Bi

Bi-Lingual Education Essay Bilingual EducationEducation is significant. There use to be the point at which you didn’t need to go to class. At the point when it was just significant for men to have instruction. Times have truly changed. Presently it is pivotal for everybody in our general public to have training. Endurance is the primary explanation: a strong society is another. Our schools today need to save Bilingual training as an apparatus for instructing: for our general public as well as for the feeling of our way of life. Bilingual training in our schools is urgent: yet at the same time there is discussion about forbidding the utilization of unknown dialect in the guidance of our small kids. We need to work to change that sort of demeanor. We need to continue from the presumption that bilingual training is a sound instructive recommendation for all youngsters and that it tends to the necessities of the considerable number of bodies electorate of instruction. Presently like never before the express ions of Thomas Jefferson ring with exceptional importance: in 1977, in a letter to his nephew, Jefferson stated: â€Å"Bestow extraordinary consideration on Spanish and try to get an exact information on it. Our future associations with Spain and Spanish America will render that language an important obtaining. The old history of that piece of America, as well, is written in that language†. (qt. in A Relook ’66). Hispanic pioneers should design an activity to enable Hispanic young people to improve in school. Its a meeting up as a network to manage a problem that is begging to be addressed. The associations ought to be made out of open authorities, understudies, instructors, executives, and representatives and should attempt to decide the most concerning issues confronting Latino understudies in their locale. These gatherings need to cooperate to build up a statewide plan. Hispanic understudies, as indicated by certain examinations, fall behind different understudies i n homeroom execution; have the most elevated dropout pace of any ethnic gathering in the nation; and, as per government information, are less inclined to seek after higher learning(Tucson ’66). We as a general public, need to have an educational system that readies our understudies for advanced education if that is their decision. Society needs to cooperate to change the instructive procedure for Latino understudies. Think about these numbers, which we drew from As A Relook at Tucson ’66 states† Minority bunches are being bamboozled by in excess of 200,000 showing occupations in the open rudimentary and optional schools of the country. In 1972, the enlistment of the nation’s government funded schools was 44.6 million. As a relook at Tucson ’66 states, the quantity of English speakers in the Western Hemisphere is just marginally bigger than that of Spanish speakers. Constantly 2000 the quantity of Spanish speakers will be far more prominent than the quantity of english speakers. Measurements show that the United States is currently one of the significant Spanish-American nations. One factual model: If the figures on illicit Mexican outsiders are right, that implies that consistently the United States includes another city the size of Albuquerque and Tucson consolidated. Or then again, put it another way, it includes another state bigger in populace than Wyoming and Alaska combined†(a relook at Tucson 14). The arrangement of most governments toward bilingualism in the house is and long has been one of disregard. A couple of nations effectively support it, particularly if the second (non-network) language is the more significant language in the nation or on the planet, or if the minority (network) language is the language of a gathering given unique thought under the law. Numerous nations, which have as of late been provinces, for instance, urge their youngsters to get familiar with the language of their previous Mother Cou ntry, since bilingualism of this sort is significant in worldwide exchange and legislative issues. Notwithstanding, we could discover manors loaded with examination and still next to no is being done in state funded schools to improve and implement bilingual instruction. We need to utilize the exploration being directed about bilingual instruction and improve bilingual training. Some state funded schools need to stop bilingual training, saying that its negative to understudies however they dont put any thought in improving it, or instructing themselves on the necessities of Latino as well as all youngsters. Every bilingual youngster merit further conversation on the issues of culture, migration, ethnicity and modification. An Introduction To Nanoscience And Nanotechnology Biology EssaySocial Issues

Benefits of Hard-Work in Studying Essay Sample free essay sample

History is a point which expects students to work freely an incredible exchange of the clasp. what's more, to make a cluster of perusing. In that capacity. it is fitting to create effective overview achievements. so as to ensure that you are acceptable arranged for classifications and expositions. lastly tests. Understanding achievements The volume of perusing that you will be required to make organizations that it is of import to have the option to create achievements to empower you to get data and bottom proclamations sensibly quickly. Fruitful understudies will have the option to put the most significant advances. regions and sections inside the articles and books they read. non least through savvy utilization of substance pages and records. what's more, to perceive that non each point on a given perusing rundown will require to be perused in its entireness. or on the other hand read with a similar level of solidarity all through. Great writers will direct perusers through their work. We will compose a custom article test on Advantages of Hard-Work in Studying Essay Sample or on the other hand any comparable point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page furthermore, their assault. alongside the main purposes of their announcement. should be discernable sensibly quickly. Note takingSuccessful understudies will other than be the individuals who can create effective note taking achievements. The key is to take neither unnecessarily numerous nor too much not many notes. what's more, to ensure that these notes are clear. precise. what's more, coherently sorted out. Guarantee that your notes record comprehensively within informations sing the start from which they are taken. in footings of the essayist. rubric. day of the month. etc. each piece great as in footings of page Numberss. This will vouch that you will have the option to clarify right ( see underneath ) . what's more, rescue an incredible exchange of clasp in the event that you think that its important to return to impossible to miss beginnings for clarification and more remote explanation. It will other than capacity to shield you from unwilled written falsification ( see beneath ) . curiously on the off chance that you ensure that your notes demonstrate actually plainly when you have cited dir ectly from a given essayist. Library resourcesGiven the power per unit zone on library assets. understudies need to continue so as to acquire the required readings for courses and articles. in any case, this methodology is made an extraordinary exchange simpler by the abundance of assets available to you. past the perusing suites in UCL library. UCL library ought to clearly be your first port of call. given its propinquity. furthermore, that each endeavor is made to ensure that it contains the most applicable stuff for your surveies. On the off chance that books are on credit. recover that they can be reviewed. On the off chance that there is unconventionally popularity for specific focuses. your mentor should have the option to hold the advance time frame changed. albeit simply when the book is truly in the library. furthermore, non as of now on credit. In add-on to the books on the racks. by and by. certain book sections ( in copy ) . what's more, certain unconventionally mainstream books. have been put by coachs on what is known as the ‘teaching collection’ . These focuses ought to be set apart on perusing records with an alphameric codification ( e. g. TC1362 ) . or then again with the term ‘issue desk’ . what's more, can be acquired for a brief period from the issue work area. for utilization in the library. what's more, for replicating. Similarly important is the chance of using numerous different libraries in the area of UCL. These incorporate:? Senate House Library. The Library for the University of London. inside a stone’s toss of UCL. what's more, for which all students ought to consequently be enrolled. The library’s conglomerations supplement. rather than just copy. those of UCL. ? School of Slavonic and East European Studies ( SSEES ) Library. ? Foundation of Archeology library. ? Organization of Historical Research ( IHR ) . You may require a note from your mentor so as to infer induction. be that as it may, the upside of this library is that books can non be obtained. thus can be thought to be accessible.

Jazz Music between World Wars Essay Example for Free

Jazz Music between World Wars Essay The jazz fever in music during the 1920s mirrored a general soul of the occasions for some, analysts like Seldes that this decade got known as the Jazz Age. Following World War I, jazz music unquestionably caught the well known creative mind. The fast prevalence of jazz music prompted its similarly quick spread among artists. No other style up to this time in American well known music so immediately came to overwhelm famous execution. The American vernacular, which had just made noteworthy advances into the business well known music advertise, had caught famous tastes at a remarkable level, apparently clearing aside the old â€Å"standards. † And similarly as jazz and timed move music turned out to be a piece of prior business mainstream music, the strength of jazz during the 1920s likewise spoke to a significant triumph of the dark vernacular in American well known music. The jazz rage started through the impact of non-proficient performers. While still minimal to most genuine scenes, non-proficient artists playing out the jazz vernacular were pulling in crowds to clubs, theaters, eateries, and were famous in the speakeasies of the 1920s. They likewise had open doors for their music to contact a more extensive crowd in a blasting record showcase following World War I. Proficient artists, be that as it may, immediately received jazz music in their ensembles and littler groups. They co-selected the jazz fever while at the same time separating themselves from non-experts. (Contracts, 39-43) By involving the most rewarding employments in theaters, ballrooms, inns, and different scenes, proficient artists situated themselves as the chief translators of this new vernacular figure of speech in business well known music. The regular safeguard of jazz as great music during the Jazz Age grasped the expert artists and expert writers who performed and made jazz music, not the non-proficient artists who originally presented it. In receiving jazz sayings, proficient artists were basically proceeding with the way toward developing the American vernacular. Dark expert performers were at that point receiving dark vernacular figures of speech in their music making in prior timed society ensembles and essentially embraced jazz colloquialisms just as the name in their â€Å"jazz† symphonies. (Bushell, 72-75) White proficient artists had performed clothes as a feature of their collection previously, yet with the jazz rage, many rushed to receive timed move and jazz rehearses in some structure as the characterizing style of their calling. White proficient artists likewise immediately followed dark expert artists in changing their groups into jazz symphonies, and similarly as fast professed to be the cutting edge advocates of this new American well known music. Highly contrasting proficient jazz symphonies during the 1920s set up the essential instrumentation, course of action, and strategies of the large band move ensembles that commanded American well known music until the 1950s. During the 1920s, a rising new perfect of good music included an adjusting of the past developed practices and developed music of expert performers with well known vernacular figures of speech. The best possible parity, in any case, was fervently discussed. Proficient performers would continually separate themselves from the unadulterated vernacular of non-proficient artists. In guarding their parity of the developed and the vernacular in well known execution, famous tastes, be that as it may, were requesting jazz music and an expert performer would be neglectful to disregard his supporters in the mainstream music showcase as much as tedious pundits and some expert artists would rail against the malignant impact of jazz. Proficient performers in interceding the well known music showcase needed to keep on exploring the ethical, tasteful, class, and racial development of good music in America. While famous preferences for melodic diversion advanced the dark vernacular in business well known music, the situation of the African American people group in the United States kept on being desperate. A few chiefs operating at a profit network had trusted that African Americans support during World War I in both the military and in industry, and the Great Migration out of the Jim Crow South, would change their fortunes as isolated and mistreated peasants. The post-war years, be that as it may, ran most any expectations of any quick positive change. (DeVeaux, 6-29) Race relations went the other way. Race riots jumped up the country over while lynching kept on being a normal event. Endeavors kept on making sure about the lawful isolation of dark networks, and the work development kept on barring blacks. The Ku Klux Klan arrived at its pinnacle participation and ubiquity during the 1920s. The isolation and denigration of the dark network was additionally reflected in the social association of American music. (Hansen, 493-97) Besides the isolation of crowds and most scenes, dark expert artists additionally stayed outside the imaginative network of white proficient artists as far as associations, band associations, and this communitys vision of an expert class of craftsman in America. The parity of the developed and the vernacular among proficient performers additionally kept on running against elitist originations of famous music and mainstream artists as less genuine than the music, artists, and writers of the European developed convention of old style and show music. Dark expert artists additionally kept on endeavoring to get through the obstructions raised against them in the realm of European developed music. This proceeding with strain in the suggested lower status of expert artists who performed American mainstream music ejected during the Jazz Age into an open insubordination to the European developed convention. Proficient performers in jazz symphonies endeavored to counter the particular job asserted by the European developed custom. These artists affirmed that jazz was a genuine American or African American school of compelling artwork music as opposed to developed European music †a populist claim for high workmanship authenticity. This high craftsmanship turn in American well known music, in any case, at last bombed when the downturn unleashed devastation on the mainstream music advertise. With the presentation of another well known music market of live exhibitions, records, communicates, and films, the journey for authenticity among proficient famous artists would need to take another course. It was where proficient well known performers in embracing the jazz vernacular conflicted with the reigning social chain of command in America. (Peretti, 234-40) The period following World War I was a pivotal defining moment in American well known music. The American vernacular all in all was raging the defenses of the old building of good music as Tin Pan Alley routine ruled well known execution. Both expert and nonprofessional artists likewise were profiting by increasingly well-off occasions and the developing significance of amusement in the lives of most urban Americans. To the embarrassment of first class and good protectors of nineteenth century social optimism, most urban Americans were promptly joining a Cultural Revolution in business well known amusement. What's more, at the focal point of this upset was the national furor for jazz music and jazz move. The jazz furor made timed rhythms and other dark vernacular figures of speech focal components of American well known music making. While numerous little jazz groups played out a dark vernacular style of music from the Delta Region of New Orleans, jazz music during the 1920s included this style as well as timed move music, blues music, piano clothes, and for all intents and purposes any tune energized by artists. The jazz furor fundamentally was the rage for the dark vernacular among well known crowds and the exhibition of this vernacular in some structure by famous artists and mainstream vocalists both expert and non-proficient. The degree to which artists and artists really embraced the dark vernacular as opposed to a shallow impersonation †evaluate later jazz pundits would make of certain sweet jazz during the 1920s †is less significant than the way that jazz entered the awareness of the country and performers as the ruling well known music. The word Jazz appears to have discovered a perpetual spot in the jargon of well known music. It was utilized initially as a descriptor depicting a band that in playing for moving were so tainted with their own beat that they themselves executed so a lot, if not more, distortions than the artists. The fame of the raggy music has made an interest for music with misrepresented special timing, an endeavor in a manner of speaking to deliver the brilliant broken rhythms of the crude African wilderness ensemble. The jazz rage likewise matched with the development of dark amusement. During the 1920s, dark diversion locale like the South Side in Chicago and Harlem in New York City saw a significant blast. Other than engaging the huge dark populaces of The Great Migration, dark performers and vocalists were engaging white crowds who went uptown for their diversion. The blast during the 1920s in dark amusement, as Kenny (1993, 89-92) and Shaw (1987, 122-30) appear, was driven by the interest for the dark vernacular. In melodic theater, melodic revues, vaudeville, move, and speakeasies, the dark vernacular and dark craftsmen were sought after. This interest was met in dark diversion regions, yet additionally outside these regions as dark craftsmen performed for white crowds in melodic revues, ballrooms, and clubs in white amusement regions. The notoriety of the dark vernacular likewise expanded when record makers found a race advertise in dark music. Most individuals from the New England School of developed music like Mason, and different protectors of the old perfect of good music, were obnoxiously against the impact of jazz in both well known music

The Fundamentals of College Admission Essay Revealed

The Fundamentals of College Admission Essay Revealed The Ugly Secret of College Admission Essay The college application essay isn't the perfect forum to confess all your previous crimes, failures, and misdeeds. Application essays about challenges reveal how you respond to difficulty to individuals who are rather interested in how you'll take care of the subsequent four years by yourself. There's no topic too hard for our experts. Regardless of the fact there are many high school essay topics one would choose, it may take them a lengthy time due to uncertainty. Getting admission into your preferred high school might be the desire of your heart. If it's so, then you might be having some difficult time for a student in addition to being a writer. Many students take lots of time contemplating on the suitable topic they'd pick for their essay writing. 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Project Classroom Makeover By Cathy Davidson Essay

Education is a very powerful tool in the twenty-first century; the power of knowledge allows an individual to advance his social and economic status. â€Å"Project Classroom Makeover† by Cathy Davidson demonstrates the necessity of a customized education system in modern America while explaining why traditional learning is slowly reversing true American values. Since the late 1800s, the United States of America has developed a reputation of â€Å"rags to riches† because of the success stories of John D. Rockefeller, Henry Ford, and Andrew Carnegie. The belief that anyone can achieve the American Dream turned the United States into one of the most omnipotent countries in the world. However, recently, the federal government has treated education secondary to homeland security, welfare, and health care. Other countries such as Korea, Finland, India, China, and Switzerland have surpassed America in education, technology, and math and science rankings. Cathy Davidsonâ€℠¢s, â€Å"Project Classroom Makeover†, exhibits that the United States has reached its pinnacle and the education system is slowly failing millennials due to its inability to adjust its curriculum to accommodate the ever-changing technological age. The current, yet archaic, education system is based on America’s agricultural and industrial era, which took place during the early 1800s. Horace Mann’s â€Å"common schools† included a three month summer vacation during farming season to allow farmers’ kids to receive schooling. PublicShow MoreRelatedProject Classroom Makeover, By Cathy Davidson1169 Words   |  5 PagesJennifer White Professor Lee ENC 1102 25 September 2015 Summary Cathy Davidson is an English and humanities professor at Duke University. She has published over twenty books, many dealing with technology and education. In â€Å"Project Classroom Makeover,† she argues that the way the United States teaches students is not preparing them for the skills needed for success in the twenty-first century. To illustrate her point, Professor Davidson presents the historical development of the educational systemRead MoreProject Classroom Makeover By Cathy Davidson1384 Words   |  6 Pagesto be a change in the way that the education system was set up. In her essay, â€Å"Project Classroom Makeover†, Cathy Davidson discusses how the â€Å"one size fits all† model of learning hinders students from learning in a new and modernized way. She suggests the notion that using technology to teach and learn can be effective in many ways. Davidson shows that using technology presents the opportunity for a traditional classroom to become more in clusive and creative. The â€Å"democratization of knowledge† is theRead MoreProject Classroom Makeover, By Cathy Davidson1310 Words   |  6 Pagesthe end, they all contribute to the advancement of society. Throughout â€Å"Project Classroom Makeover,† Cathy Davidson explores the need for such change in America’s educational system as it lags years behind the modern standards. Technology serves as an impetus to change and reform this antiquated system through facilitating new means of learning not previously available. While technology does have its benefits in the classrooms, it cannot alone replace the interactions between students and teachersRead MoreProject Classroom Makeover By Cathy Davidson1594 Words   |  7 Pagespresence of technology. Nowadays, technology has become a major part of our lives and created a huge change in this world, and gives an opportunity for children to enhance their creativity and adapt to change quickly. In Cathy Davidson†™s article, â€Å"Project Classroom Makeover†, Davidson discusses how vital the process of unlearning is to students and present education system. Unlearning discourages students from learning in a fashion that has all the pre-set directions, and gives independence to studentsRead More`` Project Classroom Makeover `` By Cathy Davidson Essay1970 Words   |  8 Pagesplans would inevitably result in failure because their proponents blindly believe in the efficiency of equality. They neglect how people are motivated to improve and to test their limits by their instinct to compete. In her writing â€Å"Project Classroom Makeover†, Cathy Davidson proposes egalitarian plans consist of a â€Å"democratization of knowledge† (54) which depends on crowdsourcing and â€Å"working together collectively† (51). In Davidson’s perspective, problems will be solved by allowing everyone the equalRead MoreAnalysis Of Project Classroom Makeover By Cathy Davidson21 43 Words   |  9 Pagesstill individuals who are also motivated by their own values and dreams. These people are willing to step outside of the realm of ‘standard success’ and strive for what constitutes as success in their opinion. The following texts- â€Å"Project Classroom Makeover† by Cathy Davidson, â€Å"Biographies of Hegemony† by Karen Ho, and â€Å"An Army of One, Me† by Jean Twenge- all demonstrate the conflicts and consequences of social construct and self-desires on our perceptions of success. While social construct influencesRead MoreAnalysis Of Project Classroom Makeover, And An Army Of One : Me, By Cathy Davidson1547 Words   |  7 PagesIn all three texts, â€Å"Project Classroom Makeover,† â€Å"Biographies of Hegemony,† and â€Å"An Army of One: Me,† the authors, Cathy Davidson, Karen Ho, Jean Twenge, respectively, explore different ideas of â€Å"the Self.† They defined and expanded what it meant t o be an individual through curiosity. How was the â€Å"Self† developed? What were the main factors of a more â€Å"self-celebrated† society? Why are aspects of narcissism seen more and more today? These answers were discovered when the idea of â€Å"self-focus† wasRead MoreAnalysis Of Karen Lee s Project Classroom Makeover Essay1236 Words   |  5 Pageson the top of the chain of command dictate the social norms for the remaining individuals on the antithetical end of the spectrum. Individuals with traits outside these norms are ostracized and looked down upon by the hierarchy. Cathy Davidson’s, Project Classroom Makeover, promotes the use of customization in the education system to accommodate every students’ learning habits over the current use of standardization and curriculum based teachings. On the other hand, Karen Ho’s, Biographies of HegemonyRead MoreInquiry Based Opportunities And Narcissism Essay1226 Words   |  5 PagesBased Opportunities and Narcissism The question of how to properly teach children has been constantly debated over ever since the existence of the education system. On the precipice of such debate are two outspoken critics, Cathy Davidson, author of â€Å"Project Classroom Makeover,† and Jean Twenge, author of â€Å"An Army of One: Me,† who have both denounced the traditional school curriculum. Their beliefs, that public school have ruined students by placing too much emphasis on self-esteem as well as contentRead MoreHow Technology Has Profoundly Affected The Way Humans Live, Work, And Play1576 Words   |  7 Pagessystem. The outcomes of innovative technology in the classrooms have triggered many individuals to share their perspective on this subject. Cathy Davidson’s â€Å"Project Classroom Makeover† explores the essentials of incorporating technological innovation in the classrooms. Davidson’s work utilizes how the practice of innovative technology in schools will reform the education system in society. The utilization of innovation in the classroom allows for the usage of more interactive educational tools

Malcolm X And Frederick Douglass - 1013 Words

Africans have long faced racism in their long history in America. They have had their identities and rights lost under centuries of slavery. Even after the Civil War, the inequalities between African Americans and Caucasians did not cease to exist. From these troubles, many strong people have risen and been able to tell their stories. Among these include a former slave who traveled north and gained freedom, Frederick Douglass and civil rights activist, Malcolm X who both wrote their own autobiographies about their journeys against racism. While Malcolm X and Frederick Douglass lived about a century apart, they share similarities in how they faced and combated racism through education, inspiration by other people, and their eventually finding of freedom. Both Malcolm X and Frederick Douglass fought against racism with their education. In his early years, Malcolm X was at the top of his class yet he did not receive the same encouragements as his caucasian counterparts. In his autobiography, he depicted a scene where in his English teacher, Mr Ostrowski, said, â€Å" Malcolm, one of life’s first needs is for us to be realistic. Don’t misunderstand me, now. We all here like, you know that. But you’ve got to be realistic about being [an African American]. A lawyer -- that’s no realistic goal for [an African American],† (X 38). While Mr Ostrowski said these things to Malcolm, he encouraged all the other children to pursue their passions. He also suggested for Malcolm to be a carpenterShow MoreRelatedFrederick Douglass And Malcolm X Essay1237 Words   |  5 PagesFredrick Douglass’ â€Å"Learning to Read† and Malcolm X’s â€Å"A Homemade Education,† common themes regarding lit eracy and freedom are identified and both reflect why literacy is so important. The two texts prove how crucial the processes of learning to read and write were to both their personal growth and their role in the civil rights movement. Literacy was the definition of their social platform as it allowed them to communicate with the world in order to make change. Both Douglass and Malcolm X proveRead MoreFrederick Douglass and Malcolm X Comparison Essay640 Words   |  3 PagesFrederick Douglass and Malcolm X Comparison Essay Nneoma Okeoma Sept. 28, 2011 2a Frederick Douglass and Malcolm X Comparison Essay Draft 1 Can one think undergoing suffrage of unjust slavery and being held in a penitentiary be compared? In the excerpt of Frederick Douglass (Learning to Read and Write) and in Malcolm X (Learning to Read): both dealt with the oppression that the white race as brought to them. Douglass lists the ways which he learns how to read and write. He discussesRead MoreMalcolm X vs Frederick Douglass Essay1300 Words   |  6 Pages main Idea Final Thought Topic Sentence Malcolm X VS. Frederick Douglass How would you compare your education experience with Malcolm X and Frederick Douglass? Education comes from attending elementary; middle school, high school, and college. However education can also come from home if the education is legitimate. In Malcolm Xs A Homemade Education, Malcolm discusses his struggles between the language on his childhood streets growing up and theRead MoreCompare And Contrast Frederick Douglass And Malcolm X1851 Words   |  8 PagesIn spite of the fact that Sherman Alexie, Plato,Frederick Douglass, and Malcolm x, the four experienced childhood in various eras, in various conditions, and at last in various universes. The trio confronted distinctive battles and had diverse victories, yet at last they werent generally all that extraordinary. In spite of the fact that they experienced childhood in various circumstances they both had similar perspectives on the significance of a training. The considered training to be opportunityRead MoreHow are Malcolm X a nd Frederick Douglass Alike and Different810 Words   |  3 PagesCompare Contrast Malcolm X and Frederick Douglass both came from an African American background but the time difference of these two men when they were brought to the world changed. Malcolm X had a rough life. His dad was mysteriously murdered and his mom was mentally ill and with no parent figure he got in to the street life. He got in to selling illegal substances and burglary. He was struggling financially as well. In 1946 Malcolm X age twenty at the time was sentenced to prison for 10 yearsRead MoreSimilarities Between Sherman Alexie, Malcolm X And Frederick Douglass1855 Words   |  8 Pagesthe greatest public speakers and writers did not achieve it through the way most people did. This is shown in the literary works of Frederick Douglass, Malcolm X, and Sherman Alexie. Like these people, literacy isn’t achieved by simply going to school. It’s achieved through great perseverance and through great tenacity. Sherman Alexie, Malcolm X and Frederick Douglass write similar arguments r elating to how they learned to read and write, through their process of learning, the opportunities it hasRead MoreThe Education Of Malcolm X Essay984 Words   |  4 Pagesto read and write to express your feelings and communicate with others. Frederick Douglass and Malcom X both succeeded in learning how to read and write, but in different ways. The education of Malcolm X was learned more formally. Frederick Douglass learned from his surroundings and the people around him. Malcom and Frederick battled in reading and writing, but learned in similar and different ways. During the 1960s, Malcolm X was one of many articulate and powerful leaders of black America. BeforeRead MoreThe Narrative Of Frederick Douglass, The Souls Of Black Folks876 Words   |  4 PagesThis interplay between education, blacks, and whites can be seen in a variety of African American literature, including The Narrative of Frederick Douglass by Frederick Douglass, The Souls of Black Folks by W.E.B DuBois, Learning to Read by Malcolm X, and Undone by Alison Saar. DuBois and Douglass both strongly equate freedom with knowledge. In one passage, Douglass describes his ineffable joy as he â€Å"understood the pathway from slavery to freedom... the white man s power to enslave the black man,†Read MoreThe And Narrative Of The Life Of Frederick Douglass2000 Words   |  8 PagesThe Key to Freedom The Autobiography of Malcolm X: As Told to Alex Haley, and Narrative of the Life of Frederick Douglass: An American Slave, are both autobiographies that tell the incredible stories of two African-American men trying to find their place in the world. Malcolm X and Frederick Douglass lived at different points in time, but they both strived to be better and to help better the lives of the African-Americans of their time. Frederick Douglass was born and grew up a slave until he ranRead MoreReading And Writing Is Essential For Understanding And Comprehending Warning Signs And Instructions On A Medicine Bottle1753 Words   |  8 Pagesor higher education, one must be dedicated and have the drive to reach their goals. For Malcolm X and Frederick Douglass, gaining an education was very different for them as it was difficult and it was almost an impossible goal to achieve. Both of these men never stopped working towards their dream of one day learning how to read and write and this should be an example to young adults of today. X and Douglass foreshadowed the difficulty of gaining an education. In this essay, I will described how

Information Leaves Huge Impact Organization-Myassignmenthelp.Com

Question: Discuss About The Information Leaves Huge Impact Organization? Answer: Introducation Globalization is a method by means of which the business and the organizations obtain international support, influence and starts working with and operating in an international scale. The impact of globalization and information leaves a huge impact in the organization (Wild, Wild and Han 2014.). Convergence of technology and globalization have differed the way, the world does business. Technology has reduced the investments and costs of business-to-business transaction and globalization has helped in leading a wide array of business. Globalization helps the business and organization, as they are able to access cheaper labor and materials. With the involvement of technology in globalization the barriers of communication is reduced considerably, which favors the business processes. The information society is related to a society or people that deal with development, distribution and modification of information and is considered as an important economic, political and cultural work and activity. The tools and the machines of the information society are computers and telecommunications (Lyon 2013). In wholistic point of view, it can be said that we are not truly an information society. This is because, although in todays world, most of the people are dependent of computers and technology even for the smallest tasks, there are many people who may not have access to all the tools of information society or may not fully depend on technology for everyday work. The regulatory and legal issues that should be known are listed below- 1) Consumer Laws: The Consumer law of Australia provides regulations on illegal and unfair contact terms and guarantees consumer rights and product safety laws (Barker et al. 2012) 2) Product Liability Regulation: Australia has a national statutory framework for regulating the safe product standards. This ascertains that the harmful and unsuitable products are not marketed in Australia. 3) Environmental Legislations: The Australian Government administers the environmental protection. 4) Privacy laws: Australia has national privacy legislations, managed by the OAIC and monitors how business can access, collect and store personal information and communication. References Barker, K., Cane, P., Lunney, M. and Trindade, F., 2012.The law of torts in Australia. Oxford University Press. Lyon, D., 2013.The information society: Issues and illusions. John Wiley Sons. Wild, J.J., Wild, K.L. and Han, J.C., 2014.International business. Pearson Education Limited.

10th Grade College Planning 7 Early Steps

10th Grade College Planning 7 Early Steps SAT / ACT Prep Online Guides and Tips In your sophomore year, you may start to feel anxiety about college, or you may believe that you don't have to think about college yet. While I'm not a proponent of intense worrying and don't think stress is healthy, you should start planning for college in 10th grade. In this article, I'll walk you through the steps you should be taking in 10th grade to maximize your college options and reach your college goals. Also, I'll let you know which aspects of the college process you don't have to worry about yet. #1: Start Thinking About College - It’s Not Too Early It's definitely not too early to start planning for college in 10th grade.Much of what you do in 10th grade will impact your college applications and influence admissions decisions. Also, if you make attending college a goal while you're a 10th grader, you’ll be more likely to stay on theright track and eventually enroll. #2: Take the Right Classes Developing a solid academic track record is the most important part of 10th grade college planning. The classes you take will greatly influence your college options. Talk to your counselor to ensure that you’re on a college prep track. Also, you can look at various college websites to see the course requirements for admission. Colleges will evaluate you based on the classes you’ve taken. Selective colleges want to see that you’re challenging yourself and taking some of the hardest classes that are offered at your school. You don’t have to take every single honors or AP class, but, to get into elite schools, you should demonstrate that you can do well in the most difficult classes. Also, you should be taking prerequisites for classes you're considering taking later. For example, you may need to take regular or honors chemistry if you want to take AP Chemistry in your junior year. I advise taking honors or AP classes in the subjects you're best at and the subjects you're considering studying in college. Some high schools offer AP classes to sophomores and some don't. If possible, you may want to consider taking an AP class in 10th grade to strengthen your schedule and get a feel for AP classes. Here's an example of a good sophomore year schedule for a student who wants to be competitive for admission to selective colleges. Note that this is just a rough guide, and you can take a more or less challenging schedule depending on your skill level and the courses offered at your high school: Honors Chemistry Algebra II Honors English World History Honors Spanish II PE Elective Ohfooyhy/Flickr #3: Focus on YourGrades Your sophomore year grades do matter for college admissions. Most colleges will focus on yoursophomoreand junior year grades when making admissions decisions. To colleges, your grades are a reflection of your work ethic and ability to succeed in college. Also, your grades in your sophomore year will influence your high school GPA and class rank. Furthermore, if you get good grades in your sophomore year, you’ll be more likely to get good grades in your junior and senior years. You’ll have developed the skills and habits that will allow you to continue to be successful academically. Learn more about how to get a 4.0 and better grades. If you don’t do as well as you’d like in your sophomore year, it doesn’t necessarily mean that your college dreams are shattered, though. Colleges do like to see continued improvement, and if you do better in your junior year, that will strengthen your college applications. #4: Stay (or Get) Involved in Extracurriculars Other than your grades and test scores, your extracurricular activities probably have the biggest influence on the quality of your college applications. Colleges, especially top colleges, want their students to have exceptional achievements outside of the classroom, and they’re looking for individuals who use their leisure time to pursue their passions. Some students believe they need to be well-rounded and do many extracurriculars; however, for college admissions, it may be more advantageous for you to develop a â€Å"spike† and exhibit excellence in a particular activity or field. If you play a sport, you can focus your energies on reaching the highest level in your sport and becoming a recruited athlete. If you excel in science, you can use your time outside of school to prepare for and compete in science fairs and competitions. Additionally, you can take extra science classes at a community college or volunteer to help a professor with research. You should be participating in extracurricular activities during your sophomore year of high school. In 10th grade, you should choose activities that you'll try to stay with for the rest of high school, or you should attempt to advance and gain leadership positions in activities you've already started. Colleges prefer to see a sustained commitment to your activities. It's more impressive to show growth and achievement in the same activities than it is to start doing a bunch of activities in your junior year. If you're musically inclined, you can join the orchestra. Image source:Mark/Flickr #5: Start Preparing for the SAT/ACT Starting to prepare for the SAT/ACT in your sophomore year will give you ample time to master the concepts and strategies that will allow you to reach your target score. Learn how to study for the SAT/ACT as a 10th grader. We recommend that you take the SAT/ACT for the first time by the fall of your junior year. If you familiarize yourself with key concepts and take a few practice tests during your sophomore year, you'll have a good head start on your studying. Then, if you do thorough preparation in the summer before your junior year, you should feel confident and prepared when you take the test. Giving yourself a full year of studying will enable you to assess your strengths and weaknesses. Once you know where you’re struggling, you can focus on improving your weaknesses and track your progress. Additionally, studying for the SAT/ACT can help you with your schoolwork. In the Math sections, the SAT and ACT test you on algebra, geometry, and trigonometry. Depending on the level of math you’re taking, studying for the SAT/ACT can help you with your current math class or a math class you’ll be taking in the future. Furthermore, practicing for the other sections will improve your reading comprehension, knowledge of grammar, and essay writing skills. Finally, you should take the PSAT or PreACT during your sophomore year. These tests are designed to prepare you for the actual SAT and ACT. You’ll be able to simulate real testing conditions and effectively assess your current skill level. You’ll get a detailed score report that will enable you to identify and hone your weak points. Also, you’ll get more customized SAT instruction from Khan Academy if you take the PSAT. #6: Research Colleges When you’re a sophomore in high school, you don’t need to know which college you want to go to. You don’t even need to have much of an idea of which colleges you want to apply to. However, you should be learning about colleges. You can get a better idea of what you need to do to get admitted. Google "PrepScholar (name of school) admissions" to get the acceptance rates, average GPAs, and average standardized test scores for different schools. If you know the grades and test scores you'll need to get into different colleges, that can help motivate you to stay on track. Additionally, you should start thinking about what you’re looking for in a college. What do you want to study? Would you be more comfortable at a large school or a small liberal arts college? What geographic region do you want to be in? You can play around with college finders to get an idea of different schools that may be good for you. Furthermore, you can look at college search websites, guidebooks, and ranking lists to get a better idea of your college options. Visit local college campuses to see what they're like and get a small taste of college life. It's fine if you're unsure at this point what you want in a college, especially because it's very possible that you'll change your mind before you graduate from high school. However, it's a good idea to start thinking about college, educating yourself about your college options, and learning what you have to do to be a competitive applicant. Read up on colleges. #7: Learn About How to Pay for College Many students (and their parents) stress that they’ll be unable to afford college and won’t be able to pursue a college education. It’s important to know that there are scholarships and financial aid available that can substantially ease the financial burden of attending college. If your parents are worried that they won’t be able to send you to school, you can have them read about the different types of financial aid and how to save for college. If you don’t think you can count on your parents to contribute financially to help to pay for college, then you can inform yourself about how you can pay for college on your own. Also, you can look for scholarships that will help cover college costs. At this point in the college planning process, you should proceed with the thought that your financial situation won’t get in the way of your college dreams. Furthermore, the better you do in school and on your standardized tests, the more likely you’ll be to receive merit scholarships to help pay for school. What Not to Worry About While you should be thinking about how to plan for college in the 10th grade, know that you still have time to prepare yourself for college. Try to avoid stressing too much about college now. Do your best to enjoy your sophomore year, have fun, and cultivate meaningful friendships. Here are some specific aspects of planning for college that you don’t have to be too concerned about in the 10th grade. The Best College for You While it’s great to have goals and dreams, you don’t need to know where you want to go to college in the 10th grade. You don’t even need to figure out where you’re applying until the start of your senior year. Furthermore, as you mature and learn more about different colleges, you may very well change your dream school. You could decide to pursue a different career path or change what you’re looking for in a college. There’s nothing wrong with adjusting your goals or priorities. At this point in your high school career, you should spend the majority of your time developing the skills and qualifications to give yourself as many college options as possible. Perhaps you’re assuming now that you’ll go to your local state college that may not be overly selective. Maybe its incoming students have an average GPA of 3.2. However, if in the summer before your senior year, you decide that you want to go to a more selective college, you’ll have many more options if you have a 3.8 GPA. Or maybe now you’re dreaming of going to Harvard. If you make yourself a qualified Harvard applicant, but you end up deciding you’d rather pursue a BS/MD program, you’ll likely still be in a good position to reach your college goals. If you follow an effective plan, you can reach your college goals. Getting a Top SAT/ACT Score Even though it’s good to start your SAT/ACT studying in your sophomore year, you don’t need to reach your target score in the 10th grade. Generally, you have up until December of your senior year to take these tests. Even if you’re trying to get a National Merit Scholarship, you don’t have to get a qualifying score on your PSAT/NMSQT until your junior year. Try not to get too frustrated if you’re not getting the scores you want on your practice tests. At this point, it’s most important to keep improving and learn what you need to do to get better. What's Next? Are you starting your SAT studying? Learn how to get a perfect SAT or ACT score. Do you want to learn more about how to apply for college? Check out our expert guide. Are you thinking about staying close to home for college? Read our article about how to determine if you should go to a school near you. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

A Midsummer Nights Dream Research Paper Example

A Midsummer Nights Dream Research Paper Example A Midsummer Nights Dream Paper A Midsummer Nights Dream Paper Essay Topic: Literature This passage from A Midsummer Nights Dream occurs near the resolution of the play, when unions between lovers are being strengthened and the different worlds of the play are in the process of becoming reconciled. To facilitate the typical harmonious denouement of a Shakespearian comedy, the diverse subplots and imaginative worlds that exist within the drama must come together, resulting in a comedic closure in which harmony reigns. The appearance of two different sets of characters that belong to the development of two different subplots in this extract illustrates Shakespeares wider practice in the comedy: that of orchestrating numerous subplots, which all terminate at the conclusion of the play with marriage, celebration and harmony. The plot strands featured in this passage the love battles between Lysander and Hermia, and Demetrius and Helena; and the preparations by the group of mechanicals, led by Nick Bottom, to stage a play, constitute only two of the four subplots to be found in A Midsummer Nights Dream. The story that provides the context and impetus for much of the action in the play is the impending marriage of Theseus of Athens to Hippolyta, Queen of the Amazons, and later its celebration. Theseus and his court in ancient Greece provide the frame for the play, and Theseus stands in judgement of the affairs of the exponents of the courtly world. It is he who establishes the tone of the play at the outset: Now, fair Hippolyta, our nuptial hour / Draws on apace. Four happy days bring in / Another moon (I. i. -3), and also he who summarises the trend for order at the end: Lovers, to bed; tis almost fairy time / A fortnight hold we this solemnity / In nightly revels and new jollity (V. i. 357-363). A fourth subplot centres on the fairy kingdom, and particularly the quarrel between Oberon and Titania. The magical aspects involved in the plots of the aristocrats and the mechanicals derive from this source, and the mythical and altogether unreal dimension of this realm allows Shakespeare to weave together different plots into a coherent whole without having to give it the semblance of reality. It is the sudden absence of this illusory world in the lives of both the aristocrats and of Bottom that provides the subject for the passage in the fourth act, as both groups ponder whether it has all been a dream: It seems to me / That yet we sleep, we dream. (IV. i. 192-3) A Midsummer Nights Dream weaves together three diverse worlds to create one consistent but essentially timeless universe. The two young sets of lovers are representative of the aristocratic court of ancient Athens, and as such are subject to the rules and conventions by which the court is governed. The rustic population of the Elizabethan English countryside is presented through the depiction of the mechanicals, of which Bottom is the most prominent character. These two diverse groups, with lifestyles, language and habits that differ wildly, find themselves subject to the same puissant force of fairyland and its representatives. This is a realm rooted in neither ancient Greece nor the Elizabethan era; it transcends the bounds of time. Oberon and Titania, who preside over this unworldly realm, are the parents and original of the spring, the summer, / The childing autumn, angry winter,(act II, scene I, lines 111-2); they also exercise complete control over the human mortals (II. i. 101). Thus two polarised social classes are united in this passage, as in the whole of A Midsummer Nights Dream, by the operations of the enchanted fairyland and its inhabitants. The passage Shakespeares comedy juxtaposes these representatives of such diverse social classes. The young aristocrats belong to a socially produced world of the court, over which Theseus presides as the paragon of order. In the lines preceding the selected passage, Theseus not only seeks to impose order, in the form of the social institution of marriage, upon the natural chaos of love outside the constraints of the court: For in the temple by and by with us / These couples shall eternally be knit (IV. i. 79-180); but he also dismisses the unworldly fairy kingdom in favour of the safe, explicable domain of the court: he did bid us follow to the temple. (IV. i. 195). Bottom, however, is subject to no such codes of conduct he is a rustic character who follows only his basic instincts. He is a weaver and a member of a class of tradesmen and manual labourers Hard-handed men that work in Athens here, / Which never laboured in their minds (V. I. 72), and as his name suggests, he occupie s a low social status. The juxtaposing of the different groups of characters in the passage from A Midsummer Nights Dream accentuates the chasm between the cultures of different social groups, and heightens the comedy of Bottoms responses when contrasted with the sophisticated language of the aristocrats to the same mystical circumstances. As would be expected, the status of each character in society determines his mode of speech. Bottom, as a low-status character, speaks in prose, a form usually reserved by the playwright for those of a low social standing. Throughout A Midsummer Nights Dream, Bottom, along with his fellow mechanicals, has been established as a clown-like figure of fun. The incident with the ass head, for example, indicates that Bottom is a comically absurd character, with little intellect: If I had enough wit to get out of this wood, I have enough to serve mine own turn, (III. i. 141-3). His frequent use of nonsensical banter: I pray you commend me to Mistress Squash, your mother, and to Master Peascod, your father (III. i. 178-9), ensures that he is portrayed as something of an idiot. It therefore comes as no surprise to the audience that his discourse, in which he seeks to make sense of the magical experience from which he has supposedly awoken, is muddled, confused and unfocused. The irrelevant references to the pageant due to be staged by the mechanicals: When my cue comes, call me, and I will answer. My next is most fair Pyramus. (IV. i) contrast to the composed, albeit slightly confused, responses of the young lovers, and compound Bottoms status as an unintelligent fool. Because he is uneducated Bottom tries, but fails, to articulate his feelings: Methought I was there is no man can tell what. Methought I was, and methought I had but man is but a patched fool if he will offer to say what methought I had. (IV. i. ). The only means by which he can gain full expression is through the inept and unprofessional staging of the labourers play (incidentally, a play that sits in sharp contrast to the well-written performance that the audience are now watching): I will get Peter Quince to write a ballad of this dream. It shall be called Bottoms Dream, because it hath no bottom, and I will sing it in the latter end of a play, before the Duke. (IV. i. ). In contrast, the verse of the young lovers is eloquent and flowing, with an imaginative expression which is entirely fitting for their social status. Demetrius words are poetic and laden with rich imagery: Like far off mountains turned into clouds (IV. i. 186-7), and the lines spoken by Helena, although referring to her emotional situation, allude to her material circumstances: I have found Demetrius like a jewel, / Mine own and not mine own. (IV. i. 191-1). Yet because the characters who speak these lines are less well-developed than Bottom, who is the most substantial persona in the play, the audience engages less with them than with Bottoms colloquial, endearing and accessible modes of expression. Lysander and Demetrius are little more than types with little complex characterisation; Helena and Hermia are more substantial characters, and Hermia in particular is possessed of some drive and energy: How low am I, thou painted maypole? Speak, How low am I? I am not yet so low But that my nails can reach unto thine eyes. III. ii. 297-9); but it is Bottom who wins the audiences favour because he is such a well-rounded character, and not limited to a mere embodiment of a particular theory or moral standpoint as Theseus is. He is a tangible person, made up of base and earthly instincts possessed by all mankind, and has the humour, albeit often unintended, to make the audience identify with him. Furthermore, he is privileged by his unique insight into the fairytale world inhabited by Titania and her fairies the only human in the play to be granted such an insight. The contrasts between these species of character their difference in language, the varying depths of characterisation and the general class divide make for a passage which is arresting in its dramatic presentation. When the fairy realm which has sustained both groups of characters for several acts is suddenly withdrawn, those who were once in its power are left confused and unsettled. Their experiences of the unworldly are compared to, indeed presumed to be, a dream: I have had a most rare vision. I have had a dream past the wit of man to say what dream it was. (IV. i. ). Shakespeare, through the enunciation of his characters, draws a subtle parallel between the evanescence of dreams, and that of love, which is a prominent theme of A Midsummer Nights Dream. The aristocrats voice an awareness of the inconstancy of love it is frail, temperamental and fickle: I wot not by what power- But by some power it is my love to Hermia, Melted as the snow, (MND, VI. i. 163-5). The already unst able force of love is even more vulnerable to change in the fairy kingdom, where there are few guides to behaviour. Away from the court, relationships are subject to mood or fancy rather than to any notions of proper behaviour: Tarry, rash wanton (II. i. 63), and so the fairy realm is not conducive to the settled human institution of marriage. Thus Theseus orders the removal of the couples to Athens, where order can once again reign over the disordered experience of love. The advantages of residing in the social world are made patent by setting exponents of this social world within an undomesticated and irresponsible fairy realm. In the comedic tradition, the stability that social institutions deliver is glorified. At the end of A Midsummer Nights Dream, all parties are seen to benefit from the institution of marriage; even the fairy king and queen, whose quarrel has lasted the entire length of the play, are reconciled at the end in a heterosexual harmony: Now thou and I are new in amity, (IV. I. 86). The conclusion of the play asserts mans concord with the world, and the neat union of different worlds: While these visions did appear; And this weak and idle theme, No more yielding but a dream A Midsummer Nights Dream challenges the audiences sense of imagination and perception by placing the intellectual and worldly realism of the court next to the mystical qualities of a fairy tale. It raises and explores the issues of love, reason, class, the place of art and the wisdom of social institutions, but ultimately Shakespeare leaves it to the audience to form their own judgements on these matters. The play carries a deep significance to man, as we are made to examine our own notions of truth and reality, notions that underpin all human interaction: The poets eye, in a fine frenzy rolling, Doth glance from heaven to earth, from earth to heaven, And as imagination bodies forth The forms of things unknown, the poets pen Turns them to shapes, and gives to airy nothing A local habitation and a name. (V. i. 12-17).

Van Gogh in Provance Essay Example | Topics and Well Written Essays - 2500 words

Van Gogh in Provance - Essay Example Van Gogh found Arles to be an attractive destination with its Provencal landscapes and intense light and colors when he arrived there in February, 1888. During his time in Provence, he produced over three hundred paintings, water colours and drawings. Van Gogh’s drawings were made with a wide variety of tools and materials, and his subjects ranged from still life depictions to â€Å"interiors, gardens, parks, townscapes, landscapes, and seascapes to figure studies and portraits†. The skill and accuracy of van Gogh’s mark making in the mature reed-pen and ink drawings of the Provencal period are amazing to view. This paper has highlighted Vincent Van Gogh’s life when he was in Provence, France. The works that the artist created while in Provence, the unique qualities of nature characterized by luminous brightness and rich colors in the South of France that influenced his work were examined, his lifestyle and passion for creating his artistic works, and finally his attacks of mental illness and subsequent decline towards taking his own life were discussed. Van Gogh was passionately committed to understanding and recording his experiences of nature and to find the transcendant meaning of the radiant light of the Midi. Krohn believes that any inquiry into the nature of beauty is a noble enterprise. Most pilgrims who travel in this pursuit, discover that the investigation and the inward journey form the greatest rewards. The discussion of the life and powerful works of the artist van Gogh help to get insights into the artist dedicated to his work but was unable to find relief from his tormenting mental condition. His tremendous artistic productivity within a short span of time is remarkable, taking into account the high quality and commanding stature of his works.

Attack Prevention Essay Example | Topics and Well Written Essays - 500 words

Attack Prevention - Essay Example he information in the computer is not secure, this is because it is susceptible to people who hack the software’s and access the information .The ones responsible for hacking the computer today, are believed to have bad intentions of manipulating other peoples information stored in the computer. The core reason for the article is to inform home users on how criminals are on rise to involve them in fraud and data theft with an aim of getting wealth through their criminal activities of hacking other peoples software’s. The article refers from an article that is online from Cyber Media India Online Ltd, that claims that home users are always at high risk due to poor security measures in place and thus become victims at all times. It also suggests on the use of malicious code as a way of attacking desktop software’s and web browsers. The article also offers some techniques on how the home users can put home security measures to curb malicious networks and application dealings (Chou, 2014). The page was written by an organization and the author is unclearly identified and I think the identification of the author to miss is purposeful. The author of the article is affiliated to the organization because he/she has written on the topic related to the aim of the organization which is to inform the public about the criminal acts by the hackers of software’s. The page where the article is written does not give a link that is blank for one to comment or ask questions regarding the article (Chou, 2014) This is a scholarly site and the author is writing towards achieving the goals of the site but not to sell the information. The article tries to inform about various mechanism that can be used as prevention measures to avoid fraud and theft of data. It is very easy to identify a specific point of view in this article. The site targets the scholars and at the same time, the general public. The main objective of the site is to inform and educate both the general public

Equivalence in Translation Essay Example for Free

Equivalence in Translation Essay Professionally, however, the term translation is | |confined to the written, and the term interpretation to the spoken (Newmark, 1991: 35). If confined to a written language, translation is a | |cover term with three distinguishable meanings: 1) translating, the process (to translate; the activity rather than the tangible object), 2)| |a translation: the product of the process of translating (e. g. the translated text), and 3) translation: the abstract concept which | |encompasses both the process of translating and the product of that process Bell (1991: 13). The term translation used and discussed | |throughout this paper is confined to the written language, and refers to both the product and process of translating. | | | |The definitions of translation suggested above imply that producing the same meaning or message in the target language text as intended by | |the original author is the main objective of a translator. This notion of sameness is often understood as an equivalence relation between | |the source and target texts. This equivalence relation is generally considered the most salient feature of a quality translation. | | | |2. Problems of Equivalence | | | |The principle that a translation should have an equivalence relation with the source language text is problematic. There are three main | |reasons why an exact equivalence or effect is difficult to achieve. Firstly, it is impossible for a text to have constant interpretations | |even for the same person on two occasions (Hervey, Higgins and Haywood (1995: 14). According to these translation scholars: | | | |before one could objectively assess textual effects, one would need to have recourse to a fairly detailed and exact theory of psychological | |effect, a theory capable, among other things, of giving an account of the aesthetic sensations that are often paramount in response to a | |text (Hervey, Higgins and Haywood (1995: 14). | | | |Secondly, translation is a matter of subjective interpretation of translators of the source language text. Thus, producing an objective | |effect on the target text readers, which is the same as that on the source text readers is an unrealistic expectation. Thirdly, it may not | |be possible for translators to determine how audiences responded to the source text when it was first produced (ibid, p. 14). Miao (2000) | |gives a specific example of the impossibility of the equivalence relation: | | | |If an original was written centuries ago and the language of the original is difficult to comprehend for modern readers, then a simplified | |translation may well have greater impact on its readers that the original had on the readers in the source culture. No translator would | |hinder the readers comprehension by using absolute expressions in order to achieve equivalent effect (Miao, 2000: 202) | | | |Because the target text can never be equivalent to the source text at all levels, researchers have distinguished different types of | |equivalence (Lauscher, 2000: 151). Nida (1964) suggests formal and dynamic or functional equivalence. Formal equivalence focuses attention | |on the message itself, in both form and content. It requires that the message in the target language should match as closely as possible the| |different elements in the source language (p.159). Dynamic equivalence is based on the principle of equivalent effect, where the | |relationship between the receptor and message should be substantially the same as that which existed between the original receptors and the | |message (p. 159). Newmark (1981) makes a distinction between communicative and semantic translation. Like Nidas dynamic equivalence, | |communicative translation also tries to create the effect on the target text reader which is the same as that received by readers of the | |source language text. Koller (1997) proposes denotative, connotative, pragmatic, textual, formal and aesthetic equivalence. Munday (2001) | |describes these five different types of equivalence as follows: | |1. Denotative equivalence is related to equivalence of the extralinguistic content of a text. | |2. Connotative equivalence is related to the lexical choices, especially between near-synonyms. | |3. Text-normative equivalence is related to text types, with texts behaving in different ways. | |4. Pragmatic equivalence, or communicative equivalence, is oriented towards the receiver of the text or message. | |5. Formal equivalence is related to the form and aesthetics of the text, includes word plays and the individual stylistic features of the | |source text (p. 47). | | | |Baker (1992) classifies various problems of equivalence in translation and suggests some strategies to deal with them. Adopting a bottom-up | |approach, she begins with simple words and phrases and continues with grammatical, textual and pragmatic equivalences. | | | |3. Strategies to solve problems of equivalence | | | |As has been mentioned above, problems of equivalence occur at various levels, ranging from word to textual level. The equivalence problems | |emerge due to semantic, socio-cultural, and grammatical differences between the source language and the target language. These three areas | |of equivalence problems are intertwined with one another. The meaning(s) that a word refers to are culturally bound, and in most cases the | |meaning(s) of a word can only be understood through its context of use. | | | |Due to semantic, socio-cultural, grammatical differences between the source language and the target language, loss and addition of | |information in translation cannot be avoided. Basnett-McGuire (1991) states that once the principle is accepted that sameness cannot exist | |between the two languages, it is possible to approach the question of loss and gain in the translation process (p. 30). Bell (1991: 6) | |suggests a similar point that something is always lost or, one might suggest, gained in the process, and according to Nida (1975), all | |types of translation involve 1) loss of information, 2) addition of information, and /or 3) skewing of information (p. 27). To conform to | |the stylistic demands and grammatical conventions of the target language, structural adjustment in translation is inevitably needed. These | |possibilities are expanded below. | | | |3. 1 Addition of information | | | |Information which is not present in the source language text may be added to the target language text. According to Newmark (1988: 91), | |information added to the translation is normally cultural (accounting for the differences between SL and TL culture), technical (relating to| |the topic), or linguistic (explaining wayward use of words). The additional information may be put in the text (i. e. by putting it in | |brackets) or out of the text (i.e. by using a footnote or annotation). Such additional information is regarded as an extra explanation of | |culture-specific concepts (Baker, 1992) and is obligatory specification for comprehension purposes. Native speakers of Batak Tapanuli | |language (the native language of Batak community in North Sumatra), for example, have the word marhusip which literally means to whisper. | |If the word marhusip is used in the context of discussing marriage within the community in question, its meaning is more than to whisper. | |It refers specifically to a situation where family members of the bride meet family members of the groom to talk about the dowry. In the | |meeting, family members of the bride whisper with one another while deciding the amount of dowry they ask from the groom. Family members of | |the groom also do they same thing while deciding whether to accept or reject it. In this context, the word marhusip may be translated into | |to whisper, but additional information to clarify the meaning of marhusip is needed to help target readers understand its underlying | |concept. | | | |Addition of information for specification purposes is also required if ambiguity occurs in the receptor language formation and if the fact | |that greater specificity may be required so as to avoid misleading reference (Nida, 1964: 227). It would be misleading, for example, if the| |word men in Tannen is an apologist for men is translated into para pria in Indonesian. The reason is that it does not actually refer to men | |in general but to American men in particular, who became the focus of Tannens study on male-female interactions. It can be argued that | |translators should add the word Amerika to the Indonesian version to avoid ambiguity or to avoid a misleading interpretation of the outcomes| |of the study by Indonesian readers (Nababan, 2003). | | | |Amplification from implicit to explicit status is another factor that requires additions. In relation to this, Nida (1964) states that | |important semantic elements carried implicitly in the source language may require explicit identification in the receptor language (p. | |227). In a given context, the meaning of the sentence, This rule is to round to the nearest even number, is implicitly stated and can easily| |be understood by readers of the original text (See Nababan, 1989 and 1999) If translated into Indonesian, an addition of information of | |suatu angka yang berada pada dua batas kategori (a number lying between two categories) and alteration of word class (the active verb | |membulatkan into the passive verb dibulatkan) are required to achieve grammaticality and produce an explicit meaning for Indonesian readers. | |It is by convention the Indonesian transitive verb membulatkan, as the equivalence of to round, needs an object. In such case, that sentence| |should be rendered into: | | | |Target sentence: | |Menurut aturan pembulatan ini, suatu angka yang berada pada batas dua kategori dibulatkan ke angka genap terdekat. | | | |Back-translation: | |According to the rule, a number lying between two categories is rounded to the nearest even number. | | | |Addition of information may also be required due to the shift of voice and the alteration of word classes to avoid misinterpretation (Nida, | |1964: 227). The word cut in I cut my finger is an active voice. If translated into Indonesian, the word class should be changed into a | |passive one, tersayat (was cut) and the addition of oleh pisau (with knife) is needed if a native speaker of Indonesian means that he or she| |did it by accident. There are also cases where two languages use a different class of words and a different level of utterances to denote | |the same meaning. The adjective adjustable in I have an adjustable chair is changed or translated into an adjective clause yang dapat | |disetel (which can be adjusted) in which the addition of yang (which) is obligatory to achieve grammaticality. | | | |3. 2 Deletion of information | | | |Baker (1992: 40) refers to deletion as omission of a lexical item due to grammatical or semantic patterns of the receptor language (Baker,| |1992: 40). She states further that | | | |this strategy may sound rather drastic, but in fact it does no harm to omit translating a word or expression in some contexts. If the | |meaning conveyed by a particular item or expression is not vital enough to the development of the text to justify distracting the reader | |with lengthy explanations, translators can and often do simply omit translating the word or expression in question (Baker, 1992: 40). | | | |There are cases where omission is required to avoid redundancy and awkwardness (Nida, 1964: 228) and this strategy is particularly applied | |if the source language tends be a redundant language. The category of plural in English is both morphologically conditioned (e.g. | |child/children, mouse/mice), and phonologically conditioned (e. g. book/books, box/boxes, pen/pens). In some circumstances, a plural noun is | |also preceded by a determiner showing plurality (some books, three pens). If the double expression of such category is reflected in | |Indonesian, redundancy will occur. It is by convention that the category of plural in Indonesian is lexically formed by repetition of the | |noun buku-buku (book-book) or by adding a noun quantifier such as beberapa (some) or tiga (three). Once a given noun is in the plural form, | |the quantifier has to be deleted. On the other hand, once there exists a quantifier denoting plurality, the noun in question should be in | |the singular form or the repetition of the noun should be avoided. | | | |As implicitly stated by Baker (1992: 40) above, deletion may also refer to pieces of content rather than restructuring for grammatical | |purposes. Such a deletion of expressions or information is debatable in relation to the translation of academic texts, however. Anyone who | |writes an academic text, for example, will not include unimportant information in his or her writing. Similarly, anyone who reads such a | |text should consider that all information in the text is important. Translators are not an exception; they should read the text as the | |original reader or a non-translator reader reads it. That is to say that this notion of information deletion should not be used as an | |excuse to hide the inability of translators to understand and transfer message of the original text. | | | |3. 3. Structural adjustment | | | |Structural adjustment is another important strategy for achieving equivalence. Structural adjustment which is also called shift (see | |Catford, 1965) or transposition (see Vinay and Darbellnet, 1977) or alteration (see Newmark, 1988) refers to a change in the grammar from SL| |to TL (Newmark, 1988: 85). Similarly, Bell (1991: 6) states that to shift from one language to another is, by definition, to alter the | |forms. The alteration of form may mean changes of categories, word classes, and word orders. Structural adjustment, according to Nida (1964:| |226), has various purposes, including: 1) to permit adjustment of the form of the message to the requirements of structure of the receptor | |language, 2) to produce semantically equivalent structures, 3) to provide equivalent stylistic appropriateness, and 4) to carry an | |equivalent communication load. | | | |Newmark (1988: 85-87) divides the shift of forms into four types. One type of shift is the change from singular to plural or in the position| |of adjective. The position of an adjective in English, for example, may occur before a noun (i.e. a difficult text) or before and after a | |noun (i. e. a difficult text available in the library). An adjective in Indonesian always comes before a noun. Therefore, a difficult text | |and a difficult text available in the library should be translated into sebuah teks sulit (a difficult text) and sebuah teks sulit yang | |tersedia di perpustakaan itu (a difficult text which is available in the library or a difficult text available in the library) respectively. | |A second type of shift is required when a SL grammatical structure does not exist in the TL. In English, for example, cohesive devices such | |as however and nevertheless may be put at the beginning or in the middle of a sentence. In Indonesian, such cohesive devices always occur at| |the beginning of a sentence. The third type of shift is the one where literal translation is grammatically possible but may not accord with | |natural usage in the TL. The English sentence The man to whom she is talking on the phone lives in Jakarta can be translated literally into | |Laki-laki kepada siapa dia sedang berbicara di telepon tinggal di Jakarta. This literal translation is accurate in content but doesnt sound| |Indonesian . To conform to natural usage in Indonesian, the structure of the sentence should be adjusted into Laki-laki yang sedang | |berbicara dengannya di telpon tinggal di Jakarta (The man who is talking to her on the phone lives in Jakarta). The fourth type of | |transposition is the replacement of a virtual lexical gap by a grammatical structure (see Newmark, 1988: 87). | |In addition to the types of alteration described above, alterations of word classes (i. e. shifts from one class of words to another or from | |word level to phrase or clause level) are also required due to grammatical differences between the source and target languages. The | |preposition with in I am married with three young girls is changed into a conjunction dan (and), and the verb mempunyai needs to be added in| |Indonesian. The prepositional phrase in red in The woman in red is my wife is altered into an adjective clause yang berbaju merah (who wears| |the red clothes). | | | | | |References | | | |Baker, M. 1992. In Other Words: A Coursebook on Translation. London: Sage Publication. | |Bell, R. T. 1991. Translation and Translating: Theory and Practice. London: Longman. | |Bassnett-McGuire, S. 1991. Translation Studies. New York: Methuen Co.Ltd. | |Catford, J. C. 1965. A Linguistic Theory of Translation. London: Longman. | |Hervey, S. , Higgins, I. , and Haywood, L. M. 1995. Thinking Spanish Translation: A Course in Translation Method: Spanish into English. | | London; New York: Routledge. | |Koller, W. 1995. â€Å"The concept of equivalence and the object of translation studies†. Target, 7 (2), 191-222. | |Miao, J. 2000. â€Å"The limitations of equivalent effect†. Perspectives: Studies in Translatology, Vol. 8. No. 3, 197-205. | |Munday, J. 2001. Introducing Translation Studies. London; New York: Routledge. | |Nababan, M. R. 2003. â€Å"Translation Processes, Practices and Products of Professional Indonesian Translators. Unpublished Ph. D. Thesis. Schools| |of Linguistics and Applied Language Studies, Victoria University of Wellington, New Zealand. | |_________. 1999. Teori Menerjemah Bahasa Inggris. Yogyakarta: Pustaka Pelajar. | |_________. 1989. â€Å"Analisis terjemahan buku Research Methods and Analysis: Searching for Relationship karya Michael H. Walizer dan Paul, W. | |Wienir ke dalam bahasa Indonesia oleh Sadiman dan Hutagaol†. Unpublished Thesis. Surakarta: Universitas Sebelas Maret. | |Newmark, P. 1991. About Translation. Great Britain: Longdunn Press, Ltd. | |__________. 1988. A Textbook of Translation. New York: Prentice-Hall International. | |__________. 1981. Approaches to Translation. Oxford: Pergamon Press | |Nida, E. 1975. Language Structure and Translation. Standford, California: Standford University Press. | |______. 1964. Towards a Science of Translating. Leiden: Brill. | |Vinay, J. P. and Darbelnet, J. 1965. Stylistique Comparee du Francois et de L’angalis. Paris: Didier. | http://www. proz. com/translation-articles/articles/2071/1/EQUIVALENCE-IN-TRANSLATION%3ASOME-PROBLEM-SOLVING-STRATEGIES

Volunteering Changed My Life :: Contribution to My Community Service

Community Service is a great opportunity to make a difference in the area you live in. There are so many ways to volunteer. Some people are given chances to do community service when they need to pay off fines for tickets. Most people simply do because they love getting involved. It’s their way of making the community a cleaner, healthier place. Tutoring kids is one type of community service. I can say from experience teaching kids to learn is a great feeling. I know because I’ve been tutoring kids for almost seven months. You’ll be surprised how it makes you feel. To have one of your students’ parents thank you because there child has never been able to make an â€Å"A† in there reading or math class. Just hearing those words lets me know that I am already making a difference. The place that I volunteer at is Casa De Amigos and the children that go there really look up to you. Yes you’re helping them to be able to reach their goals but you’re also teaching them that helping the community can change so many lives. There are many activities that will help the community. Another way that I have experience is picking up trash. This one is very important because you are helping the environment and town that you live in. So why not help your environment to be able to apply for a scholarship. It’s also a fun way to meet people that enjoy making a difference. Picking up trash is one of the most common types of community service. There are so many volunteers a day picking up trash in their neighborhood and all around town. To be able to get involved all you do is call the Midland City Department and they will be glad to guide you where to go so you can help our community. Another service that I have done has been to volunteer at the West Campus Hospital gift shop. It was a great experience for me; if I had the time I would make the effort to volunteer again. For people that is good at socializing with others and love organizing I would recommend volunteering at the gift shop. Volunteering Changed My Life :: Contribution to My Community Service Community Service is a great opportunity to make a difference in the area you live in. There are so many ways to volunteer. Some people are given chances to do community service when they need to pay off fines for tickets. Most people simply do because they love getting involved. It’s their way of making the community a cleaner, healthier place. Tutoring kids is one type of community service. I can say from experience teaching kids to learn is a great feeling. I know because I’ve been tutoring kids for almost seven months. You’ll be surprised how it makes you feel. To have one of your students’ parents thank you because there child has never been able to make an â€Å"A† in there reading or math class. Just hearing those words lets me know that I am already making a difference. The place that I volunteer at is Casa De Amigos and the children that go there really look up to you. Yes you’re helping them to be able to reach their goals but you’re also teaching them that helping the community can change so many lives. There are many activities that will help the community. Another way that I have experience is picking up trash. This one is very important because you are helping the environment and town that you live in. So why not help your environment to be able to apply for a scholarship. It’s also a fun way to meet people that enjoy making a difference. Picking up trash is one of the most common types of community service. There are so many volunteers a day picking up trash in their neighborhood and all around town. To be able to get involved all you do is call the Midland City Department and they will be glad to guide you where to go so you can help our community. Another service that I have done has been to volunteer at the West Campus Hospital gift shop. It was a great experience for me; if I had the time I would make the effort to volunteer again. For people that is good at socializing with others and love organizing I would recommend volunteering at the gift shop.

Palio’s Ristorante

Christopher Lee Week 6 Portfolio BUSS 150, L. Fortune Bryant & Stratton College February 20, 2013 Large number of couples living together among unmarried couples have brought a lot of issues and a lot decision making in Congress. Same sex marriage and extend Employment benefit to domestic partners have been hot topic for years. Base on heavy studies of unmarried committed partners there a law that determine the will of a person who die and that is the law of interstate.The result indicate that for some groups of unmarried committed partners, will studies may not adequately reflect the extent to which intestate decedants wish their partners to share in the estate. The statute of frauds is invoked by a defendant in a breach of contract action. If the defendant can establish that the contract he has failed to perform is legally unenforceable because it has not satisfied the requirement of the statute, then the defendant cannot be liable for its breach.For example, the written contract b een a genuine prenuptial agreement, it would have been fine. It did exactly what a â€Å"pre-nup† is supposed to do, that is, it explained the terms of the agreement in specific, understandable language. However, it was not really a pre-nup, and that single fact gave the court pausehe statute of frauds will prevent the plaintiff from recovering thewhat a â€Å"pre-nup† is supposed to do, that is, it explained the terms of the agreement in specific, understandable language.The actual written agreement those satisfied all the requirments because services have been performed based upon a contract that is unenforceable because of the statute of frauds, the value of those services can nevertheless be recovered on the basis of quantum meruit, or the reasonable value of those services. â€Å"Shaping public policy is a complex and multifaceted process that involves the interplay of numerous individuals and interest groups competing and collaborating to influence policymakers to act in a particular way.These individuals and groups use a variety of tactics and tools to advance their aims, including advocating their positions publicly, attempting to educate supporters and opponents, and mobilizing allies on a particular issue. † (Wolf Robert) The Wilcox opinion extends to cohabitants the right to recover on written contracts. However, serious questions are left unanswered regarding the enforceability of oral agreements, whether recovery is permissible on implied contracts, and whether recovery by equitable means is possible.The principal would have make since in modern world because he probably never would have guessed that it would have legal ramifications long after his death. I'd be surprised if anyone could name social norms anymore. â€Å"Normality† is being faught by the counter-culture, and with that goes society. Work Cited Law of Human Behavior, Vol 22(5) Oct 1988, 479-499 Wolf, Robert, â€Å"Definition of Policy Analysis Palio’s Ristorante Christopher Lee Week 6 Portfolio BUSS 150, L. Fortune Bryant & Stratton College February 20, 2013 Large number of couples living together among unmarried couples have brought a lot of issues and a lot decision making in Congress. Same sex marriage and extend Employment benefit to domestic partners have been hot topic for years. Base on heavy studies of unmarried committed partners there a law that determine the will of a person who die and that is the law of interstate.The result indicate that for some groups of unmarried committed partners, will studies may not adequately reflect the extent to which intestate decedants wish their partners to share in the estate. The statute of frauds is invoked by a defendant in a breach of contract action. If the defendant can establish that the contract he has failed to perform is legally unenforceable because it has not satisfied the requirement of the statute, then the defendant cannot be liable for its breach.For example, the written contract b een a genuine prenuptial agreement, it would have been fine. It did exactly what a â€Å"pre-nup† is supposed to do, that is, it explained the terms of the agreement in specific, understandable language. However, it was not really a pre-nup, and that single fact gave the court pausehe statute of frauds will prevent the plaintiff from recovering thewhat a â€Å"pre-nup† is supposed to do, that is, it explained the terms of the agreement in specific, understandable language.The actual written agreement those satisfied all the requirments because services have been performed based upon a contract that is unenforceable because of the statute of frauds, the value of those services can nevertheless be recovered on the basis of quantum meruit, or the reasonable value of those services. â€Å"Shaping public policy is a complex and multifaceted process that involves the interplay of numerous individuals and interest groups competing and collaborating to influence policymakers to act in a particular way.These individuals and groups use a variety of tactics and tools to advance their aims, including advocating their positions publicly, attempting to educate supporters and opponents, and mobilizing allies on a particular issue. † (Wolf Robert) The Wilcox opinion extends to cohabitants the right to recover on written contracts. However, serious questions are left unanswered regarding the enforceability of oral agreements, whether recovery is permissible on implied contracts, and whether recovery by equitable means is possible.The principal would have make since in modern world because he probably never would have guessed that it would have legal ramifications long after his death. I'd be surprised if anyone could name social norms anymore. â€Å"Normality† is being faught by the counter-culture, and with that goes society. Work Cited Law of Human Behavior, Vol 22(5) Oct 1988, 479-499 Wolf, Robert, â€Å"Definition of Policy Analysis