Limits of desire in the literature of sixteenth Century

Installing MySQL on a Mac Is Easier Than You Think

Installing MySQL on a Mac Is Easier Than You Think Oracles MySQL is a popular open-source relational database management system that is based on Structured Query Language (SQL). It is frequently  used in conjunction with PHP to enhance the capabilities of websites. PHP comes preloaded onto Mac computers, but MySQL does not. When you create and test software or websites that require a MySQL database, it is handy to have MySQL installed on your computer. Installing MySQL on a Mac is easier than you might expect, particularly if you use the native installation package instead of the TAR package, which requires access and changes to the command line in Terminal mode. Installing MySQL Using the Native Installation Package The free download for the Mac is the MySQL Community Server edition. Go to the MySQL website  and download the latest version of MySQL for MacOS.  Select the native package DMG archive version, not the compressed TAR version.Click the Download button next to the version you choose.You  are prompted to sign up for an Oracle Web Account, but unless you want one, click No thanks, just start my download.In your downloads folder, find and double-click the file icon to mount the .dmg archive, which contains the installer.Double-click the icon for the MySQL package installer.Read the opening dialog screen and click Continue to begin the installation.Read the license terms. Click Continue and then Agree to continue.Click Install.  Record the temporary password that displays during the installation process. This password cannot be recovered. You must save it. After you log in to MySQL, you are prompted to create a new password.Press Close on the Summary screen to complete the installation. The MySQL webpage contains documentation, instructions and change history for the software.   How to Start My SQL on a Mac The MySQL server is installed on the Mac, but it does not load by default. Start MySQL by clicking Start using the MySQL Preference Pane, which was installed during the default installation. You can configure MySQL to automatically start when you turn on your computer using the MySQL Preference Pane.

Financial accounting theory Essay Example | Topics and Well Written Essays - 2500 words

Financial accounting theory - Essay Example Hitherto GAAP have been developed for all type of entities, be those smaller or larger and public or private. Development of alternative accounting standards on the basis of size of the entity is like preparing students at earlier stages to cope with burden of higher studies. But in business the smaller entities some time carry more accounting complications than larger entities as generally less or reduced number of regulatory compliances create a habit of carelessness and thus allowing smaller problems growing into complexities. Before analyzing the needs of smaller entities for alternative GAAP, it is pertinent to ascertain the present international scenario. In United States private companies are not even required to issue financial statements, what to talk to issuing compliances in the shape of standards. Private entities can assess the cost and benefit before following the reporting standards out of the three alternatives available to them. First is to follow the US GAAP in full; the second alternative is reporting under GAAP but such entities can depart from one or two alternatives; and the third alternative is to adopt OCBOA (other comprehensive basis of accounting). UK presents an altogether different approach towards smaller entities. Financial Reporting Standards for Smaller Entities (FRSSE) were developed in 1997 and those were made applicable to smaller and private entities defined and distinguished on the basis of specifies thresholds in sales, assets, and number of employees. With the advent of International accounting standards and their convergence with local standards, the issue of separate standards for smaller entities have again been taken to the fore, mainly because smaller is larger in numbers and they do not need to waste resources comparing the benefits they would receive. Convergences with IFRS are progressing but the issue has remained the same when FRSSE were required on establishment of FRSs.

Geology of Puerto Rico Research Paper Example | Topics and Well Written Essays - 1750 words

Geology of Puerto Rico - Research Paper Example These rocks are overlain by younger  Oligocene  rocks to recent  carbonates. There are also othersedimentary rocks that are part and parcel of the geology of Puerto Rico. Typically, the Northern Oligocene to the rather recent carbonates is composed of Most of the caverns  and  karst  topography. The geology of Puerto Rico has made it very mountainous from the way the island was formed. There are also seventeen lakes in the island which are all manmade and fifty rivers (Otis, 2005). The island’s formation, topography, hydrography and climate make up Puerto Rico’s current geologic composition harmoniously; showcasing the natural beauty of the island. This paper seeks to analyze the geology of Puerto Rico from concepts of its formation, topography, hydrography and climate. Puerto Rico is strategically placed between the  Caribbean  and  North American plates, just at the boundary. As a result, there is deformation that is occurring to the island ion the present day due to the interactional stress between these plates. The results of these seismic events include geological hazards such as earthquakes, tsunamis and landslides. Looking into the structure of Puerto Rico, the Jurassic rocks are the oldest rocks (Meyerhoff, 1933). These rocks are mainly found at  Sierra Bermeja  in the southwest part of the island and are about 185 million years old. They are believed to have originated from the Pacific Ocean  realm and constitute the bulk of the oceanic crust. In the Jurassic period, the main body mass (the Pangaea super continent) was split into two. This led to the formation of two land masses. On the North was Laurasia and to the south was Gondwana. As a result, the continental climate was transformed from dry to humid due to the presence of more cost lines. This was the first process of the formation of Puerto Rico. The land masses were pushed from the ocean overlying on top of each other thus forming hilly and mountainous landscape. The

A doll's house research Essay Example | Topics and Well Written Essays - 2000 words

A doll's house research - Essay Example The roles of women in the family and society are clearly reflected in the play which even today, are obviously evident. The treatment of women, the common conceptions of their roles and how they are supposed to act in accordance to norms; are well criticized by Ibsen. The writer successfully reflects how Victorian society always placed women unequal with men and unemotional by defining their roles in the family and society. This interesting characterization of women will be criticized even more deeply in this paper, looking at the main characters of the play and focusing mainly on the theme on feminism by showing how Nora is treated by her father and her husband. Feminism concerns itself with the quest of women being equal with the leading gender. It exposes the anxieties and worries of women in circumstances which men often find as trifles and suggests that women are as capable as men are in many ways than simple household chores. ‘A Doll’s House’ is a typical example of a drama which exposes the dehumanization of female characters who take beyond normal steps than the social set-up. It is common knowledge that women have long been perceived to be the person who must be in charge of household chores and the raising of children while men should do the â€Å"difficult† tasks such as bringing food on the table. Raising kids and doing household chores, crocheting and sewing have always been considered as easy, light and feminine jobs. Nevertheless, behind this circumstance are more important things that matter most to women and that is what they often fight for instead. Nora’s dialogue â€Å"I am first and for emost a human being just as much as one as you are† (Ibsen), is a powerful statement reflecting the woes of women. Oftentimes, due to their perceived roles at home, women are rather considered inferiors who should follow their husbands’ demands and please them; not regarding that they, too, are people who have

Using Translation As A Means Of Interpretation English Language Essay

Using Translation As A Means Of Interpretation English Language Essay Translation is an activity comprising the interpretation of the meaning of a text in one language and the production, in another language, of a new, equivalent text, or translation. Its goal is to establish a relation of equivalence of intent between the source and target texts, while taking into account a number of constraints. These constraints and differences between an SL and a TL and the variation in their cultures make the process of translating a real challenge. Among the problematic factors involved in translation include context, form, the rules of grammar of both languages, meaning, style, their writing conventions, their figurative languages, such as proverbs, idioms, metaphors, euphemisms, and the like. One of the grammar/vocabulary areas that cause most problems for students of English is euphemisms. Euphemisms are words or phrases that are used to soften the reality of what are being communicated to a given listener or reader. They are a universal feature of language usage since all cultures typically use them to talk about things they find terrifying, for example war, sickness, and death. Euphemisms are powerful linguistic tools that are embedded so deeply in our language that few of us, even those who pride themselves on being 2 plainspoken, ever get through a day without using them (Rawson, 1981:1). The need for euphemism is both social and emotional, as it allows discussion of touchy or taboo subjects (such as sex, personal appearances or religion) without enraging, outraging, or upsetting other people, and acts as a pressure valve whilst maintaining the appearance of civility. Also, euphemisms are highly important expressive means of any language and are frequently used in everyday life. They make the speech more expressive, vivid, and colorful. This makes the euphemisms adapt speech to different situations. Thus euphemisms help people to fit to the proper context and to express ideas clearly. All these euphemisms appeared naturally in the process of everyday usage. People instinctively try to avoid the word not to offend or to hurt ones feelings. So euphemisms are synonyms that aim at producing a deliberately mild effect. When people use them in proper situations, it means that they care about other people. As Holder (2003) puts it, Euphemism is the language of evasion, prudery and deceit, but euphemisms also help us to cope with troublesome situations, and many of them are a source of laughter. As euphemistic expressions evolve in the course of time and new euphemisms emerge to replace the old ones, they also help to keep the language diversity alive. Similarly, euphemisms are used to express taboos, as we feel, on some instinctual level, that the euphemism keeps us at safe distance from the taboo itself. Another use of euphemisms is to elevate the status of something (e.g., using 3 educator for teacher, attorney for lawyer); but in general, euphemisms are used to express what is socially difficult to express in direct terms. Euphemisms are formed based on four devices, as proposed by Warren (1992). The first device is word formation, in which the words are formed by compounding, blends, acronym, derivation, and onomatopoeia. The second device is phonemic modification. Below this term, the euphemisms are formed by modifying their phonetics. The third device is loan words, which are words from other languages. The last device is semantic innovation. In this case, a word or a phrase can be consider as a euphemism when its meaning no longer refer to their literal meaning, but the euphemism intended meaning. The fact that many euphemism words or phrases cannot be predicted from their formations (specifically in the semantic innovation device) makes language more complicated for the learner of English. Such formations are often particularly difficult to understand because the learner hears a string of words, which they know very well, but which in formation do not make any sense. It is common knowledge that in order to provide an adequate translation, the translator must be able to sense nuances in the semantics of both the source-language and target-language texts. English euphemism words or phrases are of great interest to the researcher in this respect because they possess quite a number of semantic, grammatical and stylistic peculiarities, sometimes making their accurate translation into Indonesian difficult. Obviously, such semantic peculiarities of English euphemisms must have influenced the process of their translation into the Indonesian language. 4 Therefore, to be able to obtain valid data, the researcher used a novel entitled The Sum of All Fears by Tom Clancy and its translated version, Puncak Ketakutan, as the source of data. It was chosen because Tom Clancy is a novelist who always set a thriller genre and put military and political circumstances in which euphemistic expressions usually appear. Finally, in this research, the study is meant to show to the reader that euphemisms in The Sum of All Fears are translated into euphemisms, non-euphemisms, or they are not translated into both forms, in the sense that they are deleted or are kept in their original forms. To do as such, the researcher also identified several kinds of strategy applied in translating them. Then, it can be concluded that the result of this research will show whether the translations of euphemisms change the meanings or not. 1.2 Scope of the study This study is focusing on two significant focuses. The first is English euphemisms, in this context, the words and phrases. The second is the Indonesian equivalent of translated form. The area in which the problem will focus is in the novel The Sum of All Fears, written by Tom Clancy. 1.3 Research Questions There are one main research question and two sub-problems when developing this study. The main research question is how the euphemisms in The Sum of All Fears are translated. The sub-problems following the main research 5 questions are What kinds of strategies do the translator use in translating euphemisms in the novel? and Does the translation of euphemisms affect the meanings? 1.4 Purpose of the Study The aim in this study is to answer the main problem, the way euphemisms in The Sum of All Fears are translated. Also, the sub-purposes of the research are to identify the strategies occurred in the translation of euphemisms in the novel and to find out whether or not the translated euphemisms affect the meanings. 1.5 Time and Place of the Study The research was held within five months, which was from March 2007 to July 2007. The study is a written-data research that is not tied to a certain place. 1.6 Significance of the Study By carrying out this research, the results of this research are expected to enrich the study of translation and to be advantageous for the writer to obtain a deeper understanding about translation area. Furthermore, this research will possibly add a valuable input concerning the translation of euphemism. Not only that, this research is also meant to enlarge the horizon for English Department students who wish for a more understanding about the area. 6 CHAPTER II LITERATURE REVIEW 2.1. Studies on Translation Translation typically has been used to transfer written or spoken SL texts to equivalent written or spoken TL texts. In general, the purpose of translation is to reproduce various kinds of texts-including religious, literary, scientific, and philosophical texts-in another language and thus making them available to wider readers. If language were just a classification for a set of general or universal concepts, it would be easy to translate from an SL to a TL. Furthermore, under the circumstances the process of learning a second language would be much easier than it actually is. In this regard, Culler (1976) believes that languages are not nomenclatures and the concepts of one language may differ radically from those of another, since each language articulates or organizes the world differently, and languages do not simply name categories; they articulate their own (p.21-2). Translation is an activity comprising the interpretation of the meaning of a text in one language the source text and the production, in another language, of a new, equivalent text the target text, or translation. Traditionally, translation has been a human activity, although attempts have been made to automate and computerize the translation of natural-language texts machine 7 translation or to use computers as an aid to translation computer-assisted translation. The goal of translation is to establish a relation of equivalence of intent between the source and target texts (that is to say, to ensure that both texts communicate the same message), while taking into account a number of constraints. These constraints include context, the rules of grammar of both languages, their writing conventions, their idioms, and the like. In the process of translating, there are some principles that must be attained by translators. Duff (1989) summarizes them as meaning, form, register, source language influence, style and clarity, and idioms. These principles of translation keep hold on the most essential part in the process of translation, which is the meaning. As formulated above, the goal of translation is to link the same message in, yet, different form. Therefore, it should reflect accurately the meaning of the original text. The form is also significant after the meaning because of the aspect of the ordering of words and ideas. Register, in the other hand, indicates the levels of formality in a given context (say, the business letter). Register the follows by source language influence, which involve the translators thoughts and choice of words. Same with the others, the style and clarity and idioms aspects cannot be left behind since they also share the same significance part with each other during the translat ion process. The translation process, whether it is for translation or interpreting, can be described simply as decoding the meaning of the source text, and re-encoding this meaning in the target language. To decode the meaning of a text the translator 8 must first identify its component translation units, that is to say the segments of the text to be treated as a cognitive unit. A translation unit may be a word, a phrase or even one or more sentences. Behind this seemingly simple procedure lies a complex cognitive operation. To decode the complete meaning of the source text, the translator must consciously and methodically interpret and analyse all its features. This process requires thorough knowledge of the grammar, semantics, syntax, idioms and the like of the source language, as well as the culture of its speakers. The translator needs the same in-depth knowledge to re-encode the meaning in the target language. In fact, often translators knowledge of the target language is more important, and needs to be deeper, than their knowledge of the source language. For this reason, most translators translate into a language of which they are native speakers. In addition, knowledge of the subject matter being discussed is essential. In recent years studies in cognitive linguistics have been able to provide valuable insights into the cognitive process of translation. 2.1.1 Translation strategies, methods and procedures The translation strategy as defines by Loescher (1991:8) is a potentially conscious procedure for solving a problem faced in translating a text, or any segment of it. As stated in this definition, the notion of consciousness is significant in distinguishing strategies which are used by the learners or translators. Taking into account the process and product of translation, Jaaskelainen (2005) divides strategies into two major categories; some strategies relate to 9 what happens to texts and other strategies relate to what happens in the process. Product-related strategies, as Jaaskelainen (2005:15) writes, involves the basic tasks of choosing the SL text and developing a method to translate it. However, she maintains that process-related strategies are a set of (loosely formulated) rules or principles which a translator uses to reach the goals determined by the translating situation (p.16). Meanwhile, Newmark (1988) mentions the difference between translation methods and translation procedures. He writes that, while translation methods relate to whole texts, translation procedures are used for sentences and the smaller units of language (1998: 81). He goes on to refer to the following methods of translation: (1) word-for-word translation, in which the SL word order is preserved and the words translated singly by their most common meanings and out of context, (2) literal translation, in which the SL grammatical constructions are converted to their nearest TL equivalents, but the lexical words are again translated singly and out of context, (3) faithful translation, which attempts to produce the precise contextual meaning of the original within the constraints of the TL grammatical structures, (4) semantic translation, which differs from faithful translation only in as far as it must take more account of the aesthetic value of the SL text, (5) adaptation, which is the fre est form of translation and is used mainly for plays (comedies) and poetry; in the state that the themes, characters, plots are usually preserved. Here, the SL culture is converted to the TL culture and the text is rewritten, (6) free translation, which produces the TL text without the style, form, or content of the 10 original, (7) idiomatic translation, which reproduces the message of the original but tends to distort nuances of meaning by preferring colloquialisms and idioms where these do not exist in the original, and (8) communicative translation, which attempts to render the exact contextual meaning of the original in such a way that both content and language are readily acceptable and comprehensible to the readership. Thoroughly, Newmark puts forward the following translation procedures that he proposes. They are: (1) transference, which is the process of transferring an SL word to a TL text. It includes transliteration and is the same as what Harvey (2000:5) named transcription, (2) naturalization, which adapts the SL word first to the normal pronunciation, then to the normal morphology of the TL, (3) cultural equivalent, which means replacing a cultural word in the SL with a TL one. Note that Newmark stated that they are not accurate (1988:83), (4) functional equivalent, which requires the use of a culture-neutral word, (5) descriptive equivalent, (6) componential analysis, in which the translator compares an SL word with a TL word which has a similar meaning but is not an obvious one-to-one equivalent, by demonstrating first their common and then their differing sense components, (7) synonymy, which has the sense that the form is a near to TL equivalent, (8) through-translation, which is the li teral translation of common collocations, names of organizations and components of compounds. It can also be called calque or loan translation, (9) shifts or transpositions, which involves a change in the grammar from SL to TL, for instance, the change from singular to plural, the change required when a specific 11 SL structure does not exist in the TL, the change of an SL verb to a TL word, the change of an SL noun group to a TL noun and so forth, (10) modulation, which occurs when the translator reproduces the message of the original text in the TL text in conformity with the current norms of the TL, since the SL and the TL may appear dissimilar in terms of perspective, (11) recognized translation, which occurs when the translator normally uses the official or the generally accepted translation of any institutional term, (12) compensation, which occurs when loss of meaning in one part of a sentence is compensated in another part, (13) paraphrase, (14) couplets, which occurs when the translator combines two different procedures, (15) notes, which are additional information in a translation. Notes can appear in the form of footnotes. Other different translating procedures are depicted by Nida (1964: 241-47). They are as follow: (1) technical procedures, which is the analysis of the source and target languages and a through study of the source language text before making attempts translate it, and making judgments of the semantic and syntactic approximations, and (2) organizational procedures, in which a constant reevaluation of the attempt made; contrasting it with the existing available translations of the same text done by other translators, and checking the texts communicative effectiveness by asking the target language readers to evaluate its accuracy and effectiveness and studying their reactions. 2.1.2 Equivalence in Translation The comparison of texts in different languages inevitably involves a theory of equivalence. Equivalence can be said to be the central issue in translation 12 although its definition, relevance, and applicability within the field of translation theory have caused heated controversy, and many different theories of the concept of equivalence have been elaborated within this field in the past fifty years. Among the theorists who stated their theories of equivalence are Nida, Catford, and Baker. Nida argued that there are two different types of equivalence, namely formal equivalence-which in the second edition by Nida and Taber (1982) is referred to as formal correspondence-and dynamic equivalence. Formal correspondence focuses attention on the message itself, in both form and content, unlike dynamic equivalence which is based upon the principle of equivalent effect (1964: 159). In the second edition (1982) or their work, the two theorists provide a more detailed explanation of each type of equivalence. One can easily see that Nida is in favour of the application of dynamic equivalence, as a more effective translation procedure. This is perfectly understandable if we take into account the context of the situation in which Nida was dealing with the translation phenomenon, that is to say, his translation of the Bible. Thus, the product of the translation process, that is the text in the TL, must have the same impact on the different readers it was addressing. Only in Nida and Tabers edition is it clearly stated that dynamic equivalence in translation is far more than mere correct communication of information (ibid.: 25). Despite using a linguistic approach to translation, Nida is much more interested in the message of the text or, in other words, in its semantic quality. 13 He therefore strives to make sure that this message remains clear in the target text. While, Catfords approach to translation equivalence clearly differs from that adopted by Nida since Catford had a preference for a more linguistic-based approach to translation and this approach is based on the linguistic work of Firth and Halliday. His main contribution in the field of translation theory is the introduction of the concepts of types and shifts of translation. Catford proposed very broad types of translation in terms of three criteria, which are the extent of translation (full translation vs partial translation), the grammatical rank at which the translation equivalence is established (rank-bound translation vs. unbounded translation), and the levels of language involved in translation (total translation vs. restricted translation). However, Catfords definition of textual equivalence is rather circular and his theorys reliance on bilingual informants is hopelessly inadequate. It can be said that the translation process cannot simply be reduced to a linguistic exercise, as claimed by Catford, since there are also other factors, such as textual, cultural and situational aspects, which should be taken into consideration when translating. In other words, linguistics is not the only discipline which enables people to carry out a translation, since translating involves different cultures and different situations at the same time and they do not always match from one language to another. In another point of view, new adjectives have been assigned to the notion of equivalence (grammatical, textual, pragmatic equivalence, and several 14 others) and made their appearance in the plethora of recent works in this field. An extremely interesting discussion of the notion of equivalence can be found in Baker (1992) who seems to offer a more detailed list of conditions upon which the concept of equivalence can be defined. She explores the notion of equivalence at different levels, in relation to the translation process, including all different aspects of translation and hence putting together the linguistic and the communicative approach. She distinguishes between four equivalences. First is equivalence that can appear at word level and above word level, when translating from one language into another. Second is grammatical equivalence, when referring to the diversity of grammatical categories across languages. She notes that grammatical rules may vary across languages and this may pose some problems in terms of finding a direct correspondence in the TL. Third is textual equivalence, when referring to the equivalence between a SL text and a TL text in terms of information and cohesion. Texture is a very important feature in translation since it provides useful guidelines for the comprehension and analysis of the ST which can help the translator in his or her attempt to produce a cohesive and coherent text for the TC audience in a specific context. It is up to the translator to decide whether or not to maintain the cohesive ties as well as the coherence of the SL text. His or her decision will be guided by three main f actors, that is, the target audience, the purpose of the translation and the text type. The last is pragmatic equivalence, when referring to implicatures and strategies of avoidance during the translation process. Implicature is not about 15 what is explicitly said but what is implied. Therefore, the translator needs to work out implied meanings in translation in order to get the ST message across. The role of the translator is to recreate the authors intention in another culture in such a way that enables the TC reader to understand it clearly. The notion of equivalence is undoubtedly one of the most problematic and controversial areas in the field of translation theory. The term has caused, and it seems quite probable that it will continue to cause, heated debates within the field of translation studies. This term has been analyzed, evaluated and extensively discussed from different points of view and has been approached from many different perspectives. The first discussions of the notion of equivalence in translation initiated the further elaboration of the term by contemporary theorists. Even the brief outline of the issue given above indicates its importance within the framework of the theoretical reflection on translation. The difficulty in defining equivalence seems to result in the impossibility of having a universal approach to this notion. 2.2. Studies on Euphemisms These terms give us ways of talking about the evaluative content of language, which is that part which doesnt describe a thing in the world, but rather expresses the speakers attitude towards it. As said by Blackaby (2002), a euphemism is a word or phrase that replaces another and that is considered less offensive or less vulgar than the word or phrase it replaces. The idea comes from a Greek word, euphemismos, which fundamentally means good speech. 16 Euphemisms, as defined by Holder (2003), involve the use of mild or vague expressions to substitute for blunt precision or disagreeable truths or concepts. They sometimes involve substituting an inoffensive, or even a pleasant term, for one more explicit, thereby veneering the truth by using kind words in order to avoid particular embarrassment or obscure negative connotation. According to Allan Burridge, a euphemism is used as an alternative to a dispreferred expression, in order to avoid possible loss of face; either ones own face or, through giving offence, that of the audience, or of some third party. In fact, many euphemisms are alternatives for expressions the speaker or writer would simply prefer not to use in executing a particular communicative intention on a given occasion. There are at least three areas, as said by Blackaby, in which to be careful about using euphemisms. First is the area in which the language related to sexuality and what might be called lavatory (potty) talk. Second is the area in which the language that involves softer words substituted for swearing or cursing. The last is the area in which the language that substitutes for profanity profaning Gods name, since the very first area that is considered in using euphemistic expressions was certainly religious. Almost every culture develops its own way of saying certain things in a better way. Every generation and every culture develop their own euphemisms. It is believed that the use of euphemisms reflect peoples psychological world. Based on this account, Huang (2005) states four main causes from the origin of euphemisms. The first is taboo subject. Because euphemisms originated from 17 primitive society, people believed that language was not merely a symbol but also with magic power. It could bring them misfortunes as well as fortunes, mentioning a certain names ran the risk of being punished, so they usually avoided these taboos. The second is the elegancy. To seek beauty is one of humans natures, consequently whenever they deal with some inelegant physiological phenomena in communication, people tend to avoid vulgarism so as to achieve elegance. These euphemisms are usually concerning part of body, copulation, pregnancy, menstruation, and excretions. The third thing is politeness. In communication, people usually followed such rules as appropriateness, generosity, praise, modesty, similarity and sympathy, so people often use indirect expressions to achieve politeness. Such euphemisms are usually concerning job, appearance, or character. And the last cause is disguise. People often use euphemisms to disguise something in the other fields of life. Such euphemisms a re usually used in politics, economy, or war. As being stated above, one of the causes of euphemistic expressions is the deal with taboos. Taboos exist in all known cultures and they change in the course of time. Hundreds of euphemisms have emerged to replace pejorative and objectionable words. However, euphemisms dont necessarily have to deal with taboos. In modern usage euphemisms are often mainly concerned with politeness. In certain situations using euphemisms instead of saying things directly is considered more tactful. For example, employees can be hired and fired, but perhaps it would be more tactful to talk about dehiring instead of firing them. Furthermore, Euphemisms are widely used in the language of commerce and 18 industry. Military jargon also contains euphemistic expressions. We may find these euphemisms are created to make the military actions less guilty for the soldiers. Of course, there are some euphemisms referred to sex, because verbal taboos are generally related with e.g. sex, death and basic biological functions. The function of euphemism is to protect the speaker/writer, hearer/reader, or all of the above from possible effrontery and offence. This offence may occur in the broaching of a religion or death topic or by mentioning subject matter to which one party involved may be sensitive. In order for communication to progress smoothly and without conflict, accommodations are continually, and often subconsciously, made. Euphemism is the language that might be misleading, but euphemisms may also help people to deal with troublesome, embarrassing and uncomfortable situations. It helps people to turn their face away from direct connection with those things that are morally barred. Euphemisms can also make the dialogue sound more poetic, of higher class, or more proper. Of course, in contemporary literature, many words or phrases once referred to by euphemistic expressions are now described in a more straightforward manner. Interpretation varies according to context, i.e. whether the speaker means the term to be euphemistic, and the hearer interprets it in that light (Warren, 1992). With euphemism being so entwined with context, however, classification of a term as euphemistic becomes difficult. For this reason, Allen and Burridge (1991:21) suggest the hypothetical context of being polite to a casual acquaintance of the opposite sex in a formal situation in a middle class environment as one in which a euphemism is likely to be used in place of a 19 dispreferred alternative. To maintain a constant standard in defining terms as euphemistic during the current study, this pragmatic context will be used. It should be remembered, however, that even within this context objective euphemism classification is a grey area, and judgements may differ from person to person. 2.2.1. Classification of Euphemisms According to Cumming (2003), euphemistic expressions can be classified based on phonological (sound) and semantic (meaning). The phonological area have seven sub-categories: (1) remodellings, (2) clippings and abbreviations, (3) foreign words, (4) abstractions, (5) indirections, (6) longer words, (7) technical terms. In the other hand, the semantic area has five sub-categories: (1) metaphor, which means a word or a phrase to refer to something that it isnt, implying a similarity between the word or phrase used and the thing described, (2) metonymy, which is a word or phrase that replaces another and uses of a single characteristic to identify a more complex entity, (3) circumlocution, which refers to a roundabout way of talking, (4) hyperbole, which is a word or phrase that replaces another that usually extremely exaggerated or extravagant, and (5) understatement, which is a word or phrase that replaces another where a lesser expression is used than what would be expected. These categories from Cumming are based on conventional euphemistic expressions. The conventional euphemistic expressions are the words which sole purpose is to make reference to a taboo topic in a polite way. This category has more to do with politeness and social norms than the speakers actual 20 feelings. This is very different with the general euphemistic expressions, which are the ways of describing a situation, event or thing which convey an attitude towards it. Meanwhile, Joseph M. Williams as noted in Neaman Silver (1983) suggests five general semantic processes by means of which euphemisms are created. First is by borrowing words from other language in which the terms are less freighted with negative associations. Second is by widening. When a specific term becomes too painful or vivid, the words are moved up in the ladder of abstraction. Sometimes, in addition to widening, the words are divided to the negative connotations of a single direct term between two or more words. Third is by semantic shift. This is the substitution of the whole, or a similar generality, for the specific part we do not choose to discuss. Fourth is by metaphorical transfer, the comparison of things of one order to things of another. The last is by phonetic distortion, which is divided into other nine sub-categories: (1) abbreviation, (2) apocopation (shortening or omitting the last syllable), (3) initialing, (4) backforming, (5) reduplication, (6) phonetic disto rtion, (7) blend

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A Thematic Unity for Heidegger's Was Heisst Denken? ABSTRACT: This essay is primarily an analysis of Heidegger's Was Heisst Denken? I aim to provide a thematic unity for this enigmatic text, thereby rendering Heidegger's thoughts on thinking more available to those investigating the nature of human rationality and thinking. The procedure is to gather together some of the sundry themes and puzzling features resolved by unpacking this sentence: 'Most thought-provoking in our thought-provoking time is that we are still not thinking.' The chief results of this study include the establishment of a global logic to the text, the identification of 'being-thoughtful' as the proper phenomenon to be studied, and receptivity ('listening for what calls for thinking') as the distinguishing mark of the thoughtful. Perhaps it is a sign of the times that precisely this work, of all my publications, is the least read. (1) This remark by Martin Heidegger about Was Heisst Denken? is puzzling given that in the same interview he suggests that the most important issue facing us is the confrontation with what thinking is. If Heidegger is correct, then why does Was Heisst Denken? not rank among the most read of his works? Is it because we are unaware of the importance of encountering thinking? Because we believe already to understand thinking (e.g., thinking is "having thoughts")? (2) Either of these proposed explanations, it should be noted, would not startle Heidegger; he anticipated them in Was Heisst Denken? An explanation that he does not consider, however, is that Was Heisst Denken? is itself puzzling and stands in some need of critical clarification. In this essay I present an analysis of Heidegger's Was Heisst Denken? The aim is to provide a thematic unity for this enigmatic text, and thereby to render Heidegger's thoughts on thinking more available to those investigating the nature of human rationality and thinking. I proceed by enumerating some of the puzzling features of the text, and included among them are the ambiguity intentionally built into the German title and the odd fact that Nietzsche and Parmenides take center stage in a series of lectures--which collected form the text--on thinking. The main thesis of my analysis is that one particularly promising way of showing how the twenty-one lectures hang together is by unpacking this sentence: Most thought-provoking in our thought-provoking time is that we are still not thinking. (3) This essay, then, is literally an analysis,

Los Angeles Abrasion Value

LOS ANGELES ABRASION VALUE This method describes the procedure for the determination of the Los Angeles Abrasion Value of aggregate APPARATUS Australian Standard sieves (Grade B) as required. 1 2 A thermostatically controlled oven with good air ventilation capable of maintaining a temperature within the range of 105Â °C to 110Â °C. 3 Sieve brushes. 4 Balance readable and accurate to at least one gram. 5 Sample divider of the multiple slot type. A suitable design is shown in Figure 1. 6 Los Angeles Machine essential dimensions complying with Figure 2.Worksheet, MRD 1165 (recommendation only) 7. PROCEDURE 1 Obtain a test sample taken in accordance with Test Method WA200. 1. 2 Select a grading defined in Table 1 appropriate to the particle size distribution of the test sample. 3 Wash the test sample by agitation under running water for approximately ten minutes. 5 Dry the test sample to constant mass (Note a), in an oven at a temperature within the range of 105Â °C to 110Â °C, cool to room temperature and sieve it on the appropriate sieves until a sufficient mass of each fraction has been obtained.Adjust the mass of material so obtained for each sieve fraction by quartering or riffling, if necessary, to within two percent of the relevant mass shown in Table. 1. Determine the mass of each fraction and combine the sieve fractions to form a test portion ), to at least the nearest 1g, of the test portion. Place it, together with the appropriate ball charge defined in Table 1, in the Los Angeles Machine. Rotate the machine for 500 or 1 000 revolutions as required in Table 1 (Note b).

Freedom Essays - Freedom Of Expression, Freedom Of Religion

Freedom Essays - Freedom Of Expression, Freedom Of Religion Freedom Have you ever wondered what life at school would be like without freedom? In myopinion I think it would be horrid. Think about it. If we had no freedom we wouldnt be able to do the things we love most, or choose what friends we hang out with. The freedoms we have now we all take for granted. For example, do you even know what your freedoms are? If you dont, then you ought to hear me out so you know in the future what they mean. First of all there are two very specific freedoms that all students and teachers should know and understand. These two freedoms are the very basis for our society. 1)FREEDOM OF SPEECH Freedom of speech is one of the most important freedoms we have because if we didnt have this one we wouldnt be able to speak our minds through speeches in public. This freedom allows us to speak in more ways than one. It allows us to express ourselves through reading, writing, and speaking. Although freedom of speech has its greatness in many ways, it also has a downfall, in which it is abused. For example: Media today can twist this freedom to invade your privacy, which is not a good thing if youre Arnold Shwartzenegger getting out of the shower, and someone takes a picture of you naked and prints it in the local paper. But most of the time this sinerio doesnt occur because theyve come up with laws like the Privacy Act, and so on so this sort of mayhem doesnt happen, but even though laws are made people still break them. 2)FREEDOM OF RELIGION This freedom goes along with freedom of speech yet stands alone in its own category. There are many ways to look at this freedom. It has as many goods as it does bads. You just have to learn how to apply it to you. First Ill list the goods. The gains of this freedom allow you not only to speak your own opinions, but allows you to take it a step further. Example: Lets say you are a Christian, but go to a school where Christianity is looked down upon. Now lets say you have some friends that also attend this school and want to have a lunchtime bible study, but are afraid that the school may suspend you or even worse. Well, it says in the constitution, the rules and regulations our country is based upon, that students may have a bible study in and on school premises as long as it is student led. Teachers may even attend, but cannot participate in the function. This is where a lot can go wrong and things get turned upside down. This is also where some of the bads come into play. This free dom is more a rightstricken than abused law. In other words its more denied than abused. An example of this was written by Rebecca Jones from the American Schoolboard Journal. She wrote, Lillian Gobits Vs Minersville District, in 1940 led some West Virginians to punish Jehovahs Witnesses who refuse to have their children recite the Pledge of Allegiance in school. The Witnesses, she wrote, Were actually herded together and fed castor oil, stripped of their clothes, and forced to walk through town. (Jones 2) Well, about three years later the supreme court reversed itself and ruled that schools could not require the pledge. Its this kind of abuse that turns people away from religion in my opinion. Nothing is more challenging than confronting a well-established myth. A myth, repeated often enough that it takes a hold on peoples imaginations and is all but impossible to get rid of. One such myth is that when it comes to religion in public schools, people For and Against school prayer are engaged in the legal equivalent of Hand-to-hand combat, one side fighting to put God in schools, and the other desperately trying to keep him out. Unfortunately, parents, schools officials, and politicians alike sometimes act as if the myth were fact. Some people ag-on this myth with well-intentioned, but simply wrong statements about what the constitution does and does not permit. House speaker Newt Gingrich, for example, announced a while back that

The Donner Party essays

The Donner Party essays It's one of the greatest tragedies of all time, yet few of us know the whole story. The story is of the misled, inexperienced Donner Party. It is the story of eighty-one emigrants who traveled in hopes of reaching the land of California. Forty-seven, whose hopes were crushed by many contributing factors. The most horrible and misleading factor of all was the human mind and its persistent need to explore and conquer everything, whether within reach or not in the shortest and fastest way possible. This aspect of taking the shortest route that led to the downfall, and in some cases, to death, of the Donner Party. It was advertised as a new and shorter route west to California and saved pioneers 350 to 400. Unfortunately some crucial things weren't mentioned in this advertisement, one of which was the fact that the new route had never been traveled upon; and two, that the writer was a power hungry man whose only motive was to lure settlers into California under his direction so he could establish the area as an independent republic. This route was known as Hasting's Cutoff and was mentioned in Lansford W. Hasting's book, "The Emigrant's Guide to California and Oregon." Many pioneers eager to make their fortunes, escape disease, or to satisfy their hankering for a new experience read this book and, I might add, all as quickly as possible. Among the readers of the book was James Reed. James Frasier Reed was a business man who had made a small fortune in his Illinois practice. He had logical reasons for moving to California. One, his wife, Margaret Reed, suffered from horrible headaches and it was assumed that she would fare better in a nicer climate and James Reed wanted more money. He felt that this could be accomplished in a land as rich as California. Reed also had four children: Virginia, Martha, James, and Thomas whom he wanted better lives for, and he believed this could be attained in California. When James Frasier Reed firs...

Research Proposal with annotated bibliography Paper

Proposal with annotated bibliography - Research Paper Example (17)† With the statement expressed, another question comes into mind. Does the society helps individuals find their worth and happiness? Or does the society destroy the individuals because of a number of reasons? Luck is often associated to things or events that bring out happiness or success to an individual. If success is based purely on luck, there is no place in a lifetime for intelligence, skills and capabilities. There is no such thing as luck or its presumed opposite, bad luck. Every person has his own will to decide and act on where he would want to go and explore. In de Botton’s Status Anxiety, the author expressed that: Our status also depends on a range of favorable conditions that could be loosely defined by the word luck. It may be merely good luck that places us in the right occupation, with the right skills, at the right time, and little more than bad luck that denies us the selfsame advantages. (88-9)† When an individual says success often this is being misinterpreted as happiness. Others may refer to happiness as possessing things like realties, automobiles and gadgets. However, this is not real happiness. These are worldly happiness which a person can lose at any given time. Happiness is also at times being perceived as contentment. When a person is not contented with the way his life is going, the person concludes or states that he is not happy with the way life is happiness. However, happiness is not truly attached to any possession or material things which are gained via financial or social status. It is not the money, the social status, or political power that can bring the person his true happiness. The man who is only interested in himself is not admirable, and is not felt to be so. Consequently the man whose sole concern with the world is that it shall admire him is not likely to achieve his object. But even if he does, he will not be completely happy, since human instinct is never completely self-centered,

Reflect on and analyse feedback on own teaching (educational review, Essay

Reflect on and analyse feedback on own teaching (educational review, 3000 words) - Essay Example The reflection on these actions allows the engaged individual to employ continuous learning methods (Schon, 1983). The individual tends to learn from his actions in order to continuously improve and the resulting improvements are then used as future learning material. This makes the reflective practice method both dynamic and continuous. This is not to indicate that professionals relying on reflective practice tend to use their own experiences to learn but it serves to indicate that the reliance on personal experiences for learning is greater. Though reflective practice has been around for a few decades now but its wide scale application to professional practice has emerged in the last few years. A number of different models have been brought forward to delineate reflective practice including (but not limited to) models by Argyris and Schon (1978), Kolb (1984), Gibbs (1988), Johns (1995) and Rolfe (2001). Among these models of reflective practice, the model presented by Kolb (1984) h as gained widespread attention and acclaim. This paper will rely on the model presented by Kolb (1984) in order to advance arguments for reflective practice in a clinical setting aimed at learning. ... One key aspect of the model is the transformation of information into knowledge after a particular situation has occurred.16* Figure 1 – Kolb’s Reflective Practice Model (1984) extracted from (Schugurensky, 2002) Reflection on the Subject Teaching Session A teaching session was held in order to disseminate information and knowledge gathered through a continual and dynamic reflective practice run. The attendants for the session ranged from registrars to senior health officers (SHOs) so a widely differing audience was worked with using the teaching session. A key assumption before the teaching session was that members of the audience would be able to assimilate the provided information at the same rates or nearly at the same rates (Boss & Krauss, 2007). However, the teaching session proved beyond doubt that personal learning issues were far overtaken by learning issues based on position in the organisation. The learning styles for registrars and SHOs tended to differ wide ly so that certain concepts had to be repeated in order to ensure that all members of the audience were on the same page. Based on this observation, it would be relevant to utilise different teaching sessions or a wide variety of different teaching techniques to capture the differences in knowledge of such an audience. One method employed to keep the attention of the audience was to utilise quizzes that were presented at intermittent intervals during the teaching session (Darzi, 2008). It could be noticed that the audience seemed more involved in solving the problems presented by the quizzes rather than concentrating on slides one after the other. This observation also had another significant undertone. The subject teaching session