Translation Literary Translation Essay Example for Free

Translation Literary Translation Essay Preface This book has been five years in the writing. Sections of it have twice been stolen during travel and have been rewritten, hopeniliy better than the first time the fond hope of ail writers who have had their MSS lost, stolen or betrayed. Its progress has been further interrupted by requests for papers for conferences; four of these papers have been incorporated; others, listed in the bibliography are too specialised for inclusion here. It is not a conventional textbook. Instead of offering, as originally planned, texts in various languages for you to translate, I have supplied in the appendices examples of translational text analyses, translations with commentaries and translation criticism. They are intended to be helpful illustrations of many points made in the book, and models for you to react against when you do these three stimulating types of exercise. If the book has a unifying element, it is the desire to be useful to the translator, Its various theories are only generalisations of translation practices. The points I make are for you to endorse or to reject, or simply think about. The special terms I use are explained in the text and in the glossary. I hope you will read this book in conjunction with its predecessor, Approaches to Translation, of which it is in many respects an expansion as well as a revision; in particular, the treatment of institutional terms and of metalanguage is more extensive in the earlier than in this book. I dislike repeating myself writing or speaking, and for this reason I have reproduced say the paper on case grammar, about which at present I havent much more to say, and which isnt easily come by. This book is not written by a scholar, I once published a controversial piece on Corneilles Horace in French Studies, and was encouraged to work for a doctorate, but there was too much in the making that didnt interest me, so 1 gave up. And a German professor refused to review Approaches because it had so many mistakes in the bibliography; which is regrettable (he was asked to point them out, but refused; later, he changed his mind and reviewed the book), but academic detail is not the essential of that or this book either. I am somewhat of a itteralist, because I am for truth and accuracy. I think that words as well as sentences and texts have meaning, and that you only deviate from literal translation when there are good semantic and pragmatic reasons for doing so, which is more often than not, except in grey texts. But that doesnt mean, xt xn IBEFACh as Alex Brothenon (Amsterdam) has disparagingly written without evidence, that I believe in the * absolute primacy of the word1. There are no absolutes in translation, everything is conditional, any principle (e. g.accuracy) may be in opposition to another (e. g, economy) or at least there may be tension between them. Much as at times I should like to get rid of the two bugbears of translation, the dear old context and the dear old readership, alas, we never can. lean only go as far as saying that some words in a text are far less context-bound than others; and that some readerships (say of a set of instructions, of which the readership is the reason for its existence) are more important than others (say a lyric, where the poet and his translator) may only be writing for himself. Again when Halliday writes that language is entirely a social phenomenon and consequently collapses or conflates Biihlers expressive and appellative functions of language into the interpersonal function, stating that there is no distinction between the first two functions in language, I can only say that this is a matter of beliefor philosophy as the expression of belief, and that I disagree. But all this is to some extent a matter of emphasis (and reaction) rather than (diametrical) opposition. The single word is getting swamped in the discourse and the individual in the mass of society -1 am trying to reinstate them both, to redress the balance. If people express themselves individually in a certain type of text, translators must also express themselves individually, even if they are told they are only reacting to, and therefore conforming with, social discourse conventions of the time. Writing a book about translation, 1 am aware that this is a new profession, though an old practice, and that the body of knowledge and of assumptions that exists about translation is tentative, often controversial and fluctuating. This book is intended to be reasonably comprehensive, that is, to discuss most of the issues and problems that come up in translating. (In this aim, at least, the book is original. ) In spite of the controversial nature of several of its chapters, it is therefore designed as a kind of reference book for translators. However, some of the shorter pieces in Chapter 18 are inadequate and can only offer you a few pointers. I hope to expand the book (my last one on translation) for a second edition, and I would welcome suggestions for its improvement,  Acknowledgements I warmly thank Pauline Newmark, Elizabeth Newmark and Matthew Newmark, whom I have consulted so frequently; Vaughan James, who has helped so much at every stage; Vera North, who coped so superbly with the ins and outs of my handwriting; Mary FitzGerald; Sheila Silcock; Margaret Rogers, Louise Hurren; Mary Harrison; Simon Chau, Hans Lindquist, Rene Dirben, Robin Trew, Harold Leyrer, David Harvey. Contents Preface Acknowledgements xi xii Parti 1 2. Principles Introduction The Analysis of a Text Reading the text The intention of the text The intention of the translator Text styles The readership Stylistic scales Attitude Setting The quality of the writing Connotations and denotations The last reading Conclusion 11 11 12 12 13 13 14 15 15 16 16 17 17 19 19 19 20 22 23 3 The Process of Translation Introduction The relation of translating ro translation theory The approach. The textual level The referential level v  CONTENTS The cohesive level The level of naturalness Combining the four levels The unit of translating The translation of texts The translation of proper names Revision Conclusion 23 24 29 30 32 35 36 37 Language Functions, Text-categories and Text-types The expressive function The informative function The vocative function The aesthetic function The pharic function The metalingual function Translation Methods Introduction The methods Comments on the methods Equivalent effect . Methods and Lext-categories Translating Other methods 39 39 40 41 42 43 43 45 45 45 47 48 50 51 52 The Unit of Translation and Discourse Analysis Introduction Coherence Titles Dialogue cohesion Punctuation Sound-effects Cohesion Referential synonyms Enumerators Other connectives Functional sentence perspective Contrasts The lower units of translation Conclusion 54 54 55 56 57 58 58 59 59 60 60 60 63 65 66. CONTENTS vii  68 68 69 70 72 73 73 74 74 75 75 76 77 77 78 80 81 81 82 82 83 83 84 84 85 88 89 90 90 90 90 90 90 91 91 94 95 % 96 97 97 7 Literal Translation Introduction Varieties of close translation The translation of poetry Faithful and false friends Words in their context Elegant variations Back-translation of text (BTT) Accepted translation Constraints on literal translation Natural translation Re-creative translation Literary translation The sub-text The notion of theKno-equivalent1 word The role of context 8 The Other Translation Procedures Transference Naturalisation Cultural equivalent Functional equivalent Descriptive equivalent Synonymy Through-translation Shifts or transpositions Modulation Recognised translation Translation label Compensation Componential analysis Reduction and expansion Paraphrase Other procedures Couplets Notes, additions, glosses 9 Translation and Culture Definitions Cultural categories General considerations Ecology Material culture Vltl CONTENTS Social culture Social organisation political and administrative Gestures and habits Summary of procedures 98 99 102 103 10. The Translation of Metaphors Definitions Translating metaphors Types of metaphor 104 106 106 106 11 The Use of Componeniial Analysis in Translation Introduction Lexical words Cultural words Synonyms Sets and series Conceptual terms Neologisms Words as myths Conclusion U4 114 317 119 120 121 121 122 123 123 12 The Application of Case Grammar to Translation Introduction The translation of missing verbs, i. e. verbalforce The translation of case-gaps Various types of case-partner Contrast and choice in translation Some related issues Case partners of adjectives and nouns A remark on Tesniere Conclusion. 125 125 126 129 132 134 135 136 138 138 13 The Translation of Neologisms Introduction Old words with new senses New coinages Derived words Abbreviations Collocations Eponyms Phrasai words 140 140 141 142 143 145 145 146 147 CONTENTS }X Transferred words Acronyms Pseudo-neologisms The creation of neologisms A frame of reference for the translation of neologisms 147 148 148 149 150 14 Technical Translation Introduction Technical style Terms Varieties of technical style Technical and descriptive terms Beginning technical translation Translation method The title Going through the text Conclusion Appendix; sampletest. 151 151 151 152 152 153 154 L55 156* 158 IfrO 161 15 The Translation of Serious Literature and Authoritative Statements Introduction Poetry The short story/novel Drama Conclusion 162 162 162 170 172 173 16 Reference Boohs and their Uses; Tracing theUnfindable Word Introduction Resources [ Unfindables words 174 174 175 176 17 Translation Criticism Introduction Planofcriticism Text analysts The translators purpose Comparing the translation with the original The evaluation of the translation The translations future Marking a translation Quality in translation. 184 184 186 186 186 ! 87 188 189 189 192 X CONTENTS 18 Shorter Items Words and context The translation of dialect You and the computer Function and description The translation of eponyms and acronyms Familiar alternative terms When and how to improve a text Collocations The translation of proper names The translation of puns  ¦ The translation of weights, measures, quantities and currencies Ambiguity 193 193 194 195 198 198 201 204 212 214 217 217 218 221 225 19 20 Revision Hints for Exams and Deadlines By Way of a Conclusion Part II Methods. Introductory note Test 1 Tower needs clear eyes1, The Economist Text 2 Vppcr gastroint^imal endoscopy1, British Medical Journal Text 3 Brideshead Revisited (Waugh) Text 4 4Une certaine idee de la France (De Gaulle) Text 5 4Le Parti Socialiste (Source unknown) Text 6 Ala Recherche du Temps Perdu (Proust) Text 7 Presentation dun cas de toxoplasmose, Bordeaux Medical Text 8 Dialysebehandlung bei akutem Nierenversagen, Deutsche Medizinische Wochenschrifi Text 9 Alexander von Humboldt (Hein) Text 10 VAdoraticm (BoreL) Text 11 Die Blasse Anna (Boll) Text 12 La SocUti Francaise (Dupeux) Text 13 ZumWohlealler\SC,4Z^. 229 231 234 238 242 245 248 250 254 259 264 267 272 277 Glossary Abbreviations Medical terminology BihHograpky Name index Subject index 282 286 288 289 291 292 PART I Principles Figures appear in Part I as follows: 1 2 3 4 5 6 7 8 The dynamics of translation A functional theory of language Language functions, text-categories and text-types The Translation of metaphor Scalar diagrams Equation diagram Matrix diagram Parallel tree diagram  ¦ * 20 40 105 116 116 117 117 CHAPTER 1 Introduction. My purpose in this book is to offer a course in translation principles and methodology for final-year-degree and post-graduate classes as well as for autodidacts and home learners. Further, I have in mind that I am addressing non-English as well as English students, and I will provide some appropriate English texts and examples to work on. 1 shall assume that you, the reader, are learning to translate into your language of habitual use, since that is the only way you can translate naturally, accurately and with maximum effectiveness. In fact, however, most translators do translate out of theii own language (service translation) and contribute greatly to many peoples hilarity in the process. Further, I shall assume that you have a degree-level reading and comprehension ability in one foreign language and a particular interest in one of the three main areas of translation: (a) science and technology, (b) social, economic and/or political topics and institutions, and (c) literary and philosophical works. Normally, only (a) and (b) provide a salary; (c) is free-lance work. Bear in mind, however, that knowing a foreign language and your subject is not as important as being sensitive to language and being competent to write your own language dexterously, clearly, economically and resourcefully. Experience with translationese, for example, Strauss Opus 29 stands under the star of Bierbaum who in his lyric poems attempted to lie in the echoes of the German love poetry with ihe folk song and with the impressionistic changes, Opus 29 tekt im Zekhen Bkrboums, der als Lyriker versuchtet Nachklange des Mintwsangs mil dem Volkslied und mit impressicmistischen XPendungen zu verknupfen. (Record sleeve note) shows that a good writer can often avoid not only errors of usage but mistakes of fact and language simply by applying his common sense and showing sensitivity to language. Being good at writing has little to do with being good at essays, or at English 1 as you may have learned it at school. It means being able to use the 3 4 PRINCIPLES  appropriate words in the appropriate order for the obiect or process you are attempting to describe; continuously trying to improve your writing (a translation is never finished); and increasing your own English vocabulary co-extensively with your knowledge of new facts and new foreign-language words. And it means making flexible use of the abundant grammatical resources of your language, which are enriched by contemporary speech. It is something which, like translation, you can learn: you are not born a good writer; you do not have to be one now; you have to be determined to become one, to relate new experience to fresh language. Finallyj it means having a sense of order and pertinence learning to construct a specific {gezieh, purposeful) beginning, body and conclusion for your subject: a beginning that defines and sets the subject out; a body1 that gives and illustrates the pros and cons of the argument; a conclusion that states your own verdict — and all without irrelevance. A translator has to have a flair and a feel for his own language. There is nothing mystical about this sixth sense, but it is compounded of intelligence, sensitivity and intuition, as well as of knowledge. This sixth sense, which often comes into play (joue) during a final revision, tells you when to translate literally, and also, instinctively, perhaps once in a hundred or three hundred words, when to break all the rules of translation, when to translate malheur by catastrophe* in a seventeenth-centurv text, I cannot make you into a good translator; I cannot cause you to write well. The best I can do is to suggest to you some general guidelines for translating. I shall propose a way of analysing the source language text; I shall discuss the two basic translation methods; and I shall set out the various procedures for handling texts, sentences and other units. I shall at times discuss the relation between meaning, language, culture and translation. By offering plenty of examples I hope to provide enough practice for you to improve your performance as a translator. 9 The trmhvthe facts of the matter) SL writer 2 SL norms TEXT 10 Translator 5 TL relationship 6 TL norms 3 SL culture 4 SL setting and tradition Figure I. The dynamics of translation 7 TL culture 8 TL setting and tradition INTRODUCTION  5 What is translation? Often, though not by any means always, it is rendering the meaning of a text into another language in the way that the author intended the text. Common sense tells us that this ought to be simple, as one ought to be able to say something as well in one language as in another. On the other hand, you may see it as complicated, artificial and fraudulent, since by using another language you are pretending to be someone you are not. Hence in many types of text (legal, administrative, dialect, local, cultural) the temptation is to transfer as many SL (Source Language) words to the TL (Target Language) as possible. The pity is, as Mounin wrote, that the translation cannot simply reproduce, or be, the original. And since this is so, the first business of the translator is to translate. A texi may therefore be pulled in ten different directions, as follows: (1) The individual style or idiolect of the SL author. When should it be (a) preserved, (b) normalised? (2) The conventional grammatical and lexical usage for this type of text, depending on the topic and the situation. (3) Content items referring specifically to the SL, or third language (i. e, not SL or TL) cultures. (4) The typical format of a text in a book, periodical, newspaper, etc. , as influenced by tradition at the time. (5) The expectations of the putative readership, bearing in mind their estimated knowledge of the topic and the style of language they use, expressed in terms of the largest common factor, since one should not translate down (or up) to the readership, (6), (7), (8) As for 2,3 and 4 respectively, but related to the TL, (9) What is being described or reported, ascertained or verified (the referential truth), where possible independently of the SL text and the expectations of the readership. (10) The views and prejudices of the translator, which may be personal and subjective, or may be social and cultural, involving the translators group loyalty factor*, which may reflect the national, political, ethnic, religious, social class, sex, etc. assumptions of the translator. Needless to say, there are many other tensions in translations, for example between sound and sense, emphasis (word order) and naturalness (grammar), the figurative and the literal, neatness and comprehensiveness, concision and accuracy. Figure 1 shows how many opposing forces pull the translation activity {Vactivitti traduisante) in opposite directions. The diagram is not complete. There is often a tension between intrinsic and communicative, or, if you like, between semantic and pragmatic meaning. When do you translate Ilfaitfroid as Its cold1 and when as Im cold, Tm freezing1, Tm so cold, etc,, when that is what it means in the context? All of which suggests that translation is impossible. Which is not so. Why a book of this sort? Because I think there is a body of knowledge about translation which, if applied to solving translation problems, can contribute to a translators training. Translation as a profession practised in international organi- 6 PRINCIPLES sations, government departments, public companies and translation agencies (now often called translation companies) began only about thirty years ago; even now, the idea that ail languages (there are 4000) are of equal value and importance, and that everyone has a right to speak and write his own language, whether it is a national or a minority language (most countries are at least *bilinguaP) is not generally recognised. Translation as a profession has to be seen as a collaborative process between translators, revisers, terminologists, often writers and clients (literary works have to be checked by a second native TL reviser and desirably a native SL speaker), where one works towards a general agreement. Nevertheless, finally, only one person can be responsible for one piece or section of translation; it must have the stamp of one style. The principle with which this book starts is that everything without exception is translatable; the translator cannot afford the luxury of saying that something cannot be translated, Danila Seleskovitch, a brilliant interpreter and writer, has said: Everything said in one language can be expressed in another on condition that the two languages belong to cultures that have reached a comparable degree of development/ The condition she makes is false and misleading. Translation is an instrument of education as well as of truth precisely because it has to reach readers whose cultural and educational level is different from, and often lower or earlier, than, that of the readers of the original one has in mind computer technology for Xhosas. Foreign1 communities have their own language structures and their own cultures, foreign individuals have their own way of thinking and therefore of expressing themselves, but all these can be explained, and as a last resort the explanation is the translation. No language, no culture is so primitive that it cannot embrace the terms and the concepts of, say, computer technology or plainsong, But such a translation is a longer process if it is in a language whose culture does not include computer technology. If it is to cover ail the points in the source language text, it requires greater space in the target language text. There-fore, whilst translation is always possible, it may for various reasons not have the same impact as the original. Translation has its own excitement, its own interest. A satisfactory translation is always possible, but a good translator is never satisfied with it. It can usually be improved. There is no such thing as a perfect, ideal or ^correct translation, A translator is always trying to extend his knowledge and improve his means of expression; he is always pursuing facts and words. He works on four levels: translation is first a science, which entails the knowledge and verification of the facts and the larguage that describes them- here, what is wrong, mistakes of truth, can be identified; secondly, it is a skill, which calls for appropriate language and acceptable usage; thirdly, an art, which distinguishes good from undistinguished writing and is the creative, the intuitive, sometimes the inspired, level of the translation; lastly, a matter of taste, where argument ceases, preferences are expressed, and the variety of meritorious translations is the reflection of individual differences. Whilst accepting that a few good translators (like a few good actors) are INTRODUCTION 7 naturals, I suggest that the practical demands on translators are so wide, and the subject still so wrapped up in pointless arguments about its feasibility, that it would benefit students of translation and would-be translators to follow a course based on a wide variety of texts and examples. This book claims to be useful, not essential. It attempts to set up a framework of reference for an activity that serves as a means of communication, a transmitter of culture, a technique (one of many, to be used with discretion) of language learning, and a source of personal pleasure. As a means of communication, translation is used for multilingual notices, which have at last appeared increasingly conspicuously in public places; for instructions issued by exporting companies; for tourist publicity, where it is too often produced from the native into the foreign language by natives as a matter of national pride; for official documents,  such as treaties and contracts; for reports, papers, articles, correspondence? textbooks to convey information, advice and recommendations for every branch of knowledge. Its volume has increased with the rise of the mass media, the increase in the number of independent countries, and the growing recognition of the importance of linguistic minorities in all the countries of the world. Its importance is highlighted by the mistranslation of the Japanese telegram sent to Washington just before the bomb was dropped on Hiroshima, when mokasuiu was allegedly translated as ignored instead of considered, and by the ambiguity in UN Resolution 242, where the withdrawal from occupied territories was translated as le retrait des tmitoires occupes, and therefore as a reference to all of the occupied territory to be evacuated by the Israelis. Translation has been instrumental in transmitting culture, sometimes under unequal conditions responsible for distorted and biased translations, ever since countries and languages have been in contact with each other. Thus the Romans pillaged* Greek culture; the Toledo School transferred Arabic and Greek learning to Europe; and up to the nineteenth century European culture was drawing heavily on Latin and Greek translations. In the nineteenth century German culture was absorbing Shakespeare, In this century a centrifugal world literature has appeared, consisting of the work of a small number of international* writers (Greene, Bellow, Solzhenitsyn, Boll, Grass, Moravia, Murdoch, Lessing, amongst those still living, succeeding Mann, Brecht, Kafka, Mauriac, Valery, etc. )* which is translated into most national and many regional languages. Unfortunately there is no corresponding centripetal cultural movement from regional or peripheral authors. That translation is not merely a transmitter of culture, but also of the-truth, a force for progress, could be instanced by following the course of resistance to Bible translation and the preservation of Latin as a superior language of the elect, with a consequent disincentive to translating between other languages. As a technique for learning foreign languages, translation is a two-edged instrument: it has the special purpose of demonstrating the learners knowledge of the foreign language, either as a form of control or to exercise his intelligence in order to develop his competence. This is its strong point in foreign-language classes, which has to be sharply distinguished from its normal use in transferring meanings and conveying messages. The translation done in schools, which as a 8 PRINCIPLES  discipline is unfortunately usually taken for granted and rarely discussed, often encourages absurd, stilted renderings, particularly of colloquial passages including proper names and institutional terms (absurdly encouraged by dictionary mistranslations such as Giacopo for James1 and Siaatsrat for Trivy Councillor). Even a sentence such as: Quune maillc $auiat parfois a ce nssu de perfection auquel Brigitte Finn travailinit uvec une vigilance de toutes les seamdes, detail dans Yordre et elle sen consolait pourvu que cefut sans temotn. Mauriac, l.a Phanstenne^ might produce something like this from a sixth-former: That a stitch should sometimes break in that tissue of perfection at which Brigitte Pian was working with a vigilance to which she devoted every second, this was in order and she consoled herself for it provided it was without witness, which proves that each word construction is understood, where a more likely reading would be: If Brigitte Pian sometimes dropped a stitch in the admirable material she was working on with such unremitting vigilance, it was in the natural order of things and she found consolation for it, provided she had no witnesses. A translator, perhaps more than any other practitioner of a profession, is continually faced with choices, for instance when he has to translate words denoting quality, the words of the mental world (adjectives, adverbs, adjectival nouns, e. g. good, well*, goodness), rather than objects or events. In making his choice, he is intuitively or consciously following a theory of translation, just as any teacher of grammar teaches a theory of linguistics. La traduction appelle une theorie en acte, Jean-Rene Ladmiral has written. Translation calls on a theory in action; the translator reviews the criteria for the various options before he makes his selection as a procedure in his translating activity. The personal pleasure derived from translation is the excitement of trying to solve a thousand small problems in the context of a large one. Mystery, jigsaw, game, kaleidoscope, maze, puzzle, see-saw, juggling- these metaphors capture the play1 element of translation without its seriousness. (But pleasure lies in play rather than i 1 seriousness. ) The chase after words and facts is unremitting and requires imagination. There is an exceptional attraction in the search for the right word, just out of reach, the semantic gap between two languages that one scours Roget to fill. The relief of finding it, the smirk* after hitting on the right word when others are still floundering? is an acute reward, out of proportion and out of perspective to the satisfaction of filling in the whole picture, but more concrete. The quality of pleasure reflects the constant tension between sentence and word. You may have heard of a relatively new polytechnic/university subject called Translation Theory (Translatology1 in Canada, Traductologia in Spain, (Iter-INTRODUCTION 9 setzungswissenschaft in German-speaking countries, Translation Studies in the Netherlands and Belgium); this book is intended to introduce it to you. In a narrow sense, translation theory is concerned with the translation method appropriately used for a certain type of text, and it is therefore dependent on a functional theory of language. However, in a wider sense, translation theory is the body of knowledge that we have about translating, extending from general principles to guidelines, suggestions and hints. (The only rule I know is the equal frequency rule, viz, that corresponding words, where they exist metaphors, collocations, groups, clauses, sentences, word order, proverbs, etc. should have approximately equal frequency, for the topic and register in question, in both the source and target languages.) Translation theory is concerned with minutiae (the meanings of semi-colons, italics, misprints) as well as generalities (presentation, the thread of thought underlying a piece), and both may be equally important in the context. Translation theory in action, translation theory used operationally for the purpose of reviewing all the options (in particular, sensitising the translator to those he had not been aware of) and then making the decisions in fact the teeth of the theory is a frame of reference for translation and translation criticism, relating first to complete texts, where it has most to say, then, in descending level, to paragraphs, sentences, clauses,  word groups (in particular, collocations), words -familiar alternative words, cultural and institutional terms, proper names, 1 non-equivalent words, neologisms and key conceptual terms morphemes and punctuation marks. Note that metaphor, perhaps the most significant translation problem, may occur at all levels from word to text, at which level it becomes an allegory or a fantasy. What translation theory does is, first, to identify and define a translation problem (no problem no translation theory!); second, to indicate all the factors that have to be taken into account in solving the problem; third, to list all the possible translation procedures; finally, to recommend the most suitable translation procedure, plus the appropriate translation. Translation theory is pointless and sterile if it does not arise from the problems of translation practice, from the need to stand back and reflect, to consider all the factors, within the text and outside it, before coming to a decision, I close this chapter by enumerating the new elements in translation nov.\ as opposed to, say, at the beginning of the century: (1) The emphasis on the readership and the setting, and therefore on naturalness, ease of understanding and an appropriate register, when these factors are appropriate. (2) Expansion of topics beyond the religious, the literary and the scientific to technology, trade, current events, publicity, propaganda, in fact to virtually every topic of writing. (3) Increase in variety of text formats, from books (including plays and poems) to articles, papers, contracts, treaties, laws, notices, instructions, advertisements,  10 PRINCIPLES (4) (5) (6) (7) publicity, recipes, letters, reports, business forms, documents, etc. These now vastly outnumber books, so it is difficult to calculate the number or the languages of translations on any large scale. Standardisation of terminology. The formation of translator teams and the recognition of the revisers role. The impact of linguistics, sociolinguistics and translation theory, which will.

History of The American Civil War Essay -- American History Civil War

History of The American Civil War The Civil War was a brutal war between the North and South of America over the issue of slavery, which was spurred on by the secession of the southern states from the Union of a America. At the time slavery was one of the main issues in America that caused a disagreement between the north and south and these disagreements about humanity and slaves added to the tension that would finally lead to the out break of war. Slavery was almost totally abolished in the northern states after 1787 when the Constitution was drafted at the Philadelphia Convention and slavery was looked upon as the ‘peculiar institution’ of the southern states, by the north. The southern states looked upon slavery as a way of life and were in no way prepared to give up what they felt was there property and a very important part of their cotton and farming production. Another implication that caused great tension between the north and south over the issue of slavery was that even though their were anti-slavery supporters in the south; some of the abolitionists of the north would write notices and say that all southerners were evil and cruel slave owners, who would treat their slaves badly. This angered the southerners who felt that the northerners were just being hypocrites and didn’t know what they were talking about, which turned pro anti-slavery southerners into stronger supporters of the south. It was thought by some anti-slavery groups in America that slavery would die out because America had in 1808 stopped the participation in the international slave trade, which meant no supplies of new slaves would be coming in. But this theory proved wrong because slavery in the south began to expand due to the great demand of raw cotton from cotton mills of the Industrial revolution from overseas places like Britain. Also the cotton-based expansion of slavery came due to the invention of the cotton gin, by Eli Whitney in 1793, which cleaned the cotton plant and refined it on a mass scale. The south started more tension over slavery when they decided they had to expand their territory westwards and gain more states because other wise they would be out voted in congress and slavery would be abolished completely, also they needed new land to replace all the over used farming land in the other southern states. The Abolitionists were another factor tha... ...o the Republicans Lincoln was a moderator but to the southerners he was an evil figure that became a sign that the union was to become radicalized. Just after the election of Lincoln South Carolina, followed by six other Southern states, took steps to secede from the Union. Although secession was illegal the union had no power to oppose it and all alternative compromises failed and so in February 1861 a new southern government was inaugurated as the, †Confederate States of America.† This new government drafted its own constitution and elected its own president, General Jefferson Davis who was a Kentuckian like Lincoln. An as Lincoln so wisely said, â€Å"A house divided against itself cannot stand†, which meant America divided in two couldn’t carry on. So that April morning in 1861 when the confederate army opened free fire on Fort Sumter a fort being held by the union on southern soil, it would be the final act that all these causes and tensions that I’ve mentioned would finally have built up to. Which would have set off one of the most horrific wars of all time. And as most Americans describe it, â€Å"It was a war that defined America’s character.† Bibliography: Encarta 2001

Is Overpopulation the Main Cause of Child Labour

Is Overpopulation the Main Cause of Child Labour? Child labour refers to the employment of children to benefit their family financial situation where they are exploited to danger and hazard. It may interfere with their education and hamper the children physically, mentally, spiritually or morally. Children exposed to child labour since young can be distorted or disabled due to carrying heavy loads or forced into unnatural positions at work for long hours. Many say that the main cause of child labour is overpopulation.Though I agree that overpopulation is one of the important causes of child labour, but I think that it is not the main cause of it. According to a report from UNICEF in 2010, an estimate number of 158 million children are engaged in child labour and this is about 17% of the total number of children and according to International Labour Organization, it has increased to 215 million currently. Over the years, researchers have provided sufficient evidences that a large popu larity of child labour occurs in developing countries.Majority of it happens mostly in the rural of Asian and African countries and they are mostly victims of scarce resources for example food supply and water. However, child labour is also common in some developed countries, for example in the United States, more than 230,000 children work in agriculture. Reported by Edmonds and Pavcnik, 85% of working children are employed for doing works related to the agriculture. Countries where child labour has become a common practice include Bangladesh, Tanzania, Myanmar, Yemen, India and many more.Below is a case of child labour in Bangladesh: â€Å"Mohammad Faisal Hossain is a twelve-year-old boy who works to support his family. To meet their needs, he holds down two jobs on the packed roads of the Bangladesh capital, Dhaka: selling newspapers in the early morning and working as a helping hand on a small minibus. Every morning, Mohammad collects newspapers from the retailer and weaves his way through the crowded railway stations and bus stops. On an average day, he earns 70 to 80 taka, less than US$1, at this job. His second job takes up most of his time until evening.On the minibus, he shouts out the vehicles’ destination to potential passengers and collects fares from each rider. At this job, Mohammad worries for his safety. His wish is to go to school everyday like other children but his mother, whose once a maid servant but left after she fell sick, couldn’t afford sending him to school after fifth grade. At this crucial moment between death and survival, his father left them behind which made them even more helpless and he has no other option but to work. † — reported by UNICEF — Causes of Child Labour Cases of child labour are mostly found in families who are suffering from poverty.Poorer families are usually overpopulated and they have more children and family members to feed and to take care of. In addition to these, they ha ve limited resources of food supply and other basic necessities essential for living as they can’t afford anything more. These factors have driven children to work so that their financial situation at home will improve. Exposed to harms, abuses and exploits, the children are deprived from their education. Overpopulation in an area will also cause the demand of resources like food supply to increase and therefore, people will compete for the available resources.This means that the poorer families will have less access to it. However, personally, I think that overpopulation is not the main cause of child labour. Poverty is the primary cause of child labour. Poverty leads to many other factors which force children into labour. Despite the fact that the parents know that child labour is incorrect, they are forced to choose this as the other option will be worse, for instance, without sufficient money for the basic needs of life, people will become malnourished and infected with d ieaseas which will eventually cause death.Besides that, poorer families tend to be less educated. The illiteracy of parents will cause them to neglect the physical and emotional development of a child as they do not realize the importance of one’s education and the effect of it they have on their future. Due to their illiteracy, the grown-ups are finding it difficult to find jobs that can provide them enough income to support their family. Now in the 21st century, most of the well-paid jobs are to be done with the help of advanced technology and it is expected that their employees have knowledge of how to use a computer.Thus, it is expected that the poorer ones has less chance to be employed as they don’t even know how to read or write, is it not? The increase in unemployments of the adults has caused the children to become the source of income. Children tend to work in factories because employers find it more profitable to employ children as they cost less and can ext ract more work. This problem has been known and throughout the years, much aid has been gathered to help increase the employment rate in rural areas.Governments and communities have been struggling hard to try find ways to bridge the digital divide as this may be the first step in help eradicating poverty. However, in my opinion, I think that the main culprit of the practice of child labour is the government. The ignorance of corrupted governments have caused cases of child labour to increase at a fast pace. It is the only right thing that the governments make sure that their people are not suffering from the lack of basic needs.They are the ones responsible for the countries affairs and they need to take actions to eradicate poverty in the country as fast as possible for example implementing new laws or enforcing existing laws to ban the employment of certain age. Here is a case where child labour is being ignored: An underage farm worker, Molefe Mogale, 14, was working on a farm i n Rustenburg when his hand was chopped off while operating a machine. He died in hospital a day later, on 26 July, Phetoe said. â€Å"So far only a case [of murder and child labour] is opened and nothing further is done.No arrest, no prosecution†¦ because the case was opened by the farmer we were told that they will not charge him. † — reported by Times Live –Effects of Child Labour Child labour deprives children of a proper childhood. They do not complete their development all roundly and this may lead to many psychological imbalances. When they grow up, the child labourers remains uneducated which means that they will be unable to find a good job. Hence, they become incapable of taking care their own family which means they need to make the later generation to work and thus, the history repeats itself.The uneducated of the child labourers will condemn them to a life of unskilled and badly paid work and this perpetuates poverty. Also, children who never ha ve the chance to enjoy the fun of their childhood are expected to reach mental and emotional maturity at a very early age. This is highly dangerous as these children will start displaying adult behaviors such as smoking and taking drugs. Employers are now taking the liking towards employing children as they are often paid much less than adults. These causes the unemployments of adults increase and thus, more families will force their children to work.Child labour also has impacts on the economy of the country. Despite the fact that child labour will not have evident impact when their young, but we all know that the future of our world lies in the hands of the the earlier generation. Possible Scenarios As I have mentioned above, I strongly disagree that overpopulation is the main cause of child labour. Poverty causes overpopulation and the ignorance of the corrupted government are the ones to blame for not putting enough effort to eradicate poverty. Corrupt Governments ?Continuation of Poverty ? Overpopulated Families ? Child Labour The children now are the future leaders of this place and if child labour is not stopped, it means that our world will be ? lled with more uneducated people. This will bring much problems as there will be many vacancies for the o? ce jobs in developed countries because not many of them are capable for the jobs. When people of the country has a lower income, it means that the total income of the country will also fall. Then, the global market will be a? ected.The gap between the rich and the poor will be even harder to bridge and it will be an eternal struggle for the government to eradicate poverty in their country. People around the world will face problem getting access to the services and products in rural countries when the unemployment rate increases. Many businesses that required special skills will not be able to have the jobs ? lled and eventually fall into bankruptcy. Businesses like manufacturing factories and farming will be cramped with people as they are the only job that the people are capable of doing because they do not require much skills.However, the employers will not be able to employ everybody in that area and the many more people will remain unemployed. Child labour will also cause harm to the countries’ nations. It can bring harm to our society. The children who are not brought up in the right way will not know that stealing is immoral and in order to survive, they will steal things from others. A recent case shows that a 10 year old kid was beaten to death because the innocent kid was slow at things. Imagine that you are the parent of the child, how will you react?They will react rashly and harshly towards the loss of their child and cause unsettlement and turmoil around the society. As more families face the same thing, the problem will get bigger and the whole country will be a? ected, forcing the government to take actions. What Should Be Done To Stop Child Labour? In my opini on, the government bears the most responsibility to stop child labour. Throughout the years, many di? erent laws have been implemented to ban the abuse of children and so on. Below are some examples of laws implemented to overcome the issue: 1919: The Minimum Age (Industry) Convention (No. ) prohibited the work of children under the age of 14 in industrial establishments. 1930: The ILO Forced Labour Convention (No. 29) protected children from forced or compulsory labour, such as victims of tra? cking, children in bondage, like Iqbal, and those exploited by prostitution and pornography. 1999: ILO unanimously adopted the Convention concerning the Prohibition and Immediate Action for the Elimination of the Worst Forms of Child Labour Convention (No. 182). It called for States to prevent the most damaging child exploitation practices or the worst forms that currently exist.Besides that Declaration of the Right of the Child is issued, stating a few important rules to help protect the chi ldren against unfair treatment and the protect their rights to have access to certain things like education. Declaration of the Rights of Child 1. All children have the right to what follows, no matter what their race, colour sex, language, religion, political or other opinion, or where they were born or who they were born to. 2. You have the special right to grow up and to develop physically and spiritually in a healthy and normal way, free and with dignity. . You have a right to a name and to be a member of a country. 4. You have a right to special care and protection and to good food, housing and medical services. 5. You have the right to special care if handicapped in any way. 6. You have the right to love and understanding, preferably from parents and family, but from the government where these cannot help. 7. You have the right to go to school for free, to play, and to have an equal chance to develop yourself and to learn to be responsible and useful. 8. You have the right alw ays to be among the ? st to get help. 9. You have the right to be protected against cruel acts or exploitation, e. g. you shall not be obliged to do work which hinders your development both physically and mentally. 10. You should be taught peace, understanding, tolerance and friendship among all people. The enforcement of existing laws is very important because there will not be e? ective if they are not enforced. There is one Chinese idiom that says: â€Å"Give a man a ? sh and you feed him for a day. Teach a man how to ? sh and you feed him for life. I think that the government or communities should organize vocational education and training for older child labourers so that they have better skills which means a better job in the future. Besides the implementation of new laws and enforcing the existing laws, in papers prepared for the 1997 International Conference on Child Labour, it was revealed that child labour can best be combated through providing better access to education, raising social awareness and so on. According to UNICEF, for every year of quality education that a child receives, their adult earning potential increases by a worldwide average of 10%.Governments in several countries have tried to make the enrollment of school compulsory and free of charge. This is accomplished by collecting funds and reducing the use of money on less important things. This method has been proven successful in Malawi in the year of 1994 when the government made primary education free. Research stated than from one academic year to the next, enrollment has increased by roughly 50%. However, I believe that stopping child labour is not only the responsibility of the governments. The society needs to contribute too as we are all living as one.I think that ? rstly, we need to be aware of what is happening to them and we can do this by observing the World Day Against Child Labour every year on June 12. We can start by spreading the words around and maybe start a commun ity in our society to unite against the problems by collecting funds to aid poorer families so that they can a? ord sending their children to school, gather old and unused items from people to donate to them so that they can spend their money on something else, organize campaigns to build rehabilitation and vocational centers to teach them special skills, and so on.Above are some of the basic things that we can do to help but to make things more e? ective, we can write to companies that use child labour and demand that they stop, contact Foreign A? airs, Industry, Trade and Labour Ministers to demand that trade be tied to human, children and labour rights, lobby the government to make education for all children a top priority, etc. We can all make a di? erence and anything will be possible if we put much e? ort into it. Small things that we do can make a great di? erence even only by spreading words about the e? ects and great impacts of child labour.In 2006, the International Labou r Organization published a report called The End of Child Labour:Within Reach. There was one very special fact noted in this report: â€Å"Today, there are 28 million fewer child labourers than there were four years ago! This means that the work you are doing—we are all doing—to stop child labour is truly creating positive change. But there is still much more to be done. † Global Views People have come around to know about this serious issue of child labour. Many communities and organizations have contributed much to help reduce and if possible, stop the practice of child labour as it brings bad e? cts tot he child and the people of the country. The best way to help raising awareness is to have celebrities to spread the word. This will be the most e? ective way as people from all around the world can hear them. Several presidents of some countries, including the ex-president of England – Tony Blair, have join hands with communities such as Global March to help keep the rights of the children. In my opinion, I believe that aid need to be provided with them urgently. I think that every children in this world have rights to receive equal opportunity of education and survival hances. It is unfair that the children have to pay the price of the consequences of poverty when they didn’t even do anything to cause it. Some people might think that it is none of their business as long as they are safe under the roof and has a great future laid beneath them, but they do not know that the continuation of child labour will eventually cause harm to the community and the country. Some of the child labourers even commented that being put in jail is better than their current life because they are fed and sheltered while in jail.The most basic things that we can do to help is to organize trips to slump-down areas to bring a little joy back to their life and to teach them special skills that might be useful to them in the future. International Vi ews: 1. â€Å"When you produce a bullet, you commit another sin against mankind, but when you make a toy or a book you bring hope and smile to a child. † — Kailash Satyarthi –International Coordinator of the Global March, Manila 23 January, 1998. 2. â€Å"†¦ 180 million kids are engaged in the worst forms of child labour. Put it all together and it is not only morally unacceptable, but politically dangerous. — Juan Samavia –3. â€Å"Child labor and poverty are inevitably bound together and if you continue to use the labor of children as the treatment for the social disease of poverty, you will have both poverty and child labor to the end of time. † — Grace Abbott –4. â€Å"In the past, children were all too often viewed more as property than people. Many victories for children's rights have been won in the last 100 years, such as child labor laws, protecting children from having to work long hours in unsafe conditions; p ublic education, allowing all children to have access to learning; and laws preventing child abuse.But there is still much to do in protecting children's rights around the world. † — Robert Alan Silverstein — National Views: 1. â€Å"Now is the time to act – for the future of our generation. The question of child abuse is crucial, we call on the general public to join hands with us. † — Boonthan Verawongse –South-East Asia Coordinator for the Global March, Malaysia 18 February,1998 2. â€Å"It’s very important for businesses to understand while they are providing employment to the families†¦ that they also have a responsibility to the families and the children who are born of those parents† — Victor Karunan –Voicing Their Thoughts: 1. This is our right – that (adults) have to listen. This is children's rights. And if they are not abiding with that right, we will work harder to make them hear. â⠂¬  — Om Prakash –November 19, 2006 2. â€Å"We want to study and learn, not beg on the streets. During the worldwide march I learnt that I, too, am a real person. Now I want to become an engineer. † — Basu –11 years old Nepalese street child, Thailand 14 February,1998 3. â€Å"Why do we have to pay the price of poverty. We didn't create poverty, adults did. † — Sultana –12 years old garment factory worker, Bangladesh 14 February,1998.Conclusion In conclusion, I disagree that overpopulation is the main cause of child labour because I think that a corrupt government in the country contributes most to it. A country’s availability of resources and a? airs like poverty rates are all managed by the government. If the government was e? ective, then the poverty rate will be lower and decrease but a corrupted government will only cause the country to become even poorer, hence increasing the cases of child labour. Governments pl ay a major role in eradicating poverty and stopping child labour as the impacts of the continuation of child labour will be devastating.As we all know, the future lies in the hands of the children and child labour only causes the increase in the illiteracy rate and this is not something good if we are to lead the country in the future. However, governments are not the only one responsible of this current issue and businesses and the society needs to help stop it. Businesses should make sure they don’t employ them at a low costs and we as normal citizens need to be careful not to encourage child labour by buying products that involves child labour. Many things have been done to help stop child labour and many laws have been implemented and enforced.At this rate, I believe that child labour can be stopped someday and children will be given back their rights if everybody contributes a little to help them. Resources: 1. http://www. eclt. org/about-child-labour/child-labour-standa rds 2. http://jordan. thebeehive. org/en/content/1515/2936 3. http://nchildlabour. info/HTML/Intro/CAUSES%20AND%20SOCIAL%20IMPACT%20OF %20CHILD%20LABOUR. htm 4. h t t p : / / c o n c o r d i a . a c a d e m i a . e d u / G i a c o m o J a c k M a g g i o r e / P a p e r s / 3 6 3 2 4 3 / The_Dark_Exploration_into_the_Reality_behind_the_Third_World_Labor_Market_A_docum ent_on_Child_Labor 5. http://www. imeslive. co. za/local/2011/08/05/child-labour-being-ignored 6. http://www. ilo. org/global/topics/child-labour/lang–en/index. htm 7. http://www. irinnews. org/Report/32259/TANZANIA-Child-labour-common-in-Zanzibar 8. http://library. thinkquest. org/03oct/01908/800/whydoesitoccur_childlabor. htm 9. http://anujagarwal. hubpages. com/hub/Cause-and-effects-of-Child-Labour 10. http://sukritha. hubpages. com/hub/ChildLabourStillExist 11. http://www. betterworld. net/quotes/children-quotes. htm 12. http://www. unicef. org/infobycountry/malaysia_61973. html 13. http://www. un. org/cyber schoolbus/humanrights/resources/plainchild. asp

Hockey’s Influence on Canada Essay

Sometimes it is easy to forget the game played on frozen ponds and backyard rinks, and get lost in the overwhelming professional sport known as hockey. However, we strive to remember that hockey became Canada’s game because it made our never-ending winter months more bearable . The game gradually became a sport, then an entertainment industry. It seems like the lockout was one of the biggest news stories of the year. Part of the amazing nature of the game is that it’s origins are fairly vague. However, we always remember that hockey is our game. It may not be our official sport, like lacrosse is, but hockey is what Canada seems to be most well-known for, and it continues to have immense influence on our free society, with its unique style and attraction. We invented it, we had the best players, and have so many cultural ties between the game and the people. Hockey has had and still has an incredible influence on Canadian culture. Canadians are hockey crazy. The people love the ever-changing game, and the land and the winter are every where. One reason why everyone is so attracted to it is that we really needed a sport we could claim as ours, that we could play yearlong. Canadians are out where they shouldn’t be, doing what to others seems to make no sense. Only a few scruffs of trees and buildings distract the eye from its vastness. What we needed to tie us together had to have a feeling that travels throughout the country with attributes we all have in common, things we care about, things that help us make sense out of what we are. It is a hard feeling to achieve. It seemed that so much about Canada set us apart: topography, distance, language, climate, rivalries and cultures. Hockey became a winter passion for both players and watchers. It kept coffee row humming. It was a means of winter fitness, and the driving force behind the building of community centres, the way in which widely separate communities connected with each other. Before there were malls, kids would hang around in hockey arenas. Before Zambonis could be found in every hockey rink in our land, it was the kids who would fight for the right to clear off the rink so a barrel of hot water could be wheeled out for the flooding. The origins of hockey are vague, but it seems that the early game was a combination of lacrosse and rugby on ice. Not very exciting to watch, but  rugby and lacrosse players used it for winter recreation. The championship system spurred the game’s popularity. The Stanley Cup created natural rivalries between teams and cities. All the while, rules changed to make the game faster, rougher, and more exciting. Professional leagues grew all over the country. The great rivalries between Toronto and Montrà ©al drew in loyal, rabid fans [Dryden]. It is tempting to glamourize the years before the NHL expanded, and before the rest of the world discovered hockey. The terrific Canada-Russia series of 1972 showed that international hockey could generate the same excitement and fan loyalty as the domestic game. Canadian hockey fans remember with pride that hockey remains Canada’s most significant contribution to the world of sports. Hockey has been a part of life in Canada for over one hundred years. Thousands play it, and millions follow it. Hockey’s evidences are everywhere. In Canada, hockey is one of winter’s expectations. It is played in every province and territory. It is hockey’s reach into the past that makes hockey such a vivid instrument through which to view Canadian life. In little more than a century, hockey has moved from pickup games on rivers to amazing games televised on Hockey Night in Canada. Another impressive detail we must acknowledge is that the games greatest players had pure Canadian heritage, which made hockey’s popularity soar. Canadians know that we’re good at what we do, and that’s why hockey has been incredibly important in our society. For instance, Wayne Gretzky. Born in Brantford Ontario, he is well known for his record-breaking all time point record of 1,850 goals. This fact is irrefutable. Gretzky also coached the men’s’ 2002 Olympic team [World Almanac & Book of Facts]. When he was traded for multiple Los Angeles players in 1988, Canada was set into somewhat of an emotional earthquake. This shows how dedicated we are to supporting our home-grown players. Another hockey great, who was purely Canadian, and proved his worth in the game of hockey, is the amazing Rocket Richard. He was known for his excellence, but was also just as well known for his great spirit and love for the game. He, as well as Gretzky, was given the honour of being among the best in the Hockey Hall of Fame. In 1955, Richard was, without thought, suspended from the league, Canada, especially Montrealers, went into  complete uproar, inducing numerous death threats upon the president Clarence Campbell, as well as what has been called the worst riot in Canadian sports history. This example really shows how dedicated Canadians are when backing up their own players, the ones they know are the best. Yet another great example of hockey’s influence on Canadian culture is the legendary Bobby Orr. Orr was born in Parry Sound, Ontario, and was well known for his excellent defensive skills. Although Bobby played most of his career for Boston, he has not been forgotten as having Canadian birth, and that is something Canadians hold very important in their heart. They love him so much for his homeland, despite the fact he played for our toughest opposition. He is another great player that attracted a lot of attention, specifically in Canada, to the game. That attention still lives on. Another profound reason for hockey’s great influence on Canada is that there are so many cultural ties from our society to the game. A great example of this is Tim Hortons. Tim Hortons has one of the most successful marketing operations in Canada. Tim Hortons stores are plentiful in Canadian cities and towns; it is said that you can find one within four or five blocks wherever you are in any city. The chain has expanded aggressively across urban Canada and also into small rural towns. There are now over 2,350 outlets in Canada. [Skogan] Due to its powerful and effective branding, â€Å"Timmy’s† has established itself in the top class of restaurants in Canada and in the heart of Canadian culture. Tim Horton, the founder of the chain, was known for his excellence on the rink as a professional hockey player. Because one of hockey’s greatest players founded the most well-known food chain in Canada, it gives it another tie to Canadian culture, which weaves into people’s lives, even when they go to buy a coffee or donut. One also associates the game of hockey and the NHL with Hockey Night in Canada (HNIC). A cultural institution since it was first broadcast on radio in 1933, HNIC has been a TV mainstay since 1952 and is today one of those rare programs that still appeals to a wide cross-section of the population, and draws around 2.1 million viewers a week on average [Cox, Damien]. The satisfying double-header of hockey action is drawing roughly 6.7% of the nation’s population. That is, until the lockout, which is driving Canadians mad. Another instance of our life without hockey is how angry the hockey fans were when they learned that Ron Maclean, sidekick to Don Cherry, was not to get his contract renewed as the program co-host for the 2003 hockey season. CBC was blanketed with thousands of complaints and petitions when they made the press release, and they lost the support of the executive producer of HNIC, Joel Darling [Wilson-Smith]. From this it is obvious Canada backs HNIC with love, and HNIC is just one foundation that makes the game’s impact and grip so strong on Canadian culture. Finally, one of the greatest reasons why hockey has such an influence on Canadian culture is because we have been lucky enough to have experienced culturally defining moments within the sport. Hockey has been enjoyed for approximately a century now, and that left many opportunities for our athletes to shine at our favourite sport. The 1972 Summit Series was probably the most recognized milestone in Canadian hockey, when Canada’s best played eight games against Russia, with the final game being won by Paul Henderson of Canada, in the last few seconds, for a 6-5 win, giving them the series [Wilson, par. 10]. Another great example of how crazy Canadians have been for hockey over the years is the 2002 Olympic Gold. It was an excellent win over the U.S, and re-established our reign of power in the hockey world. Within the excellent story of the ’02 gold medal, there is a more heartfelt story of Trent Evans, an ice-maker, who embedded a loonie at centre ice, for a little extra luck [Proctor]. This dedication is what helps Canada stand out, and what gives it aa place in our culture today, because of all the amazing moments in the past. Hockey has had and still has an incredible influence on Canadian culture. So many things factor into Canada’s fascination with the sport of hockey. We discovered it, and took the time to practice and dedicate ourselves, giving us some of the best players in history. We linked our country as a whole to the sport, fortifying it as a national symbol, and we succeeded, with many  moments that stand out in hockey history, to reminisce, and reflect on for the future. It’s a wonder why it isn’t our national sport.

Figures of Quantity. Figures of Quality. Figures of Contrast Essays

Figures of Quantity. Figures of Quality. Figures of Contrast Essays Figures of Quantity. Figures of Quality. Figures of Contrast Essay Figures of Quantity. Figures of Quality. Figures of Contrast Essay which is a case of metonymy, once original, but due to long use, no more accepted as a fresh SD. My brass will call your brass, says one of the characters of A. Haileys Airport to another, meaning My boss will call your boss. The transference of names is caused by both bosses being officers, wearing uniform caps with brass cockades. The scope of transference in metonymy is much more limited than that of metaphor, which is quite understandable: the scope of human imagination identifying two objects (phenomena, actions) on the grounds of commonness of one of their innumerable characteristics is boundless while actual relations between objects are more limited. : This is why metonymy, on the whole,- is a less frequently observed SD, than metaphor. Similar to singling out one particular type of metaphor into the self-contained SD of personification, one type of metonymy namely, the one, which is based on the relations between a part and the whole is often viewed independently as synecdoche. As a rule, metonymy is expressed by nouns (less frequently by substantivized numerals) and is used in syntactical functions characteristic of nouns (subject, object, predicative). Exercise II. Indicate metonymies, state the type of relations between the object named and the bject implied, which they represent, lso pay attention to the degree of their originality, and to their syntactical function: 1. He went about her room, after his introduction, looking at her pictures, her bronzes and clays, asking after the creator of this, the painter of that, where a third thing came from. (Dr. ) 2. She wanted to have a lot of children, and she was glad that things were that way, that the Church approved. Then the little girl died. Nancy broke with Rome the day her baby died. It was a secret break, but no Catholic breaks with Rome casually. (J. OH. 3. Evelyn Glasgow, get up out of that chair this minute. The girl looked up from her book. Whats the matter? Your satin. The skirtll be a mass of wrinkles in the back. (E. F. ) 4. Except for a lack of youth, the guests had no common theme, they seemed strangers among strangers; indeed, each face, on entering, had straggled to conceal dismay at seeing others there. (T. C. ) 5. She saw around her, clustered about the white tables, multitudes of violently red lips, powdered cheeks, cold, hard eyes, self-possessed arrogant faces, and insolent bosoms. (A. B. 6. Dinah, a slim, fresh, pale eighteen, was pliant and yet fragile. (?. ?. ) 7. The man looked a rather old forty-five, for he was already going grey. (K. P. ) 8. The delicatessen owner was a spry and jolly fifty. (T. R. ) 9. It was easier to ass ume a character without having to tell too many lies and you brought a fresh eye and mind to the job. (P. ) 10. Some remarkable pictures in this room, gentlemen. A Holbein, two Van Dycks and if I am not mistaken, a Velasquez. I am interested in pictures. (Ch. ) 11. You have nobody to blame but yourself. The saddest words of tongue or pen. (I. Sh. ) 12. For several days he took an hour after his work to make inquiry taking with him some examples of his pen and inks. (Dr. ) 13. There you are at your tricks again. The rest of them do earn their bread; you live on my charity. (E. Br. ) 14. I crossed a high toll bridge and negotiated a no mans land and came to the place where the Stars and Stripes stood shoulder to shoulder with the Union Jack. (J. St. ) 15. The praise was enthusiastic enough to have delighted any common writer who earns his living by his pen. S. M. ) 16. He made his way through the perfume and conversation. (I. Sh. ) 17. His mind was alert and people asked him to dinner not for old times sake, but because he was worth his salt. (S. M. ) 18. Up the Square, from the corner of King Street, passed a woman in a new bonnet with pink strings, and a new blue dress that sloped at the shoulders and grew to a vast circumference at the hem. Through the silent sunlit solitude of the Square this bonnet and this dress floated northwards in search of romance. (A. B. ) 19. Two men in uniforms were running heavily to the Administration building. As they ran, Christian saw them throw away their rifles. They were portly men who looked like advertisements for Munich beer, and running came hard to them. The first prisoner stopped and picked up one of the discarded rifles. He did not fire it, but carried it, as he chased the guards. He swung the rifle like a club, and one of the beer advertisements went down (I. Sh. ) Litotes is a two-component structure in which two negations are joined to give a positive evaluation. Thus not unkindly actually means kindly, though the positive effect is weakened and some lack of the speakers confidence in his statement is implied. The first component of a litotes is always the negative particle not, while the second, always negative in semantics, varies in form from a negatively affixed word (as above) to a negative phrase. Litotes is especially expressive when the semantic centre of the whole structure is stylistically or/and emotionally coloured, as in the case of the following occasional creations: Her face was not unhandsome  (A. H. ) or Her face was not unpretty. K. K. ) The function of litotes has much in common with that of understatement both weaken the effect of the utterance. The uniqueness of litotes lies in its specific double negative structure and in its weakening only the positive evaluation. The Russian term corresponds only to the English understatement as it has no structural or semantic limitations. Exercise IV. Analyse the structure, the semantics and the functions oflitotes: 1. To be a good actress, she must always work for the truth in what shes playing, the man said in a voice not empty of self-love. N. M. ) 2. Yeah, what the hell, Anne said and looking at me, gave that not unsour smile. (R. W. ) 3. It was not unnatural if Gilbert felt a certain embarrassment. (E. W. ) 4. The idea was not totally erroneous. The thought did not displease me. (I. M. ) 5. I was quiet, but not uncommunicative; reserved, but not reclusive; energetic at times, but seldom enthusiastic. (Jn. B. ) 6. He had all the confidence in the world, and not without reason. (J. OH. ) 7. Kirsten said not without dignity: Too much talking is unwise. (Ch. ) 8. No, Ive had a profession and then a firm to cherish, said Ravenstreet, not without bitterness. (P. ) 9. I felt I wouldnt say no to a cup of tea. (K. M. ) 10. I wouldnt say no to going to the movies. (E. W. ) 11. I dont think youve been too miserable, my dear. (P. ) 12. Still two weeks of succes s is definitely not nothing and phone calls were coming in from agents for a week. (Ph. R. ) ASSIGNMENTS FOR SELF-CONTROL 1. What is a litotes? 2. What is there in common between litotes and understatement? 3. Describe most frequently used structures of litotes. Periphrasis is a very peculiar stylistic device which basically consists of using a roundabout form of expression instead of a simpler one, i. e. of using a more or less complicated syntactical structure instead of a word. Depending on the mechanism of this substitution, periphrases are classified into figurative (metonymic and metaphoric), and logical. The first group is made, in fact, of phrase-metonymies and phrase-metaphors, as you may well see from the following example: The hospital was crowded with the surgically interesting products of the fighting in Africa (I. Sh. ) where the extended metonymy stands for the wounded. Logical periphrases are phrases synonymic with the words which were substituted by periphrases: Mr. Du Pont was dressed in the conventional disguise with which Brooks Brothers cover the shame of American millionaires. (M. St. ) The conventional disguise stands here for the suit and the shame of American millionaires - for the paunch (the belly). Because the direct nomination of the not too elegant feature of appearance was substituted by a roundabout description this periphrasis may be also considered euphemistic, as it offers a more polite qualification instead of a coarser one. The main function of periphrases is to convey a purely individual perception of the described object. To achieve it the generally accepted nomination of the object is replaced by the description of one of its features or qualities, which seems to the author most important for the characteristic of the object, and which thus becomes foregrounded. The often repeated periphrases become trite and serve as universally accepted periphrastic synonyms: the gentle / soft / weak sex (women); my better half (my spouse); minions of Law (police), etc. Exercise V. Analyse the given periphrases from the viewpoint of their semantic type, structure, function and originality: 1. Gargantuan soldier named Dahoud picked Ploy by the head and scrutinized this convulsion of dungarees and despair whose feet thrashed a yard above the deck. (Th. P. ) 2. His face was red, the back of his neck overflowed his collar and there had recently been published a second edition of his chin. (P. G. W. ) 3. His huge leather chairs were kind to the femurs. (R. W. ) 4. But Pickwick, gentlemen, Pickwick, this ruthless destroyer of . this domestic oasis in the desert of Goswell street! (D. ) 5. He would make some money and then he would come back and marry his dream from Blackwood. (Dr. ) 6. The villages were full of women who did nothing but fight against dirt and hunger and repair the effects of friction on clothes. (A. B. ) 7. The habit of saluting the dawn with a bend of the elbow was a hangover from college fraternity days. (Jn. B. ) 8. I took my obedient feet away fr om him. (W. G. ) 9. I got away on my hot adolescent feet as quickly as I could. (W. G. ) 10. I am thinking an unmentionable thing about your mother. (I. Sh. ) 11. Jean nodded without turning and slid between two vermilion-coloured buses so that two drivers simultaneously used the same qualitative word. (G. ) 12. During the previous winter I had become rather seriously ill with one of those carefully named difficulties which are the whispers of approaching age. (J. St. ) 13. A child had appeared among the palms, about a hundred yards along the beach. He was a boy of perhaps six years, sturdy and fair, his clothes torn, his face covered with a sticky mess of fruit. His trousers had been lowered for an obvious purpose and had only een pulled back half-way. (W. G. ) 14. When I saw him again, there were silver dollars weighting down his eyes. (T. C. ) 15. She was still fat after childbirth; the destroyer of her figure sat at the head of the table. (A. B. ) 16. I participated in that delayed Teutonic migration known as the Great War. (Sc. F. ) 17. Did you see anything in Mr. Pickwicks manner and conduct towards the opposite sex to induce you to beli eve all this? (D. ) 18. Bill went with him and they returned with a tray of glasses, siphons and other necessaries of life. (Ch. ) 19. It was the American, whom later we were to learn to know and love as the Gin Bottle King, because of a great feast of arms performed at an early hour in the morning with a container of Mr. Gordons celebrated product as his sole weapon. (H. ) 20. Jane set her bathing-suited self to washing the lunch dishes. (Jn. B. ) 21. Naturally, I jumped out of the tub, and before I had thought twice, ran out into the living room in my birthday suit. (?. ?. ) 22. For a single instant, Birch was helpless, his blood curdling in his veins at the imminence of the danger, and his legs refusing their natural and necessary office. T. C. ) 23. The apes gathered around him and he wilted under the scrutiny of the eyes of his little cousins twice removed. (An. C. ) Hyperbole a stylistic device in which emphasis is achieved through deliberate exaggeration, like epithet, relies on the foregrounding of the emotive meaning. The feelings and emotions of the speaker are so raffled that he resorts in his speech to intensifying the quantitative or the qualitative aspect of the mentioned object. E. g. : In his famous poem To His Coy Mistress Andrew Marvell writes about love: My vegetable love should grow faster than empires. Hyperbole is one of the most common expressive means of our everyday speech. When we describe our admiration or anger and say I would gladly see this film a hundred times, or I have told it to you a thousand times we use trite language hyperboles which, through long and repeated use, have lost their originality and remained signals of the speakers roused emotions. Hyperbole may be the final effect of another SD metaphor, simile, irony, as we have in the cases He has the tread of a rhinoceros or The man was like the Rock of Gibraltar. Hyperbole can be expressed by all notional parts of speech. There are words though, which are used in this SD more often than others. They are such pronouns as all, every, everybody and the like. Cf. : Calpurnia was all angles and bones (H. L. ); also numerical nouns (a million, a thousand), as was shown above; and adverbs of time (ever, never). The outstanding Russian philologist A. Peshkovsky once stressed the importance of both communicants clearly perceiving that the exaggeration, used by one of them is intended as such and serves not to denote actual quality or quantity but signals the emotional background of the utterance. If this reciprocal understanding of the intentional nature of the overstatement is absent, hyperbole turns into a mere lie, he said. Hyperbole is aimed at exaggerating quantity or quality. When it is directed the opposite way, when the size, shape, dimensions, characteristic features of the object are hot overrated, but intentionally underrated, we deal with understatement. The mechanism of its creation and functioning is identical with that of hyperbole, and it does not signify the actual state of affairs in reality, but presents the latter through the emotionally coloured perception and rendering of the speaker. It is not the actual diminishing or growing of the object that is conveyed by a hyperbole or understatement. It is a transient subjective impression that finds its realization in these SDs. They differ only in the direction of the flow of roused emotions. English is well known for its preference for understatement in everyday speech I am rather annoyed instead of Im infuriated, The wind is rather strong instead of Theres a gale blowing outside are typical of British polite speech, but are less characteristic of American English. Some hyperboles and understatements (both used individually and as the final effect of some other SD) have become fixed, as we have in Snow White, or Liliput, or Gargantua. Trite hyperboles and understatements, reflecting their use in everyday speech, in creative writing are observed mainly in dialogue, while the authors speech provides us with examples of original SDs, often rather extended or demanding a considerable fragment of the text to be fully understood. Exercise VII. In the following examples concentrate on cases of hyperbole and understatement. Pay attention to their originality or stateness, to other SDs promoting their effect, to exact words containing the foregrounded emotive meaning: 1. I was scared to death when he entered the room. (S. ) 2. The girls were dressed to kill. (J. Br. ) 3. Newspapers are the organs of individual men who have jockeyed themselves to be party leaders, in countries where a new party is born every hour over a glass of beer in the nearest cafe. (J. R. ) 4. I was violently sympathetic, as usual. (Jn. B. ) 5. Four loudspeakers attached to the flagpole emitted a shattering roar of what Benjamin could hardly call music, as if it were played by a collection of brass bands, a few hundred fire engines, a thousand blacksmiths hammers and the amplified reproduction of a force-twelve wind. (A. S. ) 6. The car which picked me up on that particular guilty evening was a Cadillac limousine about seventy-three blocks long. (J. B. ) 7. Her family is one aunt about a thousand years old. (Sc. F. ) 8. He didnt appear like the same man; then he was all milk and honey now he was all starch and vinegar. (D. ) 9. She was a giant of a woman. Her bulging figure was encased in a green crepe dress and her feet overflowed in red shoes. She carried a mammoth red pocketbook that bulged throughout as if it were stuffed with rocks. (Fl. OC. ) 10. She was very much upset by the catastrophe that had befallen the Bishops, but it was exciting, and she was tickled to death to have someone fresh to whom she could tell all about it. (S. M. ) 11. Babbitts preparations for leaving the office to its feeble self during the hour and a half of his lunch-period were somewhat less elaborate than the plans for a general European War. S. M. ) 12. The little woman, for she was of pocket size, crossed her hands solemnly on her middle. (G. ) 13. We danced on the handkerchief-big space between the speakeasy tables. (R. W. ) 14. She wore a pink hat, the size of a button. (J. R. ) 15. She was a sparrow of a woman. (Ph. L. ) 16. And if either of us should lean toward the other, even a fraction of an inch, the balance would b e upset. (O. W. ) 17. He smiled back, breathing a memory of gin at me. (W. G. ) 18. About a very small man in he Navy: this new sailor stood five feet nothing in sea boots. (Th. P. ) 19. She busted herself in her midget kitchen. (T. C. ) 20. The rain had thickened, fish could have swum through the air. (T. C. ) Oxymoron is a stylistic device the syntactic and semantic structures of which come to clashes. In Shakespearian definitions of love, much quoted from his Romeo and Juliet, perfectly correct syntactically, attributive combinations present a strong semantic discrepancy between their members. Cf. : O brawling love! ? loving hate! heavy lightness! Serious vanity! Feather of lead, bright smoke, cold fire, sick health! As is clearly seen from this string of oxymorons, each one of them is a combination of two semantically contradictory notions, that help to emphasize contradictory qualities simultaneously existing in the described phenomenon as a dialectical unity. As a rule, one o f the two members of oxymoron illuminates the feature which is universally observed and acknowledged while the other one offers a purely subjective, individual perception of the object. Thus in an oxymoron we also deal with the foregrounding of emotive meaning, only of a different type than the one observed in previously discussed SDs. The most widely known structure of oxymoron is attributive, so it is easy to believe that the subjective part of the oxymoron is embodied in the attribute-epithet, especially because the latter also proceeds from the foregrounding of the emotive meaning. But there are also others, in which verbs are employed. Such verbal structures as to shout mutely (I. Sh. ) or to cry silently (M. W. seem to strengthen the idea, which leads to the conclusion that oxymoron is a specific type of epithet. But the peculiarity of an oxymoron lies in the fact that the speakers (writers) subjective view can be expressed through either of the members of the word combination. Originality and specificity of oxymoron becomes especially evident in non-attributive structures which also, not infrequently, are used to express semantic contradiction, as in the stre e damaged by improvements (O. H. ) or silence was louder than thunder (U. ). Oxymorons rarely become trite, for their components, linked forcibly, repulse each other and oppose repeated use. There are few colloquial oxymorons, all of them showing a high degree of the speakers emotional involvement in the situation, as in damn nice, awfully pretty. Exercise VIII. In the following sentences pay attention to the structure and semantics of oxymorons. Also indicate which of their members conveys the individually viewed feature of the object and which one reflects its generally accepted characteristic: 1. He caught a ride home to the crowded loneliness of the barracks. J. ) 2. Sprinting towards the elevator he felt amazed at his own cowardly courage. (G. M. ) 3. They were a bloody miserable lot the miserablest lot of men I ever saw. But they were good to me. Bloody good. (J. St. ) 4. He behaved pretty busily to Jan. (D. C. ) 5. Well might he perceive the hanging of her hair in fairest quantity in locks, some curled and some as if it were forgotten, with such a car eless care and an art so hiding art that it seemed she would lay them for a pattern. (Ph. S. ) 6. There were some bookcases of superbly unreadable books. (E. W. 7. Absorbed as we were in the pleasures of travel and I in my modest pride at being the only examinee to cause a commotion we were over the old Bridge. (W. G. ) 8. Heaven must be the hell of a place. Nothing but repentant sinners up there, isnt it? (Sh. D. ) 9. Harriet turned back across the dim garden. The lightless light looked down from the night sky. (I. M. ) 10. Sara was a menace and a tonic, my best enemy; Rozzie was a disease, my worst friend. (J. Car. ) 11. It was an open secret that Ray had been ripping his father-in-law off. (D. U. ) 12. A neon sign reads Welcome to Reno the biggest little town in the world. (A. M. ) 13. Huck Finn and Holden Caulfield are Good Bad Boys of American literature. (V. ) 14. Havent we here the young middle-aged woman who cannot quite compete with the paid models in the fashion magazine but who yet catches our eye? (Jn. H. ) 15. Their bitter-sweet union did not last long. (A. C. ) 16. He was sure the whites could detect his adoring hatred of them. (Wr. ) 17. You have got two beautiful bad examples for parents. (Sc. F. ) 18. He opened up a wooden garage. The doors creaked. The garage was full of nothing. (R. Ch. ) 19. She was a damned nice woman, too. (H. ) 20. A very likeable young man with a pleasantly ugly face. (A. C. ) In all previously discussed lexical SDs we dealt with various transformations of the logical (denotational) meaning of words, which participated in the creation of metaphors, metonymies, puns, zeugmas, etc. Each of the SDs added expressiveness and originality to the nomination of the object. Evaluation of the named concept was often present too, but it was an optional characteristic, not inherent in any of these SDs. Their subjectivity relies on the new and fresh look at the object mentioned, which shows the latter from a new and unexpected side. In irony, which is our next item of consideration, subjectivity lies in the evaluation of the phenomenon named. The essence of this SD consists in the foregrounding not of the logical but of the evaluative meaning. The context is arranged so that the qualifying word in irony reverses the direction of the evaluation, and the word positively charged is understood as a negative qualification and (much-much rarer) vice versa. Irony thus is a stylistic device in which the contextual evaluative meaning of a word is directly opposite to its dictionary meaning, So, like all other SDs, irony does not exist outside the context, which varies from the minimal a word combination, as in J. Steinbecks She turned with the sweet smile of an alligator, to the context of a whole book, as in Ch: Dickens, where one of the remarks of Mr. Micawber, known for his complex, highly bookish and elaborate style of speaking about the most trivial things, is introduced by the authors words Mr. Micawber said in his usual plain manner. In both examples the words sweet and plain reverse their positive meaning into the negative one due to the context, micro- in the first, macro- in the second case. In the stylistic device of irony it is always possible to indicate the exact word whose contextual meaning diametrically opposes its dictionary meaning. This is why this type of irony is called verbal irony. There are very many cases, though, which we regard as irony, intuitively feeling the reversal of the evaluation, but unable to put our finger on the exact word in whose meaning we can trace the contradiction between the said and the implied. The effect of irony in such cases is created by a number of statements, by the whole of the text. This type of irony is called sustained, and it is formed by the contradiction of the speakers (writers) considerations and the generally accepted moral and ethical codes. Many examples of sustained irony are supplied by D. Defoe, J. Swift or by such XX-ieth c. writers as S. Lewis, K. Vonnegut, E. Waugh and others. Exercise IV. In the following excerpts you will find mainly examples of verbal irony. Explain what conditions made the realization of the opposite evaluation possible. Pay attention to the part of speech which is used in irony, also its syntactical function: 1. The book was entitled Murder at Milbury Manor and was a whodunit of the more abstruse type, in which everything turns on whether a certain character, by catching the three-forty-three train at Hilbury and changing into the four-sixteen at Milbury, could have reached Silbury by five-twenty-seven, which would have given him just time to disguise himself and be sticking knives into people at Bilbury by six-thirty-eight. (P. G. W. ) 2. When the, war broke out she took down the signed photograph of the Kaiser and, with some solemnity, hung it in the men-servants lavatory; it was her one combative action. (E. W. ) 3. I had a plot, a scheme, a little quiet piece of enjoyment afoot, of which the very cream and essence was that this old man and grandchild should be as poor as frozen rats, and Mr. Brass revealed the whole story, making himself out to be rather a saintlike holy character. (D. ) 4. The lift held two people and rose slowly, groaning with diffidence. (I. M. ) 5. England has been in a dreadful state for some weeks. Lord Coodle would go out. Sir Thomas Doodle wouldnt come in, and there being nobody in Great Britain (to speak of) except Coodle and Doodle, there has been no Government (D. ) 6. From her earliest infancy Gertrude was brought up by her aunt. Her aunt had carefully instructed her to Christian principles. She had also taught her Mohammedanism, to make sure. (L. ) 7. Shes a charming middle-aged lady with a face like a bucket of mud and if she has washed her hair since Coolidges second term, Ill eat my spare tire, rim and all. R. Ch. ) 8. With all the expressiveness of a stone Welsh stared at him another twenty seconds apparently hoping to see him gag. (R. Ch. ) 9. Well. Its shaping up into a lovely evening, isnt it? Great, he said. And if I may say so, youre doing everything to make it harder, you little sweet. (D. P. ) 10. Mr. Vholes is a very respectable man. He has not a large business, but he is a very respectable man. He is all owed, by the greater attorneys to be a most respectable man. He never misses a chance in his practice which is a mark of respectability, he never takes any pleasure, which is another mark of respectability, he is reserved and serious which is another mark of respectability. His digestion is impaired which is highly respectable. (D. ) 11. Several months ago a magazine named Playboy which concentrates editorially on girls, books, girls, art, girls, music, fashion, girls and girls, published an article about old-time science-fiction. (M. St. ) 12. Apart from splits based on politics, racial, religious and ethnic backgrounds and specific personality differences, were just one cohesive team. (D. U. ) 13. A local busybody, unable to contain her curiosity any longer, asked an expectant mother point-blank whether she was going to have a baby. Oh, goodness, no, the young woman said pleasantly. Im just carrying this for a friend. (P. G. W. ) 14. Sonny Grosso was a worrier who looked for and frequently managed to find, the dark side of most situations. (P. M. ) 15. Bookcases covering one wall boasted a half-shelf of literature. T. C. ) 16. I had been admitted as a partner in the firm of Andrews and Bishop, and throughout 1927 and 19281 enriched myself and the firm at the rate of perhaps forty dollars a month. (Jn. B. ) 17. Last time it was a nice, simple, European-style war. (I. Sh. ) 18. He could walk and run, was full of exact knowledge about God, and entertained no doubt concerning the special partiality of a minor deity called Je sus towards himself. (A. B. ) 19. But every Englishman is born with a certain miraculous power that makes him master of the world. As the great champion of freedom and nationalindependence he conquers and annexes half the world and calls it Colonization. (B. Sh. ) 20. All this blood and fire business tonight was probably part of the graft to get the Socialists chucked out and leave honest businessmen safe to make their fortunes out of murder. (L. Ch) 21. He spent two years in prison, making a number of valuable contacts among other upstanding embezzlers, frauds and confidence men whilst inside. (An. C. ) Antithesis is a good example of them: syntactically, antithesis is just another case of parallel constructions. But unlike parallelism, which is indifferent to the semantics of its components, the two parts of an antithesis must be semantically opposite to each other, as in the sad maxim of O. Wilde: Some people have much to live on, and little to live for, where much and little present a pair of antonyms, supported by the contextual opposition of postpositions on and for. Another example: If we dont know who gains by his death we do know who loses by it. (Ch. ) Here, too, we have the leading antonymous pair gam lose and the supporting one, made stronger by the emphatic form of the affirmative construction dont know / do know. Antithesis as a semantic opposition emphasized by its realization in similar structures, is often observed on lower levels of language hierarchy, especially on the morphemic level where two antonymous affixes create a powerful effect of contrast: Their pre-money wives did not go together with their post-money daughters.   (H. ) The main function of antithesis is to stress the heterogeneity of the described phenomenon, to show that the latter is a dialectical unity of two (or more) opposing features. Exercise I. Discuss the semantic centres and structural peculiarities of antithesis: 1. Mrs. Nork had a large home and a small husband. (S. L. ) 2. In marriage the upkeep of woman is often the downfall of man. (Ev. ) 3. Dont use big words. They mean so little. (O. W. ) 4. I like big parties. Theyre so intimate. At small parties there isnt any privacy. (Sc. F. ) 5. There is Mr. Guppy, who was at first as open as the sun at noon, but who suddenly shut up as close as midnight. (D. ) 6. Such a scene as there was when Kit came in! Such a confusion of tongues, before the circumstances were related and the proofs disclosed! Such a dead silence when all was told! (D. ) 7. Rup wished he could be swift, accurate, compassionate and stern instead of clumsy and vague and sentimental. (I. M. ) 8. His coat-sleeves being a great deal too long, and his trousers a great deal too short, he appeared ill at ease in his clothes. (D. ) 9. There was something eery about the apartment house, an unearthly quiet that was a combination of overcarpeting and underoccupancy. (H. St. ) 10. It is safer to be married to the man you can be happy with than to the man you cannot be happy without. (E. ) 11. Then came running down stairs a gentleman with whiskers, out of breath. (D. 12. It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair; we had everything before us, we had nothing before us, we were all going direct to Heaven, we were all going direct the other way in short the period was so far like the present period, that some of its noisiest authorities insisted on its being received for good or for evil, in the superlative degree of comparison only. D. ) 13. Cannery Row in Monterey in California is a poem, a stink, a grating noise, a quality of light, a tone, a habit, a nostalgia, a dream. Cannery Row is the gathered and scattered, tin and iron, and rust and splintered wood, chipped pavement and weedy lots and junk heaps, sardine canneries of corrugated iron, honky tonks, restaurants and whore houses and little crowded groceries and laboratories and flophouses. Its inhabitants are, as the man once said Whores, pimps, gamblers and sons of bitches, by which he meant Everybody. Had the man looked through another peephole he might have said Saints and angels and martyrs and holy men and he would have meant the same thing. (J. St. )

Leadership and managing human capital Essay Example | Topics and Well Written Essays - 2500 words

Leadership and managing human capital - Essay Example nagement and leadership styles to better interact with their subordinates and hence to improve employee productivity and organizational performance thereby. It must be noted that there is no single best leadership style that suits all leaders or organizations. Therefore, managers need to identify the leadership style that would fit them best in terms of their strengths and weaknesses and the nature of the organization. In order to evaluate the various roles and responsibilities of leaders and to assess the influence of leaders on the overall organizational performance, this paper will critically analyze six different scholarly articles talking about leadership models and managing human capital. In this paper, my personal leadership style and its relevance in the network and IT field (my area of work) will be scrutinized. Learning charisma is an article written by John Antonakis, Marika Fenley and Sue Liechti (2012). According to the authors, charisma is based on values and feelings. The concept of charisma represents an ability a leader must develop to persuade others, to promote personal and moral credibility, and to enhance followers’ emotions and passions. The authors particularly argue that charisma can be an invaluable asset in any worksite environment. Charismatic leaders can help their followers to understand, connect, compare, contrast, and remember a message. Undoubtedly, this mental process would greatly assist people to evaluate a message critically and to perform their tasks efficiently. In addition, charismatic leaders specifically foster engagement because they find it the best way to keep their followers active and excited. Integrity, authority, and passion are some of the major characteristics of charismatic leaders. Charismatic leaders not only give suggestions to their audie nce but also put all those ideals into practice in their daily life. What your leader expects of you and what you should expect in return is a research paper prepared by

Project management Case Study Example | Topics and Well Written Essays - 500 words - 5

Project management - Case Study Example Roberge is still concerned about finding the right candidate with the required solid expertise and knowledge of IT and the software of ABC whole package. Initially, the general insurance company ABS acquired two companies, which are the western general insurance and the general maritime protection. It acquired the two to have a competitive advantage over the insurance market in Canada. The problem arose when the three companies could not function as one but functioned autonomously. Thus, Mr. Roberge was assigned to come up with the IMSP project to integrate the management system and processes. He embarked on looking for the best project manager candidate with the required ABC package to lead the project. His priority for the best candidate was one with experience in similar project management and one with an in-depth IT and ABC software package knowledge. The main problem that Mr. Roberge is facing is to choose the right candidate for the project. He is also faced with the issue of how he can combine the IT expertise of the candidate with other strengths present in each of the candidates. It is important that he make the right and informed choice for the good of the company and the project that is set. The three candidates have proof of participating in software development of ABC and in implementation projects in large enterprise in the course of their careers. Such expertise fits the technological requirement set. Secondly, candidates A and B have had experience in change managements in various integration projects. However, candidate A did not complete the business process re-engineering on the required time due to re-prioritizing of his clients. As a result, the project did not meet the client’s expectations. On the other hand, candidate B led successful projects that met the expectations of the clients despite his three years less experience. The integration project that he led has the most interest with the current IMSP project. Thus, in