Dracula by Bram Stoker Book Review - Free Essay Example

Sample details Pages: 6 Words: 1733 Downloads: 7 Date added: 2019/04/30 Category Literature Essay Type Book review Level High school Tags: Dracula Essay Did you like this example? Introduction Pasty white skin, sharp fangs, and grows young by drinking others blood. Thats right, vampires. One of the most well-known vampire books is Dracula by Bram Stoker. It tells the story of a group of people that are plagued by the vampire Dracula, and their story to hunt him down and kill him once and for all. There are many elements to this story, including the plot, characters, and quotes. Also, you will be able to see my assessment of the story. So, lets dive into the plot, characters, quotes, and opinions. Book Summary The plot is key to any story, even Dracula. But in Dracula, we see the plot being told a different way. The book is just composed of diary entries, its like youre reading something your not supposed to be reading. We start off in the 19th century in Jonathan Harkers diary. He is traveling to Transylvania to help Count Dracula buy some land, as this is his job. But Johnathan starts to notice weird things about the Count he sleeps in a coffin and has three women that he calls the Brides of Dracula living in his castle! The Brides are weird too, they have pointy teeth and feast on a child Dracula brings them every night. Jonathan fears for his life and tries to run away. We are left on a cliffhanger with Jonathan, but we are then introduced to Mina, Jonathans fiancee. We are thrown into the life of Miss Mina as she is hanging out with her best friend Lucy. Lucy seems absorbed in her own problems, as we see that she has three marriage proposals in one day! The three options are John Stew ard, a doctor in a mental hospital, Quincey Morris, and Arthur Holmwood. AND.. THE LUCKY WINNER WAS ARTHUR HOLMWOOD!!!! Seriously though, all the boys stay good friends later on. We read in the diary of John Steward, as he is recording a patient of his, Mr. Renfield. Renfield has an odd habit of capturing flies, feeding them spiders, feeding them to birds, and then eating the birds. He says that his master will be coming soon. While all this is going on, Lucy is not doing well. She extremely weak, pale, and seems to be losing blood, but they cant find the spot where shes losing it. Doctor Steward is confused by this, so he asks for advice from Doctor Van Helsing. Doctor Helsing sees that a vampire is involved, and he tries to save her. They are not able to save her, and she dies. But as we and Doctor Helsing know, she isnt really dead. After seeing Lucy almost kill a child, Doctor Helsing and the three friends help him kill Lucy, they stab her in the heart and cut off her head. Min a hears from Johnathon who is suffering brain fever, AKA madness after his deal with Dracula. She goes to her fiancee at once and marries him. After a while, the couple comes back and they along with the three friends and Doctor Helsing swear to kill Dracula once and for all. While they go out hunting for Dracula, Mina stays behind in Doctor Sewards office to stay safe. This wasnt the safest idea, as that Sewards patient Reinfield invites his master, Dracula, into the building and he starts drinking Minas blood and forcing her to drink his. Quickly they try to find Dracula and kill him, he leads them to his hometown of Transylvania, and they have a final battle, where Quincy is stabbed and dies, along with Dracula. Don’t waste time! Our writers will create an original "Dracula by Bram Stoker Book Review" essay for you Create order Character Analysis Characters are also very significant to the story. Two of my favorite characters that I will be examining are Doctor Van Helsing and Mr. John Steward. Doctor Van Helsing is a very smart man. He taught Doctor Steward and have a lot more degrees than what you would think. He also knows a lot about vampires. He is the one who had the idea to put garlic everywhere in Lucys room, to cut off her head and drive a stake through her heart, and he seemed to be the only character that knew what we knew. As this book has been out for a long time, we know about vampires. Theyre everywhere and not just at Halloween. A vampire teaches the kids their numbers and how to count. We know that vampires cant go out into the daylight, dont eat, cant see their own reflection, and garlic repels them. Doctor Van Helsing is the only one who knows what we know about vampires. When we see that Lucy is losing blood and there seems to be no cut or exit wound, we know to check on her neck, so does Doctor Van Helsi ng. On page 239 we see him helping out his friends. He pointed, and far down the avenue of years, we saw a white figure advance-a dim white figure, which held something dark at its breast. The figure stopped and at a moment a ray of moonlight fell between the masses of the driving clouds and showed in startling prominence a dark-haired woman, dressed in the cerements of the grave. We could not see the face, for it was bent down over what we saw to be a fair-haired child. There was a pause and a sharp little cry, such as a child gives in sleep, or a dog as it lies before the fire and dreams. We were starting forward, but the professors warning hand, seen by us as he stood behind a yew-tree, kept us back. We see that he is protecting his friends from the vampire Lucy as she is holding a child that she will kill. He knows that if they attack her while she is awake, she will kill them. Then later, he asks Authur to kill the vampire. You would think that the professor would be happy to do this, but he wants Authur to be the one who sets her free. My other favorite character is Mr. John Steward. He is a kind doctor who works at a mental hospital. Back in those times, I think that not a lot of people would be nice to mentally unstable characters. But Dr. Steward is the exception. He has a man named Renfield in his care, and he makes sure that someone watches this patient all the time. Even after Renfield attacks the doctor and cuts him, Doctor Steward still treats him like a human. When Renfield asks for a kitten, the doctor writes this in his journal on page 85, so I said I should see about it, and asked him if he would not rather have a cat than a kitten. His eagerness betrayed him as he answered: Oh yes, I would like a cat! I only asked for a kitten lest you should refuse me a cat. No one would refuse me a kitten would they? I shook my head and said that at present I feated it would not be possible, but that I should see about it. We see that Doctor Steward knows that if he gives Renfield a cat, he will kill it eventually. But he doesnt scold Renfield, he politely says that he thinks it is not possible right now. My two favorite characters are Doctor Van Helsing, because of his knowledge matches ours, and Doctor Steward because he treats his patients with kindness. Quotes One thing that will leave a lasting impression on the audience are quotes from a book. In my opinion, there are two outstanding quotes in this story. The first is on page 182, I am too miserable, too low-spirited, too sick fo the world and all in it, including life itself, that I could not care if I heard this moment the flapping of the wings of the angel of death. And he has been flapping those grim wings to show some purpose of late This was written by Doctor Seward as he explains how three people everyone loved, Lucys mother, Arthurs father, and Lucy, have died. He seems to think that there is nothing to live for in this world. I love how it describes death, with flapping grim, black wings as he sneaks up behind someone, yet they can hear him, and he takes them away. Everyone feels this kind of sadness usually one time in their life, and Bram Stoker explains it perfectly. You dont want to kill yourself but if death came now, you wouldnt give a fight. The other quote that I love i s when Johnathan Harker is ending his diary on page 202. He ends it on such a sad and impressionable note that it stuck with me, So I can finish this diary; and God only knows if I shall ever begin another. If I do, or if I ever open this again, it will be to death with different people and different themes; for here at the end, where the romance of my life is told, ere I go back to take up the thread of my life-work, I say sadly and without hope, FINIS. If the book had ended this way, it would be a cliffhanger and at the same time, a happy ending. I love how it says that if he ever opens up another diary it will be at another time, with other people. That is just like life. I hope to say FINIS at the end of my life. Both of these quotes explain something with death and make it beautiful. That is why they are my favorite quotes. Recommendations Everyones opinion matters and everyone has a different opinion. Some people like this book, some people dont. But in my case, I would recommend Dracula. It is a novel bursting with action, romance, plot twists, and mythical creatures. You wont understand why someone likes it if you dont understand the book in the first place. But if you are lucky enough to read and understand Dracula, I think you will be very impressed. Conclusion There are key points that every book must have like plot, characters, quotes and how people see the book/recommend it. Dracula is bursting at the seams with so many different aspects, including romance, action, mythical creatures, deep characters, and even deep quotes. What other books have you read that are so deep and first of the kind like Dracula by Bram Stoker?

An Interpretation of Emily Dickinsons Poem I Felt a...

An Interpretation of Emily Dickinsons Poem I Felt a Funeral, in My Brain To understand any poem by Emily Dickinson is a challenge. After reading this poem a few times, I decided that the only way to comment on it was to scan all the possible meanings of certain lines and words that Dickinson chose to use. This is my own interpretation of the poem, not to be confused with a definite idea of what Dickinson was trying to convey in her writing of I Felt a Funeral, in my Brain (280). I decided that the best way to comprehend Dickinsons message was to pay more attention to the feelings created and senses stimulated by reading and rereading the poem itself. I came to the conclusion that the author is in deep pain over†¦show more content†¦The second stanza deals with the emotional side of death. The people left behind who suffer the most must deal with the kindness of others, when in actuality, they most likely want to be left alone with their thoughts. The constant Im sorry for your loss that echos from the lips of everyone becomes more obnoxious than calming. The authors senses are heightened as her mind sinks back into that comatose state of being numb. The next stanza deals with sound. She heard them lift a Box/ And creak across my Soul/ With those same Boots of Lead, again. These lines show the inward feelings created by the ending of the funeral, when the casket is carried away to its final place of rest. The Boots of Lead are not literally made of lead, but with each step taken, the author feels as if her heart is the ground the pallbearers walked on, taking away a loved one for the last time. It is almost as if the author feels trapped inside herself, like there are two of her. She seems to feel the pain of two people rather that just one. However, this is strictly my interpretation. The following stanza goes along well with the previous, since it is a continuation of this doubled pain. As all the Heavens were a Bell,/ And Being, but and Ear,/ And I and Silence, some strange Race/ Wrecked solitary, here- has a lot of meaning hidden behind it. I think it is important to pay attention to the wordsShow MoreRelatedEmi ly Dickinson s `` Because I Could Not Stop For Death `` Essay1355 Words   |  6 PagesModernism for Emily Dickinson has to do with the uncertainty. Emily Dickinson was a somber thinker who doesn’t try to enlighten anyone of anything. Her poems were uniquely written and she wrote about the uncertainty, which makes her poetry easy to empathize with in the 21st century. The 21st century, is a period of science which is used as a tool to make sense of the uncertainty. Emily Dickinson uses her poetry as a means to question and observe the trauma of human existence. For instance, she doesn’tRead MoreEmily Dickinson As A Poet Of The Dark And Depressive Nature996 Words   |  4 PagesMost think of Emily Dickinson as a poet of the dark and depressive nature. 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Explain Different Psychological Approaches to Health Practice free essay sample

Explain different psychological approaches to health practice. (P3) – Explain different psychological approaches to social care practice. In this criterion, the different psychological approaches to health practice and social care practice will be outlined and explained. Health practice is the act of a care professional that performs activities, methods and treatments in order to keep an individual health whether it is to do with diet, exercise, or bad habits such as smoking and excessive drinking. Social care practice is the act of a care professional that concentrates on and supports the social and personal needs of an individual. This can be demonstrated with activities and methods such as counselling and therapy. These methods are used to improve the quality of life of individuals who may be mentally ill or may be victims of abuse. Individuals can receive this care at any age. There are a variety of approaches that can be applied to health and social care practices, such as the behavioural approach, social learning approach, psychodynamic approach, humanistic approach, cognitive approach and the biological approach. Behaviourist Approach The behaviourist approach as explained in P1, suggests that learning is what changes an individual’s behaviour. Therefore, any changes in behaviour of an individual are the result of events that have taken place within the environment. (P2) – This approach can be applied in a health practice such as within a health clinic or a hospital. For example, if a service user is being sexually abused and seeks help within a hospital, a care provider such as a doctor will be able to determine what behavioural approach will be best suited for the individual. P3) – This approach can be applied in social care practice such as therapy. For example, a child or young person may need to go to a therapist as a result of witnessing physical abuse within their home. The care provider will need to know of any event that has taken place in the individual’s environment to suggest the best course of action. Social Learning The social learning approach as exp lained in P1, suggests that learn new behaviours and information by observing other that are around them. This is also known as observational learning. (P2) – This approach can be applied in health practice such as a health clinic. For example, if a service user is unsure of how to use a form of contraception, they can seek assistance in a health clinic. A nurse can demonstrate how to use different contraception, so that the service user is able to imitate and learn. (P3) – This approach can be applied in social care practice such as within a school. For example, a care provider such as a teach may conduct experiments in lessons such as science so that service users such as children are able to understand and perform the experiments themselves by imitating what they have been taught. Psychodynamic Approach The psychodynamic approach as explained in P1, suggests that it is the brain that controls and determines the way an individual makes sense of their relationships, experiences and how they see the world. Therefore, the function of the individual is based upon the drives and forces within. (P2) – This approach can be applied in health practice such as a Doctors surgery. For example, if a service user is diagnosed with cancer, their treatment may depend on the ill-strength of the individual and whether or not they are able to fight the cancer mentally. P3) – This approach can be applied in social practice such as counselling. For example, a service user may be attending counselling sessions to boost their confidence. The care provider may encourage the individual to boost their confidence using different activities and methods but it is ultimately up to the individual to change their way of thinking. Humanistic Approach The humanistic approach as ex plained in P1, suggests that for an individual to grow as a person, they need an environment that provides them with genuineness, acceptance, and empathy. If an individual has all of these components, self-actualisation will take place. (P2) – This approach can be applied in health practice such as a hospital. For example, if a service user does not feel as if they have all the components to cater to their basic needs, they may seek assistance from a hospital for shelter, and safety and food. (P3) – This approach can be applied in social care practice such as foster care. For example, if a child or a young person is not able to meet their needs within a family home, they may need to live in a foster home to fulfil their safety or basic needs. Cognitive Approach The cognitive approach as explained in P1, suggests that there are four stages that all include abstract level of thought. Each stage occurs in the same order, and builds on what the individual learned in the previous stage. (P2) – This approach can be applied in health practice such as a health clinic. For example, if a service user is unsure of what is the healthiest way of looking after their unborn child, they may attend classes that teach them the best ways to look after their child. These classes may build on the prior knowledge of the service user. (P3) – This approach can be applied in social care practice such as pre-school. For example, a care professional such as a teacher may do activities with children repeatedly and add information each time to build the knowledge and confidence of the children. Biological Approach The biological approach, as explained in P1, suggests that the changes in an individual’s body and behaviour are a result of the ageing process. Therefore, the way an individual thinks and acts influenced by events that occur within neurons that make up the nervous system. (P2) – This approach can be used in health practice such as a hospital. For example, a service user may be going through puberty at an early age, and may not understand what is happening to their body. They may seek assistance from a Doctor who will be able give them the relevant information and may even treat them with medication or make a referral for therapy. (P3) – This approach can be applied in social care practice such as a play centre. For example, children that have been affected by witnessing abuse within their home may attend play therapy sessions. The therapist will use the observational notes from the play session and suggest methods and maybe even medication that will be suitable for the child. In this criterion, the different psychological approaches to health practice and social care practice have been outlined and explained. Bibliography Pearsons Education, Edexcel LTD, 2012 – www. edecxel. com Hidden Hurt, 2002 2011 http://www. hiddenhurt. co. uk/ Mind, 2012 www. mind. org. uk

Biology Assignment on Diseases free essay sample

A decrease in productivity would cause a financial loss for the country. There would be a decrease in export, and an increase in imports, therefore decreasing the GDP of the country. The government would have to spend a large sum of money on treatment methods, and seek help from other, more advanced countries, putting the country into millions of dollars of debt. Diseases would ultimately lower the standard of living of a people. 4. Drug use is the consumption of drugs or prescription medication. Drug misuse is the use of a drug for a purpose other than the one for which it was prescribed. Drug abuse is the habitual, excessive use of a drug. 5. Social and Economic implications of diseases in Plants and Animals Diseases in plants and animals cause great damage to the agricultural sector of a country. If not treated soon enough, entire fields of crop could be wiped out. Farmers would be financially devastated. The country would have to import goods that they would have been able to self-produce before. A decrease in supply would also affect the consumer, because prices of goods would go up drastically. Ultimately, the people may not be able to afford the necessities to live comfortable as before. Plant diseases affecting agriculture in Dominica: Black Sigatoka-Black Sigatoka  is a leaf spot disease of  banana  plants caused by  ascomycete  fungus Mycosphaerella fijiensis  (Morelet). It attacks the leaves of banana and plantain plants, affecting the process of photosynthesis and reducing yields. Banana and plantain are two of Dominica’s major exported products; therefore the government is seeking help from other countries and organizations, in order to keep the country economically stable. Unfortunately two Caribbean countries have already placed import restrictions on fruits from Dominica. Citrus Greening Disease- this disease is probably the worst of citrus diseases caused by a vectored pathogen. Infected trees produce small, irregular shaped fruit. Citrus is another main export of Dominica. Many farmers depend solely upon the income received after selling fruits such as grapefruits and oranges. Agricultural authorities are attempting to control the disease and prevent it from spreading across entire farms. Crown Rot Disease- this disease is caused by the fungus Colletotrichum musae. It affects bananas, and their close relatives, plantains. As mentioned before, bananas and plantains are two of the main exports of Dominica; therefore any disease affecting them could have a negative impact on the economy. Crown rot causes a brown to black color to develop where the hand was severed from the bunch. Frequently a layer of whitish mold forms on the cut surface of the crown. The disease decreases the quality of the produce, and discourages buyers from returning. 7. a) Life Cycle of a Mosquito Egg- They are laid one at a time, and float on the surface of the water. One should avoid having empty tins, cans, drums or any object which can hold ater, in or near their homes. They live in the water, and surface to breathe. The larva feed on micro-organisms and organic matter in the water. They shed their skin four times, growing larger each time. On the fourth shedding the larva changes into a pupa. Pupa- The pupal stage is a resting, non feeding stage. The pupa floats on the surface of water and breathes through two tubes called ‘trumpets’. This is the time the mosquito turns into an adult. It takes approximately two days before the adult is fully developed. When development is complete the pupal skin splits and the mosquito emerges as an adult. Adult- The newly emerged adult rests on the surface of the water to allow itself to dry and all its parts to harden. Also the wings have to spread out and dry properly before it can fly. It is wise to cut down weeds, tall grass and bushes around the home, since these are the known homes of adult mosquitoes. Pesticide sprays can also be used to kill adult mosquitoes. b) A pathogenic disease such as Influenza can be transmitted by: direct contact with infected persons, contact with contaminated objects or by inhalation of contaminated aerosols. Whereas, a Physiological disease such as Diabetes, may be passed on from a parent to his/her child. c) A pathogenic disease such as Pneumonia would be treated with various antibiotics. However, a physiological disease such as Hypertension would require antihypertensive drugs, and more importantly a change in one’s diet and lifestyle, to include regular exercise. d) The disease HIV/AIDS has not impacted the Caribbean countries as much as others, such as Africa, but there is an increase in the number of newly infected persons every year. It has been found that many people living with HIV/AIDS are unemployed. Many had lost their jobs, but some had voluntarily left the workplace due to the high level of discrimination. This epidemic is seriously undermining the human resource development by selectively reducing the workforce through sickness, absence from work, voluntary and forced redundancy, or death. The economic impact has been estimated by the Health Economics Unit, UWI at US$20M in 1995 and is projected to reach US$80M by 2020, due to patient care and support and lack of productivity. The countries have to spend money on treatment methods and lose money through little productivity. People suffering from HIV/AIDS are seen as the lowest in social status. They are abandoned and shunned by the society causing further depression. They are reduced to poverty and harsh living conditions, lowering the standard of living. The disease is a colossal burden upon the governments in the Caribbean, as they try to prevent the disease, rather than treating it.

The ways in which R.L. Stevenson presented good and evil in his novel Dr. Jekyll and Mr. Hyde Essay Example For Students

The ways in which R.L. Stevenson presented good and evil in his novel Dr. Jekyll and Mr. Hyde Essay This essay will explore the ways in which R.L. Stevenson presented good and evil in his novel Dr. Jekyll and Mr. Hyde, using symbolic opposites as metaphors to describe the natures of certain people in the, for example Mr. Hyde, Dr. Lanyon etc. The gothic/ Victorian setting for this novel ties in with the good and evil stance in which the appearances of certain people and objects can be a deceitful to the reader. Stevenson sets this novel in the Victorian period when there was a thin border between rich and poor, civilisation and barbarism, and occasionally good and evil; which suits the good vs. theme of the novel. We will write a custom essay on The ways in which R.L. Stevenson presented good and evil in his novel Dr. Jekyll and Mr. Hyde specifically for you for only $16.38 $13.9/page Order now Stevenson wrote this novel to express how evil can present itself in a variety of different people, even those considered rich, wealthy and upper class. The novel also expresses that no matter how many good deeds you do, you are still vulnerable to doing evil deeds. In the case of the novel itself, Stevenson wrote about a doctor called Jekyll who seemed to be a respectable, good looking, hard working and socially accepted member of the community. Quote Jekyll was a large, well made, smooth faced man of fifty, with something of a stylish cast perhaps, but every mark of capacity and kindness. However, Jekyll was tempted into the evil that one of his scientific experiments entailed, resulting in the production of his alter ego, Mr. Hyde. Quote: à ¢Ã¢â€š ¬Ã‚ ¦think of it I did not even existà ¢Ã¢â€š ¬Ã‚ ¦ a man who could afford to laugh at suspicion. This quote tells us that Jekyll is considering the advantages of his evil creation, one of which is not existing, which enables him to commit crimes as Hyde without ever being traced, as he would have turned back into Jekyll. This advantage tempts Jekyll to pursue in the experiment, slowly turning him from a person with good intentions, to a person with bad intentions, even though this remains unknow n to those around him until towards the end of the novel. Stevenson believed that à ¢Ã¢â€š ¬Ã‚ ¦man is not truly one, but two: which we assume is one good side to a person, and one bad or evil side to a person. He expresses this belief through Jekyll, who we see the good and evil personalities of in the novel. Even though Jekyll became evil enough to create Hyde, we see that Hyde is a totally evil alter ego to Jekyll himself, who does nothing good throughout the novel. The point in which we first know that Hyde is a man with a huge lack of morals when he knocks a girl down in the street, then tramples over her and walks off. Quote: And the next moment, with ape-like fury, he was trampling his victim under foot. After a doctor examines the injured girl, he sees Hyde and immediately dislikes him. Quote: à ¢Ã¢â€š ¬Ã‚ ¦I saw the sawbones turned sick and white with a desire to kill him . This explains that Hyde is  a very ruthless character who some people, like the doctor, dislike or even hate Hyde so much that they want to kill him. Unlike most people, who would feel bad about being disliked or hated by a large number of people, Hyde does not seem to care about being hated by the group of people who were present when he trampled over the girl earlier in the novel. Quote: I never saw a circle of such hateful faces; and there was a man in the middle , with a kind of black, sneering coolnessà ¢Ã¢â€š ¬Ã‚ ¦ but carrying it offà ¢Ã¢â€š ¬Ã‚ ¦ really like Satan. This tells us that instead of Hyde feeling ashamed for what he had done, he stays evilly calm, almost sneeringly, which annoys the group of people standing around him even more. We then get the impression that Hyde is a very much disliked person in the community around him. He is even referred to as being much like Satan in the quote, very much unlike his creator, Dr. Jekyll. In the novel, Stevenson describes Hyde as being small, deformed and purely evil, and going back to Stevensons view that every human being is comprised of one good half and one evil half, we get the impression that Stevenson presents his views on the evil half of all human beings through Hyde, who is half the size of Jekyll because he is Jekylls evil half, evil being only one half of a person in Stevensons belief. Quote: à ¢Ã¢ ‚ ¬Ã‚ ¦Edward Hyde, alone, in the ranks of mankind, was pure evil. .uf99a5b4929bd043231ecdec1f1d996c8 , .uf99a5b4929bd043231ecdec1f1d996c8 .postImageUrl , .uf99a5b4929bd043231ecdec1f1d996c8 .centered-text-area { min-height: 80px; position: relative; } .uf99a5b4929bd043231ecdec1f1d996c8 , .uf99a5b4929bd043231ecdec1f1d996c8:hover , .uf99a5b4929bd043231ecdec1f1d996c8:visited , .uf99a5b4929bd043231ecdec1f1d996c8:active { border:0!important; } .uf99a5b4929bd043231ecdec1f1d996c8 .clearfix:after { content: ""; display: table; clear: both; } .uf99a5b4929bd043231ecdec1f1d996c8 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf99a5b4929bd043231ecdec1f1d996c8:active , .uf99a5b4929bd043231ecdec1f1d996c8:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf99a5b4929bd043231ecdec1f1d996c8 .centered-text-area { width: 100%; position: relative ; } .uf99a5b4929bd043231ecdec1f1d996c8 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf99a5b4929bd043231ecdec1f1d996c8 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf99a5b4929bd043231ecdec1f1d996c8 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf99a5b4929bd043231ecdec1f1d996c8:hover .ctaButton { background-color: #34495E!important; } .uf99a5b4929bd043231ecdec1f1d996c8 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf99a5b4929bd043231ecdec1f1d996c8 .uf99a5b4929bd043231ecdec1f1d996c8-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf99a5b4929bd043231ecdec1f1d996c8:after { content: ""; display: block; clear: both; } READ: Discuss the issues that Huxley raises in his novel Brave New World EssayA character that was influenced greatly by Hyde is Dr. Lanyon, who was a friend of Dr. Jekylls. He too was a respectable man who showed no sign of evil. Quote: This was a hearty, healthy, dapper, red-faced gentleman with a shock of hair prematurely white. This explains that Dr. Lanyon is a man of good health with white hair, which is a sign of wisdom in age. Despite this respectable faÃÆ' §ade, Dr. Lanyon becomes a victim of the evil truth that Dr. Jekyll and Mr. Hyde are the same person, after Jekyll drinks a potion in front of Dr. Lanyon to change into Mr. Hyde. After this, Dr. Lanyon is very dee ply shocked, which eventually leads to his death. Quote: He had his death-warrant written legibly upon his face. The rosy man had grown pale, his flesh had fallen away; he was visible balder and older. This shows us that as well as Dr. Jekyll, Dr. Lanyon a victim of Hydes evil, and also a victim of his own curiosity to know the explanation to Jekylls odd character later in the novel. This also tells us that Stevenson represent his idea of how easily it is to become a victim of evil through Dr. Lanyon, who we see as a person who is an even combination of good and evil.

Diversity as a Black NFL Player Professor Ramos Blog

Diversity as a Black NFL Player In Mychal Smith’s article â€Å"Colin Kaepernick’s protest might be unpatriotic. And that’s just fine† Mychal speaks on the real reasons Colin Kaepernick took a knee that day during the national anthem. For Liberty and Justice for ‘all’. In Colin Kaepernick’s own words, â€Å"I am not going to stand up to show pride in a flag for a country that oppresses black people and people of color.† With President Donald Trump downplaying it as only utter disrespect to our troops and our Nation as well, we as citizens separated the real reasons as to why Colin Kaepernick did it in the first place. Colin Kaepernick wanted to shine a light on all the police brutalities that have been going on every day in our country as well as the many other injustices that happen to people of color in this nation. While many others stood in support, or rather I should say kneed in support with Colin, it is Colin Kaepernick who is still left without a job. H e is currently awaiting trial for challenging in collusion of grievance against the NFL. Many call Kaepernick’s kneeling to be unpatriotic and refer to this as ‘Anthem Protests’. Though the time and place were chosen deliberately, Mychal believes the flag and the anthem are not the reasons for the protest, but the symbolism the flag and anthem represent. Colin believes his actions by kneeling that day was the start to bringing a light upon injustices everywhere in our country. Even if it meant knowing he would be seen as an outcast or someone who disrespects America. In Mychal Smith’s words, â€Å"The protest does not need to be recast as patriotic. Patriotism is not higher virtue than justice.† Yet what Colin Kaepernick did could be known as patriotic as he fights for citizens of this nation who battle diversity on a daily basis. Questions: Should NFL players take the kneel? What would be a better way for Colin Kaepernick to protest to get his point across world-wide? Do you believe Colin Kaepernick is being blacklisted by the NFL? https://www.theguardian.com/commentisfree/2018/sep/12/colin-kaepernicks-protest-unpatriotic-justice By: Carmella Lindo Tyrone Ross Eric Kazos

US Colonial North American from 1607-1865 Research Paper

US Colonial North American from 1607-1865 - Research Paper Example I oppose his idea of containment. We have seen how the governor implements his ideas. He looks for opportunities such as this to increase taxes and exploit the business community (Billings 90). I oppose that and call for the elimination of Indians. Containment is Governor Berkeley’s avenue to raise taxes. Furthermore, the idea is not viable. Instead, the governor should find a long-lasting solution to the Indian menace. The governor has constantly called for containment, a policy that will result in the creation of fortified defensive systems. The idea is to arm the whites and make them ready for any attack. In case of such attacks, the whites with their weapons will come out and kill the Indians. This proves that we are talking about the same thing, extermination of the Indians. That remains the surest way of dealing with the Indian menace; the natives have systematically raided white homes and killed the people I represent. While we both propose the same idea, I call for a cheaper way of dealing with the problem, one that will not cause the hard working whites any increment in taxes. The governor has corrupted the political system. I oppose his governance because of his corrupt ways. He has cunningly removed the system of public rule by bribing the entire Lower House of the Assembly. He gives massive favors to his friends in the assembly thereby turning noblemen into â€Å"yes men† who cannot oppose the governor (Grizzard and Smith.51). The poor whites that I represent continue to languish in poverty and live in deplorable conditions. I refuse to watch Englishmen suffer while the governor continues to enrich himself. He for example influenced the Burgesses to meet at statehouse where he made it clear to the representatives that they served at his mercy. I oppose such an archaic system of government and propose a society where we will not have to worry out protecting ourselves because of a weak enemy that we

If Technology Has Revolutionized the Way We Work Using Two Concepts Essay - 1

If Technology Has Revolutionized the Way We Work Using Two Concepts Which Are Information Systems and Information Technology - Essay Example It is evidently clear from the discussion that information systems and information technology have significantly changed people’s personal lives as well as how people work. The business world has revolutionized almost beyond people’s recognition within the past decades. Technology, both in terms of information systems and information technology has changed the face of the workplace and also increased the pace with which people work. Information systems can be defined as the totality of the tools, procedures, and techniques that are used by businesses to process data. At the turn of the century, Frederick Taylor introduced the concept of scientific management as an aspect of the successful business organization. His thoughts and works, popularly referred to as Taylorism, have guided managers towards success in organizations by using technologies, for instance, Henry Ford in the Automobile market. Information science has led to transformations in many industries where wor k is accomplished through small and more focused enterprise networks. Today, organizations use information systems in their operations to enhance competitiveness and enable business growth and success. Different organizations have different information systems because of varying information needs, but implement them to achieve the competitive advantage by ensuring that they achieve continuous improvement. Information technology can be defined as the use of telecommunication tools to retrieve, create, distribute and store information. Information technology has significantly changed how people work. Information technology in terms of computer-aided design, spreadsheets, relational database technologies and word processing software have all provided ease in terms of conducting different works by increasing efficiency, effectiveness and also the time is taken to do a particular job. The internet has been of particular difference in work environments.

Interviewing Excercises Essay Example | Topics and Well Written Essays - 1250 words

Interviewing Excercises - Essay Example The report further points to mounting debts whose growth rate has exceeded concurrent growth rates in revenue, total financial resources and enrolment, and where the debt per student exceeded financial resources per student. The report further predict continued financial difficulties for the public colleges but expects the public universities to raise tuition and fees so as to bridge the revenue gaps occasioned by cuts in state support, weakened endowments and higher expenses generated by growing enrolment. However, the reports indicate that the public colleges have remained liquid and able to meet their current liability on short notice, but the private universities had a stronger liquidity than similarly rated public universities. Exercise 3. 1. Mary said to Tom, â€Å"put the book down and pay for my coffee.† 2. Tom replied, â€Å"Absolutely no. Pay for yourself.† 3. â€Å"The computer has revolutionized education,† stated John Thompson. 4. â€Å"I spilled co ffee all over my keyboard,† Taylor cried. 5. ... Mr. Allen, who is tall and muscular, dropped out of high school to join the military at the age of 18 years. After joining military, he deployed to Okinawa for two week training and thereafter deployed to Vietnam at the height of the war. He admits having killed many Vietnamese soldiers and watching others die, in the 13 months that he spent in the Vietnamese jungle. He is now a vocal proponent of peace in the world and a prominent critic of waging war. His advice to the students is to â€Å"understand the importance of creating a world of peace and nonviolence†. He laments the military’s use of an aggressive approach, to recruit young men and women. â€Å"Nowadays we have allowed the military to go into our junior high schools and or high schools, and they have programs, ROTC (Reserve Officers Training Corps) programs for the young high school and junior high school students,† He says, â€Å"When I was a child that did not happen; you had to go to the recruiter ’s office†. He categorically stated that such aggressive recruiting do not offer the young high school kids a chance to look at what their options in life are. â€Å"Military presence in our schools has convinced many children that the military is a good thing†. He asserts that military training changes the mind of the young recruits. Marine Corps, he says, trained to kill. The first thing that the trainers do is to remove â€Å"your civilian life from you† by getting rid of one’s civilian way of thinking. â€Å"In the military there’s no thinking. You are trained to follow orders. You do not ask any questions.† he says. He opines that it is easier to do this to young high school kids who have no idea of what they want to do with

Challenges to Healthcare Industry Post Brexit

Challenges to Healthcare Industry Post Brexit EXECUTIVE SUMMARY The report will address three challenges in which the health care industry within the UK might have to deal with after the referendum to leave. It will also include the impact of those three challenges within the global staff in the health care industry. These will be done by linking the impact of these challenges to the relevant examples in the global staffing. At first, the report will be described by giving an introduction of the health care industry within the UK where the industry might lose many staffs after Brexit as most of the doctors and nurses in the healthcare industry are from EU. These will be followed by what the report will cover thoroughly. Secondly, analysing and identifying the issues after Brexit will be showed in the report. There will be three challenges in relation to global staffing within the health care industry which are immigration, flexible of labour market and re-expatriation. Furthermore, the challenges will be linked to the impact on global staff by using theories to understand the issues. Lastly, the three challenges will be put together and explained on the main body of the report and given an overall conclusion for health care industry within the UK. INTRODUCTION This report has been prepared to understand what Brexit is and how it has affected the UK since the majority voted out on the referendum held on the 23rd June 2016. The main purpose and objective of this report is to analyse the effectiveness of the recruitment and the selection process within the healthcare industry in the UK where they will be challenged and enforced to change (Smith, 2017). This will correspondingly go in further details on how the Brexit vote affected one of the HR practices staffing within the global talent management in the health care industry. It will mainly address on how it will affect most of the staffs from EU who work for the NHS (Bulman, 2016). The report will also analyse the findings and recommendations of the health care industry by researching through the main health care provider in the UK. Furthermore, the findings will be provided using news, journals and websites which will be compared to the theoretical model of best practices as defined by the CIPD and other researchers and theoretical models. The recommendations will be made after researching and analysing the post referendum stage and the likely outcome of how Brexit will impact in the future. Overall, this report solely attempts to provide a clear understanding of Brexit and how it affected the UKs healthcare industry. THREE CHALLENGES AFTER BREXIT As a result of Brexit, many industries in the UK has been affected, whereas this report will mainly focus on how there has been many challenges for health care industry and how it has an impact on global staffing. This report will be analysed by identifying the three main challenges for the healthcare industry which is immigration, re-expatriation and talent planning. One of the challenge for global staffing is immigration within the health care industry. When the UK was still within the EU, the EUs policies on freedom of movement allowed the healthcare industry in the UK to recruit many workers from throughout the EU where EU citizens could freely move between EU and the UK to work and live. In the healthcare industry, approximately 55,000 workers comes from EU countries (Fenton, 2016). However, due to the impact of Brexit there is an uncertainty that the right to freedom of movement would still apply to the EU citizens (Rankin, 2016). Some of the workers in healthcare industry are in the category of third-country nationals who are on their visa working in the UK. After the Brexit, it is likely that people from third-country nationals would be majorly affected than EU citizens working in the UK. Due to this, the impact on global staff of talent planning in the healthcare industry occurs. There will be lack of staffs due to the immigration issue a nd health care industry should decide on the recruitment methods on whether to buy or make talent. Thoroughly, the health care industry might be at their best to make talent in the short-term. It is better to focus on the internal labour markets for health care industry after Brexit, because this will increase the commitment of staffs in the job and providing them more security so that they will not be afraid of the result of Brexit. During the crisis of Brexit, healthcare industry would still want to keep staff as most of the EU staffs within the industry are doctors and nurses who provides health and care service for the people in the UK. To minimise the negative outcome which will start to affect after the finalization of Brexit, healthcare industry should prepare in advance about managing and retaining staffs. The second challenge that will affect the health care industry would be flexible labour market. This means that firms have greater freedom to hire workers when demand increases, and also to fire them when demand decreases. However, in the case of health care industry there has been a shortage of staff to provide service for people in the UK (Mundasad, 2017). Furthermore, referendum to vote could lead to having more problems than before on hiring staffs in the healthcare industry because many staffs such as doctors and nurses are hired from EU countries (Triggle, 2016). In the UK, there is a points-based system applied on non-EU nationals to work which creates recruiting workers other then EU countries difficult to do so (Landou,2016). If the Brexit is finalised and the EUs freedom of movement removed this could result in healthcare industry having a huge impact on a restriction of recruiting employees therefore leading in having a shortage of staffs. These issues will impact the abil ity of employees to bring in the right skills that is need by the healthcare industry. To overcome this issues, healthcare industry could sent out employees on an international assignment to develop skills and knowledge. The last challenge of healthcare industry after Brexit is re-expatriation where the industry would have to take to consider. The issues about freedom of movement as mentioned above, British citizens who have choose to work or live elsewhere in Europe fears their healthcare and right to remain will disappear post-Brexit (Carroll, 2016). Moreover, UK expats working in the EU could become more difficult if host countries ask them to obey restrictive rules when it comes to permits and setting up businesses. This may lead up to losing their automatic right to work within the EU area and need a permission to stay as a result of new policy after Brexit. As a result of this, the impact on global staffing within the healthcare industry will be affected. Thoroughly, if UK expats living and working in the EU countries are to return to the UK following the post-Brexit, it is possible that it would become more difficult for new expats to find work (Burton, 2016). Moreover, UK expats working and l iving in the EU countries are given free healthcare but could lose right to free healthcare once the Brexit is complete (Parfitt, 2016). Expatriates provides many benefits for industries which includes greater parent control and right set of skills. It is also seen as providing opportunities for personal and professional development and career advancement. With the post-Brexit, the expats are disrupted on performing their roles and tasks resulting in the failure of expatriates. Specifically, re-expatriations have difficulties adapting when they are back to the UK. For example, after the referendum many expats might have to go back to their country resulting in experiencing a reverse culture shock by getting used to working and living in another country they had been sent to work (Skyes, 2011).The healthcare industry will have experienced the loss of cooperation and investment on expats sent to work in other EU country. Overall, re-expatriation is going to be a challenge for healthca re industry after Brexit mainly within staffing managing. Conclusion This report overall aimed to understand how Brexit affected the UK as a whole and the negotiations to solve between the UK and the EU. Three different challenges were identified and analysed orderly for the healthcare industry and finding a way to minimise the risks. The first challenge dealt with immigration and how it impacted the talent planning and the way of making talent within the healthcare industry. In the second challenge, Lastly, the third challenge refers to the re-expatriation where British citizens living in the EU returns back to the UK after the referendum vote to leave that affected their role and tasks. Overall, the healthcare industry should take into consideration of these challenges mentioned above in the report to plan ahead to avoid problems managing global staffing after Brexit. Reference: Fenton, S. (2016). The government has admitted the NHS could struggle without EU staff following Brexit. [online] The Independent. Available at: http://www.independent.co.uk/life-style/health-and-families/health-news/nhs-could-struggle-post-brexit-without-eu-citizen-staff-department-of-health-officials-admit-a7204551.html [Accessed 4 Feb. 2017]. Carroll, L. (2016). It terrifies me: Britons in Europe on how Brexit is going to affect them. [online] the guardian. Available at: https://www.theguardian.com/politics/2016/dec/15/britons-expats-europe-how-brexit-affect-them [Accessed 9 Feb. 2017]. Parfitt, T. (2016). Expats in Spain could LOSE right to free healthcare after Brexit vote, PM says. [online] Express.co.uk. Available at: http://www.express.co.uk/news/uk/683708/expats-Brexit-EU-referendum-Spain-Mariano-Rajoy-Jean-Claude-Juncker [Accessed 10 Feb. 2017]. Rankin, J. (2016). Freedom of movement: the wedge that will split Britain from Europe. [online] the Guardian. Available at: https://www.theguardian.com/politics/2016/oct/06/freedom-of-movement-eu-uk-brexit-negotiations-theresa-may [Accessed 10 Feb. 2017]. Burton, L. (2016). Brexit: What does it mean for expats, here and in the EU? BBC News. [online] BBC News. Available at: http://www.bbc.co.uk/news/business-36606847 [Accessed 12 Feb. 2017]. Skyes, A. (2011). Reverse culture shock: What, when, and how to cope. [online] Expatica.com. Available at: http://www.expatica.com/nl/moving-to/Moving-home-Reverse-culture-shock_104957.html [Accessed 13 Feb. 2017]. Landou, P. (2016). Would Brexit make it harder to hire EU workers?. [online] the Guardian. Available at: https://www.theguardian.com/small-business-network/2016/mar/29/would-brexit-make-harder-hire-eu-workers-referendum [Accessed 12 Feb. 2017]. Mundasad, S. (2017). NHS staff shortages: Why so persistent? BBC News. [online] BBC News. Available at: http://www.bbc.co.uk/news/health-38640068 [Accessed 13 Feb. 2017]. Triggle, N. (2016). Brexit will make NHS staff shortages worse BBC News. [online] BBC News. Available at: http://www.bbc.co.uk/news/health-36664094 [Accessed 13 Feb. 2017].

Theories of Social Ecology Essays -- Social Ecology

All three theories by Heidegger, Bookchin, and Naess are based on the normative assumption: humans perceived themselves as being distinct from a world that unites both humans and non-humans. To better understand the distinguishments that each author makes in his theory, I will reconstruct each of their assumption. After that, we will explore the rational fashioning of integrative ways and the problems that it raises. In conclusion, there may be a reiteration of the assumption in our effort to act ethically according to the ecosystem. Heidegger’s theory orbits around the idea that humans are mortal stewards of things on the earth. He believes that humans should consider and respect non-human life forms as part of this comprehensive world in all dimensions of earth, sky, divinities, and their roles in their relative locations. In the same manner, non-humans share an undiscriminating relationship closely knit together in a network by their functions and bestowals. Because of this proximity, human’s stewardship should not promote egocentricity or superiority over non-human items. This responsibility does not seek selfish coercion, but deferential regards to such items in order to bring forth diversity and life. His assumption here implies that humans are like tenants responsible to take care of the rest of the earth as a shared home for all living things. Along with this heuristic, Heidegger supports the saving, preserving, dwelling, building, and integrating of our daily lives with respect to the whole earth. Similarly, Bookchin believes in a respectful co-evolving community of life on earth. His theory of social ecology characterized humans as citizens of a community. Although he does not press on equality like Naess does in... ... life for all or do we seek to use our power and values to dominate? If our treatment of our own kind is considered unjust, consider how our treatment of non-human life forms must be. As I have mentioned earlier, the consequences of our actions and values may be backfired at us and passed to future generations. Perhaps we are ignorant towards the outcome of the transformation we impose on non-human life or perhaps we are, unfortunately, ignorant towards the destruction of our own flourishing of life. Work Cited Sessions, George. â€Å"Arne Naess: The Deep Ecological Movement.† Deep Ecology for the 21st Century. Ed. George Sessions. Boston: Shambhala Publication, Inc., 1995. 64-84. Print. Sessions, George. â€Å"Arne Naess: The Eight Points Revisited.† Deep Ecology for the 21st Century. Ed. George Sessions. Boston: Shambhala Publication, Inc., 1995. 213-221. Print.

Gender in Translation Essay

Abstract Metaphors are taken to be the most fundamental form of figurative language, carrying the assumption that terms literally connected with one object can be transferred to another object. A writer/speaker uses metaphor more often than not with the intentions of introducing a new object/concept, offering a more precise meaning, or simply presenting a more poetic effect to his text/speech. The main focus of this study is image metaphors of color in the Shahnameh of Ferdowsi. The study set out to determine how this particular figure of speech is rendered by reviewing two English translations of the work. The framework of the study was Newmark’s (1988a) seven suggested procedures for translating metaphors. In addition to determining which of these procedures have been applied in the two translations, the study also aimed at discovering whether any new procedures might have been applied. The study also attempted to find out whether any exclusive patterns were observed in each translator’s rendering of the discussed items. The study concluded that out of the seven procedures proposed by Newmark for translating metaphors, Warner & Warner applied five procedures and Davis applied all seven of the procedures in the translation of image metaphors of color. No new procedure was observed in their translations. The translators’ choices of procedures for translating these specific items showed that Warner & Warner had a tendency towards the first procedure which resulted in a literal translation of the particular metaphor, whereas Davis had a tendency towards the other six  procedures which all led to explicitation, simplification and the production of a reader-oriented text. Key terms: the Shahnameh, figurative language, metaphor, image metaphor of color, translation procedure 1. Introduction Translation, as Catford (1965) defines it, is â€Å"an act of transference, in which a text from the source language is replaced by its equivalent in the target language† (p. 20). Newmark’s (1988b, p. 5) more modern version of the term is â€Å"often, though not by any means always, rendering the meaning of a text into another language in the way that the author intended the text. † Even the mere thought of inferring from these two definitions that the task of a translator and the whole translation process is a simple one seems a naivete on the part of the inexperienced. Any given source text intended for translation, regardless of its text-type, is required to undergo a close reading in order to understand what it is about, and then an analysis from the point of view of the translator. The analysis stage consists of determining the intention of the text – which, according to Newmark (1988a), represents the SL writer’s attitude to the subject matter – and also the style in which it is written. Being attentive to the selected lexicon, the syntax, figures of speech, neologisms, punctuations, names, and many more is a vital role the translator plays in the process of translation. In the case of poetry, apart from all the above features there is a surplus of sound effects such as rhyme, meter, assonance, alliteration, stress, onomatopoeia. The most common goal among translators is, and always should be, to create the same effect on the target reader as the original writer had intended for his readers. In Nida’s own words, â€Å"the relationship between receptor and message should be substantially the same as that which existed between the original receptors and the message† (Nida, 1964a, p. 159). Understanding and analyzing figurative language in a text, as mentioned above, is one of the difficult processes in translation. One of these figures of speech is metaphor which is considered by linguists as the most basic where one object is used to describe another object and both objects are essentially disparate entities, but common in one or more attributes. In the following section, the theoretical preliminaries of the study will be presented, which includes an overview of metaphor, concerning its definition, classifications, identification, and also translation procedures introduced by Newmark (1988a) on the translation of metaphors in general. The image metaphor of color in particular will also be discussed along with several exemplifications. Thereafter, a selection of the collected data will be presented, analyzed and discussed. The last section will include the conclusion of the study. 2. Theoretical Preliminaries 2. 1. Definition of Metaphor Metaphor, as stated in the Merriam Webster online dictionary, is etymologically from Greek, from metapherein, meaning ‘to transfer’ and from meta- + pherein, meaning ‘to bear’. It is defined by the same source as â€Å"a figure of speech, in which a word or phrase literally denoting one kind of object or idea is used in place of another to suggest a likeness or analogy between them. † One of Shakespeare’s most famous and oft-quoted lines, ‘All the world’s a stage’, is an example of a metaphor, where he indicates that ‘the world’ and ‘stage’ are analogous. According to Richards (1936), a metaphor consists of two parts, tenor andvehicle, also introduced as object and image by Newmark (1988a), respectively. The tenor is the term to which attributes are ascribed and the vehicle is the term from which attributes are borrowed. The properties of the vehicle which apply to the tenor in a given metaphor are namedgrounds of a metaphor, also known as the sense of a metaphor. Therefore, in the example given above, ‘world’ is the tenor or object, and ‘stage’ is the vehicle or image. The ground of this metaphor is more apparent when the next two lines are added: All the world’s a stage And all the men and women are merely players, They have their exits and their entrances This metaphor is extended through adding another pair of tenor and vehicle, i. e. ‘men and women’ is the second tenor and ‘players’ is the second vehicle. Therefore, as the actors on stage have an entrance and also an exit, the inhabitants of the world do as well, their entrance to this world being ‘birth’ and their exit being ‘death’. 2. 2. Classifications of Metaphors Metaphors have been categorized in different ways by different linguists. Black (1962a, p. 25) asserts that â€Å"the only entrenched classification is grounded in the trite opposition between ‘dead’ and ‘live’ metaphors. † He adds that â€Å"this is no more helpful than, say, treating a corpse as a special case of a person: A so- called dead metaphor is not a metaphor at all, but merely an expression that no longer has a pregnant metaphorical use†. However, he does present a classification for metaphors, but not before declaring that â€Å"if the ‘actuality’ of a metaphor †¦ is important enough to be marked, one might consider replacing the dead and alive contrast by a set of finer discriminations†; hence, the following classification (ibid, p. 25): 1. extinct metaphors: expressions whose etymologies, genuine or fancied, suggest a metaphor beyond resuscitation (a muscle as a little mouse, musculus) 2. dormant metaphors: those expressions where the original, now usually unnoticed, metaphor can be usefully restored (obligation as involving some kind of bondage) 3.  active metaphors: those expressions, that are, and are perceived to be, actively metaphoric He continues further to discriminate between two types of active metaphor: an emphatic metaphor whose â€Å"producer will allow no variation upon or substitute for the words used†, and a resonant metaphor, which supports â€Å"a high degree of implicative elaboration† (ibid, p. 26). On this account, he calls a metaphor of marked emphasis and resonance a strong metaphor, and in contrast, a metaphor of relatively low emphasis or resonance a weak metaphor. Lakoff (1977) made a revolutionary contribution to the study of metaphors when he suggested a new theory of metaphor which basically stated that metaphors are â€Å"fundamentally conceptual, not linguistic, in nature† (Lakoff, in Ortony, 1993, p. 244), which resulted in the advent of the conceptual or cognitive theory of metaphor. In his proposal of the theory, he does not provide us with any specific classification for metaphors, but rather, he only refers to them in his writings as he explains and elaborates on the theory. He states that conceptual metaphors â€Å"map one conceptual domain onto another† (ibid, p.  229). On the other hand, the novel metaphors of a language are, except for image metaphors, â€Å"extensions of this large conventional system† (ibid, p. 240). Therefore, it can be implied that he believes most metaphors to be ‘conceptual metaphors’ and some others to be ‘novel metaphors’ under which ‘image metaphors’ are subcategorized. However, more than twenty years after Black’s declaration of his standpoint on the categorization of metaphors, Newmark (1988b) was still a faithful believer in the dead/live metaphor classification, as he distinguishes six types of metaphors, beginning with dead metaphors: 1.dead metaphor: this type of metaphor â€Å"frequently relates to universal terms of space and time, the main part of the body, general ecological features and the main human activities† (ibid, p. 106). Dead metaphors have lost their figurative value through overuse and their images are hardly evident. Some examples of a dead metaphor include ‘at the bottom of the hill’, ‘face of the mountains’, and ‘crown of glory’. 2. cliche metaphor: this type of metaphor is known to have outlived its usefulness, and is â€Å"used as a substitute for clear thought, often emotively, but without corresponding to the facts of the matter† (ibid, p.107). Some examples include ‘a jewel in the crown’, ‘to make one’s mark’, and ‘backwater’. 3. stock or standard metaphor: this type of metaphor is defined by Newmark (1988b, p. 108) as â€Å"an established metaphor, which in an informal context is an efficient and concise method of covering a physical and/or mental situation both referentially and pragmatically. † He also states that stock metaphors, in contrast to dead metaphors, are â€Å"not deadened by overuse† (ibid). Examples of this type also mentioned by Newmark are: ‘to oil the wheels’, ‘he’s in a giving humour’, and ‘he’s on the eve of getting married’. 4. adapted metaphor: this type of metaphor is actually a stock metaphor that has been adapted into a new context by its speaker or writer, for example, the stock metaphor ‘carrying coals to Newcastle’ can be turned into an adapted metaphor by saying ‘ almost carrying coals to Newcastle’. 5. recent metaphor: this type of metaphor is produced through coining and is spread in the SL rapidly. Examples of this kind are ‘spastic’, meaning stupid, and ‘skint’, meaning without money. 6.original metaphor: this type of metaphor is â€Å"created or quoted by the SL writer†, and in the broadest sense, â€Å"contains the core of an important writer’s message, his personality, his comment on life† (ibid, p. 112). 2. 3. Identifying Metaphors The recognition of a metaphor in a certain text or speech may be rather easy for native speakers, but when it comes to a non-native, the challenge begins. The supposition that an expression is a metaphor when it yields a false or absurd meaning when interpreted literally is not reliable â€Å"because not all metaphors have false literal interpretations† (Way, 1991, p.14). This unreliability is proven by Way when she exemplifies through the following lyrics of a song: ‘A rock feels no pain, and an island never cries’. This statement is a metaphor, but it is also â€Å"literally true; rocks do not feel pain, and islands are not the kind of things that can cry† (ibid). But how do we identify it as a metaphor, even when the literal meaning seems true? Way (1991, p. 14) explains: â€Å"Perhaps because, while not actually false, talking about rocks feeling pain and islands crying is certainly a peculiar combination; maybe we can identify metaphors by their odd juxtaposition of ideas. † A more classical way of identifying metaphors, which again is not reliable, is the form ‘x is a y’. Although many metaphors do take this form, many more do not. As Way exemplifies through Shakespeare’s ‘Let slip the dogs of war’, she states that although this is clearly a metaphor, but â€Å"it does not fit the form of ‘x is a y’, for we are not comparing dogs to war, but rather to armies, something which is never explicitly mentioned in the phrase† (ibid, p. 15). She goes on to explain that even the syntactic structure of a metaphor can not be proof of its essence, as it has no consistent syntactic form. She provides an example by Saskice, where it is shown how one â€Å"metaphor can be rephrased as a statement, a question or an exclamation† (ibid): The moonlight sleeps sweetly upon the bank. Does the moonlight sleep sweetly upon the bank? How sweet the moonlight sleeps upon the bank! She also mentions that a metaphor’s focus can be of any part of speech. In the following examples by Saskice provided by Way (1991, p. 15), it is stated that â€Å"the focus is first a verb, then a noun, and finally a participle†: The smoke danced from the chimney. The trees bowed in the dance of the seasons. Dancing waters surrounded the canoe. According to all the above, there is no reliable method for identifying a metaphor. The more we strive to analyze a metaphor, the more we understand that its creation and comprehension are challenging tasks, specifically for the non-native speaker. 2. 4. Translating Metaphors Newmark (1988b) proposes the following seven strategies for translating metaphors; the examples included for each strategy are provided by Tajalli (2005, p. 107): 1. Reproducing the same image in the TL. Play with someone’s feelings > 2. Replacing the image in the SL with a standard TL image which does not clash with the TL culture I got it off my chest > 3. Translation of metaphor by simile, retaining the image The coast was only a long green line > 4. Translation of metaphor (or simile) by simile plus sense, or occasionally metaphor plus sense He is an owl > 5. Conversion of metaphor to sense To keep the pot boiling > 6. Deletion. If the metaphor is redundant or serves no practical purpose, there is a case for its deletion, together with its sense component 7. Translation of metaphor by the same metaphor combined with sense. The addition of a gloss or an explanation by the translator is to ensure that the metaphor will be understood The tongue is fire > . 2. 5. Image Metaphors of Color As mentioned earlier, image metaphor is a subcategory of Lakoff’s ‘novel metaphor’. He distinguishes between conceptual metaphor and image metaphor due to their distinct mapping processes. The conceptual metaphor maps one conceptual domain onto another, often with many concepts in the source domain mapped onto many corresponding concepts in the target domain, whereas the image metaphor maps only one image onto one other image; thus, Lakoff (1977) calls them ‘one-shot metaphors’. The following poem, interpreted by Louis Watchman (as cited in Ortony, 1993, p. 231), contains several image mappings: My horse with a hoof like a striped agate, with his fetlock like a fine eagle plume: my horse whose legs are like quick lightning whose body is an eagle-plumed arrow: my horse whose tail is like a trailing black cloud. He continues by explaining that â€Å"Metaphoric image mappings work in the same way as all other metaphoric mappings: by mapping the structure of one domain onto the structure of another. But here, the domains are conventional mental images† (ibid, p. 229). Therefore, image metaphors map one attribute of the source domain onto the target domain. Image mapping may involve physical part-whole relationships, as in the following example extracted from The Descriptions of King Lent, translated by J.M. Cohen (ibid, p. 230): His toes were like the keyboard of a spinet. Lakoff explains that â€Å"The words do not tell us that an individual toe corresponds to an individual key on the keyboard. The words are prompts for us to perform a conceptual mapping between conventional mental images† (ibid). Image mapping may also involve a dynamic image, as in the following lines by Shakespeare (as cited in Hawkes, 1972, p. 46), where the movement of the curtains is mapped onto the movement of the eye: The fringed curtains of thine eye advance,  And say what thou sees yond. Other attributes, such as colors, may also be mapped, which are the main focus of the present study. The following lines by Shakespeare (ibid, p. 47) map the whiteness of the lily and also ivory onto the girl: Full gently now she takes him by the hand, A lily prison’d in a gaol of snow, Or ivory in an alabaster band: So white a friend engirts so white a foe. There are many examples of image metaphors of color in the Shahnameh, where the attribute of color has been mapped onto the target domain. The following translation of a couplet in the Shahnameh, produced by Warner & Warner, contains four image metaphors (of which two are similes), but only in two of them is the attribute of color intended to be mapped; the whiteness of camphor is mapped onto the character’s hair, and the redness of a rose onto his cheeks: His stature cypress-like, his face a sun, His hair like camphor and his rose-red cheeks (Warner and Warner, 1925, vol. 1, p. 191) Also in the following example from the Shahnameh, Davis has compared blood to the redness of wine in this metaphor, even including the sense. But here, the metaphor has been applied simply as a device for making the text more poetic, as Way (1991, p. 33) discussed about the substitution theory of metaphor. He saw Sohrab in the midst of the Persian ranks, the ground beneath his feet awash with wine-red blood. (Davis, p. 205) 2. 6. Formal and Dynamic Equivalence Nida (1964) divides equivalence in two different types in his article entitled ‘Principles of Correspondence’, i. e. formal and dynamic equivalence. He depicts formal equivalence as a focus on the message, in both its formal aspects and its content. Thus, in a translation from â€Å"poetry to poetry, sentence to sentence, and concept to concept† (Nida, in Venuti 2000, p. 129), the concern is formal equivalence. In this type of equivalence, the message produced in the TT should match the different elements of the ST as closely as possible. Nida further explains that a gloss translationtypifies formal equivalence. In this type of translation, he states, â€Å"the translator attempts to reproduce as literally and meaningfully as possible the form and content of the original† (ibid). In order to be comprehensible, such a translation â€Å"would require numerous footnotes† (ibid). This structural equivalence seems to be rather identical to Larson’smodified literal translation, where the translation is basically literal, but with modifications to the order and grammar of the ST, so as to produce â€Å"acceptable sentence structure in the receptor language† (Larson, 1984, p. 16). To a great extent, it also resembles Newmark’s semantic translation, which he states, â€Å"attempts to render, as closely as the semantic and syntactic structures of the second language allow, the exact contextual meaning of the original† (Newmark, 1988a, p.39). Dynamic equivalence, on the other hand, maintains that â€Å"the relationship between receptor and message should be substantially the same as that which existed between the original receptors and the message† (Nida, in Venuti 2000, p. 129). In a translation of dynamic equivalence, the target readership is not necessarily required to understand the SL culture in order to understand the message. Most importantly, this type of equivalence â€Å"aims at complete naturalness of expression† (ibid) , and is also based on the principle of equivalent effect, which maintains that the translator should produce the same effect on his own readers as the SL author produced on the original readers. Similar to Nida’s dynamic equivalence is the traditional idiomatic translationdiscussed in Larson (1984). â€Å"The translator’s goal should be to reproduce in the receptor language a text which communicates the same message as the SL, but using the natural grammatical and lexical choices of the receptor language† (ibid, p. 17). Also rather similar to this type of equivalence is Newmark’s communicative translation, which he claims, â€Å"attempts to produce on its readers an effect as close as possible to that obtained on the readers of the original† (Newmark, 1988a, p. 39). According to the above-mentioned, after comparing Warner & Warner’s (1925) and Davis’ (2007) English translations of the Shahnameh with the original, it was concluded that the first translation is a semantic translation, while the second one is a communicative translation. Warner & Warner have translated poetry into poetry and also strived at preserving the archaic tone of the original. Furthermore, they have indicated in their Introduction to the translation that many explanatory notes have been added; hence leading to a semantic translation. Davis, on the other hand, has converted poetry into prose, with occasional lines of verse in some episodes. He also explains in his Introduction to the translation that he has intended this translation for the general reader and not for scholars; thus his version is a communicative translation. 3. Empirical Data 3. 1. Data Collection and Analysis Thirty-three examples of image metaphors of color identified in theShahnameh were located in two English translations, i. e. Warner & Warner (1925) and Davis (2007). It is worth noting that over forty-five metaphorical expressions of color were identified in the entire Shahnameh, but as Davis’ translation is not a complete translation, rather an abridged version, only thirty-three were applicable to this study. The first step in this procedure was to identify all terms/objects in theShahnameh that presented color imagery. This information was found in a list provided by Rastegar Fasaei (1990). Seventy-nine items were listed, but only thirty-three were applicable in this study, because the list was obviously not intended for metaphors of color, but rather a list indicatingterms that denote a color. Many of these terms were basic color terms, e. g. , which could not produce any potential metaphorical expression implying a color. They were mostly used in adjectival phrases describing a particular object or event. Therefore, all color terms were ruled out, as well as other terms which indicated some kind of ‘brightness’ or ‘shiny effect’, e. g. the expression , in which the metaphor implies that the sword is very shiny. Unfortunately, approximately eighteen of the items in this list were of this kind, representing brightness of an object, colors of the air, and colors of the earth, of which the latter two seemed ambiguous and impracticable for this study. As mentioned earlier, the translation by Davis is not a complete translation of the wholeShahnameh, as many episodes have been omitted. Therefore, several of the items in the list have occurred only in the sections not translated by Davis; hence, deleting them from the list was inevitable. Many of the terms in the list, unfortunately again, were observed only in the form of similes, and not metaphors; therefore, they could not be applied either. After settling on these thirty-three items, they were sought in aShahnameh software, in order to locate the couplets which contained these terms. The next step was to review each couplet to see which one had an image metaphor of color created with that specific term. For some terms, the frequency of occurrence was very high, e. g. approximately 400 couplets, which caused some difficulties in terms of being highly time-consuming. A minimum of one couplet carrying an image metaphor of color was chosen for each of the thirty-three instances via the Shahnamehsoftware. These examples were then initially located in the translation by Davis, as his is an abridged translation. Regarding this, he states in the Introduction to his book: â€Å"Given the poem’s immense length, some passages have inevitably been omitted, and others are presented in summary form† (Davis, 2007, xxxiv). After determining which of the examples were included in Davis’ translation, one couplet was eventually chosen for each instance, and then the corresponding expression was located in Warner & Warner’s translation. So far, there were thirty-three Persian examples of image metaphors of color, along with their corresponding expressions in the two English translations. These were the steps taken in the data collection stage. The next step was to analyze the collected data, which included determining the translation procedures involved in each of the two translations. The framework applied was Newmark’s (1988b) seven procedures introduced for translating metaphors. The goal here was not just determining which translator applied which procedure(s) and the frequency of each procedure, but also finding out whether any new procedures were applied other than Newmark’s. The study also aimed atdiscovering any possible translation patterns exclusive to each translator. The following three examples were selected as representatives of the collected data in this study. (?. – ?) The night was like jet dipped in pitch, there lent No planet luster to the firmament (Warner & Warner, vol. 3, p. 287) A night as black as coal bedaubed with pitch, A night of ebony, a night on which Mars, Mercury, and Saturn would not rise. (Davis, p. 306) In this ST context, the poet has depicted the scene as though the night has actually covered its face with pitch. Both translators have reproduced the same image in their TTs, thus likening the night to a black stone ( ) that has washed its exterior with pitch. (?. – ) Raised such a dust! But swift as dust they sped Till day’s cheeks turned to lapis-lazuli. (Warner & Warner, vol. 7, p. 67) They rode quickly until the day turned purple with dusk. (Davis, p. 642) The definition provided for is ‘a dark blue stone’; its translation by Emami is ‘lapis-lazuli, azure’. Britannica’s online dictionary definition forlapis-lazuli is ‘a semiprecious stone valued for its deep blue color’. Therefore, the first translator has again reproduced the same image through the same metaphor. The second translator, however, has converted the metaphor to its sense, i. e. the color it represents. ? ? (?. – ) This he said, And heaved a sigh. The colour of his cheek Turned from pomegranate-bloom to fenugreek (Warner & Warner, vol. 6, p. 25) Having said this he heaved a sigh from the depths of his being, and the rosy pomegranate petal turned as pale as fenugreek. (Davis, p. 455) The mental image of this ST metaphor is mapped onto the king’s face, describing the change of color in his complexion. The first translator has interestingly enough converted the metaphor to its sense, which seems rather a rare procedure for a semantic translation. The second translator, however, has reproduced the same image in TT2. 3. 2. Discussion Thirty-three cases of image metaphors of color were identified in theShahnameh and then located in two English translations, i. e. Warner & Warner (1925) and Davis (2007). Afterwards, the procedures applied by each translator in rendering these thirty-three items were identified. The framework chosen was that of Newmark’s (1988a). The analysis of the data showed that Warner and Warner applied five of Newmark’s suggested procedures in translating the specified image metaphors of color. They also presented two cases of wrong translation. In the following table, the procedures applied by Warner & Warner in translating the thirty-three image metaphors of color identified in this study and their frequency of occurrence, along with the corresponding percentages are shown. Table 4. 1. Frequency and percentage of procedures applied by Warner & Warner Procedure| Frequency| Percentage| Reproducing the same image in the TL| 23| 69. 69| Replacing the image in the SL with a standard TL image| 3| 9. 09| Translation of metaphor by simile, retaining the image| 1| 3. 03| Translation of metaphor by simile plus sense| 0| 0|. Conversion of metaphor to sense| 3| 9. 09| Deletion| 0| 0| Translation of metaphor by the same metaphor plus sense| 1| 3. 03| Wrong translation| 2| 6. 06| Total| 33| 100| As evident in this table, Warner & Warner have neither translated any metaphors by simile plus sense, nor deleted any metaphor. The most frequently applied procedure in their translations was the reproduction of the same image in the TL. The translation of the Shahnameh produced by Warner & Warner is a semantic translation, which clearly proves the reason as to why their most frequently applied procedure is the one mentioned above. â€Å"A semantic translation attempts to recreate the precise flavor and tone of the original: the words are ‘sacred’, not because they are more important than the content, but because form and content are one† (Newmark, 1988a, p. 47). The analysis of the data also shows that Davis has applied all seven procedures introduced by Newmark in translating these items. There was no evidence of any wrong translation. The following table presents the frequency of each procedure which was applied and also their percentages. Table 4. 2. Frequency and percentage of procedures applied by Davis Procedure| Frequency| Percentage|. Reproducing the same image in the TL| 12| 36. 36| Replacing the image in the SL with a standard TL image| 3| 9. 09| Translation of metaphor by simile, retaining the image| 3| 9. 09| Translation of metaphor by simile plus sense| 2| 6. 06| Conversion of metaphor to sense| 6| 18. 18| Deletion| 2| 6. 06| Translation of metaphor by the same metaphor plus sense| 5| 15. 15| Total| 33| 100| As indicated in the table, the most frequently used procedure by Davis is also the reproduction of the same image in the TL. He has opted for deletion of the image metaphor of color in two cases. In one of the two cases, his deletion seems to serve the purpose of a more easy-going, reader-friendly text (where the metaphoric elements seem complex or far-fetched to the target audience), whereas in the other case, his deletion seems somehow arbitrary or unjustifiable. The following table compares the two translations in terms of the percentage of procedures applied. P1 through P7 are the seven translation procedures involved in this study, also indicated in the previous table, and WT stands for wrong translation. Table 4. 3. Percentage of the procedures applied by both translators | P1| P2| P3| P4| P5| P6| P7| WT| Total %| W. & W. | 69. 69| 9. 09| 3. 03| 0| 9. 09| 0| 3. 03| 6. 06| 100| Davis| 36. 36| 9. 09| 9. 09| 6. 06| 18. 18| 6. 06| 15. 15| 0| 100| 4. Conclusion Thirty-three cases of image metaphors of color were extracted from theShahnameh and relocated in two English translations, i. e. Warner & Warner (1925) and Davis (2007). The main objective of the study was to determine which translation procedures introduced by Newmark (1988a) for translating metaphors in general were applied by the two above mentioned translators. According to the collected and analyzed data, Warner & Warner applied five of Newmark’s suggested procedures. The two procedures they did not apply at all were deletion and translation of metaphor by simile plus sense. The figures indicated that approximately 70% of the thirty-three cases had undergone Newmark’s first procedure, i. e. reproducing the same image in the TL, which was also considered the most frequently used procedure by Warner & Warner. This is a verification that their translation is indeed a semantic translation, as the objective in this type of translation is to recreate the ST, both its form and its content. This occurs to a great extent through literal/word-for-word translation, which is rather similar to the above- mentioned procedure. Davis, on the other hand, applied all seven of Newmark’s procedures in his translation of image metaphors of color. The most frequently used procedure was again, a reproduction of the same image in the TL (36%). The second aim was to determine whether any new procedures for translating image metaphors of color other than those proposed by Newmark for translating metaphors resulted from this study.

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Factors affecting the performance of grade 7 in science Essay Example Factors affecting the performance of grade 7 in science Essay Factors affecting the performance of grade 7 in science Essay Usable (1965) as cited by Aquinas et. (1988) in their book entitled Educational Psychology, A Contemporary Approach, cognitive structure pertains to the organized body of knowledge of the learner in a given subject matter field. It includes both the substantive content of an individual structure of knowledge and its major organizational properties in that particular subject matter field at a given time. Even in his book entitled Instructional Management of Detecting and Covering Special Problem (1991) that teacher is one of the major factor is the academic performance of the students particularly the teaching strategy. The teacher must find ways to supplement proper instructional materials on a proper time. Notes in Chapter 2 Aquinas, Guidance V. (1988) Principles and Methods of Effective Teaching, National Bookstore, Inc. Evans, W. H. Et. Al. (1991) Instructional management of Detecting and Covering Special Problems. USA Allan and Bacon Rosters,Allan C. (1992) Strategies for Effective Teaching. Harper Collins Publisher, Inc. Genes, Adelaide C. Et. Al. (1998) educational Psychology New edition, Rexes Bookstore. Knolled, Jose N. (1986), The Constitution of the Republic of the Philippines. National Bookstore, Inc.

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