If you’re not, I hope these tips helped you think about your timing and how to improve it. Liked that article? Download our entire guide to the SAT!: Have friends who also need help with test prep? Share this article! Tweet Laura Registrato About the Author Laura has over a decade of teaching experience at leading universities and scored a perfect score on the SAT. 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Cardiovascular Disease Among Urban Malaysians Health And Social Care Essay

Cardiovascular Disease Among Urban Malaysians Health And Social Care Essay Results from INTERHEART global case-control study (Yusuf et al. 2004, Anand et al. 2008) concluded that the following nine potentially modifiable risk factors account for over 90% of the risk of an acute myocardial infarction (in order of highest to lowest population attributable risk for Southeast Asian and Japanese subgroup): dyslipidemia, abdominal obesity, hypertension, smoking, regular physical activity, regular alcohol consumption, psychosocial factors, diabetes mellitus, daily fruit and vegetable consumption. There are six established major risk factors for coronary heart disease: adverse diet, above-optimal levels of serum total cholesterol and blood pressure, overweight/obesity, diabetes mellitus and cigarette smoking (Stamler 2005). Urbanization Urban areas are defined as gazetted areas and their adjoining built-up areas with a combined population of 10 000 persons or more at the time of the consensus (Mahari et al. 2009). The fraction of rural population in Malaysia was 4 0.4 % in 2000 and an estimated 38.4 % in 2007, compared to Switzerland with 26.6 % in 2007 (UN Demographic Yearbook 2009). The rapid urbanization of the world brings significant changes to lifestyles. Nowadays more than 50% of the world’s population is already living in urban areas, and and estimated 70% by 2050 (WHO 2010). Epidemiology of cardiovascular disease risk factors A major trend in developing countries is the epidemiological transition from communicable causes of death to non-communicable causes. Projections by Mathers et Loncar (2006) estimate that globally the proportions of deaths due to non-communicable diseases will rise from 59% in 2002 to 69% in 2030. According to Malaysia’s statistics of death, ischaemic heart disease and cerebrovascular disease are already considered the leading causes of death in 2007 (Department of Statistics Malaysia 2009). Malaysia is strongly affected by the above mentioned health-transition. The National Health and Morbidity Su rvey (NHMS) III (2006) showed that the prevalence of obesity has more than tripled in a decade (from 4.4% in 1996 to 14.0% in 2006), the prevalence of hypertension has increased by about one third in 10 years (from 33% to 43%) and the prevalence of newly diagnosed and known diabetes has almost doubled in the same period. The prevalence of diabetes is significantly higher in urban areas, whereas the rural population is significantly more affected by hypertension and tobacco use. Studies from other areas of the developing world show divergent results. A study from Vietnam (Pham et al. 2009) confirmed the higher prevalence of hypertension in the rural population of the Mekong Delta (rural male 27%, female 16%). On the other side a higher prevalence of hypertension in urban subjects was found in the National Nutrition and Health Survey 2002 in China (Wu et al. 2008) and a systematic review in Sub-Saharan Africa (Addo et al. 2007). Concerning smoking a recent study from China (Ho et al. 2010) revealed a higher prevalence of ever-smokers among urban young women. In a semi-rural community, Chia and Srinivas (2009) found a high mean predicted coronary heart disease risk: 20-25% for men and 11-13% for women (mean age of the subjects 65.4 years(Â ±8)). Studies from Vietnam (Pham et al. 2009), Brazil and Mexico (Ford et Mokdad 2008) revealed a higher prevalence of obesity in urban areas than in rural areas. With a value of 11.6 % Malaysia has the second highest estimated comparative prevalence of diabetes mellitus in South East Asia for 2010 (with Singapore representing the highest prevalence), which is more than double of highly developed Japan (Sicree et al. 2006). Dietary imbalances in South-Asian populations are common: there is often a low intake of n-3 polyunsaturated fatty acids and fibre, and high intake of saturated fatty acids, carbohydrates and trans-isomer fatty acids (Isharwal et al. 2009, Misra et al. 2009).

Sustainable relationship Marketing Assignment Example | Topics and Well Written Essays - 6000 words

Sustainable relationship Marketing - Assignment Example It transcends the boundaries between specialist functions and disciplines.† Gummesson (1999:73). Relationship marketing is closely intersected with sustainability – â€Å"a form of development that meets the needs of the present without compromising the ability of future generations to meet their own needs† (Benn & Martin, 2014:742). Nowadays, the role of RM is recognized by many different organisations, operating in various industries. Increasing number of organisations strive to focus on customer retention, to emphasize customer service, to maintain high contact with customers, and to pursue long-term relationships (Christopher, Payne, and Ballantyne, 1991). Relationship marketing is viewed as a multidimensional discipline, which has many different models applicable to various situations. Five major models discussed in this report are: (1) Relationship Marketing’s Six-Markets Model; (2) Sustainable Marketing Model; (3) Ethical Relationship Marketing Model ; (4) The Morgan-Hunt Model of Relationship Marketing; and (5) Return on Relationship Model. Combined use of these five models enables to understand various aspects of relationship marketing, interrelationship and connection of different elements. A company implementing RM strategy gains increased opportunities for retaining existing customers and build profitable long-term and sustainable relationship. In order to test this hypothesis, there was chosen McDonalds Corporation for further analysis. The research shows that initially McDonalds has made a focus on customer-centric approach early before the concept of relationship marketing has gained wider popularity. However, by 1990s the company has failed to ensure excellent customer service and value-added approach because of quick geographical expansion of its restaurants. However, soon the company has recovered its position on the market by developing comprehensive relationship marketing strategy, focusing on three major markets: customers,

Explain the principle behind the concept of ''General Average''. What Assignment - 1

Explain the principle behind the concept of ''General Average''. What are the essential elements of the 'York-Antwerp Rules' that define a 'General Average' act - Assignment Example ther hand, Average when applied to maritime commerce, means, a payment made by all the persons involved in a sea adventure, to make good an identifiable loss or expense incurred by one or more of them for the general benefit (Stevens, 1835: 4). The law of general average is an accepted form of spreading the risk of sea transport that existed before marine insurance. It rests on the principle that loss or expenditures incurred in a maritime venture for the benefit of all should be shared ratably by all who participate in the venture. Heimer (1989: 123), states that general average means â€Å"general loss.† It stipulates that if a ship was in any peril and shipment was jettisoned to rescue the ship, then the ship and residual shipment were obligated to make a payment to the owner of the lost shipment. According to Hopkins (1859: 6), general average means a contribution according to value made by the associated interests which form a marine adventure, these parties being the ship itself, the merchandise she carries and the freight she earns.Baughen (2009: 325), defines general average as a right of contribution as between the various interests in a sea voyage: the ship; the cargo owners; and the party entitled to freight. It is imposed throughout the world as part of the law of the sea. It is a form of mutual insurance that developed before the emergence of marine insurance. According to Tudor (1868: 102), general average refers to all loss which arise in consequence of extraordinary expennses incurred in the presevation of the ship and cargo. That is, all the expenses incured from the misadventure, till all the cargo had been discharged, confessedly constituted. In order to give rise to a charge as general average, it is imporatant that there should be a voluntary sacrifice to preserve more subjects than one exposed to a common jeopardy. The purpose of this contribution is the repayment of some expense incurred or the restitution of something valuable sacrificed

Paul Cezannes Modulated Primitivism Essay Example | Topics and Well Written Essays - 2500 words

Paul Cezannes Modulated Primitivism - Essay Example The essay "Paul Cezanne’s Modulated Primitivism" discovers the art of Paul Cezanne and the Primitivism. Although living during the period of the impressionists, he went beyond their paradigms to create what he called â€Å"something more solid and durable, like the art of the museums.'' Cezanne professed his ideas on primitivism when he wrote: "Primary force alone, id est temperament, can bring a person to the end he must attain." He expresses this with emphasis on attainability of the primitive and basic in nature. Some define the primitive as a starting point rather than a point beyond what is now known to exist in culture and tradition. It anchors itself on the basic and concrete grounds for existence. His unique style can be given basis through the works of Gauguin who focused on a form of primitivism in his art, depicting life as it was in nineteenth century Tahiti. To gain a better understanding of Cezanne’s form of primitivism, modulated primitivism as it was. I t is important to understand the concept and its context during the artist’s lifetime. In this regard, Gauguin’s works would provide an ideal basis in explaining the works of Paul Cezanne. Primitivism is an ancient concept which can be distinguished as chronological primitivism and cultural primitivism. Both concepts are positive with the one engaged with the philosophy of history and period of time in the local culture when the when the best situation of human life might have happened; and the other dealing the discontent of contemporary society. with civilisation, and stipulating that simplicity (often exemplified by a distant and separate culture because civilised men do not call themselves primitive) are more desirable than what exists in the present. These concepts reached their height during the eighteenth century with large followings on the nobility of the savage. Writings by Rousseau in France and Herder in Germany made the concept of the noble savage popular in Europe during this period. It was in the nineteenth century that the utopian ideas of this concept wee tainted by the expansion for empire and subsequent missionary works. The positive connotations of primitivism were replaced by the ideas of "barbaric" and "savage". The nobility ensconced in the literary concept of the noble savage was expunged and replaced by the image of real savages which was less desirable and more to be feared. Missionaries capitalised on the paganism, violence and vices of their new native wards and potential converts. These negative traits were highlighted by both Protestant and Catholic missionaries alike. The death of missionary John Williams in 1839 further tainted the image associated with native populations. In 1843, an engraving that was printed in the Illustrated London News showed Polynesians in the midst of an unspeakable and idolatrous religious ceremony. The Polynesians were a new addition to the French colonies and William Vaughan commented that their diet of rats was perhaps "a mindless imitation of their frog-eating masters." Thus began the classification that primitive peoples not merely as separate from, but are of a completely different species from the white man. These new representations illustrate them as having a completely different path of development from their more superior European counterparts. In the 1840s, the Natural History of Society written by William Cook Taylor stipulated that white society was in constant struggle to return to perfection, while primitive cultures were taking the opposite direction towards

HSBC BANK (Motivation, Recruitment and Selection, Culture, Learning Assignment

HSBC BANK (Motivation, Recruitment and Selection, Culture, Learning and Development, Change Management) - Assignment Example This write up is an analytical paper that takes into concern the HSBC Holding Plc as one of the most reputed multinational banking and monetary service presenter, operating successfully from 1991. Being headquartered in London, it offers varied types of banking and financial services in the entire globe as compared to others. In a very time period, it expanded its wings in almost 90 countries in, North America, Asia, Africa, Europe and South America and many others that amplified its total assets by $2.693 trillion by the end of 2012. Moreover, due to the presence of wide range of customer bases, the operating income of HSBC Holding Plc increased by US$ 22.6 billion and total equity improved by US$ 175.2 billion by 2012. Such type of popularity and competitive position is attained by HSBC Holding Plc due to its remarkable services like consumer banking, investment banking, mortgage, private banking, credit cards, and many others. Due to these underlining reason the organization of HS BC Holding Plc is recognised as the sixth renowned financial institution by another magazine, Forbes. However, the entire prosperity and popularity of the organization of HSBC Holding Plc is due to its highly talented, skilled and motivated human resources. It is mainly due to its remarkable human resource policies and strategies that enhanced the inner morale of the employees and helped in improvement of the profit margin of the organization.

Answer the following question after reading Heart of Darkness Why does Essay

Answer the following question after reading Heart of Darkness Why does Marlowe lie to Kuitz's fiancee at the end of the Heart of Darkness - Essay Example The character Mr. Marlow, or to say the narrator, in the beginning of the story is projected as a protector of truth who tells a lie in its ending. Why Marlow decided not to tell Kurtz's fiance about her betrothed's final degradation require much in-depth knowledge about human psychology. The readers may be sympathetic towards Mr. Marlow as he was to rescue a resourceful person, Mr. Kurtz, who was ill in the dark forest of African Congo, but failed in his mission. At the same time arguments will arise about Marlow's hypocritical behavior when confronting Kurtz's fianc. Although, there may exist contradicting views about Marlow's behavior, it will be interesting to analyze the compulsions before him and interpret human nature in the outlook of Conrad. All the fictions are imaginary creations of literary artists, and writers have power to create disbelief and hold the reader into a satisfactory understanding of the plot. Though Heart of Darkness is termed as a travelogue, the element of imagination and literary creativity is also present in it. A good fiction offers the reader an exposure to good and bad characters that may have resemblance of people they know or come across in their own lives. Fiction makes sense when a writer tells a good truthful lie, and it successfully reproduces an event perfectly, which has never occurred to the reader. Once a writer is committed to tell the whole true lie and nothing but a completely true lie through their characters they can shape words to animate and convert into figures of people. For a successful writer readers are puppets in his hands and easily manipulated with their ability and creativity of white lies. Conrad has been successful in creating such elements in Heart of Darkness and it emerges a short but thrilling experience to the reader. The "Heart of Darkness," is considered as a travelogue and true life experience of Conrad, who was himself a navigator for many years. The readers are exposed to tricky situations and are carried away to illuminating mythological situations and dark inhuman activities with the skillful writing of Conrad. The story begins depicting Kurtz as an upstanding European who has been transformed by his time in the jungle-away from his home away from familiar people and food, and away from any community moral support that might have helped prevent him from becoming such a tyrant. Marlow is assigned to rescue this resourceful and knowledgeable person from the clutches of dark Africa. The factors compelling Marlow to decide not to tell Kurtz's fiance about her betrothed's final degradation requires much in-depth knowledge about human psychology. Marlow project himself as a protector of truth and hated world of lies. Marlow makes his feelings about lying explicitly through his words "You know I hate, detest, and can't bear a lie, not because I am straighter than the rest of us, but simply because it appalls me. There is a taint of death, a flavor of morality in lies, -- which is exactly what I have and detest in the world-what I want to forget. It makes me miserable and sick" (p.49-50). These words show that Marlow does not approve telling lies and it makes him miserable. His harsh words "not because I am s

Scholarship Letter Essay Example | Topics and Well Written Essays - 750 words

Letter - Scholarship Essay Example Though I have been a dedicated student in my school days, I now feel that I should have worked harder with more commitment, with a definite goal in my mind. In this area, I remained unsteady and I did not plan an integrated approach to the possible future challenges in life. What happened in the past cannot be undone, but I can definitely look forward for the future, to fulfill my ambition. The goal that I have set for me is to obtain my RN Degree with flying colors. When I do that, I know it will set a great example for my family and our well-wishers. I will be the first individual in the generation to enter the portals of the college and emerge as a graduate. They say, by educating an individual, you are enriching a generation. This is absolutely true in my case. I hope to pass on the knowledge to my children and they will have proper guidance, which unfortunately, I was not fortunate enough to get from my parents. Ambition is just one part of my inner urge. My RN Degree is the mission of my life now. Without doubt, it has the materialistic outlook, the reasons for which I will tender in the following paragraph, but the inner urge to serve the health needs of the patients, is my dominant urge. I have observed that the health care professional enjoys respect in the society, for this job provides the opportunity to boost the morale of the patients. Generally, the sick person and his immediate family members are down in spirits. With proper counseling and by providing true service to them, I expect to fulfill my spiritual aspirations. So, this fall is going to be the decisive period in my life when I hope to commence my nursing education. I recollect my past with mixed feelings. I have committed mistakes, by not applying the required time and patience for assiduous studies and engaged myself in other activities, at the cost of neglecting my studies. I did my homework, because I had to do it,

Answer the following question after reading Heart of Darkness Why does Essay

Answer the following question after reading Heart of Darkness Why does Marlowe lie to Kuitz's fiancee at the end of the Heart of Darkness - Essay Example The character Mr. Marlow, or to say the narrator, in the beginning of the story is projected as a protector of truth who tells a lie in its ending. Why Marlow decided not to tell Kurtz's fiance about her betrothed's final degradation require much in-depth knowledge about human psychology. The readers may be sympathetic towards Mr. Marlow as he was to rescue a resourceful person, Mr. Kurtz, who was ill in the dark forest of African Congo, but failed in his mission. At the same time arguments will arise about Marlow's hypocritical behavior when confronting Kurtz's fianc. Although, there may exist contradicting views about Marlow's behavior, it will be interesting to analyze the compulsions before him and interpret human nature in the outlook of Conrad. All the fictions are imaginary creations of literary artists, and writers have power to create disbelief and hold the reader into a satisfactory understanding of the plot. Though Heart of Darkness is termed as a travelogue, the element of imagination and literary creativity is also present in it. A good fiction offers the reader an exposure to good and bad characters that may have resemblance of people they know or come across in their own lives. Fiction makes sense when a writer tells a good truthful lie, and it successfully reproduces an event perfectly, which has never occurred to the reader. Once a writer is committed to tell the whole true lie and nothing but a completely true lie through their characters they can shape words to animate and convert into figures of people. For a successful writer readers are puppets in his hands and easily manipulated with their ability and creativity of white lies. Conrad has been successful in creating such elements in Heart of Darkness and it emerges a short but thrilling experience to the reader. The "Heart of Darkness," is considered as a travelogue and true life experience of Conrad, who was himself a navigator for many years. The readers are exposed to tricky situations and are carried away to illuminating mythological situations and dark inhuman activities with the skillful writing of Conrad. The story begins depicting Kurtz as an upstanding European who has been transformed by his time in the jungle-away from his home away from familiar people and food, and away from any community moral support that might have helped prevent him from becoming such a tyrant. Marlow is assigned to rescue this resourceful and knowledgeable person from the clutches of dark Africa. The factors compelling Marlow to decide not to tell Kurtz's fiance about her betrothed's final degradation requires much in-depth knowledge about human psychology. Marlow project himself as a protector of truth and hated world of lies. Marlow makes his feelings about lying explicitly through his words "You know I hate, detest, and can't bear a lie, not because I am straighter than the rest of us, but simply because it appalls me. There is a taint of death, a flavor of morality in lies, -- which is exactly what I have and detest in the world-what I want to forget. It makes me miserable and sick" (p.49-50). These words show that Marlow does not approve telling lies and it makes him miserable. His harsh words "not because I am s

Stereotypes and Prejudice Essay Example for Free

Stereotypes and Prejudice Essay Please complete the following exercises, remembering that you are in an academic setting and should remain unbiased, considerate, and professional when completing this worksheet. Part I Select three of the identity categories below and name or describe at least 3 related stereotypes for each: †¢ Race †¢ Ethnicity †¢ Religion †¢ Gender †¢ Sexual orientation †¢ Age †¢ Disability. |Category |Stereotype 1 |Stereotype 2 |Stereotype 3 | |Race |Africans are all criminals |White men are all abusers |Mexicans are all gang related | |Gender |Men are more powerful |Women should not be treated equal |Men are better workers | | | |as men | | |Ethnicity |Africans are better in sports |Asians are smarter |Mexican are better and cheaper | | | | |workers | Part II Answer each question in 50 to 100 words related to those stereotypes. Provide citations for all the sources you use. What are the positive aspects of stereotypes, if any? I don’t think there are any positive aspects to sterotypes. If anything they make people act a little more careful around people they don’t know. I think that might be the only positive thing that can come out of it. Everything else can sometimes be very hurtful to other people. What are the negative aspects of stereotypes? Part III Answer each question in 50 to 150 words related to those stereotypes. Provide citations for all the sources you use. Define stereotypes and prejudice. What is the difference between stereotyping and prejudice? Use examples to illustrate the differences. What is the relationship between stereotyping and prejudice? What can be done to prevent prejudice from occurring?

The Reform Movements DBQ

The Reform Movements DBQ American society has been developed over reforms and revolutions. Within the early 19th century to early 20th century, numerous movements took place that helped to shape American society into what it is today. Reforms such as the womens rights movement and the temperance movement were significant as they helped to influence todays society. Both of these reforms had different events that led to the development of the development and each had different outcomes. Alcohol was a severe issue in America in the 19th century. The temperance reform began as the Civil War approached; economic change and urbanization were accompanied by increasing poverty, ordinances were relaxed and alcohol problems increased dramatically. In some places around the country the issue of alcoholism was extreme to the point of social disruption. More than three-fourths of the pauperism (extreme poverty), three-fourths of the crime, and more than half the insanity in the community were created by people under the influence of alcohol (Document 4) In addition, because of these actions, prison, asylums and locations to hang people were created. This soon got out of hand, with the number of alcoholics rising. In order to try and fix this problem, the United States government tried prohibition. It was a national ban on the sale, manufacture, and transportation of alcohol, in place from 1920 to 1933. The Eighteenth Amendment to the U.S. Constitution mandated the ban. In addition, on November 18, 1918, before the ratification of the Eighteenth Amendment, the United States Congress passed the temporary Wartime Prohibition Act. This banned the sale of alcoholic beverages having an alcohol content of greater than 2.75%. Because of this event, the temperance reform was thrown into action, with the prohibition banning the sale and purchasing of alcohol. However, this created more problems. Various images of lawbreaking and local bootleggers were a common thing in everyday society. This generated the conception that a widespread belief that violations were taking place with unacceptable frequency. Furthermore, the weak attempts at trying to regulate bootlegging created an impression that the gover nment was unable to cope with lawbreakers by using traditional methods, which meant that new powers were needed to accomplish (Document 5). Because of this, prohibition soon became ineffective, as the enforcement wasnt enough to cope. To a medium extent, the temperance movement was successful. This is because although people still managed to sell and buy illegalized alcohol, the idea of banning alcohol and the reduction of it was able to get spread. Before the movement, people believed that alcohol was a beneficial thing, but after the prohibition, it was discovered that is a poison (Document 6). This helped the public see the dangers of alcohol and the influence of it on the body. Now, although no longer a severe problem, alcohol is still a social problem ins some parts of the country. In addition to the temperance movement, Women had their own movement. Similar to African-Americans, women had little or no rights in the 1850s. They were treated differently than men and were viewed as a lower rank in society. The womens rights movement began during the 19th century where began to agitate for the right to vote and participate in government and law making. They believed that they perform similar tasks to men; they had to care of the family, clean the house, and watch over family affairs. Yet, they werent able to participate in political issues. In addition, they didnt even have custody of themselves, let alone their children or the house. All of these belonged to the husband, yet it was the woman who took care of all these things (Document 1). Women such as Lucy Stone found this to be unbearable and so she took matters into her own hands. She spoke out for womens rights and against slavery at a time when women were discouraged and prevented from public speaking. Stone was the first recorded American woman to retain her own last name after marriage. She was one of the pioneer activists who sparked the Womens Rights Movement. One of the most famous cases of Womens rights getting recognized was in Seneca Falls. The Seneca Falls Convention was an early and influential womens rights convention held in Seneca Falls, New York. The meeting spanned two days and six sessions, and included a lecture on law, a humorous presentation, and multiple discussions about the role of women in society. An accompanying list of resolutions, to be debated and modified, was crafted to get signatures. This document stated that women wanted suffrage, the right to vote. Although not many states were affected by this convention, in places like Colorado, women were given more rights than in other states. The woman ballot helped to give women better wages for equal work; second, it led immediately to a number of laws the women wantedà ¢Ã¢â€š ¬Ã‚ ¦ (Document 2). However, the process was still slow. In 1869 the proposed Fifteenth Amendment to the United States Constitution, which gave the vote to black men, caused controversy as it did not give the vote to women. The conflict caused two organizations to emerge, the National Woman Suffrage Association, which campaigned for womens suffrage. It wasnt until the Civil Right Act of 1964 was passed until Women got their equal rights as men: voting and equality. To a medium extent, the womens rights movement was successful. It helped many inequalities be identified and resulted in the Civil Rights Act of 1964 to be passed. However, even in modern society, women are still often not considered equals. Even though they got suffrage, discrimination and prejudice didnt stop. Women still lacked equal access with men to those professions especially the lawà ¢Ã¢â€š ¬Ã‚ ¦(Document 3). In addition, when women ran for political office, they had little or no support from the public. This means that they rarely win, unless they are from a high politically ranked family. In todays society, this has changed quite a bit, but sometimes there are still cases of sexism in offices around the world. Furthermore, women in third-world countries are still mistreated, given little rights, and mishandled by men.

Power in Construction of Law Essay -- Politics Political Science

How does power contribute to the construction of law, both on the books and in action? Power, the ability to influence others and the course of events, affects laws and shapes cultural beliefs in society. In our society, power is said to be equally distributed throughout the people, and there is a democratic belief that collective action is able to create change. However, collective power is heavily influenced by the wealthy. Those with power have the resources to influence the creation and termination of law, both on the books and in action. Power, ultimately controlled by the wealthy and elite, shapes the construction of laws to benefit them and their values, in order to maintain the dichotomy between themselves and the less powerful. While some of the more obvious, tangible foundations of power include money, capital and property, Galanter discusses additional aspects of power in its definition and its benefits. Galanter explains the differences between the â€Å"haves†, or the repeat players, and the â€Å"have-nots†, or the one-shotters. In this analogy, the former is equivalent to the powerful, and the latter to the powerless. The repeat players, according to Galanter, have the advantage because they know the rules, have previous experience, have both legal and financial resources, and have much less to lose than the one-shotters. All of these assets together demonstrate the â€Å"superior opportunities† (Galanter 82) of the powerful repeat players over the powerless. Galanter explains, â€Å"To the extent that rules are evenhanded or favor the ‘have-nots’, the limited resources for their implementation will be allocated, I have argued, so as to give greater effect to those rules which protect and promote the tangible inte... ...John J. Bonsignore, Ethan Katsh, D'errico Peter, Ronald M. Pipkin, Stephen Arons, and Janet Rifkin. Ed. Katherine Meisenheimer. Boston: Houghton Mifflin Company, 2006. 81-89. Hilbink, Thomas. â€Å"Who makes the law? The people? Which people?† Legal Studies 250: Introduction to Legal Studies. Herter Hall, Amherst. 6 Feb. 2007. Hilbink, Thomas. â€Å"Who makes the law? To what extent is law shaped by those in power?† Legal Studies 250: Introduction to Legal Studies. Herter Hall, Amherst. 8 Feb. 2007. MacKinnon, Catherine. â€Å"A Rally against Rape.† Introduction to Legal Studies. Ed. Thomas Hilbink. 2007. 81-84. "Proposition 215: the Compassionate Use Act of 1996." Before the Law. Comp. John J. Bonsignore, Ethan Katsh, D'errico Peter, Ronald M. Pipkin, Stephen Arons, and Janet Rifkin. Ed. Katherine Meisenheimer. Boston: Houghton Mifflin Company, 2006. 172-173. Power in Construction of Law Essay -- Politics Political Science How does power contribute to the construction of law, both on the books and in action? Power, the ability to influence others and the course of events, affects laws and shapes cultural beliefs in society. In our society, power is said to be equally distributed throughout the people, and there is a democratic belief that collective action is able to create change. However, collective power is heavily influenced by the wealthy. Those with power have the resources to influence the creation and termination of law, both on the books and in action. Power, ultimately controlled by the wealthy and elite, shapes the construction of laws to benefit them and their values, in order to maintain the dichotomy between themselves and the less powerful. While some of the more obvious, tangible foundations of power include money, capital and property, Galanter discusses additional aspects of power in its definition and its benefits. Galanter explains the differences between the â€Å"haves†, or the repeat players, and the â€Å"have-nots†, or the one-shotters. In this analogy, the former is equivalent to the powerful, and the latter to the powerless. The repeat players, according to Galanter, have the advantage because they know the rules, have previous experience, have both legal and financial resources, and have much less to lose than the one-shotters. All of these assets together demonstrate the â€Å"superior opportunities† (Galanter 82) of the powerful repeat players over the powerless. Galanter explains, â€Å"To the extent that rules are evenhanded or favor the ‘have-nots’, the limited resources for their implementation will be allocated, I have argued, so as to give greater effect to those rules which protect and promote the tangible inte... ...John J. Bonsignore, Ethan Katsh, D'errico Peter, Ronald M. Pipkin, Stephen Arons, and Janet Rifkin. Ed. Katherine Meisenheimer. Boston: Houghton Mifflin Company, 2006. 81-89. Hilbink, Thomas. â€Å"Who makes the law? The people? Which people?† Legal Studies 250: Introduction to Legal Studies. Herter Hall, Amherst. 6 Feb. 2007. Hilbink, Thomas. â€Å"Who makes the law? To what extent is law shaped by those in power?† Legal Studies 250: Introduction to Legal Studies. Herter Hall, Amherst. 8 Feb. 2007. MacKinnon, Catherine. â€Å"A Rally against Rape.† Introduction to Legal Studies. Ed. Thomas Hilbink. 2007. 81-84. "Proposition 215: the Compassionate Use Act of 1996." Before the Law. Comp. John J. Bonsignore, Ethan Katsh, D'errico Peter, Ronald M. Pipkin, Stephen Arons, and Janet Rifkin. Ed. Katherine Meisenheimer. Boston: Houghton Mifflin Company, 2006. 172-173.

John Brown’s Body: An American Reggae Band Digging Roots in Farm Country :: Essays Papers

John Brown’s Body: An American Reggae Band Digging Roots in Farm Country The surrounding landscape yields rolling hills, beautiful gorges with waterfalls that leave your mouth gaping in awe, some of the world’s finest wineries, and farmland as far as the eye can see. Rooted in Ithaca, a small artsy community in upstate New York’s Finger Lakes region, comes a sound so cultural, so mystical, and so natural. Amongst a slew of great local musicians comes John Brown’s Body, a roots reggae sound that captivates audiences, and spills the universal message of thanks and praises. Before we can truly understand the roots of an American-based reggae band that carries a Jamaican sound and universal philosophy, we must first get to the roots of reggae music in United States from the beginning. The origins of roots sounds in the U.S. came primarily from Jamaican communities that were set up in major cities such as New York, Washington D.C., and Miami. New York City was home of the first reggae centered recording studio was established. The credit for such a landmark establishment would have to go to Lloyd ‘Bullwackie’ Barnes, a singer who recorded with Prince Buster in the early 1960’s. The recording business started out as a partnership with ‘Munchie’ Jackson. Its location was at 4731 White Plains Road in the Bronx. By the mid 1970’s, Barnes was running the studio alone, using his own session band, Reckless Breed. He was also recording Jamaican singers that were local to the area, including names like Wayne Jarrett. Barnes also produced recordings of Jamaican singers visiting the states, including such artists as Sugar Minott and Horace Andy. During this same time period, Barnes was also able to record a string of dub albums as well. Bullwackie was the only U.S. studio to put out significant reggae sound prior to the 1980’s (Barrow 1997). HC & F Studios was opened up in the 1980’s on Long Island and was run solely by Phillip Smart who had worked in Jamaica with the great King Tubby. Smart was able to record in his studio, sounds that would eventually make it into the dancehalls of Jamaica. Dirtsman’s "Hot This Year" is an example of the recording that gave its origin to Smart’s studio on Long Island. Today, HC & F Studio is the leading reggae-recording studio in the states (Barrow 1997). More and more reggae-recording studios began to pop up including Jah Life, also making its home in the Big Apple, owned and operated by Hyman Wright and Percy Chin.

Translating Metaphores in the Catcher in the Rye

TRANSLATING COLLOQUIAL IDIOMS/METAPHORS IN THE CATCHER IN THE RYE: A COMPARISON OF METAPHORICAL MEANING RETENTION IN THE SPANISH AND CATALAN TEXTS MICHAEL O’MARA Catholic University of Valencia San Vicente Martir Michael. [email  protected] es 57 In spite of the novel's position among the American Library Association's list of the one hundred most frequently censored books, The Catcher in the Rye (1951), by J. D. Salinger, is widely considered to be one of the most significant literary works of the twentieth century, frequently found in high school literary curricula throughout Europe and North America.The controversy concerns its alleged profanity, vulgar language and treatment of sexual themes, elements that typify Holden's use of the English language, or his idiolect. Idiolect refers to individual speech. It is based on grammar, word selection, phrases, idioms, and includes pronunciation. Of particular note is the author’s use of italics to denote emphasis, or wher e accents fall when considering rhythm in, and among, certain words. It is possible that this practice was brought almost to perfection in The Catcher in the Rye, in replicating speech patterns in written language.Quite possibly, it has not been matched since. The author’s ability to capture rhythm and colloquial speech is, indeed, quite remarkable. This is especially obvious for readers who are fluent in, or are native speakers of American English. Consider how the author stresses groups of words: â€Å"Wuddaya mean so what? † (p. 41) â€Å"You don't do one damn thing the way you're supposed to† (p. 41) â€Å"She was blocking up the whole goddam traffic in the aisle† (p. 87) miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Michael O’MaraOther times, certain words are stressed: â€Å"What the hellja do that for? † (p. 41) â€Å"Well, don't get sore about it†¦ † (p. 82) â€Å"Which is som ething that gives me a royal pain in the ass. I mean if somebody yawns right while they’re asking you to do them a goddam favor† (p. 28) Finally, and perhaps most characteristic, the author stresses parts of words: â€Å"I mean I’m not going to be a goddam surgeon or a violinist or anything anyway† (p. 39) â€Å"It's not paradise or anything†¦ † (p. 55) â€Å"For Chrissake, Holden. This is about a goddam baseball glove† (p. 1) 58 Preserving the uniqueness of Holden Caulfield's idiolect has been a challenge for translators seeking to preserve the effect and the flavor of the discourse using the techniques that Salinger originally used, namely, stream of consciousness and dramatic monologue in which, directly and intimately, Holden tells his story in retrospect to the readers. This technique has the effect of reproducing the inner workings and thought processes of Holden —disjointed and random— and also provides dialogs that are remarkably fluid and natural.To represent Holden and his frustrations using the same register in another language is a daunting chore, indeed, especially since Holden attaches his own meanings to the language that he uses. Costello1 reminds us that Holden appropriates common expressions from his period and makes them his own. For example, his free and loose use of â€Å"and all† to end thoughts along with the affirmative â€Å"I really did† or â€Å"It really was† are repeated throughout the novel, helping to forge Holden's own distinct personality.Other authors have commented upon the importance of Holden’s speech in defining his character in relation to the readers: â€Å"†¦ his language, his own idiolect, full of idioms and colloquialisms, is the main feature that will contribute to Holden’s development as a character in his transition from adolescence to adulthood and his relationship with the reader†2. Although translating Hold en's idioms may present challenges, it may be one of the most important aspects of preserving the flavor of his idiolect and effect it has on readers.Holden Caulfield's idioms Like other languages, English is full of idioms such as â€Å"to break a leg† and â€Å"to pull someone's leg†. An idiom is a form of expression, grammatical construction, phrase, etc. , peculiar to a language; a peculiarity of phraseology approved by the usage of a language, and often having a signification other than its grammatical or logical one. 3 miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Translating colloquial idioms/metaphors in The Catcher in the Rye Idioms generally have three characteristics: 1.Their meaning cannot be deduced from their components or any arrangement thereof, and must be learned as a whole. If one were to interpret ‘to break a leg’ solely on the basis of its components it might be very difficult to realize tha t the actual meaning is positive, meaning to have a good time, not incur injury, especially when used in the imperative. Likewise, nowhere in the expression ‘to pull someone’s leg’ there appears any element that would suggest joking, or specifically, having someone believe things that are not true. 2. None of their constituents may be substituted with words of similar meaning.For example, if one were to substitute the word ‘fracture’ for ‘break’ in to ‘break a leg’, the meaning would be lost. Likewise, upon being the object of joking one could not say that he or she had had his or her leg ‘stretched’. 3. Finally, idioms cannot be syntactically modified. One would probably not be understood if one were to say ‘I had my leg broken’ meaning ‘I had a good time’; it would be similarly confusing to say ‘I had my leg pulled yesterday’ if one were to communicate that they were joke d with yesterday. Without any contextual information a learner of English might have little idea what these expressions mean.Clearly, the meaning in these phrases is figurative, or â€Å"expressing one thing in terms normally denoting another†4 and metaphorical where â€Å"a figure of speech in which a word or phrase denoting one kind of object or idea is used in place of another to suggest a similarity between them (as in the ship plows to sea)†. 5 For this reason, the idioms in question found in the book could be referred to as colloquial metaphors6 as some authors prefer: metaphors for the aforementioned semantic arguments and colloquial because they are metaphors which exist in the more informal registers, in this case, slang.But the term ‘colloquial idiom’ seems to be preferable in most research contexts7. For this reason I will refer to them as colloquial idioms/metaphors. This study focuses primarily on the pragmatic purpose of these metaphors since it is the idiolect of Holden Caulfield that is to be examined in its aesthetic effect and ‘flavor’. Therefore, not all metaphors found in Holden's idiolect were chosen. In fact, some metaphors are so common that it has been forgotten that they are metaphors, having been accepted into standard use.Such is the case with the great majority of phrasal verbs in English: ‘get up’, ‘get over’, etc. Also, there are many examples of colloquial word combinations repeated with some frequency in the novel, but they have not been included in the study as their metaphorical qualities are more abstract8 and might rather, and more appropriately, be studied as collocations, or words that are found to occur together, to examine their restrictions of usage in relation to other components (prepositions, verbs, etc. . Here are some examples that use the word ‘hell’: miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137- 6368 59 Michael O’Mara hell of it as hell The hell out to bang hell (as a noun) The hell with it in hell 29, 61, 73,210 34,35, 37, 38, 94, 113 52, 179 53, 115, 69 146 TABLE 1: Common word combinations not included in the study and their page numbers Theoretical framework We are in agreement with Lorenzo, M. et al. in that the first step a translator must take is to clearly define his objective before producing a translation which is as true as possible to the original text. One of the aspects of Hans Vermeer’s concept of skopos (1989:227) is the establishment of a clearly defined objective or purpose for translation: Any form of translational action, including therefore translation itself, may be conceived as an action, as the name implies. Any action has an aim, a purpose. The word skopos, then, is a technical term for the aim or purpose of translation. 0 This said, we are in agreement with Lorenzo et. al (1999: 324) in the transators’ role to â€Å"preserve t he purpose of the ST (source text) without any gratuitous alteration. The main objective of any translation should be that of faithfulness to the original text with close attention to coherence. With this objective in mind, any translation of The Catcher in the Rye must consider the possible purposes the author had in using colloquial idioms/metaphors in the first place.Paul Newmark proposes that there are two purposes that metaphors serve: a referential purpose, which describes â€Å"a mental process or state, a concept, a person, an object, a quality or an action more comprehensively and concisely than is possible in literal or physical language†9 and a pragmatic purpose â€Å"which is simultaneous, is to appeal to the senses, to interest, to clarify â€Å"graphically†, to please, to delight, to surprise. The first purpose is cognitive, the second aesthetic. 10 Although Holden's colloquial metaphors/idioms do have referential significance, it is arguable that much o f their significance in forming an integral part of his idiolect derives from their pragmatic or aesthetic purpose, their contribution to the flavor of Holden's discourse. Any translation of The Catcher in the Rye would have to be sensitive to the effect that they produce on readers, and try to produce the same effect in the miscelanea: a journal of english and american studies 35 (2007): pp. 7-75 ISSN: 1137-6368 Translating colloquial idioms/metaphors in The Catcher in the Rye translation (Nida's Equivalent Effect). This would entail, whenever possible, locating in the target language a metaphor used in informal registers whose semantic content overlaps as closely as possible the meanings of the original metaphor. This would require a parallelism between form and meaning or a principle of identity as Lorenzo et al. (1999) describe where: †¦ ny element in the ST [source text] should be translated and translatable into the TT [target text] by paying close attention not only to t he content but also to the form. Accordingly, there should be a close structural and meaningful parallelism (=identity) between the source and the target language. The translator, then, should stick to the ST itself as the only base for the process of translation. The TT, therefore, will be the result of a close analysis of the ST by following the identity principle and an attempt at further interpretation or deviation should be discarded. 1 For the sake of simplicity in this research, I will be using Lopez’s (1997) definition12 of lexicalized structures with a slight modification: her definition encompasses idioms and cliches which can be understood in a broader sense as ‘word combinations’, ‘fixed expressions’ and ‘phrasal lexemes’. Although they are distinctive elements in the idiolect of Holden as well, I propose to exclude routine formulae (you could tell, if you know what I mean) and non-canonical expressions, understood by Lyons ( 1968: 178) in Lopez as ‘schemata’ (How about†¦? , to focus the research specifically on Holden's colloquial idioms/metaphors and the methods that were used in their translation. These will be described according to Lopez’s model13, which was derived in part from Baker (1992), who describes four principal methods: literal translation, translation by equivalence, translation by modification and translation by omission. Literal translation involves the use of a lexical structure in the target language that is similar in form and meaning. These correspondences are rarer, but they do occur. For example when Holden says â€Å"I damn near dropped dead† (p. 1) the colloquial idiom/metaphor â€Å"to drop dead† is translated using the literal translation method as there exists a correspondence in form and meaning in both Spanish â€Å"Casi me caigo muerto† (p. 46), and Catalan â€Å"Va anar de poc que no caigues a terra mort† (p. 51). Trans lation by equivalence is a method that is often employed when there is no complete correspondence between structure and form between the source and target language. It involves the use of another lexical structure in the target language that is similar in meaning but different in form. â€Å"I wouldn’t have the guts to do it† (p. 9) is translated into Spanish as â€Å"no habria tenido agallas para hacerlo† (p. 116) and into Catalan as â€Å"no tindria pebrots de fer-ho† (144). The structures themselves are practically identical; the difference resides in the fact that while the noun ‘guts’ can express courage idiomatically in English, the same is not true in miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 61 Michael O’Mara 62 Spanish or in Catalan and is realized by different nouns, namely, ‘agallas’, literally ‘gills’ or ‘tonsils’ in Spanish and ‘p ebrots’, or literally, ‘peppers’ in Catalan.Translation by modification involves paraphrasing or explaining the metaphorical meaning of a lexicalized structure. The result is the loss of figurative meaning; the idea is no longer expressed in metaphorical terms. This method is usually employed when no equivalent or near equivalent structure can be found in the target language. Baker argues that this technique is also used when â€Å"it seems inappropriate to use idiomatic language in the target text because of differences in stylistic preferences of the source and target languages†. 14 For example, â€Å"Old Stradlater was one of his pets†¦ (p. 43) is translated in Spanish as â€Å"Stradlater era uno de sus favoritos†¦ † (p. 60) and Catalan as â€Å"L'Stradlater era un dels seus preferits†¦ † (p. 71). In English ‘pet’ has the following meanings: â€Å"1: a domesticated animal kept for pleasure rather than utility; 2a: a pampered and usually spoiled child; b: a person who is treated with unusual kindness or consideration: darling†. 15 The meanings of this word in Spanish (animal domestico† or â€Å"mascota†) and in Catalan (â€Å"animal domestic†) are not usually extended to describe people who are treated with â€Å"kindness and consideration†.Here, a similar metaphor in meaning but not in form could be used, or, as is the case in this example, the metaphor might be paraphrased or explained. The last method, omission, is used when a metaphor in the source language is not translated since an equivalent cannot be found, or because it is not easy to explain, or for stylistic reasons is not deemed appropriate for inclusion. This last method introduces some interesting concerns: it is quite possible that there is no similar structure in the target language to explain the paraphrasing of a metaphor, but if such similar or equivalentt structures were to exist, there ight be other elements within the greater cultural context of the target language (elements absent in the greater cultural context of the source language) that could impact the appropriateness of their use. Perhaps, what should be considered is whether the possible connotations that the metaphor could have or produce outside its culture of origin might distract the reader from the original field of reference of the metaphor, or introduce secondary meanings that are not necessarily present in the circumstances of the original metaphor. miscelanea: a journal of english and american studies 35 (2007): pp. 7-75 ISSN: 1137-6368 Translating colloquial idioms/metaphors in The Catcher in the Rye Source text colloquial metaphors and their target text representations: Description METAPHOR ST (P. ) 1 †¦ I got pretty run-down†¦ (1) SPANISH TT (P. ) †¦ me quedara bastante hecho polvo†¦ (9) Equivalence 2 It killed me. (2) Me dejo sin habla. (10) Equivalence 3 Strictly for the birds. (2) Bobadas. (10) Modification 4 So I got the ax. They give guys the ax quite frequently at Pencey. (4) Asi que me expulsaron. En Pencey expulsan a los chicos con mucha frecuencia. (12) Modification 5 I have no wind,†¦ (5) No tengo nada de fuelle†¦ 13) Equivalence 6 They got a bang out of things,†¦ (6) Pero se lo pasaban bomba con sus cosas,†¦ (16) Equivalence 7 †¦ though – in a half-assed way, of course. (6) †¦ un poco a lo tonto, claro. (16) Equivalence 8 It gets on your nerves sometimes (7) A veces te ponia nervioso. (17) Modification16 9 That knocked him out. (8) Se hizo una gracia tremenda. (17) Equivalence 10 I mean he didn't hit the ceiling or anything. (8) Vamos, que no se puso como una fiera ni nada. (18) Equivalence CATALAN TT (P. ) †¦ d'acabar ben desinflat†¦ (7) Equivalence En va deixar de pedra. (8) Equivalence Sense comentaris. 8) Modification O sigui que em van fotre al carrer. Foten la gent al carrer ben sovint, a Pencey. (11) Equivalence 63 No aguanto gens†¦ (13) Modification S'ho passaven be,†¦ (15) Modification †¦ pero a mig gas, es clar. (15) Equivalence A vegades et posava nervios. (16) Modification Aixo el va fer petar de riure. (17) Equivalence Vull dir que no va pujar per les parets ni res d'aixo. (18) Literal miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Michael O’Mara METAPHOR ST (P. ) 11 So I shot the bull for a while (12) SPANISH TT (P. ) †¦ asi que me enrolle un buen rato. 23) Modification CATALAN TT (P. ) Aixi que vaig xerrar una estona. (24) Modification Es ficaven pel coi de finestra i tot. (24) Literal Aquesta historia em va deixar ben de pedra. (32) Equivalence †¦ i llegeixo molts llibres de guerra i de misteri i etcetera, pero no m'entusiasmen gaire. (33) Modification â€Å"Suare sang†¦ † (47) Equivalence †¦ m'ho passo de por imitant-les. (49) Equivalence No aguanto res de res. ( 49) Modification 12 They were coming in the goddam window. (13) Los habia a patadas. (24) Equivalence 13 That story just about killed me. (18) Esa historia por poco me deja sin habla. (31) Equivalence 4 †¦ and I read a lot of war books and mysteries and all, but they don't knock me out too much. (18) †¦ y leo un monton de libros de guerra y de misterio y todo eso, pero no me vuelven loco. (31) Equivalence 15 64 â€Å"†¦ I'll be up the creek†¦ † (28) â€Å"†¦ me la cargo†¦ † (43) Equivalence 16 I get a bang imitating them. (29) †¦ lo paso bomba imitando a†¦ (44) Equivalence 17 I have hardly any wind at all (29) Tengo muy poco fuelle. (44) Equivalence 18 I damn near dropped dead. (31) Casi me caigo muerto. (46) Va anar de poc que no caigues a terra mort. (51) Literal Literal I no ho deien nomes per dir. 63) Modification El feia tornar boig†¦ (69) Equivalence L'Stradlater era un dels seus preferits†¦ (71) Modification 19 A nd they weren't just shooting the crap. (38) Y no lo decian por decir. (54) Modification 20 It drove him crazy†¦ (41) Le sacaba de quicio†¦ (59) Equivalence 21 Old Stradlater was one of his pets†¦ (43) Stradlater era uno de sus favoritos†¦ (60) Modification miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Translating colloquial idioms/metaphors in The Catcher in the Rye METAPHOR ST (P. ) 22 I'd been given the ax†¦ (51) SPANISH TT (P. ) †¦ e habian expulsado†¦ (71) Modification CATALAN TT (P. ) †¦ m'havien fotut fora†¦ (85) Equivalence †¦ i jo estava aqui, expulsat una altra vegada. (85) Modification No hi toca gaire†¦ (86) Equivalence Aixo em va deixar clavat. (91) Equivalence Aixo em va matar. (91) Literal Despres vaig comencar a deixar anar la llengua de debo. (92) Equivalence †¦ i vaig poder descansar la llengua. De totes , maneres no em sap greu haver-la fet anar una estona. (93 ) Equivalence †¦ despres del que li vaig deixar anar†¦ (94) Equivalence Que n'era una de ben grossa†¦ (95) Equivalence Tenia ganes de trucar algu. 97) Modification Despres vaig pensar de trucar a la mare de Jane Gallagher†¦ (97) 65 23 -and here I was getting the ax again. (52) †¦ mientras me estaban expulsando otra vez. (71) Modification 24 She doesn't have all her marbles any more†¦ (52) Esta un poco ida†¦ (72) Equivalence 25 That killed me. (55) Me dejo sin habla. (76) Equivalence 26 That killed me. (55) Me dejo sin habla. (76) Equivalence 27 Then I really started chucking the old crap around (56) Entonces fue cuando de verdad empece a meter bolas. (77) Equivalence 28 †¦ and it gave me a chance to quit shooting it. I'm glad I shot it for a while, though. (57) .. me dio la oportunidad de dejar de largar. Pero me alegre de haber largado un rato. (78) Equivalence 29 †¦ after all the crap I shot, (57) †¦ despues de todo el rollo que le largue†¦ (78) Equivalence 30 Which was really a hot one†¦ (58) Esa si que era buena†¦ (80) Modification 31 I felt like giving somebody a buzz. (59) Tenia ganas de llamar a alguien. (81) Modification 32 Then I thought of giving Jane Gallagher's mother a buzz,†¦ (59) Luego pense en llamar a la madre de Jane Gallagher†¦ (81) miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Michael O’Mara METAPHOR ST (P. SPANISH TT (P. ) Modification CATALAN TT (P. ) Modification †¦ no hi hauries de fer el ximple†¦ (102) Equivalence Vaig passar-me tota la nit festejant amb una hipocrita terrible†¦ (103) Equivalence †¦ vaig comencar a jugar amb la idea de trucar a la Jane,†¦ (103) Modification 33 †¦ you shouldn't horse around with her at all,†¦ (62) †¦ no deberias hacer el indio con ella†¦ (85) Equivalence 34 I spent the whole night necking with a terrible phony†¦ (63) Me pase toda la noche besandome y todo eso con una chica falsisima†¦ (85) Modification 35 I started toying with the idea,†¦ , of giving old Jane a buzz†¦ 63) †¦ empece a jugar con la idea de llamar a Jane,†¦ (86) Modification 36 Anyway, I went over to the phone and gave her a buzz. (63) Bueno, pues fui al telefono Es igual, vaig agafar el y la llame. (86) telefon i li vaig trucar. (104) Modification Modification †¦ , va anar de ben poc que no truco a la Phoebe,†¦ (110) Modification Pero no podia arriscar-me a fer-li una trucada,†¦ (110) Equivalence †¦ no m'hauria fet res xerrar una estona amb la Phoebe. (110) Modification †¦ L'Allie tenia en barco de vela i li agradava jugar-hi†¦ (112) Modification Sabia que no el deixaria anar gaire lluny amb ella†¦ 130) Modification 66 37 †¦ I damn near gave my kid sister Phoebe a buzz,†¦ (66) †¦ estuve casi a punto de llamar a mi hermana Phoebe. (90) Modification 38 But I couldn't tak e a chance on giving her a buzz,†¦ (66) Pero no podia arriesgarme a llamarla†¦ (90) Modification 39 †¦ I certainly wouldn't have minded shooting the crap†¦ (67) Pero no me habria importado pegar la hebra†¦ (90) Equivalence 40 Allie had this sailboat he used to like to fool around with†¦ (68) Allie tenia un barquito de vela con el que le gustaba jugar†¦ (92) Modification 41 I knew she wouldn't let him get to first base with her,†¦ 80) Sabia que no le habria dejado llegar hasta el final con ella†¦ (105)17 Modification miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Translating colloquial idioms/metaphors in The Catcher in the Rye METAPHOR ST (P. ) 42 †¦ and a lot of other very tricky stuff that gives me a pain in the ass. (84) SPANISH TT (P. ) †¦ y un monton de florituras de esas que me dan cien patadas. (110) Equivalence CATALAN TT (P. ) †¦ i tota una altra pila de filigranes que em fan venir mal d'estomac. (137) Equivalence Soc un d'aquells tios forca gallines. (143) Equivalence †¦ no tindria pebrots de fer-ho. 144) Equivalence No es pas gens divertit ser gallina. Potser no soc gallina del tot. No ho se. Em sembla que potser soc nomes una mica gallina†¦ soc una mica gallina†¦ El que no s'hauria de ser es gallina. (145) Equivalence Es ser gallina d'una manera molt curiosa†¦ pero es ser gallina, i tant. (146) Equivalence Ell va quedar ben torrat†¦ (146) Equivalence Tens ganes de sucar aquesta nit? (147) Equivalence †¦ no m'havia de mudar ni res per una prostituta†¦ (149) Equivalence Quan fa una estona que les petoneges,†¦ (150) Modification 43 I'm one of these very yellow guys (88) Soy un tio de lo mas cobarde. 115) Modification 44 I wouldn't have the guts to do it. (89) †¦ no habria tenido agallas para hacerlo. (116) Equivalence 45 It's no fun to be yellow. Maybe I'm not all yellow. I don't know. I think maybe I'm j ust partly yellow†¦ I'm partly yellow†¦ what you should be is not yellow at all. (89) No tiene gracia ser cobarde. Aunque quiza no sea cobarde del todo. No se. Creo que en parte soy cobarde†¦ en parte cobarde†¦ No se debe ser cobarde en absoluto; (117) Modification 67 46 It's a funny kind of yellowness†¦ but it's yellowness, all right (90) †¦ es un tipo de cobardia bastante raro, pero aun asi es cobardia. 117) Modification 47 He got stinking,†¦ (90) El acabo curda perdido†¦ (118) Equivalence 48 Innarested in a little tail t'night? (91) ?Te interesa echar un polvo esta noche? (118) Equivalence 49 I know I didn't have to get all dolled up for a prostitute or anything†¦ (91) †¦ no tenia que ponerme de punto en blanco ni nada de eso para una prostituta†¦ (119) Equivalence 50 After you neck them for a while,†¦ (92) Despues de que te has besado y achuchado y todo eso con ellas,†¦ (120) Modification miscelanea: a journal of e nglish and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Michael O’Mara METAPHOR ST (P. 51 When I'm horsing around with a girl†¦ (93) SPANISH TT (P. ) †¦ cuando estoy enrollandome con una chica†¦ (121) Equivalence CATALAN TT (P. ) †¦ quan estic amb una tia†¦ (151) Equivalence Vaig pensar de trucar a la Jane,†¦ (169) Modification †¦ si no ens haguessim petonejat tant i tant. (170) Modification †¦ la persona que estic petonejant†¦ (170) Modification Em tocava molt l'oremus†¦ (171) Equivalence †¦ m'havien tornat a fotre fora. (173) Equivalence †¦ faria una trucada a la Jane†¦ (186) Equivalence Podia agafar alguna cosa ben jazzy†¦ i xiular-ho tan facil i be†¦ que et podia deixar de pedra. 198) Equivalence Vam fer una mica de comedia al taxi. (200) Equivalence Ets pitjor que un gra al cul†¦ (212) Literal 52 I thought of giving old Jabe a buzz,†¦ (105) Pense en llamar a Jane†¦ (136) Mo dification 53 †¦ if we hadn't necked so damn much. (105) †¦ si no nos hubieramos besado y achuchado tanto. (137) Modification 54 †¦ whoever I'm necking†¦ (105) †¦ la persona con la que me estoy besando y todo eso†¦ (137) Modification 68 55 She gave me a pain in the ass†¦ (106) Me caia como una patada en el culo†¦ (138) Literal 56 I got the ax again (107) †¦ me habian expulsado otra vez. (139) Modification 7 †¦ I'd give old Jane a buzz†¦ (116) †¦ podia llamar a Jane†¦ (149) Modification 58 He could take something very jazzy†¦ and whistle it so nice†¦ it could kill you. (124) Podia coger una cancion muy de jazz†¦ y la silbaba tan bien y tan suavecito†¦ que te podias morir. (158) Literal 59 We horsed around a little bit in the cab†¦ (125) En el taxi†¦ nos besamos y nos achuchamos un poco. (159) Modification 60 You give me a royal pain in the ass†¦ (133) †¦ me caes peor que una patad a en el culo. (169) Literal miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368Translating colloquial idioms/metaphors in The Catcher in the Rye METAPHOR ST (P. ) 61 Boy, did she hit the ceiling when I said that. (133) SPANISH TT (P. ) Jo, como se puso cuando le dije aquello. (169) Equivalence CATALAN TT (P. ) Hosti, si va tocar el sostre quan vaig dir aixo. (212) Literal Ho vaig anar tallant gradualment. (225). Equivalence †¦ els hipocrites hi entren per les finestres. (225) Literal Nomes feia comedia, jo. (229) Equivalence Me n'he d'anar†¦ (235) Modification Era estrictament pitjor que un gra al cul†¦ (236) Literal †¦ va fotre el camp de la sala†¦ (237) Equivalence Nomes feia comedia, es clar. 243) Equivalence †¦ i xerraria una estona amb ella. (248) Modification †¦ la Phoebe sempre porta algun vestit que et deixa de pedra. (253) Equivalence Els quaderns dels nanos fan pixar de riure. (255) Equivalence Anava torrat†¦ (259) 69 62 I gradually cut it out. (141) Deje de ir poco a poco. (179) Modification 63 †¦ the phonies are coming in the window. (141) †¦ hay tios falsos a patadas. (179) Equivalence 64 I was only horsing around. (144) Solo estaba haciendo el indio. (182) Equivalence 65 I have to tear†¦ (148) Tengo que largarme†¦ (187) Modification 66 He was strictly a pain in the ass†¦ (149)Era igualito que una patada en el culo†¦ (187) Literal 67 †¦ she beat it out of the room†¦ (149) †¦ se largo†¦ (188) Modification 68 I was only horsing around†¦ (153) †¦ solo estaba haciendo el indio†¦ (192) Equivalence 69 †¦ just sort of chew the fat with her for a while. (156) †¦ pegar la hebra un rato con ella. (196) Equivalence 70 Phoebe always has some dress on that can kill you. (160) Phoebe lleva siempre unos vestidos que te dejan sin habla. (200) Equivalence 71 Kids’ notebooks kill me. (161) Los cuadernos de los crios me dejan sin habla. (202) Equivalence 72 I was plastered (163) Estaba curda (204) iscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Michael O’Mara METAPHOR ST (P. ) SPANISH TT (P. ) Equivalence CATALAN TT (P. ) Equivalence Em va deixar de pedra. (259) Equivalence Volia dir per que m'havien fotut al carrer un altre cop. (264) Equivalence Em feia pixar de riure. (276) Equivalence Nomes fem una mica de comedia a dins de casa. (277) Equivalence Aixo em fa molta gracia. (277) Equivalence †¦ li trucaria,†¦ (283) Modification †¦ anava una mica alegre. (287) Equivalence †¦ et posa nervios†¦ (287) Modification †¦ anava forca alegre. (296) Equivalence Segurament li trucare†¦ 300) Modification †¦ pero la Phoebe es moria de riure. (310) 73 She kills me. (164) Me deja sin habla. (204) Equivalence 74 She meant why did I get the ax again. (167) Se referia a que hubieran vuelto a expulsarme. (209) Modif ication 75 She kills me. (175) Me deja sin habla. (219) Equivalence 76 We just horse around†¦ (175) Solo hacemos el indio†¦ (219) Equivalence 70 77 That kills me. (175) Me deja sin habla. (220) Equivalence 78 †¦ I'd give her a buzz†¦ (180) †¦ la llamaria†¦ (225) Modification 79 †¦ he was a little oiled up. (182) †¦ estaba un poco bebido†¦ (227) Modification 80 †¦ it gets on your nerves†¦ 182) †¦ le pone a uno nervioso†¦ (228) Modification 81 He was pretty oiled up,†¦ (188) †¦ estaba bastante curda. (234) Equivalence 82 I'm probably gonna give her a buzz†¦ (191) Probablemente la llamare†¦ (237) Modification 83 †¦ but it killed old Phoebe. (197) †¦ pero a Phoebe le hizo muchisima gracia. (245) miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Translating colloquial idioms/metaphors in The Catcher in the Rye METAPHOR ST (P. ) SPANISH TT (P. ) Modificat ion CATALAN TT (P. ) Equivalence †¦ aniria fins al tunel Holland i faria dit, fins que em carreguessin†¦ 311) Equivalence Com si algu hi acabes de fer un riu. (314) Equivalence †¦ algun desgraciat pervertit que es devia haver ficat a l'escola de nits per pixar o alguna cosa aixi†¦ (315) Modification †¦ la vam fer petar una estona. (316) Equivalence Es va girar i va fotre el camp. (319) Equivalence Es mes gallina que un plat de caldo†¦ (319) Equivalence †¦ un d'aquells tunels que sempre fan pudor de pixats. (328) Modification 71 84 I'd go down to the Holland Tunnel and bum a ride†¦ (198) †¦ iria al Tunel Holland, subiria a un coche†¦ (246) Modification 85 Like somebody'd just taken a leak on them. (200) †¦ omo si alguien acabara de mear ahi. (248) Modification 86 †¦ some perverty bum that'd sneaked in the school late at night to take a leak or something†¦ (201) †¦ un pervertido que habia entrado por la noche en el colegio a mear o algo asi†¦ (249)18 Modification 87 †¦ I shot the breeze for a while. (201) †¦ estuvimos de charla un rato. (249) Modification 88 He turned around and beat it. (204) Se volvio y salio corriendo. (252) Modification 89 He's got a yella streak a mile wide (204) Es de un cobarde que no vea†¦ (252) Modification 90 †¦ those little tunnels that always smell from somebody's taking a leak. (210) †¦ sos tuneles que siempre huelen como si alguien hubiera estado alli meando. (258) Modification miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Michael O’Mara Discussion of results The purpose of this investigation was to determine which of the two translations, Spanish or Catalan, retains the greater degree of figurative/metaphorical meaning in their representations of the colloquial idioms/metaphors that Holden Caulfield uses, having said that the use of colloquial metaphors is one of the most unique an d defining aspects of the idiolect of Holden Caulfield in The Catcher in the Rye.This is not an assessment of how diligently the translators strove or how successful they were in finding equivalents in the target languages and in no way implies a value judgement as to which translation is more ‘accurate’. It is clear that translators work only with the tools that are available in their target languages and cultural contexts. Nevertheless, what this study attempts to provide is data that can help to clarify to what degree the metaphorical nature of ideas expressed using colloquial metaphors in the source text were preserved as such in the Spanish and Catalan translations.Our results seem to suggest that the colloquial metaphors represented in the Catalan translation retain more of the original figurative meaning present in the source text. This translation employs on significantly more occasions the equivalence method of metaphor translation, used on 53 occasions in the Catalan translation and on 41 occasions in the Spanish version. These data are significant because when this method is used to translate an idea expressed as a metaphor in the source text, the idea retains its status as a metaphor in the target text, the only difference being in its form, or appearance.Since no two languages are alike, target languages cannot always provide correspondences in both form/structure and meaning. Our conclusion is also supported by the fact that the modification method of translation was used on significantly more occasions in the Spanish translation than in the Catalan version: it was used 44 times to produce the Spanish translation and 29 times in the production of the Catalan translation.In other words, the colloquial metaphors that Holden uses in the book are found to be explained or paraphrased significantly more in the Spanish translation than in the Catalan version, which represented these metaphors through either equivalence or the literal method . This last method, although to a lesser degree, supports our conclusion as well: it was found that the Catalan translation used a lexicalized structure similar in form and meaning on 8 occasions while it was found on 5 in the Spanish version.Put differently, although the difference is small (5-8), the Catalan translation uses the same or nearly the same metaphor on more occasions than the Spanish translation. Considered numerically, in the Spanish translation the most frequent method used was that of modification (44), followed by equivalence (41), literal translation (5) and finally omission (0); and in the Catalan translation the most frequent method used was equivalence (53), followed by modification (29), literal (8) and finally omission (0) as may be seen in Table 3: miscelanea: a journal of english and american studies 35 (2007): pp. 7-75 ISSN: 1137-6368 72 Translating colloquial idioms/metaphors in The Catcher in the Rye 60 50 40 30 20 10 0 Spanish Catalan Equivalence 41 53 Modification 44 29 Literal 5 8 Omission 0 0 TABLE 2: Translation techniques: frequency 73 Our results can be compared to similar studies such as Lopez Rua (1997) in â€Å"The translation of the idiolects in The Catcher in the Rye: An approach through lexicalized structures† and Lorenzo, M. et al. , (1999): â€Å"Lack of meaning interaction between English, Galician and Spanish in Salinger’s The Catcher in the Rye†.Although the focus of neither study is the translation of colloquial idioms/metaphors, both studies discuss loss of meaning upon translation from English to Spanish and from English to Galician, and coincide in the need to maintain form and meaning between source text and target text. Specifically, Lopez Rua found that the most marked similarity in both translations is the misuse and misapplication of the technique of modification or paraphrasing: Most of the inadequacies detected in the Spanish and Galician versions are related to the translations by paraphrase and by omission.In my view, they are due to the fact that the translators have failed to recognize the defining features of the characters’ idiolect (for example, the systematic use of some lexicalized structures). Apparently, they are not aware of the fact that the writer is deliberately resorting to trite and monotonous vocabulary in order to define the characters and their speech habits. Both translations (but particularly the Spanish one) seem utterly unable to render the characters’ idiolects accurately.Instead of trying to convey those idiolects whenever possible (of course, adapting them to the peculiarities of the TL), in most cases the translators resort to the systematic omission of recurrent structures, and some other times they translate those recurrent structures in many different ways miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Michael O’Mara without taking into account the context, the styl e, and the character who uses them. As a result, the translation becomes expressionless. 19 The results of Lorenzo et. al. 1999), can be applied as well to our study, especially in terms of the importance of a strict adherence to the identity principle20, from which the Spanish and Gallician versions could have benefited: the majority of the possible errors just studied could have been avoided if the translators had taken into consideration the identity principle†¦ In fact, the identity principle, since it is based on the parallelism between form and meaning in the ST and the TT, would have proved a more accurate mechanism when dealing with the process of translation from a given L1 to L2 and L3. 21 Notes 1 See Costello (1959:173). 74 2 . See Lorenzo, M. , et al. (1999: 324). 8 . Some of these word combinations have been the object of other studies. For example, see Lopez Rua (1997). 9 . See the Oxford English Dictionary’s entry for ‘idiom’: http://dictionar y. oed. com/cgi/entry/50111256? single=1&query_ type=word&queryword=idiom&first=1&max_ to_show=10. 4 . Definition provided by Webster's New Encyclopedic Dictionary (1994: 374). 5 Definition provided by Webster's New Encyclopedic Dictionary (1994: 630). 3 . See Newmark (1988: 104). . Ibid. (1988:104). . See Lorenzo, M. , et. al. (1999: .See Lopez Rua (1997: 147). . Ibid. (1997: 148). . Baker, M. (1992:74) in Lopez Rua 10 11 324). 12 13 14 The term ‘colloquial metaphor’ has been used before, especially in online sources: Answers. com, etc. It was found to be used in some non-linguistic academic contexts (legal) such as â€Å"Why originalism won't die – Common mistakes in competing theories of judicial interpretation†, Duke Journal of Constitutional Law and Public Policy, Online Edition, 2007. Duke J. Con. Law & Pub. Pol'y 230, page 238. 7 . In books that have been published on the subject the term ‘Colloquial idioms’ seems preferable: Ball, W.J. 1972. A Practical Guide to Colloquial Idiom, Wood, F. T. 1976. English Colloquial Idioms, etc. 6 (1997: 148). 15 . Definition provided by Webster's New Encyclopedic Dictionary (1994: 752). 16 . While it is true that both translations of â€Å"It gets on your nerves sometimes† retain figurative/metaphorical meaning, they can be better understood as collocations —†ponerse† (Spanish) and â€Å"posarse† (Catalan) collocate with â€Å"nervioso† (Spanish) and â€Å"nervios† (Catalan)— and their accepted use in both standard Spanish and Catalan is fairly widespread.Here they serve to clarify the original metaphor which in English is generally considered more informal. miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Translating colloquial idioms/metaphors in The Catcher in the Rye 17 . The translation of the colloquial metaphor â€Å"to get to first base† with someone here is somewhat in accurate. The Catalan translation is closer in meaning to the ST, where the metaphor is used in relation to romantic intimacy: first base refers to initial contacts such as kissing; a â€Å"homerun† generally refers to sexual intercourse. 8 . The absence of a translation for the word â€Å"bum† in the Spanish translation may be considered somewhat inaccurate: although the word â€Å"bum† does not form a part of the metaphor itself, it does contribute to the atmosphere in which the metaphor is presented. In this case, the â€Å"perverty bum† was left just as â€Å"un pervertido† in the Spanish translation, omitting the vital bit of information that the person is a â€Å"bum† i. e. a homeless and/or poor person. The Catalan version translates it as a â€Å"desgraciat† or unfortunate, unlucky, or even wretched person.One might suggest that a â€Å"perverty bum† is more in keeping with the idiolect of Holden than just a â€Å"perv ert†. 19 . See Lopez Rua (1997: 149). . See Lorenzo, M. et al. (1999: 5). . Ibid. (1999:329). 20 21 Works cited American Library Association. http://www. ala. org/ala/oif/bannedbooksweek/bbwlinks/100 mostfrequently. htm BAKER, M. 1992. In Other Words: A Coursebook on Translation. London: Routledge. BALL, W. J. 1972. Practical guide to colloquial idiom. London: Longman. COSTELLO, D. P. 1959. â€Å"The language of The Catcher in the Rye,† AmericanSpeech, Vol. 34, no. 3, October:172-81. LOPEZ RUA, P. 1997. â€Å"The translation of the idiolects in The Catcher in the Rye: An approach through lexicalized structures†. Miscelanea: A Journal of English and American Studies, 18: 139-158. LORENZO, M. , et. al. 1999. â€Å"Lack of meaning interaction between English, Galician and Spanish in Salinger’s The Catcher in the Rye†. Estudios de linguistica contrastiva. Universidade de Santiago de Compostela: 323-330. MERRIAM-WEBSTER Inc. 1994. Webster's New Encyclope dic Dictionary.New York: Black Dog & Leventhal. Received: 11 June 2007 Revised version: 17 January 2008 NEWMARK, P. 1988. A textbook of translation. London: Prentice Hall International. OXFORD ENGLISH DICTIONARY: http://dictionary. oed. com/cgi/entry/50034626? single=1&query_ type=word&queryword=catharsis&first=1&max _to_show=10 SALINGER, J. D. 1951. The Catcher in the Rye. Boston, MA: Little, Brown and Company. —. 1990. El vigilant en el camp de segol. Trans. E. Riera & J. Fonalleras. Barcelona: Editorial Empuries. —. 2006. El guardian entre el centeno.Trans. C. Criado. Madrid: Alianza Editorial. SMITH, T. 2007. â€Å"Why originalism won't die – Common mistakes in competing theories of judicial interpretation†. Duke Journal of Constitutional Law and Public Policy. Online edition, 159: 230-238. VERMEER, H. 2004. â€Å"Skopos and comission in translational action†. In Venuti, L. (ed. ) The translation studies reader. London: Routledge. WOOD, F. T. 1 976. English colloquial idioms. London: Macmillan. 75 miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368