The Process of Literary Translation

The Process of Literary Translation 2.1 Literary Translation Translation process is an artistic communication between the author, the translator and the reader and the words used by the translator constitutes the major part in the process of communicating ideas or feelings of the author. Literature is both the condition and the place of artistic communication between senders and addressees or the public (Basnett,2002) The translator is the first one who must comprehend, read and interpret the source text then to render it in a different medium. Literary translation includes fiction,poetry, drama and the language arts must be taken into consideration by the translator. The purposes of the translator are to transfer the information but also to create an equivalent form of art. The beauty of the translators work is that they bring a great contribution to the creative process being recognized as part of the literary world. The literary translator must therefore possess a great knowledge of both the TL culture and language and the SL culture being able to command tone, style to glean meaning for ambiguity and to identify with the authors style and imagination. Literary texts are characterized by rhetorical and aesthetic value. There is a strong connection between form and content within literary text while the non literary text the content is separated from the structure. Translation problems and solutions 2.1.1 Basic concepts First of all it is clear that every book is different and it presents its own problems.For this reason the translator of literary fiction is the one who makes most of the critical decisions when it comes to produce the best translation.It is thought that sometimes it is more important to create a translation that can evoque the spirit and particular energy of the original rather than making a translation faithful to the original. Usually this is the main concern of a translator because one may think that taking these liberties may be seen as unprofessional.The new work, the new translation is actually an interpretation of the original therefore it is not mandatory to preserve literal words and phrases in order to be faithfull to the ST.On contrary,, translators are encouraged to use their creative abilities to adapt the original text. Translators maust take risks when it comes to render a good translation in order for the readers to understand the writer s message.This could not be achieved by following word for word translation because it would not stimulate the interest of the readership. A literary translator must have the skills to transmit feelings, culture, nuances, humour and other elements of the masterpiece. According to Sachin Ketkar in the field of Literary Translation, the central problem is to find the TL equivalence for features of the original as style, genre, figurative language and historical stylistic dimensions, polyvalence, connotations as well as denotations,cultural items and culture specific concepts and values 2.1.2 Titles Title of a book, an article, or a newspaper is the element which captures the attention of the public. The title is nowadays a commercial decision and sometimes a complete change is required in a translators activity in order to attract the world of consumers, readers. The decision of changing or adapting a title must be made tough based on the content of the specific text. One of the cases where the title was kept in the translated text as original is the case of Sandra Smith-the one who translated the book la suite Francaise- who decided to keep the title in French despite the fact that she was skeptical about the acceptance of her translation in the American narket.However the book was a great success in UK AND US.in 2007. The Italian Levi Primo did not agree to change the title of his books. The title of one of his books If this is a man was an integral part of the book, but it was changed in the American edition into Escape from Auschwitz a title which he considered inappropriate and vulgar. La chiave a stella another book of the Italian writer was published in US under a new title The Monkeys wrench which was not suitable because the title refered to a certain shape and the apostrophe changed its sense. Gill Paul in his book states that relying on a literal translation for a title is a common mistake because the translator may select a misleading title which may affect the readers reaction. Literary translators should be creative when it comes to decide for the best title when translating a book. 2.1.3 Stylized language Translating a text can be a real challenge when the specific text was written in a particular style a long time ago.Even contemporary writers may have a style which can pe problematic for a translator.The problem is if the translator decides to update the text in order to make it accessible, thereby may loose distinctive use of vocabulary and other characteristics of the original text. Nobody would expect to read Shakespeare in Modern English because it would loose its beauty. Gill Paul suggests some advice in order to render a proper translation.He states that if the author of a book is still alive, it would be wise to actually get in touch with the artist in order to obtain a better understanding of its masterpiece.Unfortunately this option is not always available, therefore translators must become in other words the artists who can recreate a new style but to have the same effect that can be percepted by the readership. Translators must often become their own critics in order to obtain the correct mood, tone and style with the original. Sometimes, certain feelings can influence the style of a text which it would be a negative part of a translator;s work.For this reason, translators should always keep an objective attitude towards their work, sometimes changing the direct speech into indirect speech or sometimes they can leave the passage out. Something will have been lost but the important thing is that translation should not call attention to itself because it can ruin the readers experience of the book (Gill Paul) Strong language I personally find bad language very difficult to translate as literal translation.Translators tend to ignore the strong language because they are not comfortable with it.In some cultures, swearing is a more common activity than any other thing.In English-speaking countries, bad language is considered less acceptable. The main problem is that sometimes there is no equivalent which can match the other culture, language to be translated. Robert Chandler had encountered bad language when translating the Russian text The Railways Curses and swearwords present a particular problem for translatorsà ¢Ã¢â€š ¬Ã‚ ¦our lexicon of abusive language is oddly limited and the more flared curses still common in Russian tend to sound laughable if translated at all literally He suggests simplifying the words by having our own perception of the essence of the bad words in the other culture. Swear words function as vehicles of self expression. There are three ways to translate the strong language. The most effective method which cannot always be used is to find the words equivalent in the TL, but swearwords are sometimes culturally derived and they have no perfect equivalence or perfect translation. Another way to translate the bad language is to rephrase the term, which means avoiding the word in question, not always faithful to the original text. Translating word by word is another way to translate the bad language but it does not always match the meaning of the word itself. Translators must deal with censorship and must choose between translating the text as it is worded or adjusting it to reflect the speech patterns of the TL. Translators agree that is not professional to omit specific words based only on ethical or moral grounds.The text itself is not targeted towards them therefore they should not take it as offence and it is in their best interest to provide a faithful translation. Colloquialisms In this area the, the most important issue with slang is the selection of the appropriate terms. G.Paull states that in this area it can be a question of getting exactly the right translator for the job .He also describes the profile of the suitable translator for colloquialism: Translators with a good working knowledge of colloquialism, dialect and slang in the native country, who can get across the meaning and help to come up with equivalents that are appropriate, do not jar with the reader and most importantly, do not date. Translators must be sensitive to the culture and colloquial differences of different countries.

Applying Ethical Frameworks in Practice Essay

Patient confidentiality is essential in developing a trusting relationship between a healthcare worker and the patient. Confidentiality means that the patients personal and medical information that is given to a health care provider will not be disclosed to others unless the patient has given permission for the information to be released (â€Å"Confidentiality,† 2014). There are situations where a breach of confidentiality may occur and is acceptable. These situations include information when an individual has been diagnosed with a specific disease, such as Tuberculosis or an injury, such as a gunshot wound. Other situations may be when there is evidence that the patient may cause harm to himself or others. The nursing profession is one that promises to abide by the laws of patient confidentiality. Protecting the patients’ rights is guaranteed by both common law-which is the decisions of the courts, and statute law-which is passed by Parliament (O’Dowd, 2014). This commitment to the patient helps preserve high quality care for that patient, as disclosing important information between the patient and nurse, is essential for the patient to receive the appropriate medical care. Patients put their trust into the nurse, as they expect the nurse to respect their privacy, when that trust is broken, the relationship between the nurse and patient declines. Losing the trust is one of the ethical implications that may occur when a breach of confidentiality occurs. Other ethical implications that can occur are disciplinary action by the employer, disciplinary proceedings under the health professionals regulatory statute, and a fine may be imposed (â€Å"Patient Confidentiality,† n. d. ). Pamela G. Nathanson wrote an article in reference to an episode of NBC’s ER which reveals an ER nurse who faces an ethical dilemma in regards to patient confidentiality. The ER nurse has made a promise to two fourteen year old girls that she will not disclose any medical information to their parents. The girls trust the nurse that she will keep her promise; therefore, they disclose their personal concerns. One of the girls test positive for a serious medical condition, at this point, the ER nurse has reached an ethical dilemma. She needs to make an ethical decision as to whether or not she should disclose the information to the young girls’ parents. In this situation, the ER nurse has made the appropriate decision to have a breach of confidentiality and inform the young girls’ parents of their daughters’ medical condition. In understanding ethical theories and/or ethical principles, this has assisted the ER nurse in making the correct decision. Ethical theories and principles guide individuals in making decisions. When using ethical theories to determine an appropriate decision, the theory must be directed towards a common set of goals, which are ethical principles (Rainbow, 2002). The ER nurses’ goal is to ensure that the young girl receives the appropriate medical treatment for her condition. Ethical principles that can relate to this situation are beneficence, which is to do what is good and least harm, which is to do the least harm to an individual. In looking at ethical theories, using Deontology and Utilitarianism is useful in that Deontology relates to the nurses obligations and duties to disclose the information and Utilitarianism relates to being able to foresee the consequences of actions if the information is not disclosed. A utilitarian looks at what is the greatest benefit for that individual (Rainbow, 2002). When an individual is confronted with an ethical dilemma, using an ethical-decision making model is useful. This type of model assists in breaking down all the facts and individuals’ involved in the dilemma and helps to develop possible alternatives to address the dilemma. It guides ones’ decision making from an objective, cognitive perspective, rather than an emotional perspective (â€Å"GCU,† 2014). In the article discussed, the ER nurse can incorporate an ethical-decision making model to make the most appropriate decision. First is to address who is involved and what the actual dilemma entails and identify the ethical dilemma. Next, she can look at the situation at hand and determine how her own personal values see this issue and determine what alternatives can be used to help resolve the dilemma. Once the alternative actions are decided upon, the ER nurse can look at each one and decide if they conflict with her own personal values. If so, she may need to get another health care provider involved to eliminate any biases. In the article, the nurse is advised by the physician that the girls’ parents need to be informed; therefore, guiding her into making the appropriate decision. The next step is to prioritize the acceptable alternatives from most acceptable to least acceptable. The alternatives in the articles dilemma can be 1). The young girl informing her parents herself. The implication with this alternative is that most likely she will not inform her parents. 2). The nurse informing the parents of their daughters medical condition. The implication here is that the patient will not feel she can trust the nurse; however, by choosing this alternative, the decision is in the best interest of the child and 3). Not disclosing information at all. The implications here is that the minor child will not receive the appropriate care needed which will cause further harm. The significance in using this model is to ensure that the appropriate ethical decision is made. Ethics committees are available as well to assist and guide when ethical dilemmas occur. In regards to the article, an ethical committee can discuss the alternatives and make recommendations, still keeping in line with the patients’ rights. These committees focus on issues of morality, patient autonomy, legislation, and states’ interest. They have a significant influence on decision making and the power to influence a judge or jury (â€Å"GCU,† 2014). Ethical dilemmas will always be in a health care professionals’ daily work. Using ethical theories and principles will guide health care professionals in making the most appropriate ethical decision. Following these theories and principles will ensure that the patient is receiving the best quality care that they deserve. References

Tefl Teaching English to Young Learners

Teaching English to Young Learners with GO TEFL Result: 81% Assignment Answer the following questions based on your course readings for this module. (100 marks) Part 1: This section covers multiple choice type questions. Choose the correct answer from the possible answers provided. 1. What is one of the main differences between children and adult EFL students? (1) 1. Children are more likely to be forced to attend the classes. 2. Games are effective for children but not effective for adults. 3. It is more important to create the need to learn in adults than in children. .Which of the following is true? (1) 1. Teaching children should be based on improvisation. 2. Children should be taught only through games. 3. It is essential to plan your lessons thoroughly when teaching children. 3. What is important to do in the first class where you teach the letter ‘o'? (1) 1. to associate it with one sound and a word, for example ‘orange', through the use of flash cards 2. to associ ate it with at least two sounds and at least two words, such as ‘orange' and ‘open', through the use of flash cards 3. o teach the name of the letter ‘O' in the alphabet and get the students to repeat a word with ‘o' after you, for example ‘orange' 4. Which of the following is a phonic: (1) 1. the sound  as in ‘jet’; 2. the letter ‘j’; 3. ‘jay’ Choose one answer. 1. a. both 1 and 3 2. only 1 3. only 2 5. You are introducing the letter ‘i’. You have just drilled the word ‘lip’.When will you drill the word ‘bike’? (1) 1. immediately 2. later in the same class 3. in a later class 6. You have just finished teaching single-letter vowel sounds to your students. Which of these sounds is a suitable choice to focus on in your next lesson? 1) 1. ‘ea’ as in ‘eagle’ 2. ‘th’ as in ‘thing’ 3. ‘s’ as in ‘sand’ 7. What is the double-letter sound in the word ‘headline’? (1) 1. he 2. ea 3. in 8. When is the best time to introduce the plural form of nouns? (1) 1. together with the singular form 2. in students’ second year of studying English 3. together with numerals 9. What is the best way of teaching children to pronounce the word ‘road'? (1) 1. first drill ‘r-r-r’, then ‘o-o-o’, then ‘a-a-a’, then ‘oa-oa-oa’, then ‘d-d-d’, finally drill the sounds together ‘road-road-road’ 2. irst drill ‘r-r-r’, then ‘oa-oa-oa’, then ‘d-d-d’, then drill the sounds together ‘road-road-road’   3. first drill the letters ‘ar-ar-ar’, then ‘ou-ou-ou’, then ‘ei-ei-ei’, then ‘dee-dee-dee’, then drill the word ‘road-road-road’. 10. Francis has asked her colleagues some advice on how to teach writi ng to her young students. Here is the advice three of them gave: (1)Fenton: â€Å"Get them to imagine that the whiteboard is a page from their exercise-books and demonstrate to them on the board where to begin writing letters/words and how to write them. Deon: â€Å"Teach them two ways of writing each letter but not at the same time – first teach all the letters in upper case, then all the letters in lower case. † Kate: â€Å"Show them how some letters fit between two lines while others reach the higher line or the lower line. † Whose advice is incorrect? 1. Fenton’s 2. Deon’s 3. Kate’s 11. You are a little frustrated because your students speak too much native language in class. They know that you understand their language, so you realise they do not feel motivated enough to speak English.How can you encourage them to speak only English in class? 1) 1. introduce a punishment for using the native language 2. do drilling for most of the less on; as they repeat after you, they won’t get an opportunity to use their native language 3. introduce a puppet to them, tell the students that the puppet can only speak and understand English and use the puppet throughout the lesson   12. It will probably be impossible for you to keep young learners enthusiastic about learning English if you: (1) 1. don’t give them any praise. 2. don’t let them use their native language. 3. don’t use any gap-fill activities. 3. If you have a student who repeatedly misbehaves and disrupts lessons, which of the following courses of action could be reasonable and effective? (1) 1. discourage the other students from associating with him/her both during and after classes 2. talk loudly and angrily to the child 3. meet with the child’s parents 14. Annette has selected these three structures to teach 5 year-old children in their first year of learning English: (1) 1. ‘Which do you like better, †¦ or †¦? ‘ 2. The past simple of regular and irregular verbs 3. ‘Have you ever been to†¦'Are all those structures suitable for learners of that level? 1. Yes, they are. 2. Structures 1 and 3 are suitable but structure 2 is not. 3. None of the structures are suitable as they are above the students’ level. 15. What is the recommended duration of each activity in a lesson with young learners? (1) 1. 2 minutes 2. 5 minutes 3. 10 minutes Part 2: In this section, questions are generally more open-ended and require a lot of thought. In your responses, particularly those requiring extended writing, please feel free to write more than is required. 1.Think of a game or activity which could help young learners develop their speaking skills (do not use those already mentioned in the module) and describe, step by step, how you would play it with your class. Note: in this game/activity the learners should talk to each other using sentences rather than single words. (Write about 100 words. ) (15) Circular group talking with a ball The young learners get into a circle of four in order to pass the ball to each other. Everyone gets a turn to communicate their name, age, favorite animal†¦ a) Sarah says Hello, What’s your name? b) Patrick says; â€Å"Hello, My name is Patrick! passes the ball to Emma, â€Å"What’s your name? † Emma replies; â€Å"My name is Emma! † c) â€Å"Sarah, How old are you? † Sarah replies; â€Å"I am six years old! † d) (If there is time and depending on the level of English)â€Å"Mary, What’s your favorite farm animal? † Patrick says â€Å"My favorite farm animal is the cow moo, moo! Emma, What’s your favorite farm animal? † Emma replies; â€Å"Me, I like dogs â€Å"woof, woof† This activity gets all the young learners actively involved. They practically sing the sentences to each other (drilling). 2. Describe, step by step, how you would teach the followin g structures.Include any visual aids you would use, what drilling (repetition) you would do and what your instructions would be. You don’t have to write a full lesson plan or activities. Write about 100 words for each structure. 1. Structure 1: Where is it? It’s on/in/under†¦ (15) By using Realia For example: playing hide and seek with a ball while simultaneously using the appropriate phrases and demonstrating their meaning. a) (Teacher hides the ball under the table) â€Å"Where is the ball? It‘s on the chair, in the bag or under the table†¦Ã¢â‚¬  Students reply; â€Å"The ball is under the table, Teacher† ) The young learners repeat the phrases and then take turns hiding the ball. c) Patrick (hides the ball); â€Å"Where is the ball? † Sarah replies, â€Å"It’s in the bag†. d) Sarah (hinds the ball) and asks â€Å"Mary, Where is the ball? † Mary replies, â€Å"it’s on Patrick’s chair†. By playi ng hide and seek (repetitiion/drilling) this enables the children to have fun while learning. 2. Structure 2: How many†¦ are there? There are†¦ (15) a) Again with Realia, I start by demonstrating with sweets (amusing item for sweet tooths) â€Å"How many sweets are there in my hand? Students reply â€Å"There are three sweets in your hand teacher†.Repeating these actions until they become familiar with the phrases. b) And then, I send a bag of sweets around the class so each young learner gets a turn (to correct themselves). c) Every student offers some sweets from the bag to his/her classmate. Each student takes a handful of sweets and counts them. Then asks his/her classmate: â€Å"How many sweets are there in my hand, Sarah? † â€Å"There are two sweets in your hand Patrick. .† d) And so on around the classroom until all the students are comfortable (drilled) with these expressions. 3. Structure 3: Can you†¦? Yes, I can/No I can’t. 15) a) First of all, I give the class an example-context: Realia with a cell phone as children enjoy imitating adults on the phone. â€Å"Hello Mary, It’s Sarah, Can you come to the Cinema on Saturday? † â€Å"Yes I can come to the cinema on Saturday Sarah† Or â€Å"No I can’t Sarah† . b) I ask the students to repeat these phrases a couple of times-drilling. c) And then, I ask them to get into small groups of 3/4 d) And ask them to use other examples of what they like to do on Saturdays: play tennis, football etc. â€Å"Can you come to football on Saturday? †Ã¢â‚¬Å"Yes, I can come to play football on Saturday† No, I can’t. † e) Then back within the whole group, I check the comprehension with more questions around the class to make sure everyone can say and understand (drilled) these phrases. Teacher says; â€Å"Brendan can you ask Sarah can she come to class tomorrow? † â€Å"Sarah replies, yes I can come to class tomo rrow, Brendan! † 3. Read the section (2. Planning an interesting lesson) at the end of the module and imagine you are giving the next lesson to the same class. Your aim is to teach the following set of new double letter sounds: (25) ai as   in sail ay as in tray ir as in girl a as in boat Write a lesson plan according to the same model. The time and level are the same and your aims will be to teach a new set of double letter sounds. Please use as much as you can from the different parts of this module and include a varied range of activities. Total  [100 marks] Using Presentation Practice Production (PPP) as my teaching model. IntroductionStagePresentationSetting the context| First of all, I briefly revise and verify that the students have understood the previously learnt single letter sounds to get them into the context for today’s lesson.In order to set the context (double letter sounds), I show the students a set of flashcards –the students are given the t ime to name the noun (teamwork) and learn new vocabulary. ai – sail ay – tray ir – girl oa – boat Demonstrating these nouns with flashcards allows me to keep my Teacher Talk Time (TTT) low and can prompt the students when they do not know the pronounciation of the double letter sounds. This way I can identify the level of the different students. | Eliciting the target| I send the flashcards around the class so each member gets a chance to attempt to say the words. Sail†, â€Å"tray†, â€Å"girl†, â€Å"boat†The students become more confident when they repeat the nouns individually. This will help them realize that they are capable of pronouncing double letter sounds and encourage them to learn new vocabulary. And then as a whole class we repeat together once again. I encourage the students to feel free to communicate within the group and participate in each others learning. | Concept checking| Once the double letter sounds have been drilled, I ask Concept Checking Questions (CCQs) to make sure that the students have understood the targeted word meaning.I continue to incorporate drilling during this stage. Examples:Is Sarah a boy or a â€Å"girl†? What does a sailorman do? â€Å"Sails a boat† In a restaurant we serve with a â€Å" tray†| Drilling and furtherconcept checking| Using different interactions and teamwork with the aid of the flashcards Examples: All the boys please : â€Å"Sail† All the girls please: â€Å" boat†All the boys, what is the girl holding? â€Å"the girl is holding a tray†All the girls please, What does a Sailorman do? â€Å"Sails a boat†Ã¢â‚¬Å" All the students beside the window please? boat â€Å"etcThis enables me to check the level of the pronunciation that the students use so that they can use them in the following activities. | Board work| The students are invited up to the board in groups of four to form the words. The double le tters are in red: ai, ay, ir, oa and they must find the other letters (previously learnt) from the alphabet to build the spelling of the words sail, girl, tray and boat. We all correct the board work together as a class and then, I add the phonetic script next to the noun on the board. PracticePractice Activity (1)| Now that the class feels comfortable with these double letter sounds, the students can work in small groups. I randomly ask members of the class that need more practice to fill in the gaps. Pictures from a book shown to the class, randomly the teacher asks questions like â€Å"What is the girl holding student replies (with help from another classmate if needed): â€Å"the girl is holding a tray†Ã¢â‚¬Å"Can you describe the image you see here? †Reply: â€Å"The boat is sailing in the sea†I make sure to praise the students that make efforts to communicate.I then give each person a page from the book and individually ask them to describe the image with t he nouns they have just learnt. | Practice Activity (2)| First, I explain that they are going to get into groups of three and think of a song with the nouns. I double check that the students understand the activity. I give them three minutes to complete the task. Using Realia: each group are given an objet: boat, Barbie doll girl, boat with a sail, a kitchen tray and they must try and think of a song with the item (noun) they have chosen:boat, girl, sail, tray I stay available to help each group if they need more motivation or ideas.When time is up, I ask one person out of each group if they want to be a team leader and present briefly their ideas of their song with the noun. The feedback involves the students reading out the answers. And then I use self and peer correction to drill the words that the students had problems with during the task. | Language Review| In order to continue drilling the double letter sounds and revise the songs they just imagined. The children then listen and sing along to the following songs on a CD player.This allows them to revise their pronunciation and the meaning of the nouns that they have just learnt. â€Å"The big ship sails on the ally ally oh†Ã¢â‚¬Å"I’m a Barbie Girl†Ã¢â‚¬Å"Little Gingerbread Men (lying on a tray)†Ã¢â‚¬Å"Row, Row, Row Your Boat†(If time and the young learners are still quite energetic they can line up sitting behind one and other on the floor and demonstrate â€Å"the row, row, row your boat† while singing the song)- drillingAn enjoyable ending to the class! |

The Theories Of Aristotle Lenin Cristobal. Australia...

ANALYSIS OF STRATEGIES ARISTOTLE LENIN CRISTOBAL AUSTRALIA CATHOLIC UNIVERSITY TABLE OF CONTENTS 1 EXECUTIVE SUMMARY An organization is comparable to a living organism that continues to grow, expand and change. Paralleled to its transcendental growth is the need to strategize on how it will become adaptive and responsive to the overarching changes and challenges despite of technological advancement, innovations, market competition, trends in and consumers’ demographics and needs, organization performance gearing toward organization vitality and sustainable existence. This can be done through the development of a strategic plan. A strategic plan is blueprint of schematic and overall direction of the organization. All the actors particularly the strategists have their primordial responsibility and functions to strategize and plan ahead how the organization will be viewed internally and perceived externally. As posited by David (1995) strategists are the individuals most responsible for the success or failure of the organization. They have different titles such as Chief Executive Officer, Presi dent, Director, and others. The term strategy proliferates in discussions of business. This strategic report emanates the clear sense of an organization s objectives and a sense of how it will achieve these objectives. It looks into the important facets in building its distinctiveness and achieving competitive advantage through being