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

Development of a Five Year Career Plan

Development of a Five Year Career Plan Five Year Career Plan Introduction Once we enroll into the university for higher studies, every minute we live is crucial to our career. I do not intend to drop out of college nor do I intend waste my money by just holding a degree on my hand and not knowing where to go. To make our time as a university student we are ought to develop a five year plan for our career so that we know exactly how to best utilize our current time period and know exactly where to head to once we graduate. I am to become an Electronic Engineer and see myself as a part of a multinational organizational working for my dream job. How do I plan to achieve this goal? I have skills, time and techniques to manage that ought to enable me to get to where I want to be in the next five years. The first step was to enroll in to the Electronics and electrical department of the University of Derby. That I already have done. What do I do now? This I now have to analyse. An Electronic engineer uses human senses and expertise to transmit and process information through a wide variety of technological gadgets that we normally use and the ones that can bring about a change in the environment both the natural and the business/economical. Will be a good electronic engineer? A swot analysis would help me in analyzing my position. SWOT Analysis Career planning is nothing less than along term strategy that would govern and manage our future, and the best way to assist this strategy to use the strategy matrix known as SWOT analysis. SWOT stands for Strengths, Weaknesses, Opportunities and Threats. SWOT would determine the efficiency of the strategy we aim to adopt for my career choice. It would show my position compared to the possibility of getting a victory or defeat. (Dev Seeker) If I end up with more weaknesses than strengths, then it would be obvious that electronic engineering is certainly not my calling. So lets begin. Strengths I love mathematics! Likeness for Mathematics is crucial to become an electronic engineer. The education that I am getting from the University of Derby puts me at par for the job. They are offering a four year course with hands-on experience of the professors and the alumni to learn from. Secondly, I have the ability to generate independent and genuine thoughts. I am creative, innovative, imaginative and a visionary. All of which constitute a good electronic engineer. My scores so far suggest that I have an above-average intelligence level together with capability to conduct logical reasoning. Thirdly, I possess good job hunting skills. Weaknesses When I leave for the job hunt, I would not be having any job experience so that would be a minus on my part. The university of Derby does not offer work placement facility so obtaining work experience and getting a final job would be my own doing. Opportunities There is scarcity of the skills I posses in the electronic industry producing electronic gadget and technologies. I have options in working in changing work designs, line management and digital signal processing in private consultation firms, development laboratories and in government organizations. I can also open up my own company with my own unique ideas for gadgets. Threats My class fellows and the students from other universities with the same education background who contain better work experience and fast job hunting skills may pose a threat to me while I search for a job of an electronic engineer. By the time I graduate, the idea that I may have to open up my own company, may get outdated, as we live in a world with fast changing technology. Time Management The University of Derby offers a four year course. During which I would have to accommodate time for internships so that I can obtain enough work experience by the time I graduate. But I would not get a job the very next day! To do so, I would have to manage time efficiently. Time management would require me to keep a track of all the job opportunities and internship opportunities as they sprung up in the newspapers and on the internet. Follow up to class schedules, so that I dont end up wasting my time in repeating courses. I would take the courses specializing in the field of Electronics in my second year of my four year course. And once I graduate, the whole fifth year would involve managing time in scheduling for job interviews. Sources of Information For planning a career it is very crucial to have a data bank to gather and analyse and act upon the facts I gather up from various sources of information regarding my career plan. My sources of information are: 1. My professors at the university of Derby 2. My parents 3. The internet 4. Newspapers Information Analysis What information have I got so far regarding Electronic Engineering? Electronic engineering supplements human senses and their skills through brining about changes in the technological aspects of work and commerce. There are several branches of electronic engineering that I can opt for. After four years I can work for a private company, a government organization and start my own company. I have the energy, the creativity and the skills to become a successful electronic engineer. What have I learned so far? Questioning Techniques and Listening Techniques Questioning and listening are very important to attain the right information regarding the career and how to proceed upon it. They would uncover my misunderstandings and solve my problems. I ask open and closed ended questions. Open, which do not require a framed and constrained answer and can be as big as it can be. Closed on the other hand would answer in either yes or no. Good listening skill is as much about listening as about speaking, so I listen carefully as to whatever my parents, teachers, guiders in short say to me or answer me regarding my queries of the career that I have chosen. Conclusion I want to be an Electronic Engineer in the next five years. I have the skills to get the job. I will spend four years in studying for the degree in Electronic Engineering, at the University of Derby and search for the job in the fifth year. References Bereau of Labor and statistics, [online] accessed on 22 August 2009, from

Improving GPS Position with AGPS

Improving GPS Position with AGPS 5.1.2 A-GPS A technique which smartphones use to improve GPS precision and speed is called AGPS, or assisted GPS. When a GPS system is first used/turned on, it needs to find clock and orbit data for the satellites it is going to link to. This then results in what is known as TTFF or Time to First Fix which signifies how long it takes for the GPS receiver to acquire its exact location. Assisted GPS circumvents this problematic by using data from the cellular towers on the phones network in combination with the phones own GPS data to acquire location fix. The time taken to acquire a solution using AGPS is usually much faster as the cellular towers which the phone is communicated data from, are constantly getting GPS data from satellites and calculating the data, this then helps the GPS receiver on the perform tasks such as range capacities and place solutions much faster. 5.1.3. Indoor Positioning QR Codes          One of the major difficulties to overcome when emerging an app like Plotting UL campus is how to determine a users position when they are indoors/under cloud exposure. Although Assisted GPS somewhat alleviates this, GPS triangulation is still unclear at best within buildings so a system must be created to overcome that. QR codes would be an ideal way with which to avoid this problem. Inside every building and floor within the UL Campus there is a noticeboard so Plotting UL Campus could take benefit of this and place a poster with a QR code containing that building/floors GPS co-ordinates? When this is scanned by the smartphone it will open the Plotting UL application and show where you are on the UL Campus map. 6. Navigation Pathfinding There are a variations of pathfinding algorithms that could be considered for use in the navigation functionality of Campus mapping. These include straightforward point A to point B algorithms such as Dijkstras algorithm and more complex Travelling Salesman type algorithms which compute the route visiting every point on a graph such as Hamiltonian and Euclidian algorithms. Though, these can be very computationally intensive algorithms that would place a large clang on the smartphones CPU. 7. Google maps API Google Maps is the most recognised and used mapping context that is currently available. Google launched the Google Maps API in 2005, the API is free of charge for use by designers, provided the application is used in does not charge users, and it does not generate more than 25,000 map views a day, which would be appropriate for this project. As Google also develops the Android platform, Google Maps is proposed to be the most easily implementable mapping framework for this platform. The flaw of Google Maps, from Plotting UL campus perspective is that Google Maps does not display all the individual buildings within UL and this is a necessary module within the application. 7.1 Open street maps Open Street Maps an open-source plotting outline that is comprised entirely of location data supplied by its users. Meanwhile its formation Open Street Maps has relished increased popularity due to the essential for an unfiltered mapping services that shows all the geographical features of an area as well as a propagation in low-cost GPS-enabled devices. This detailed mapping of an area, fulfils the need of plotting UL campus to have a mapping basis which displays all the buildings within the university as well as all pathways and roads. The open-source nature of UL mapping also means the API could be deployed to give a lively display of the points-of-interest within the campus that can be tailored to suit specific users, which is one of the main project objectives. GIS Tools The varied set of tools which allow the user to create interactive queries, analyse spatial information, edit mapping details, presents the solutions of these operations. Sample List of tools include: Tools for overlay Proximity analysis tools Surface tools Table analysis and management tools Tools for selecting and extracting data 11 8. Specification 8.1 Mobile campus map Hardware and Operating system Equipment Smartphone -Lenevo P1ma40 CPU Quad core 1Ghz Ram 2.00 GB Rom 16.00 GB OS Android Version 5.1 GPS Yes Frontend Keyhole Mark-up Language Backend Java Database MySQL 12 9. Detailed Action Plan Detailed action plan for the project is shown below. Apart from this, weekly consultations will be held with the project supervisor and updates will be communicated on a regular basis. 9.1. Discussion Expended significant time in understanding the mapping layout and tracking of the buildings, the path, navigation, the tools used and the abnormalities which could occur through mobile or the web application. Currently reading the concept of Google maps, the softwares like KML, java, the android OS and the gps used to incorporate the application and working involved in it. I anticipate to come with the successful completion of the project as expected. Arising challenges is to frame the right prototype, implementing with captivating contents and the proper navigation incorporated with relevant GIS tools. 13 9.2. Requirements of facilities and materials. 1 Complete UL campus map 2 Smart phone Lenovo P1ma40 3 Traffic and Fire Sensors to detect anomalies 4 GPS-Global positioning system 5 Wi-Fi 6 Router 7 Laptop / Desktop 14 10. References IEEE-Design and Implementation of Campus Spatial Information Service Based on Google Maps Google Developers. (2016). Google Maps APIs Google Developers. https://developers.google.com/maps. Developer.android.com. (2016). Develop Apps | Android Developers. http://developer.android.com/develop/index.html Modo Labs. (2016). | Modo Labs. http://www.modolabs.com/products-youll-love/kurogo-mobile-campusfor-higher-education/ IEEE Landscape visualization on Google earth IEEE Creation of mobile search system for traffic enquiry https://thenewboston.com/videos.php?cat=6 http://www.androidhive.info/2011/11/android-sqlite-database-tutorial/ http://www.telerik.com/blogs/how-to-build-an-android-app-that-displays-live-accelerometer-data-using-a-line-chart-control http://blog.teamtreehouse.com/beginners-guide-location-android https://developer.android.com/studio/install.html https://developers.google.com/maps/documentation/android-api/start

tom :: essays research papers

The Prince What is Machiavelli's view of human nature? While reading The Prince, I have come to a conclusion that Machiavelli demonstrates a view of governing a state that is so different from that of humanists of his time thought. The humanists of Machiavelli's time believed that an individual had a lot to offer to the well being of the state and should be able to help in whatever way necessary. Humanists also believed that an individual grew to maturity through participation in the state and understanding in what was taking place in the state. Machiavelli strongly promoted a secular society and felt morality was not necessary but in fact stood in the way of an effectively governed principality. Machiavelli believes the ruling Prince should be the sole authority determining every aspect of the state and put in effect a policy which would serve his best interests. These interests dealt with gaining and expanding his political power. In other words, he felt the best and appropriate w ay to live was how the prince wanted us to live. Just to point this out (so I get the whole 2.5 this time) Machiavelli did not feel that a Prince should mistreat the citizens. Machiavelli goes on to talk about honor and how one can gain such an element (hanging out with me and Derek will help out, but then again, we weren't around during that time). He suggests that a prince must be readily willing to deceive the citizens, afterall, he is the head honcho. Machiavelli also brings up the point that a prince must also deceive those who attempt to make him feel good (Maybe because they were trying to take advantage of him). As I stated previously, he promotes a secular form of politics. His views were to the benefit of the prince, in helping him maintain power rather than to serve to the well being of the citizens.

Pop Star Image and Influence of Video :: Television Media TV Essays

Pop Star Image and Influence of Video The pop star image has been growing ever since the start of Michael Jackson’s career in the 70s. Michael has made a tremendous impact on the careers of many of the big named pop stars of today. Pop stars throughout the years have also had a huge effect on the media and how the media portrays them to the general public. Currently pop music has approximately 60% of the top fifty songs, according to billboard magazine. This is a trend that has been increasing since Jackson started. The pop star image has definitely affected the general public but mainly the youth of the world. People like Britney Spears, Justin Timberlake, Janet Jackson, and many others that have preceded them have had a big impact on teenage boys and girls. Also pop stars play an important role in video images that appeal to everyone. I’m not saying that I like pop music or what they stand for, but I respect the fact that they influence media, videos, and people with the images that they convey. For example Britney Spears has fifty-nine websites that are dedicated to just HER. Can you believe that? Most of them are fan sites too. That is ridiculous. But you have to hand it to those pop stars; the way that they dance in their videos and the sexy clothing that where makes people want to be like them. The way that camera angles are set up in videos creates a very sensual atmosphere in a lot of videos. Also on the other hand a lot of pop stars grab public attention by singing about a controversial subject for example Christina Aguilera’s song â€Å"Beautiful† talks about the openness of homosexuality. It is not just pop stars however that sing about controversial topics other genres of music do the same thing, but the point I’m trying to make is that pop stars can influence their f ollowers through music videos and image that they have the right opinion on certain topics that affect everyone. The messages pop stars show in their videos and the image that present affect everyone in both positive and negative ways. For one thing many pop musicians have a strong influence on charitable organizations. You see them out there on celebrity Jeopardy playing for charity. Pop Star Image and Influence of Video :: Television Media TV Essays Pop Star Image and Influence of Video The pop star image has been growing ever since the start of Michael Jackson’s career in the 70s. Michael has made a tremendous impact on the careers of many of the big named pop stars of today. Pop stars throughout the years have also had a huge effect on the media and how the media portrays them to the general public. Currently pop music has approximately 60% of the top fifty songs, according to billboard magazine. This is a trend that has been increasing since Jackson started. The pop star image has definitely affected the general public but mainly the youth of the world. People like Britney Spears, Justin Timberlake, Janet Jackson, and many others that have preceded them have had a big impact on teenage boys and girls. Also pop stars play an important role in video images that appeal to everyone. I’m not saying that I like pop music or what they stand for, but I respect the fact that they influence media, videos, and people with the images that they convey. For example Britney Spears has fifty-nine websites that are dedicated to just HER. Can you believe that? Most of them are fan sites too. That is ridiculous. But you have to hand it to those pop stars; the way that they dance in their videos and the sexy clothing that where makes people want to be like them. The way that camera angles are set up in videos creates a very sensual atmosphere in a lot of videos. Also on the other hand a lot of pop stars grab public attention by singing about a controversial subject for example Christina Aguilera’s song â€Å"Beautiful† talks about the openness of homosexuality. It is not just pop stars however that sing about controversial topics other genres of music do the same thing, but the point I’m trying to make is that pop stars can influence their f ollowers through music videos and image that they have the right opinion on certain topics that affect everyone. The messages pop stars show in their videos and the image that present affect everyone in both positive and negative ways. For one thing many pop musicians have a strong influence on charitable organizations. You see them out there on celebrity Jeopardy playing for charity.

Help Sheet Essay

Explain the points of view of different stakeholders seeking to influence the aims and objectives of two contrasting Organisations (M1) You must explain the points of view of the different stakeholders and link the points of view with the aims and objectives of each business. You need to research all aspects and investigate external influences that affect your chosen businesses, for example, supply and demand, government legislation, economy and social factors. * Introduction – start the assignment by describing why stakeholders have different perspectives. They all want their own way, see examples below to help†¦ * You need to look at TWO companies (Tesco and AKA) * Suppliers – want the best price for their product (eg farmers and milk prices, Tesco want to give them 21p, farmers want 25p – how will this affect Tesco’s aims and objectives? (profit, being the best retailer, offering value for money) for AKA – the suppliers want to deliver a product at a certain time, AKA only open from 1pm – this affects suppliers as they have other deliveries and may waste time waiting for AKA to open, hence not worth the order. * Customers – they want the best quality for the best price, they constantly research competitors and only buy the best. They demand special offers, excellent customer service and for big companies to go the extra mile for them. How is this different to suppliers or employees point of view? AKA – the customers want more classes, more sessions, cheaper dance classes, – this goes against the owners as she wants to make a profit and have a minimum numbers of people attending classes otherwise she won’t cover costs. * Local community – they want clean environment, quiet peaceful living area, no rubbish – how will this influence aims and objectives? And how is this different to the other perspectives eg. managers who want to make a profit not pay for bins or plan for early morning deliveries). For AKA, local community want a place to go and visit but car park blocks a whole road when a show is on! * Shareholders and Directors – they want profit and high dividends – how does this compare to the other stakeholders? For AKA, this is not relevant. * Government – they want people to be employed in UK, they want to obtain taxes from large companies, they have initiatives to employ more young people or school leaving age – how does this affect Tesco’s aims? For AKA – Government offer grants to AKA – government want small business to engage segments of the community eg (autistic people) this may not be the pathway the owner wants to go – she may want to work with elderly people – how will the terms of a grant influence AKA’s objectives? * Trade Unions – they want fair, equal pay and terms and conditions for all employees, how does this differ from shareholders that want profit? For AKA, this is not relevant. * Employees – they want good working conditions, bonuses, good holidays – this contradicts against shareholders who want profit, or managers who want to spend money on products not employees staff rooms or lockers. AKA – employees may want better pay to compete with larger dance classes like Zumba franchises – owner cannot afford the higher wages so they have conflict. * Now conclude – this is where you summarise the different opinions of stakeholders and how important they are in making aims and objectives for EVERYONE not just owners or customers. Remember – this is a MERIT task – grade C equivalent – detail and evaluation is the key!

Ode on a Grecian Urn Essay

In the poem â€Å"Ode on a Grecian Urn,† Keats took inspiration from a visit to a museum exhibiting artifacts, one of which is an urn with figures on its surface. The urn depicts scenes taken from ancient Greek life. Intrigued by the Urn’s beauty and the figures depicted on its sides, Keats was moved to write a poem expressing wonder, admiration, questions and criticisms. Without knowing who these figures are, what they are meant to reflect and to what purpose were they made for, the poet revels in the mystery they represent. The Ode’s first stanza is filled with wonder and questions; the last stanza has none. Being a piece of art, the urn can speak to its viewers in whatever way it chooses to communicate. In the first stanza of the poem, the writer addresses an ancient urn and reflects on its beauty and what story it can tell. He calls the urn a â€Å"historian† possessing secret knowledge. The writer looks at one group of pictures that seem to be of men pursuing women. He wonders if it was a pursuit among lovers, a struggle between sexes, or a playful episode among the young on a beautiful day. In the next stanza, the poet focuses on another figure on the vase. This time, it portrays a man with his lover, both lying beneath a tree while he plays his pipe. The writer declares that the pipe’s silent music is sweeter than a mortal’s music because the former lives through time. While the man and woman cannot kiss because they are frozen in time, they should not despair because their beauty and youth will forever remain. In one stanza, the poet is able to present two contrasting realities. One is that of unfilled longing through eternity, while the other speaks of unfading glory. The ode’s third stanza reflects the poet’s general feeling of happiness for the things he observed about the couple described in the previous stanza, as well as the trees surrounding them. The poet is glad for the trees’ leaves, which will forever be green and remain attached to the branches. The poet is also happy that the man with the pipe will have his songs forever new. He is also happy that the lovers’ love will last until eternity. Here, the poet laments that mortal love is just the passing of passion. By the time it passes, which it eventually will, there is nothing left. In the fourth stanza of the Ode, the poet turns to examine another picture. This time, it represents villagers leading a young cow, which seems to be a sacrificial offering. He imagines where they have come from and where they are headed for. The poet visualizes empty streets because the citizens have all left to witness the sacrifice. And the streets will forever remain empty for those who have left the town are frozen on their way to the sacrificial place. For the fifth and final stanza, the poet goes back to addressing the urn. He tells the ornamental vase that while it lives and remain forever, the poet’s generation would have long passed. He ends it with the famous quote that equates beauty with truth. By doing this, the author seems to criticize and admire the urn at the same time. While the poet thinks the urn beautiful, he thinks that that is the only thing it will ever possess. This is the same manner of admiration and criticisms that the poet has vested on the characters found on the urn.