Literary Analysis †Importance of Being Earnest Essay

PICKERING: [rising and standing over him gravely] Come, Higgins! You know what I mean. If I’m to be in this business I shall feel responsible for that girl. I hope it’s understood that no advantage is to be taken of her position. HIGGINS. What! That thing! Sacred, I assure you. [Rising to explain] You see, she’ll be a pupil; and teaching would be impossible unless pupils were sacred. I’ve taught scores of American millionairesses how to speak English: the best looking women in the world. I’m seasoned. They might as well be blocks of wood. I might as well be a block of wood. It’s- (38). I’m very curious about how Henry Higgins, in George Bernard Shaw’s Pygmalion, feels about his profession and how this translates to his interpretation of society. Higgins, a professor of phonetics, ultimately enters into a bet in which he is assigned the task of teaching a poor, uneducated yet determined girl from the streets proper grammar, with the hope of transforming her into a duchess in a few months time. It’s clear from the beginning that Higgins, a man full of contradictions and no filter, is the protagonist. At first, Higgins is clearly opposed to the idea of teaching Eliza; this is evident through his blatant insults and sarcastic taunts. He makes fun of her poor grammar and the fact that she is clearly uneducated. Higgins infers that Eliza’s success will help her move up the social hierarchy and even though Eliza’s transformation is unequivocal, Higgins initial perception of her never changes – his general attitude towards her is c onsistent throughout the play. In contrast, when Higgins first meets Pickering, an educated scholar, his demeanor is quite the opposite. The difference between his demeanors leads me to believe that language does affect Higgins’ perception of society. This is shown further due to his rude indifference of Eliza’s drastic transformation. I intend to prove that Higgins’ views language as a tool for social advancement and this understanding is what ultimately causes him to treat people more as objects than human beings. Higgins considers teaching Eliza as more of a social service due to her economic and social disadvantage. Higgins asserts that, â€Å"teaching would be impossible unless pupils were sacred† (38). At first glance I presumed that sacred meant holy or special, yet he assigns another meaning to the word. Higgins regards the English language as an exclusive privilege; speech should be regarded with reverence and entitlement. He associates proper language with societal and spiritual implications and holds that it is what separates class from class and soul from soul. This suggests that Higgins believes the English language should be respected. In addition, he asserts that education and the ability to effectively communicate is paramount to the functionality of society; it’s important because without language, society would crumble. Therefore, in teaching Eliza proper grammar, Higgins gains a sense of power due to the belief he is changing her for the better, and ultimately into a different human being. Although its obvious that Higgins thoroughly enjoys the subject of language and is seemingly enthusiastic about his profession, he tends to brag about his accomplishments and often belittles other people’s intellectual abilities. He treats people, Eliza in particular, with a rude indifference and no regard for feelings or emotions. It’s clear that Pickering is trying to look out for Eliza’s best interest when he argues, â€Å"If I’m to be in this business I shall feel responsible for that girl. I hope it’s understood that no advantage is to be taken of her position† (38.) Higgins bluntly responds â€Å"What! That thing!† and the difference in demeanor is candid. In comparison to Pickering, it’s clear that Higgins lacks decent manners. His cockiness is further exemplified through his boasting; â€Å"I’ve taught scores of American millionairesses how to speak English: the best looking women in the world. I’m seasone d† (38). Finally, Higgins displays a sort of ambivalence towards language. He treats this knowledge of language is powerful and serves as a tool for social advancement. In addition, he believes that language is and should be a suitable subject for scientific studies. His ultimate view is that language should be utilized as a medium for artistic expression. Furthermore, it’s apparent that Higgins views his pupils as objects rather than human beings when he concedes, â€Å"They might as well be blocks of wood† (38). This exemplifies how language could be seen as artistic. Theoretically, a block of wood could be interpreted as a blank canvas – it symbolizes how he utilizes language to shape and transform his students into something else, something more. Higgins seems to be unsure of his own identity as well because he suggests, â€Å"I too might as well be a block of wood† (38). Ultimately, Higgins shows that proper speech should be regarded as a fundamental necessity of society; the inability to communicate prohibits success. This assertion is exemplified through how he treats those around him and how he views those that he teaches. He clearly believes that language is of paramount importance especially in discerning social class. His assertion that he too â€Å"might as well be a block of wood,† is a fundamental example of his belief in the power of language as a tool for social advancement. â€Å"The writing in this essay is my own work. If I have used outside sources, I have acknowledged them through correct documentation.† eading Pygmalion, we come to learn that communication is about more than words, and everything from clothing to accents to physical bearing can affect the way people interact with each other. Higgins considers his teaching to be a kind of social work – the inability to communicate he suggests is at the bottom of mans social issue Not only has Higgins come to view his clients as objects rather than human beings, he even seems to have lost something of his own identity in the process. There is another interesting interpretation howver. A block of wood, like a canvas is a medium for artistic expression. He of course, is [aid to shape his clients but this suggests that he himself could aslo be subject to the same process In claiming he cant change his own nature, Higgins complicates his own claims about change and transformation: if he cant change his nature, we have to wonder how he can really under stand to change someone else’s Even the things we do to establish a connection with unfamiliar people and things – like using slang or nicknames – can end up causing confusion and cases of mistaken identity Higgins. About you, not about me. If you come back I shall treat you just as I have always treated you. I cant change my nature; and I don’t intend to change my manners. My manners are exactly the same as colonel pickering’s. Liza. That’s not true. He treats a flower girl as if she was a duchess. Higgins. And I treat a duchess as if she was a flower girl. Liza. I see. [She turns away composedly, and sits on the ottoman, facing the window]. The same to everybody. Higgins. Just so. Liza. Like father. Higgins. [grinning, a little taken down] without accepting the comparison at all points, eliza, its quite true that your father is not a snob, and that he will be quite at home in any station of life to which his eccentric destiny my call him. [Seriously] The great secret, Eliza, is not having bad manners or good manners or any other particular sort of manners, but having the same manner for all human souls: in short, behaving as if you were in Heaven, where there are no third-class carriages, and one soul is as good as another.† (99) In this excerpt from George Bernard Shaw’s play, Pygmalion, I am not sure (what Shaw is trying to convey through Higgins’ justification of his unruly behavior). if Higgins is attempting to justify his unruly behavior or if (Shaw is using him to voice his criticism of class distinctions) he is simply preaching about his concept of class distinctions (im not sure what exactly Higgins belives or is trying to convey? He does, however, have a penchant for talking about the soul of man, about the importance of language, and social equality). Higgins, a professor of phonetics, ultimately enters into a bet in which he is assigned the task of transforming a poor, uneducated yet determined girl from the streets, into a duchess in a few months time. It’s clear from the beginning that Higgins, a man full of contradictions and no filter, is the protagonist. It’s ironic that throughout eliza’s transformation, she is the one who is blatantly manipulated and mistreated, meanwhile the other characters seem to receive less cynicism. On the other hand, Higgins’ actions and mannerisms never change – his general attitude is consistent throughout the play. His rude indifference to her drastic transformation leads me to believe that Higgins doesn’t believe in class distinctions. That said, (Higgins embodies the theme of I believe that Shaw uses Higgins as a patsy for his criticism of class distinctions – all classes should be treated the same. Shaw develops Higgins’ belief in equality very clearly: â€Å"If you come back I shall treat you just as I have always treated you. I can’t change my nature; and I don’t intend to change my manners.† That said, it’s very clear that Higgins perception of those around him, and society in general, are concrete. Throughout the play, Higgins character never evolves Higgins life revolves around Eliza for practically the whole play. All his time is spent transforming her and inventing a new Eliza meanwhile he seems to forget that she’s a human being with feelings. His unchanging perception and treatment of those around him is further reiterated when eliza claims colonel pickering â€Å"treats a flower girl as if she was a duchess† and Higgins simply retorts â€Å"And I treat a duchess as if she was a flower girl.†

Light-Induced Transformation of Amyloplasts Into Chloroplasts

Plant Physiol. (1984) 75, 142-145 0032-0889/84/75/0 142/04/$01. 00/0 Light-Induced Transformation of Amyloplasts into Chloroplasts in Potato Tubers' Received for publication November 9, 1983 and in revised form January 19, 1984 YU S. ZHU, DENISE L. MERKLE-LEHMAN, SHAIN D. KUNG* Department of Biological Sciences, University of Maryland Baltimore County, Catonsville, Maryland 21228 ABSTRACT The transformation of amyloplast into chloroplasts in potato (Solawum tuberosum L. ) tuber tissue can be induced by light.Excised potato tuber discs illuminated with white light of 3000 lux bepgn to synthesize chlorophyll after a lag period of 1 day, and continued to synthesize chlorophyll for 3 weeks. In this paper we present evidence, based on ultracentrifugal sedimentation and immunoprecipitation, that the lightmediated synthesis of Ribulose-1,5-bisphosphate carboxylase began 1 day after illumination with white light. When illuminated the chloroplasts isolated from light-grown potato tuber tissue incorporated I3SImethionine into polypeptides, one of which has been idenified as the large subunit of Ribulose-1,5-bisphosphate carboxylase.These chloroplasts are functional as determined by 02 evolution in the Hill reaction. A great deal of data is now available on the biochemistry of the development of chloroplasts from etioplasts (6). Much less is known about the development of chloroplasts from amyloplasts, a starch storing organeile, which exists in storage tissue, roots, and some callus. It is well known that potatoes turn green on exposure to light for several days.Not only does the study of the organelle transformation and light-regulated gene expression stimulate theoretical interest, but the greening of potato also has some practical importance, since the greening of the potato is accompanied by the formation of the poisonous alkaloid, solanine (5). The morphological and ultrastructural changes in the development of chloroplasts from amyloplasts were described in several electron microscopic studies (3, 11). In this communication we present some biochemical evidence to show the function of chloroplasts from potato tuber based on the biosynthesis of Chl, RuBPCase,2 and Hill activity. lates in sterile Petri dishes (9 cm), 40 discs per dish. The discs were illuminated at room temperature by fluorescent tubes with intensity of 3000 lux. Chlorophyll and RuBPCase Determination. Chl was determined according to Arnon (2). RuBPCase was detected with a Model E analytical ultracentrifuge, as previously described (9). Schlieren pictures were taken at 44,770 rpm, 10 min after attaining this speed. An Ouchterlony double diffusion test was employed to determine the RuBPCase specifically. The antiserum was prepared against RuBPCase from tobacco (15).Light-Driven Protein Synthesis in Choroplasts. Ten g of green potato tuber discs which had been exposed to white light for 7 d were homogenized in a Waring Blendor with cold isolation buffer (sucrose 0. 35 M, Hepes-NaC l 25 mm, EDTA 2 mM, isoascorbateNa 2 mm, pH 7. 6) and filtered through 2 layers of Miracloth. The resultant filtrate was centrifuged at 30g for 1 min to remove starch granules, and the supernatant was then centrifuged at 2500g for 1 min. The pellet was resuspended in 1 ml of KCI suspension (KCI 0. 2 M, Tricine-KOH 66 mm, MgCl2 6. 6 mM).The chloroplast suspension was transferred to a Petri dish (3 cm in diameter) and incubated with [135S]methionine (10 ,uCi) at room temperature under white light (4000 lux). During a 2 h incubation, the incorporation of [35S]methionine into proteins was measured. After the 2 h incubation the radioactive polypeptides were separated on an SDS-polyacrylamide gradient gel (815%), followed by fluorography as described by Blair and Ellis (4). 02 Evolution Assay. The ability of chloroplasts from potato tuber discs to evolve 02 was measured in the Hill reaction ccording to the procedure of Marsho et al. (12). The incubation system consisted of ferricyanide 1. 7 mm, methylamine 3 mm, glyceraldehyde 10 mm, and chloroplasts corresponding to 15 yg of Chl in a total volume of 0. 6 ml. The reaction was initiated by irradiation with red light (22. 4 mw/cm2). The 02 evolution was measured and recorded with a polarograph. RESULTS MATERIAILS AND METHODS Chlorophyll Synthesis in Light-Illuminated Potato Tuber. Our Preparation, Culture, and Light Treatment of Potato Tuber experiments showed that the greening of potato tuber depended Discs.Centennial and Katahdin, two varieties of potato tubers on varieties, storage temperature, light intensity, and wavelength supplied by the United States Department of Agriculture were of light. Out of more than ten varieties of potatoes tested, two used in this study. The tubers were peeled and sterilized with varieties, Centennial and Katahdin, which turn green more Amphyl (National Laboratories, Lehn and Fink Industrial Prod- quickly under light, were selected in this study. Storage of potato ucts Division of St erling Drug Inc. , New Jersey).Discs (10 x 2 tuber below 4 °C retarded or inhibited the transformation of mm) were made with a sterile cork borer and a gel slicer. These amyloplasts into chloroplasts. Blue light was most effective in discs, after washing in sterile water, were placed on 1% agar inducing greening of potato tubers. No red light stimulation was observed. Potato tuber discs illuminated with white light began to green ‘ Supported by National Institutes of Health grant CM22746-01 and with a lag period of about 1 d. The greening continued for 3 United States Department of Agriculture agreement 58-32044157. 2Abbreviations: RuBPCase, ribulose-1,5-bisphosphate carboxylase; weeks after culture (Fig. 1). After illumination for 3 weeks, the potato tuber tissue contained 10 Ag Chl/g of fresh tissue, about LS, large subunit. 142 TRANSFORMATION OF AMYLOPLASTS IN POTATO TUBERS 143 14 oct[L] 15 – a) 121 10 101 5 C-) 8 x 0 > ct [D] Days After Illumination FIG. 1. Time c ourse of the synthesis of chlorophyll in potato tuber discs during continuous illumination with white light. lAt [D] By 0 15 I †¦.. AAt [L] i _x- 60 120 90 Time (min) FIG. 3. Incorporation of [35S]methionine into proteins in the lightdriven chloroplast protein synthesis system. -M1 samples were added to 20% TCA containing 10 tg/ml unlabeled methionine. Proteins were precipitated with 5% TCA containing 10 Mg/ml unlabeled methionine, and counted with a Mark I scintillation counter. Ct, chloroplasts; At, amyloplasts (control); L, light-incubated; D, dark-incubated. FIG. 2. Biosynthesis of RuBPCase in potato tuber tissue as assayed by Ouchterlony double diffusion 0 h (1), 6 h (2), 12 h (3), 24 h (4), 48 h (5), and 72 h (6) after illumination. The central well contained antibody to LS. One g of potato tuber discs was homogenized with 0. 1 ml of Tris 80 mm, MgCl2 20 mm, KCI 40 mM, pH 8. . After centrifugation at 12,000g for 10 min, 20 Ml of the supernatant were used for assay of RuBP Case. hundredth of the Chl content in normal leaves. This is primarily due to fewer chloroplasts per cell. The chloroplasts were not distributed uniformly in discs and were probably linked to some specific ultrastructure in the cortex. Microscopic observation revealed that the amyloplasts were comprised of two types: large (55 x 80 Mm) and small (5-20 Mum). Most of them were stainable with I2-KI. Upon exposure of the discs to light the small amyloplasts only turned greenish.RuBPCase Biosynthesis in Potato Tuber during Greening. Since RuBPCase is the most abundant soluble protein in the chloroplasts (10), it can be used as an important biochemical marker of chloroplasts. The de novo synthesis of RuBPCase was clearly demonstrated by ultracentrifugal sedimentation (data not shown) and specific immunoprecipitation (Fig. 2). The Schlieren pattern of extracts from normal leaves consists of four peaks representing 80S cytoplasmic ribosomes, 70S chloroplast ribosomes, 18S Fraction I protein (RuBPCase), and 4 to 6S Fraction II proteins (8, 9).The extract from potato tuber stored in the dark lacked the peak of RuBPCase, whereas a small peak was observed in discs exposed to 3 d of light, indicating the light one initiated the synthesis of RuBPCase (data not shown). The biosynthesis of RuBPCase was also demonstrated by an Ouchterlony double diffusion assay (Fig. 2). The light-mediated synthesis of RuBPCase started at 1 d after illumination and increased during greening. The RuBPCase content was estimated to be -6 ,ug/g fresh potato tuber tissue, whereas the RuBPCase content of a typical green leaf is 5 to 10 mg/g fresh tissue (10).Further evidence for the de novo synthesis of RuBPCase in light-treated potato tuber was obtained from the experiment on light-driven protein synthesis in chloroplasts. The chloroplasts, isolated from potato tuber discs after illumination for 7 d, exhibited a higher activity of protein synthesis, as demonstrated by the incorporation of [35S]meth ionine into proteins (Fig. 3). In contrast to light-driven protein synthesis in chloroplasts, the chloroplasts in the dark and especially amyloplasts, either in the light or dark, exhibited a very low protein synthesis activity.A number of radioactive polypeptides synthesized in the chloroplasts in the light were recognized on SDS-polyacrylamide gels followed by fluorography (Fig. 4). It was observed that some chloroplast polypeptides (mol wt 39,000, 50,000, 52,000, 55,000, 94,000, 96,000) were synthesized more readily in the light than in the dark. One of these polypeptides co-migrated with purified unlabeled LS of RuBPCase (mol wt 52,000), and was identified as the LS, based on this and results presented in Figure 2.There is also one strongly light-initiated polypeptide (mol wt 64,000) which does not appear in the dark. 02 Evolution of Chloroplasts from Light-Induced Potato Tubers. Upon illumination with red light, the chloroplasts, isolated from light-treated potato tuber discs a fter 3 weeks of light treat- 144 Plant Physiol. Vol. 75, 1984 ZHU ET AL. sure to light, the amyloplasts are transformed into chloroplasts, which have a different function. The changes in ultrastructure of potato tuber amyloplasts during greening were investigated by electron microscope.It was shown that the main developmental features were elongation of vesicles into thylakoids, the differentiation of grana and the appearance of ribosomes in the stroma (3), although the ultrastructure is generally less well developed compared to that for normal leaves. On the other hand, there is very little information on biochemical alterations in potato tuber during greening. To confirm the transformation of amyloplasts into chloroplasts, this study provides some biochemical evidence: (a) the synthesis of photosynthetic pigments, (b) the synthesis of RuBPCase and other proteins, and (c) Hill reaction activity.Before illumination the potato tubers contain no Chl or Pchl, but do contain carotenoid which increases during greening (1). Very low light intensity (400 lux) was required to initiate greening. The light may penetrate into the potato tuber discs and evoke the development of chloroplasts from amyloplasts. During the development of chloroplasts from amyloplasts, assembly of Chl into the newly synthesized membranes occurs. Cold storage may cause the breakage of membranes (13); however, some studies suggested that amyloplast membranes remain intact in cold storage (14).It was frequently observed that the chloroplasts were formed as streaks in the potato tuber discs, suggesting a special structure is linked to the chloroplast development. The Schlieren pattern of the extracts from light-induced potato tuber tissue as well as its immunoprecipitation reaction with antiserum to RuBPCase demonstrated that RuBPCase, an important enzyme in the photosynthetic carbon cycle, was de novo synthesized during greening. This result was further confirmed by the active light-dependent pro tein synthesis in the isolated chloroplasts.The biosynthesis of RuBPCase during greening suggests the involvement and operation of CO2 assimilation in the chloroplasts. Furthermore, the photosynthetic function of electron transport and 02 evolution in isolated chloroplasts from potato tuber was shown by the high Hill reaction activity. The transformation of amyloplasts into chloroplasts is absolutely light-dependent. The fact that red light did not stimulate this transformation indicates that phytochrome may not participate in this regulation. This coincides with the result that potato tuber does not have phytochrome (7).What is the photoreceptor in this light-induced organelle transformation? How does light turn on the genes for the development of chloroplasts, and turn off the genes for the development of amyloplasts? Undoubtedly, this system provides an attractive and challenging model for investigations into the molecular mechanisms underlying the photoregulation of development and gene expression. FIG. 4. SDS-PAGE of light- (1) and dark- (d) initiated polypeptides synthesized in chloroplasts isolated from light-treated potato tuber discs. (R) photograph of stained gel. L) fluorograph of (R). Arrows indicate the mol wt of light-stimulated polypeptides and band corresponding to LS. Although the dark-incubated sample was more concentrated than the light-incubated sample (R), the fluorograph (L) indicates there was more incorporation of [35S]methionine into the light-induced polypeptides than into the dark-initiated polypeptides, demonstrating that more polypeptides were synthesized in the light than in the dark. The samples were incubated with [35S]methionine for 120 min. ment, evolved 02 using ferricyanide as an electron acceptor.This Hill reaction activity is comparably high (177 Amol 02/mg Chl h), indicating that an active electron transport reaction took place in this chloroplast preparation. DISCUSSION The cells of potato tuber contain a large number of amyloplasts, whose function is to accumulate and store starch in the form of reserve starch granules. It is of interest that upon expo- Acknowledgments-We thank Dr. Ray Webb of United States Department of Agriculture, Beltsville, Maryland for providing us with different varieties of potato, and F. J. Xi for her help in determination of Hill activity. LITERATURE CITEDDevelopment of chloroplasts from amyloplasts in potato tuber discs. New Phytol 72: 449-463 2. ARNON DI 1949 Copper enzymes in isolated chloroplasts. Polyphenoloxidase 1. ANSTIS PJP, DH NORTHCOTE 1973 in Beta vulgaris. Plant Physiol 24: 1-15 3. BADENHUIZEN NP, R SALEMA 1976 Observations of the development of chloroamyloplasts. Rev Biol (Lisb) 6: 139-155 4. BLAIR GE, RJ ELLIS 1973 Protein synthesis in chloroplasts 1. Light-driven synthesis of the large subunit of fraction I protein by isolated pea chloroplasts. Biochim Biophys Acta 319: 223-234 5. FORSYTH AA 1954 British Poisonous Plants.Her Majesty's Stationery office, L ondon 6. KIRK JTO, RAE TILNEY-BASSErr 1978 The plastids. Growth and Differentiation of Plastids. Part I. Formation of the Chloroplast during Greening of the Enolated Plant. Elsevier/North-Holland Biomedical Press, Amsterdam, The Netherlands, pp 720-773 7. KOUKKARI WL, WS HILLMAN 1966 Phytochrome levels assayed by in vivo spectrophotometry in modified underground stems and storage roots. Physiol Plant 19: 1073-1078 TRANSFORMATION OF AMYLOPLASTS IN POTATO TUBERS 8. KUNG SD 1977 Expression of chloroplast genomes in higher plants.Annu Rev Plant Physiol 28: 401-437 9. KUNG SD, PR RHODES 1981 Hormonal effects on the biosynthesis of tobacco RuBPCase in vitro. Beitr Tabakforsch Int I 1: 44-49 10. KUNG SD, TC Tso 1978 Tobacco as a potential food source and smoke material: soluble protein content, extraction, and amino acid composition. J Food Sci 43: 1844-1852 11. LoBov UP, PI BONDAR 1977 The RNA of potato tuber amyloplasts. Fiziol Rast 24: 318-322 12. MARSHO TV, PM SOKOLOVE, RB MACKAY 1980 Regulation of photosynthetic 145 electron transport in intact spinach chloloroplasts. Plant Physiol 65: 703-706 13.OHAD I, I FREIDBERG, Z NEEMAN, M S(CHRAMM 1971 Biogenesis and degradation of starch 1. The fate of the amyl,loplast membrane during maturation and storage of potato tubers. Plant Phyysiol 47: 465-477 14. WETZSTEIN HY, C STERLING 1978 Integri' ity of amyloplast membranes in stored potato tubers. Z Pflanzenphysiol Bd 90DS: 373-378 15. ZHU YS, PS LovErr, DM WILLIAMS, SID KUNG 1983 Nicotiana chloroplast genome 7 expression in E. coli and BB. subtilis of tobacco and Chlamydomonas chloroplast DNA sequences cooding for the large subunit of RuBP carboxylase. Theor Appl Genet 67: 3333-336

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Knowledge and skills for nursing part 2 assessment Essay

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The Performance of the Global Marketing - Essay Example In this regard, studies that serve the purpose of linking marketing activities to firm performance and stock value are exceedingly necessary. Undoubtedly these have been reasons for the Marketing Science Institute to list Marketing Metrics among top research priorities. The organization of this proposal is the following. Firstly, a description of the project is presented. Secondly, the methodology is proposed. Thirdly, an approximated time schedule of research is developed. Finally, a provisional table of contents is suggested. In reference to academic relevance, this research pretends to support empirical evidence to the field of marketing metrics in a global context. The suggestion of Rust et al. (2004) about search for empirical support to the chain of marketing activities has been taken into account. According to Holmstrom and Tirole's (1989:65) definition, a theory of the firm must address two central questions: (a) why firms exist, and (b) what determines their scale and scope. In the case of this thesis proposal, there are two theoretical perspectives central to explaining the relationship between Marketing Strategy and firm's performance in a global context: the Industrial Organization (IO) Theory and the Resource-Based View (RBV) Theory. Both of them postulate that the purpose of the firm is to maximize profits. Having fulfilled the first question of Holmstrom and Tirole (1989:65), the logic of this theoretical framework is to connect the drivers of the two theories to the relationship between marketing strategy and firm's performance. 2.1.1. Industrial Organization Theory The IO theory focuses on the external market to identify drivers of a firm's strategy which will consequently affect its performance (Zou and Cavusgil 2002). According to the IO framework, external market and industry environment (structure) determines a firm's strategy (conduct), which in turn determines its performance (Porter 1980). Under IO theory, the development of the marketing strategy has to allow for the structure of the external market and industry, hence being coaligment to environment for getting positive effects on performance (Venkatraman and Prescott 1990) and survive and prosper (Collis 1991). 2.1.2. Resource-Based View

Letter of advice Essay Example | Topics and Well Written Essays - 1750 words

Letter of advice - Essay Example Sa number of obstacles to effective interpersonal communication that you have faced and may still face include reluctance to communicate, poor listening skills, predispositions about the subject, education and social background, age, gender, and cultural differences, language barrier, personality clashes, time pressures and unrealistic expectations. I feel that a major barrier to intimate relationships is unrealistic expectations that we have about our spouses. These is acquired from our upbringing, culture, romantic novels and movies or social media. When these expectations are not met, we feel disappointed and angry, then blame our spouses for the relationship troubles (Theravive, 2011). The solution is openness, honesty and active listening. Women and men communicate differently in relationships. Women communicate to connect with others. They relay emotions more readily and are more relationship-oriented. Their motivation is to build friendship and closeness and, thus, may appear too clingy or nagging. Men communicate to relay information. They dwell on topics that barely touch on emotions, thus, may appear to be aloof or uncaring. They see the practicality of issues and want to solve problems for their spouses. Bearing this in mind, the two of you can begin to understand the differences with which each gender approaches issues. For example, Sam can try to be more open about his emotions without appearing to be weak in your eyes, Sue. Also, Sue can try to be more patient and not take it personally when Sam tries to solve her problems. Culture refers to the values, behavior, and beliefs of a particular social group. These values can be about religion, race, nationality, social class and gender issues. They shape our thoughts, opinions, goals and perceptions. They are acquired during our formative years from our families, schooling and social environment. Intercultural relationships are beneficial because they offer

External auditing has changed to accommodate the changes in corporate Essay

External auditing has changed to accommodate the changes in corporate governance in the UK and other countries such as South Africa, Australia, US, India and China - Essay Example days as to how the level of trust can be improved in our communities in regards to the governance bodies of companies, aboriginal communities and charitable corporation. While there are many debates that are presently in progress, the most important ones are playing out in global communities, with other companies taking lead from there (Demb & Neubauer 2002, pp.9). By understanding the different point of views and underlying rationales can help the board of directors to develop practices and policies that improve the governance of their organization and thus improve community’s trust in the organisations leadership. (Conti & Warner 2006, pp. 12). This paper is based on good corporate governance that should be adopted by all the companies and the role of different mechanisms of corporate governance. Furthermore, evaluation of the importance of corporate governance, its pros and cons and analysis has also been discussed. The process by which direction is given to the organization i known as corporate governance. With regards to this, control is implemented on the company and it is held to account. Therefore, it can be said that factors such as accountability, leadership, authority, direction, stewardship are controlled by corporate governance when control is implemented in an organization. The reason why the definition seems balanced is because it ensures that the checks and balances are employed during the process. This is the reason why it can be considered as a comprehensive definition with regards to corporate governance. The aim of implementing corporate governance is to attract the investors as well as the managers to ensure that the companies care about the profits that are generated. Moreover, it also develops a relationship between the internal governance mechanisms of the organization as well as the idea of the community with regards to corporate accounting. Therefore, corporate governance increases the confidence of the investors and to facilitate the

Agenda Setting Essay Example for Free

Agenda Setting Essay Agenda Setting Patricia Wigington Grand Canyon University COM 126 Introduction The mass media today, no longer reports public opinion, it drives it. This paper discusses how mass media sets the agenda, and what impact this had on the issues that emerged during the 2008 presidential election. According to Donald Shaw and Maxwell Combs, agenda is a theory to describe now the news media can have a considerable impact on shaping the publics opinion of a social reality, on influencing what people believe are important issues. (ShawMcCombs, 1977) Agenda Setting Media consolidation is one thing that contributes to agenda-setting. As the number of newspapers dwindles and radio and TV stations are sold to one or two conglomerates, the news is in effect being censored because it reflect only the viewpoint of a single organization. If conflicting views are never even mentioned, the public is never aware that there is an entirely different side to the issue than the one being presented. It requires persistence to find out the facts of an issue, and people may not make the effort. Then too, the media itself has changed dramatically in recent years. Many people now get their news from digital media including the Internet, but the flood of electronic information may not make them more knowledgeable, just more informed about issues they may not consider important. Marshall McLuhan once famously argued that the medium is the message; David Considine twists it slightly, to the idea that the â€Å"medium is the massage,† and that we are all being worked over by the media, in particular younger people (Considine, 2009, p. 65). Today’s technology, people using several electronic devices simultaneously, practice widely known as multitasking (Considine, 2009). Time Magazine wondered, however, if people are â€Å"too wired for their own good,† and whether modern media were contributing to â€Å"students’ reduced attention spans, making it harder for educators to reach and teach them† (Considine, 2009, p. 65). There is a legitimate question as to whether this environment of electronic noise and constant communication makes them â€Å"active and informed citizens† or merely â€Å"spectators moving from one distraction to another† (Considine, 2009, p. 65). The answer seems clear when Considine reveals that despite the fact that in 2006, the number of young people ages 18-29 in the U. S. was 50 million, only seven million voted in the mid-term election (Considine, 2009). In other words, they have access to information but don’t transform that information into knowledge or political action. Younger people are a volatile population when it comes to voting. They become wildly enthusiastic for a particular candidate such as Ron Paul or Howard Dean, but fail to show up at the polls (Considine, 2009). Barack Obama was able to energize this group on his own behalf and that of other Democratic candidates: â€Å"Exit polling from the January 2008 Iowa caucus for the Democratic candidates showed a record turnout among eighteen-to twenty-nine year olds, who heavily supported the theme of change promoted by Senator Barack Obama† (Considine, 2009, p. 66). Now of course they seem to have disengaged again and organizations such as Democracy for America and Moveon. org are actively working to re-energize them and get them to the polls in November. Part of Barack Obama’s success in the 2008 election was due to his savvy use of electronic media (Considine, 2009). He was able to â€Å"use new technology to reach and energize voters; his campaign built a substantial database and achieved record-breaking fundraising† (Considine, 2009, p. 66). It also seems logical that part of his appeal is that he does know how to use Twitter and FaceBook, and that he tweets personal messages; his electronic presence immediately makes his opponent look old and out of touch. He further endeared himself to young voters and â€Å"reaffirmed his commitment to communication technology when he insisted on keeping his personal Blackberry† (Considine, 2009,p. 66) The tendency of the media to set agendas was clearly shown in the summer of 2009, when electronic forums such as YouTube and Twitter, along with traditional outlets such as newspaper columns, took up the health-care debate and buzzed about such ludicrous and inaccurate items as â€Å"’death panels,’ socialism, Hitler and fascism† (Jones McBeth, 2010, p. 29). These scare tactics, which are all completely false, were used to try and discredit both the reform effort and the President, and are a clear example of the way the media sets an agenda. Picking up on the hysteria of the far right, the media repeated the lies without doing any fact checking, leading commentators to wonder â€Å"how these ideas rationally relate to the debate over reform† (Jones McBeth, 2010, p. 329). The fact that these crazy notions were not only given credence but reported widely, and continue to appear in the media, show how powerful such things can be â€Å"in shaping public opinion and ultimately in shaping governmental action† (Jones McBeth, 2010, p. 329). The misleading claims about â€Å"death panels,† the idea of Obama being Hitler and leading the country into a Socialist government are all â€Å"elements of larger policy tall-tales that were intentionally used by opponents of health-care reform attempting to derail President Obama’s reform. Obama’s supporters countered these lies with stories of their own: personal accounts from Americans who, for various reasons, were priced out of the heath care system or even denied care (Jones McBeth, 2010). The use of narratives is a powerful tool in setting the political agenda in the United States. One study found that although TV and internet users had a common agenda (the use of electronic media), their â€Å"ranked agendas† differed greatly from the ranked agendas of the media themselves (Brubaker, 2008). That is, the TV watchers and internet users were not interested in the programming or information that was being presented to them: â€Å"The overall general media audience ranked 10 or the 11 public affairs issues significantly different than presented by the media† (Brubaker, 2008). TV watchers and internet users were interested in â€Å"important public affairs issues,† but the agenda they were following â€Å"significantly differed from the agenda that medium was showing them’ (Brubaker, 2008). This implies that the media â€Å"are not powerful in setting the agenda of important public affairs or political issues. People have particular issues they feel are important, regardless of what the media present† (Brubaker, 2008). This seems to be at odds with the idea that the media sets the agenda. and people simply put up with it. With regard to the 2008 Presidential election, the agenda presented by the media was that of the war in Iraq, but it was quickly displaced by concern about the economy; an agenda driven by consumers’ interests, not those of the media (Agenda setting and the Obama election, 2010). But this source claims that the media set another agenda, a highly visible but totally unnecessary one, that of race. Barack Obama is black, and that became a major issue in the election: â€Å"The measurement of Obama’s potential success didn’t lie in whether or not voters were willing to vote for a black candidate, but whether or not voters, more specifically white voters, could view Obama, or blacks in general, as leaders (Agenda setting and the Obama election, 2010). Had the media been more concerned about Obama’s positions and qualifications and less about the color of his skin, the entire election would have been conducted on a much higher level. This source also notes that the racial issues was studied in swing states like Ohio, where it was deemed to be extremely important (Agenda setting and the Obama election, 2010). In one study, Ohio was measured for â€Å"favorability between candidates in the areas of republicans, democrats, independents, men, women, whites and blacks;† it was found that a vast majority of black voters, as many as 90%, favored Obama, no matter what their previous voting record or party affiliation was (Agenda setting and the Obama election, 2010). The question raised by this result is whether our society â€Å"is the way it is because of the media, or is the media a direct reflection of the way society is †¦ In the case of Obama for President, the media clearly allowed race to chase to the top of the list of exaggerated issues that never should have been a part of the presidential election in the first place† (Agenda setting and the Obama election, 2010). In response to the popularity of Obama, the Republicans tried to set the media agenda to focus on issues such as Iraq and health care, arguing that race should not be consuming the attention focused on it (Agenda setting and the Obama election, 2010). But Republicans also tried to set an agenda favorable to them by introducing Sarah Palin as their vice presidential candidate to appeal to women voters; setting the agenda worked in Ohio, where pollsters noted a shift among women of all races who were not previously affiliated with a particular party (Agenda setting and the Obama election, 2010).

Graffiti Art Essay Example for Free

Graffiti Art Essay Graffiti is the art of regular people; these people are not considered artists but the criminalised voice of the populace. For most artists, gaining recognition and selling their works for high-prices is a life-long aspiration and for the most recognition doesn’t happen before death. Graffiti artists don’t have these ambitions and from city to coast we can admit to admiring the aesthetic value and eccentric expressions that are portrayed by Graffiti artists. They portray quirky, humorous artworks and provide a political voice for the lower class people of the world. Largely emerging in the late 1970’s and the early 1980’s, Graffiti was the people’s way of expressing their feelings about anti-consumerism, anti-war, feminist and political issues. It is the art that has attitude and makes every surface of a city an installation that brings people together and provokes thought about the world as it is. A largely popular quasi-anonymous graffiti artist that is supposedly from Bristol, England is Banksy. As his artworks were considered criminal he ensured that his real name was not discovered by the media and to this day remains anonymous. Inspired by local artists and the Bristol underground scene, Banksy initially employed freehand and stencilling techniques to create his pieces but later converted to stencilling entirely after â€Å"realising how much less time it took to complete a piece† (Wikipedia, 2008). He used graffiti to â€Å"promote alternative aspects of politics from those promoted by mainstream media† (Sewell, 2010) and provided a voice for people affected by political issues that could not express their emotions. It is highly debated as to whether graffiti is in fact art or vandalism with many people regarding the work of Banksy and similar artists such as Blek le Rat and Jef Aerosol as straight up criminal destruction. In regards to Banksy’s work being vandalism he states that â€Å"Some people become cops because they want to make the world a better place. Some people become vandals because they want to make the world a better looking place† (Vidar, 2011). Though, to this day graffiti that is not approved legally is considered a criminal act that is punishable, instead of being seen as art brightening the bland streets of this world. Above: Artwork by Banksy of a police officer snorting cocaine. Not only does Banksy regard his pieces to be artworks, Terrance Lindall an artist and executive director of the Williamsburg Art and Historic Centre also made a tatement about graffiti, he says, Graffiti is revolutionary, in my opinion and any revolution might be considered a crime. People who are oppressed or suppressed need an outlet, so they write on walls—its free (Ciuraru, 2006) Despite the social and economic status of the people holding these high opinions of graffiti art, be the lower class or even highly educated, Banksy remains an artistic fugitive in hiding and graffiti still remains illegal. Banksy is essentially a modern day, anonymous Andy Warhol that has the clear capacity to insult, irritate and mock, in the most educated way possible. He is the representation of everyone, he remains anonymous as there is no need to meet such an artist; we would simply have to look in the mirror and we would find Banksy. He has the ability to delve deep into the thoughts of common society and voice the feelings that people are afraid to exploit publicly, which makes him an incredibly powerful figure. His artworks promote the underdogs, the suppressed mentality of an entire societal collective, the mentality of the corrupt and the moral deterioration that continues to spread like an uncontrollable wild fire. Even though Banksy is rebelling against not only the law, but politics and those in society who disagree with his creations he was also rebelling against the movements of other artists at the time.

Effectiveness of self instructional module in immunizations

Effectiveness of self instructional module in immunizations Abstract Immunization is the one of the most important and cost effective strategies for the prevention of childhood sicknesses and disabilities and it is a basic need for all children. Seven killer diseases causes a major threat to children and this decreases the health status and making them more vulnerable to infectious disease. The major cause for death is vaccine preventable diseases such as neonatal tetanus, measles, TB, diphtheria, pertusis, polio and Hepatitis B. Infectious diseases are now the worlds biggest killer of children and young adults. They account for more than 13 million deaths a year one in two deaths in developing countries. The present study objective was â€Å"to evaluate the effectiveness of self instructional module.† The Pre- experimental one group pre test and post test design was adopted. The sample of 100 mothers of under-five children selected by convenient sampling technique. A structured knowledge questionnaire was adopted to collect the data from the samples. Descriptive and inferential statistics was used in data analysis. The result of study shown that there was significant difference in the mean post test score. The findings reveals that pre test and post test mean knowledge of mothers of under-five children regarding vaccine preventable diseases is 8.5(SD+3.95) and 16.33(SD+4.79) respectively. Post test mean knowledge score higher than pre test mean score. The‘t’ test value was 12.54 which was significant at 0.05 level. Hence it is concluded that the self instructional module was effective to increase the knowledge of mothers of under five children. This study recommends that similar study can be undertaken on large sample to generalize the findings. Study can be done to assess the knowledge, attitude and practice of nurses regarding vaccine preventable diseases. Keywords: Self instructional module, knowledge, vaccine preventable diseases, mothers of under- five children. I. Introduction Children are fortunately being recognized as people in their own right with their special requirements. Quality survival of the human race depends on provision of adopt care to his vulnerable population in their formative and developmental life years. Therefore Health services for children should be aimed at improving the future quality of human resources of the nation by enabling as many children as possible to reach adulthood with their potential uncompromised by illness, environmental hazards, or unhealthy lifestyle. According to WHO â€Å"Health is a state of complete physical, mental, and social wellbeing and not merely absence of disease or infirmity In India diseases like guinea worm, small pox has been eradicated since 1947 and now poliomyelitis is near to eradicate. In developed countries like in India 68 out of 1000 under-five children were dying each year and another 5 million were disabled by infectious diseases. The vaccination of children against infectious diseases (tuberculosis, diphtheria, pertusis, tetanus, poliomyelitis, measles and hepatitis B) has been a cornerstone of the child health care system in India. As a part of the National Health Policy, the National Immunization Programme is has been implemented on a priority basis. Awareness building about immunization of children, who are under five years of age, provides a sense of responsibility towards the need of the children and their protection. The involvement of mothers in immunization programme help in reduces seven killer diseases. Those mothers who are living in tribal and rural areas mainly ignore the immunization and they do not vaccinate their children. Some mothers have misconception about immunization and they believe their children can catch diseases if they immunize their children. To prevent seven killer diseases it is necessary to screen every child for immunization, coverage opportunities; otherwise full immunization coverage may not be possible. Delayed immunization is associated with low socio-economic status, female illiteracy, lack of knowledge on Vaccine Preventable Diseases as recommended by Universal Programme Immunization (UPI). II. Review of literature A comparative study was conducted to estimate the vaccination coverage level of children aged between 19-35 months living in rural and urban area in Kolar District of Bangalore. The result of study revealed that Statistically significant differences in vaccination coverage levels between the rural population and their urban counterparts were determined for individual vaccines and vaccine series as evidenced by 28% of the children were covered by immunization residing in rural areas whereas 46% were covered in Urban area. The study recommended that health care personnel need to execute the awareness among the needy population of the Kolar District. A study was conducted upon improving status of underfive children through awareness and knowledge of mothers regarding vaccine preventable diseases through health education messages and compare them with those without intervention. An increase of 19 % to 22 % increase was seen in the utilization of vaccination. The mother’s knowledge increased in the follow up from 60 % to 76.5% and the immunization status increased significantly from 46.5% to 75 % after the intervention. The surveys show that the health education messages significantly increased the vaccination status of children of under five years. A study was conducted to assess the knowledge of caretakers of underfive children in a pulse polio immunization booth in the Delhi. A semi –open-ended questionnaire was used. Study results showed that Only 252 (37.0%) respondent correctly answered, 176 (25.8%) gave a wrong answer while the remaining 37.2% gave no answer. While 268 (39.3%) knew at least of four diseases covered by universal immunization programme, only 23.9% knew all four diseases. The researcher concluded that immunization status needs to be improved by educating mothers and caregivers regarding immunization. A quasi experimental study was conducted to evaluate the effectiveness of structured teaching programme (STP) among 50 mothers of underfive children in selected paediatric hospital, Pondicherry. A closed ended questionnaire was used to collect the data followed by intervention of STP. The study finding shows that the post-test knowledge score (22.73) was higher than the pre-test knowledge score (12.78). The study claimed that STP is effective to enhance mother’s mother knowledge regarding the importance of immunization. The study recommended that nursing personnel should continue in health teaching approach especially to the health problems which can be prevented. III. Purpose of the Study: The purpose of the study was to evaluate the effectiveness of self instructional module regarding vaccine preventable diseases among the mothers of under-five children; this is achieved by one group pre and post test knowledge score obtained by the subjects under the study. This study also obtaining answer to research hypothesis. IV. Methodology: A Pre- experimental research design with one group pre test and post test design, to measure the effectiveness of self instructional module. The study was conducted at selected areas in Tarn Taran. Subjects were selected by convenient sampling technique. Structured knowledge questionnaire was used to collect data. Part-I: Socio demographic variables. This part is consist of variables such as age, educational status of mothers, type of family, occupation, religion, family monthly income, no. of children and source of information. Part-II Structured knowledge Questionnaire: It consists 36 items of objective type questions related to knowledge on vaccine preventable diseases. Each item contains four alternative responses. The knowledge questions are chosen from seven common vaccine preventable diseases likely, Tuberculosis, Diphtheria, Measles, Polio, Tetanus, Whooping cough and Hepatitis B. All the items were given equal score. Each correct answer was given a score of 1 and wrong answe rs a score of 0. Thus maximum score was 36 and minimum score was zero. The questionnaire was prepared in English and Punjabi languages. Reliability of an instrument is the degree of consistency with which it measures the attribute it is designed to measure. The reliability of the tool was assessed by collecting data from 10 mothers of under-five children from selected areas in Tarn Taran. The reliability of structured knowledge questionnaire was computed by Split half method i.e by calculating co-efficient correlation first and then by applying Spearman Brown prophecy formula. The reliability of structured knowledge questionnaire was 0.96 and thus found to be highly reliable. Ethical clearance had been obtained from ethical committee, prior permission for conducting the research was obtained from Municipal Corporation of District Tarn Taran and informed consent was taken from mothers of under-five children. The data was analysed by using descriptive and inferential statistics. V. Data Analysis Section A: Analysis of Socio -Demographic characteristics of the samples Table 1: Frequency and Percentage Distribution of Demographic Variables Table no.1 indicates the Majority of subjects 37% are in the age group of 21-25 years, about 25% were in the age group of 30 years. About 36% mothers were secondary educated, 24% were primary educated and minimum no. 20% were Graduate and another 20% respondents were of post-Graduate. Majority of subjects 30% were house wife, 26% were non-government employee, 24% were government and 20% mothers were self employee. About half of respondents were 47 % belong to Sikh religion, 32% were of Hindu, 14% mothers were Christian and 7% were belong to other religion. Majority of mothers 60% were belong to nuclear family and other 40% belong to joint family. 38% subjects were in the family income group of >15000. 26% were in the group of 10000-15000, 20 % were comes under the group of 5000-10000 and minimum number of subjects 16% belongs SECTION B: To assess the level of knowledge regarding vaccine preventable diseases among the mother of under five children before and after self instructional module administration. Table 2(a)Grading the knowledge of samples regarding vaccine preventable diseases in pre-test.N=100 The above table 2(a) shows that most of the of samples 76% had inadequate knowledge, 24% of samples had moderately adequate knowledge regarding vaccine preventable diseases and there was no adequate knowledge samples regarding vaccine preventable diseases. Table 2(B): Grading Of Knowledge Regarding Vaccine Preventable Diseases Among Mothers Of Under-Five Children In Post Test N = 100 Table 2(b) shows that most of the samples 67% had moderately adequate knowledge, 16% of samples had adequate knowledge and 17% of samples had inadequate knowledge regarding vaccine preventable diseases in post-test. SECTION C: Table 3: Mean and standard deviation of pre test and post test knowledge regarding vaccine preventable diseases among samples. Table 3 shows that mean score of pre test and post test of samples regarding vaccine preventable diseases is 8.55 (SD + 3.95) and 16.33 (SD + 4.79) respectively. Post test mean score was higher than the pre test mean scores the‘t’ test value is 12.54 which was significant at 0.05 level as (p>0.05). SECTION D: Association Between The Post Test Knowledge Sores And Selected Socio Demographic Variables TABLE-4: Analysis of Association between the post test knowledge sores and with selected socio demographic variables Table 4 shows that the association between post test knowledge score and socio- demographic variables such as education, occupation, no. of children and type of family of mothers of under-five children found significant as calculated values greater than table values at the level of (0.05). The association between knowledge score and the socio- demographic variables score of mothers, religion, family monthly income and source of information found non significant as the calculated value is less than the tabulated value at 0.05 level of significance. VI. Limitation and Research Needed The size of the sample was 100; hence it was difficult to make broad generalizations. No attempt was made to control extraneous variables. This study recommends the following further research. The study can be replicated on large samples for wider generalization Comparative study can be done on knowledge among urban and rural mothers regarding vaccine preventable diseases. Study can be done on the knowledge of health personnel regarding vaccine preventable diseases. A study can be done to assess the knowledge, attitude and practice of nurses regarding vaccine preventable diseases. VII. Conclusion As good health is very important for each individual and knowledge regarding v

Free Essay on Mark Twains The Adventures of Huckleberry Finn - Cruelness :: Adventures Huckleberry Huck Finn Essays

Cruelness in Adventures Of Huck Finn Throughout the tale of Huckleberry Finn as told by Mark Twain (Samuel Clemens), almost every character for his or her own reasons lies. This can be considered a commentary on the morality and ethics of man kind by Mr. Clemens. Almost no person exists that has never uttered at lease one untruth. That is one of the wonderful things about this novel. It closely mimics real life. There are characters that lie for personal gain. There are also those that lie only in hopes of helping others. Though both are lies, one can be considered courteous or even heroic at times, where the other can only appear greedy and wrong no matter what light it is viewed in. Mark Twain often uses the river to denote freedom and purity, however just as many lies are told on the river as off. This is because Twain doesn't make the assumption that all lies are wicked, and can thus attach them to his symbol of pure good. Practically every "good" character in Huckleberry Finn lies. Huck himself lies on almost countless occasions. Miss Watson lies on at least one occasion. Jim tells several lies during the tale. Tom Sawyer is practically unable to speak the truth. Yet none of these characters are seen as morally corrupt. The villainous characters lie on a constant basis in the course of the story. The king makes lying an art at times, while the duke lies without pause for his entire appearance in the story. Pap makes up numerous tales during his time in the book. All these characters are considered evil and wrongdoers. The difference is the fact that the latter characters lie in hopes of personal gain, while the first characters lie to help others, or in order to entertain. Nearly every character lies in Huckleberry Finn; it is their motivation for their lies that defines their character to the reader. Huckleberry himself tells many a lie during the story. Perhaps his biggest lie is when he fakes his own death, and makes the whole town look for hi s "dead carcass" (Clemens 32). This caused the widow and Miss Watson a terrible amount of heartache and concern.

Greed In Sports :: essays research papers

Greed In Sports Recently Michael Jordan wanted to de-certify the union of the National Basketball Association, because he felt he could never make what he was â€Å"worth† under the current agreement. Michael Jordan had an estimated income of $33 million in 1994. Last year, Major League Baseball players went on strike because they felt the deal that the owners were proposing was unfair. The minimum salary for a major league player is $119,000. For the first time in ninety years, there was no post-season baseball, and no world series. Eric Turner was designated as the Cleveland Browns franchise player. He then proceeded to hold out during spring training, because he knew he could get more money then his current $2.15 million dollar contract. At one point in every athletes life, there is nothing they would want to do more than play their sport, not because it fattens their wallet, but because they have a true love for it. At what point does the athlete lose the love and gain the greed? The NBA has become the land of the guaranteed contract. These players want their millions handed to them on a silver platter, no matter what happens. If they get injured and can no longer play; pay up! If they averaged thirty points a game in college, but struggle to make the transition into the pros, and average only four points; pay up! If their egos swell so much that they are out of control in public and do something to disgrace the organization they play for; pay up, because the contract guarantees that they get their money. The NFL is a breeding ground for holdout players. I think that Holdout 101, taught by Professor X-Pro Millionaire, is a required class for all pro football players. Rule number one: if you think you can get more money than what your contract says, holdout. Rule number two: if you are in the middle of a multi-year contract, then fuck that contract. Remember, if rule one applies, who gives a shit about a commitment. A new trend in baseball started about ten years ago. Players now sign one year contracts, and play for a different team each year. They don't ask themselves if that team will be a contender, or if that's the team they truly want to be a part of. They look at all the offers put in front of them, and see which one has the most dollars signs in it. It has gotten to the point where if someone asks â€Å"who did he used to play for?

Lincoln’s Second Inaugural Speech Essay

Abraham Lincoln begins his second inaugural speech on March 4, 1865, in which he addresses the nation on the ongoing civil war and his high hopes to unite the nation once again under God. Lincoln began his speech by saying that the war has taken so much time and energy out of the country and that there is no need to report on it. He declares himself an equal with the public and says he has also felt the wars effects. â€Å"The progress of our arms†¦is as well known to the public as to myself.† He states that he isn’t going to attempt to predict the war but he expresses his hopes for the future and encourages the public to be optimistic as well. Lincoln looks back four years prior to his first inaugural address. He says we were all awaiting a civil war but were hoping to stop it and save the Union. However, insurgent agents hoped to divide the Union. Lincoln says one party would make the war and the other would accept it. PARAPHRASE Today is the second time I am addressing the nation as your president. I no longer see the need to have a drawn out speech, rather I hope to eventually unite us as a country again and help rebuild our future. We all know how the war has played out and there is no reason for me to further discuss it. The war is coming to a close but the outcome is still a mystery. Today is a time to come together and look ahead towards our hopeful future as a nation. At this time, four years ago, all efforts were on controlling the oncoming civil war. The war seemed a necessity at the time in some American eyes and attempts to start a national tragedy were achieved without much hesitancy by opposing parties. No negotiations would resolve the issues so a civil war did come.

Company Of Interest Library Assignment

They have wonderful bed side manner and the staff has always been compassionate, patient, and extremely helpful. Another reason chose Concentrate is because of their many locations. Although would prefer to work at the 12 Mile and Hoover location because it is about a mile from my house, unfortunately, they are not hiring medical assistants at this time. However, the Sterling Heights location located at 40732 Van Dyke, Sterling Heights, MI. 4831 3, is hiring. That facility is only 8 miles from my house.Upon research, did find out that Concentrate requires their employees to have a minimum of 12 months direct work experience, current medical assistant irredentist, as well as one year of continuous experience in clinical operations or medical office work after extrinsic. I possess all of the requirements except one year of clinical operations or medical office work after extrinsic. Will be on my way to meeting that requirement upon completion of this program. The reason I want to work there is because Concentrate is a fast paced environment, and there are strict deadlines.Also, compassion and good bed side manner is a quality I have. In my opinion, it is one of the most important qualities a health care worker can have. Concentrate offers 401 (k) with employer match, Medical/Vision/Prescription/ Dental Plans/Life Insurance/Disability Sick Leave/Vacation/Heydays/Personal Days, as well as Colleague Referral Bonuses and Live Healthy Incentives. That is a strong benefit package, comparable to what other companies offer in my experience. According to the web site Michigan. Gob, a medical office assistant middle range salary is from $9. 93 to $12. 18 per hour in East Central Michigan.

Opinions of Discussion Essay

The critical decision makers necessary for the development of an effective sales curriculum for a multinational company include the sales and marketing director, the financial director, the human resources director and the various country managers. The CEO will need to be kept abreast of all developments to ensure that it meets his approval. Similarly, the board of directors will also have to be briefed about the project so that it is line with the company’s vision and mission statement. The sales and marketing director’s input into the project will be to develop sales and marketing strategies that will be adopted for use by sales personnel. From the various methods of marketing are available, the director will have to enumerate the most effective ones and explain which strategy is best suited for a particular situation. This may include direct sales, sales promotions, mail orders or e- business. Market segmentation will be applied to target particular groups while profiling techniques will enable the sales team to correctly identify their customers. Proper planning of finances and budgeting will be the financial director’s docket. By developing budget plans and drawing up financial estimates, the sales curriculum will effectively guide the sales team in assessing their efforts in terms of money spent and results achieved. It will also reduce wasteful expenditure by explaining how to save money and still be effective in one’s duties. The human resources director will draw up a training program for sales staff to develop their skills and enable them to be more effective in their duties. As part of their training, the curriculum will incorporate successful techniques of interacting with the customers by focusing on the needs of the end user rather than on the company’s immediate goals. A remuneration schedule based on performance will form part of the curriculum. A summary of the code of conduct in force will form part of the annex. Different people have different norms and practices. The input of the various country managers will be important in identifying the peculiarities of certain nations. This will assist the sales staff in relating to their customers on local terms. This reduces misunderstandings arising from cultural conflicts. For any program to be successful it must have the support of the final decision maker. In this case the CEO has got to be involved in the overall design and development of the curriculum so that he can give his input. This factor is important when it comes to issues like training that involve the company spending a lot of money. By being involved in the process, the CEO will appreciate the curriculum and ensure that its implementation does not lack finances or materials. In a school setting and a business environment the stakeholders and decision makers are more or less similar. The head teacher and the CEO are the final decision makers. Both entities have a board of governors/director. The company has shareholders who have a stake in the company while the schools have parents who are actively involved in its welfare. Local authorities regulate the functions of both institutions while both of them have customers and suppliers that they attend to. Teachers are unique stakeholders in a school setting because not only do they mould the children under their care but also teach them. They are like surrogate parents and thus have a greater interest in their charges. Unlike employees in a firm, teachers’ concern over the ‘produce of their labor’ extends well beyond the school gates.

Word Repetition in the Qur’an: Translating Form or Meaning?

J. King Saud Univ. , Vol. 19, Lang. & Transl. , pp. 17-34, Riyadh (A. H. 1427/2006) Word Repetition in the Qur’an – Translating Form or Meaning? Ahmed Ali Assistant Professor, Department of English, Faculty of Languages and Translation, King Khalid University, Abha, Saudi Arabia (Received 13/10/1426 A. H. ; accepted for publication, 04/04/1427 A. H. ) Abstract. Word repetition is a feature that exists in all languages, and serves different purposes, rhetorical, emphatic, or otherwise. A problematic issue arises when a translation is attempted of repeated words in a target text. The dilemma is that owing to the different ways of expression and tools available to every language, what fits one language may prove absurd in another. When dealing with the translation of repeated words in a sacred text, this proves to be much more problematic. This paper deals with this specific area as far as repeated words in the Holy Qur’an are concerned. The present paper argues that each repeated word in the Qur’anic text serves a particular purpose which may be totally defeated, and, perhaps, the whole message distorted if the translator fails to render repetition in the same way. This, by no means, resolves the repetition conundrum. However, to put it in simple terms, the translator could, in an attempt to maintain the accuracy and faithfulness, and at the same time, maintain the flow of the translation, make use of footnotes to draw the attention of the reader/critic to the actual wording of the original. In this way, the translator minimizes the effect of, at least, the form of the original on the translation. The meaning is (hopefully) preserved, and thereby, the reader/critic – and most importantly – the believer, is satisfied by accounting for all the words in the text involved. Introduction The problems in translating a text from one language to another are legion. For example, it is quite common to find western critics referring to what they claim to be incoherence, inconsistency or lack of harmony in the Qur’anic style (c. f. Hyde Park Christian Fellowship [1] and Ghoneim [2]). Such views ignore the fact that: Ahmed Ali * it is both inconceivable and impossible to judge one language according to the rules of another; * what might be considered elegant style, or legitimate form, or appropriate function in one language is not necessarily looked upon the same way in another; * different languages very often express the same thing differently, necessitating different phrasing in expression in translation; * there is no perfect synonymy or exact equivalence between languages in translation. there will always be a â€Å"translation loss† of different degrees as a result of not only linguistic, but also cultural factors. Therefore, no translation can be the original, even when the translation may seem to be â€Å"better† than the original. The inherently problematic nature of translation is further complicated when the principal text, as is the case with the Holy Qur’an, is considered to b e a sacred one, containing the inspiration for a complete way of life. In such a case, accuracy in translation becomes a religious and moral duty, not merely a linguistic or logistical exercise. Since it would be impossible here to discuss the complexities encountered by innumerable translators in the field of translating the Qur’an, this paper focuses on one small — but not inconsiderable — aspect encountered in the sacred text, that is, the issue of repetition. The Qur'an Muslims believe that the religion preached in Arabia by Prophet Muhammad (peace be upon him) to be Allah’s (God’s) final revelation to humanity. For Muslims, the Qur’an, which is Allah’s words revealed to humankind, supplements and completes the earlier revelations on which all theistic religions are built and corrects the human interference and misinterpretations that corrupted and adulterated those earlier revelations. The whole of the Qur’an is arranged into 114 suwar (singular: surah) of unequal size, though a logical thread of meaning — of revelation from Allah — runs through them all. Each surah, which means degree or step, consists f a number of verse divisions, which are called ayat (singular: ayah) which are usually determined by the rhythm and cadence in the Arabic text. Sometimes, an ayah, meaning a sign, contains many sentences. Sometimes, a sentence is divided by a break in an ayah; but, usually, there is a pause in meaning at the end. The ayah is the true unit of the Qur’an, since â€Å"it is a verse of revelation as a sign of God’s wisdom and goodness, just as m uch as God’s beautiful handiwork in the material creation or His dealings in history are signs to us† (Ali [3, p. 3]). The Qur’an, therefore, is the Holy Writ, sent down to us, as surah al-Nahl reveals: ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? [explaining all things, a guide, a mercy, and glad tidings to Muslim] (Qur’an 16:89). Word Repetition in the Qur’an – Translating Form or Meaning? The Qur’an exists in its original language, i. e. , Arabic. Muslim scholars unanimously agree that the Qur’an is only the Qur’an when it is in Arabic, in its original wording as revealed to Prophet Muhammad (peace be upon him). Cook [4, p. 94] refers to Ibn Hizam (d. 1064), a scholar of Muslim Spain, who stated laconically that â€Å"NonArabic isn’t Arabic, so it’s not the Qur’an†. This is derived from the fact that there are eleven references in ten Qur’anic suwar Al-Laithy [5, p. 46] confirming exactly this notion. By way of example, surah Fussilat states: ? ? ? ? ? ? ? ? ? ? ? ? ? [And if We had sent this as a Qur’an in a foreign language (other than Arabic), they would have said: â€Å"Why are not its ayat explained (in our language)? What! (A book) not in Arabic and (the Messenger) an Arab. ] (Qur’an 41:44). As Ali [3, p. xi], in his preface to the first edition of his translation of the Holy Qur’an, states, it is the duty of every Muslim — m an, woman or child — to read the Qur’an and understand it according to his own capacity. For non-Arabic Muslims, this poses something of a problem. As Cook [4, p. 8] points out, Arabic is not just the original language of the Qur’an (as ancient Hebrew was the original language of the Torah); it is the language of the Qur’an. Therefore, talking about â€Å"translating the Qur’an†, is problematic. The question that needs to be posed is: Is the Qur’an – as a sacred text – translatable? On the one hand, the view of the untranslatability of sacred texts is championed by Stiener’s comments (in Ali [6, p. 174]) on the troubles encountered when translating the word of God. He states in his foreword to Translating Religious Texts [6, p. xiii] â€Å"Here we flounder in deep waters. If a text is ‘revealed’, if its initial encoding is then transferred into a mundane and fallible sign-system, that of secular and post-Adamic speech, to what truth-functions, to what correspondent faithfulness can any translation aspire? † On the other hand, what do we call the well-known â€Å"translations† of Ali [3], Pickthal [7]. Arberry [8], Asad [9] and others? It is the view of the present author that if an original text exists in another language, this second product is a translation. The translation of any text is a means of rewriting the meaning/message of the original text using a target language. Yet, any translation of any text, no matter how immaculate and scholarly, can never be the original, and will always be imperfect and subject to error. Therefore, the Qur’an is translatable, even though the translation might be laden with shortcomings and inaccuracies, and can serve as no more than an introduction to nonArabic speaking audience, Muslims and non-Muslims alike. For the Muslim, anything other than the Arabic original will always be merely an interpretation, an attempt at conveying the message of the Qur’an, and will always be an approximation of the original. Ahmed Abdel-Fattah M. Ali The fact is, though, that conveying the message of the Qur’an has become imperative in the light of global interest – for a variety of reasons – in Islam and in the beliefs and practices of Muslims. As Muslims and Islamic affairs rise more and more to prominence in global politics, the need to access the contents and meaning of the Qur’an, specifically through the medium of English, becomes more pressing. It is how this Holy Writ should be translated that forms the basis of this paper. Orignal and Translated Text As any translator knows, translating from a source language to a target language presents a minefield of complications. In his discussion of issues related to the Soviet school of translation, Lauren G. Leighton [10, p. 17] asserts that few Soviet translators would agree with the dogmatic literalist Vladimir Nabokov’s assertion that one should dismiss the conventional notion that a translation should â€Å"read smoothly†, and â€Å"should not sound like a translation†. Indeed, says Leighton, Nabokov asserts that any translation that does not sound like a translation is bound to be inexact upon inspection. Nabokov’s assertion here justifiably raises the following questions: What are the criteria that produce a translation sounding like a translation? How does a translation, sounding like a translation, sound? There must, by implication, be certain features in the translation itself that makes it sound like one. Does this mean, for example, complete adherence to the linguistic rules of the source language, even at the expense of both the style and the linguistic integrity of the target language? Such an argument raises more questions than answers because ‘how a translation should sound’ is not defined. Whether a translation should sound like a translation or not, does not mean that ‘bad translations’ are admissible. In other words, a translated text should read well and with no clumsiness of style caused by the interference of, for instance, the linguistic rules of the target (or second) language. Still, the majority of the translations of the meaning of the Qur’an actually do sound like translations. The main reason for this is the inevitable impact of the Qur’anic form on the target language. The division of the Qur’an into ayat; the translator’s clear attempt to adhere to the source text’s wording; the importance of the source text; the attempts to follow the Arabic style n the translation; the existence of terms that are untranslatable without detailed footnoting – these are but a few reasons why many Qur’anic translations sound like translations or do not sound natural. This is a difficult problem to tackle. While the aim of translators should be to present the given text in the appropriate style and to conform to the linguistic demands Word Repetition in the Qur’an – Translating Form or Meaning? of the target language, in many cases they might find themselves in a situation where the impact of the source language displays itself glaringly – with sometimes unacceptable yet unavoidable results. Translating Repetition Repetition, as an element of rhetoric, is an important characteristic of Arabic texts (both ancient and modern), as it is in European discourse (Connor [11]). It would not be apposite in a paper on translation to discuss how and why repetition functions as a rhetorical device in Arabic discourse, and the reader should refer to the noteworthy contribution of Al-Jubouri [12] in this regard in the Swales and Mustafa study English for Specific Purposes in the Arab World. Suffice it to say that repetition plays a vital role, specifically in the context of attempts to translate the Qur’an accurately. In the succeeding sections, a brief attempt will be made to locate the incidence of repetition in non-Qur’anic sources merely to show that repetition is a deeply rooted feature in the Arabic discourse. The section after that will discuss repetition in the Qur’an, giving two examples, and then attempt to outline the problems that translating these presents. Repetition in Non-Qur’anic Sources – Examples This dissonance between the source and the target languages refers most particularly (though not uniquely) to the incidence of repetition(1) in Arabic. As an ? ? ? ? Arabic literary critic once wrote: â€Å"A man may say to another ‘? : ’ Hurry up, says: â€Å"(3) hurry up’, and to an archer: ‘? ‘ : ’ Shoot, shoot’. (2) A famous, yet anonymous, poem † ? ? ? [How many favors have you had (upon us) how many, how many and how many (favors have you had) and how many] and another says: (1 ) For more details about ‘Repetition’, see Holes [13, pp. 269-74]; Nasif [14, p. 21]; Ibn Qutaybah [15, p. 10]; Ibn Faris [16, pp. 177-8]; Al-Jubouri [12, pp. 99-117]; Koch [17]; and Tytler [18]. According to Al-Mulla [19, p. 232] quoted from Al-Maydani, pp. 9-108 on Ibn Qayyim, pp. 159-167: â€Å"Ibn Qayyim identifies three types of Repetition in the Qur’an: Repetition with similarity of meaning e. g. Q74:19-20. Repetition with difference of meaning e. g. Q3:7. Repetition of meaning with different wording e. g. Q55:68. † (2) Ibn Qutaybah [15, p. 183]; and Abu Hilal [20, p. 193]. (3) Abu Hilal [20, p. 193]; the poet is not named. This line is also found in Al-Murtada, ’Amali al-Murtada (1954), Vol. 1, p. 84. ‘ ’ is, however, missing from this line in Ibn Qutaybah [15, p. 183], and Ibn ? ? Faris [16, p. 177]. â€Å"(4) Ahmed Abdel-Fattah M. Ali ? ? â€Å" ? ? ? ? ? [Why do you not ask the masses of (the tribe of) Kindah , when they ran away from the battlefield, where, where (did they run away to)? ] where the underlined words are repeated successively. Muhalhal also repeated the following more than twenty times in one of his poems: (5) â€Å" ? â€Å" ? [It was not fair of (the tribe of) Kulayb to (have done)†¦] Al-Harith ibn ‘Abbad successively repeated, with great effect, the half-line: (6) â€Å" â€Å" ? ? ? [Make (you two) close to me Marbit Al-Na’amah (the name of the place where his beloved one lives)]. The above are sundry examples of repetition commonly used in non-Qur’anic sources. The author believes, however, that the repetition employed in these and similar instances are merely rhetorical devices. As such, they are not much different in structure, intent and meaning as that used in European prosody or poetry. Repetition in the Qur'an – Two Examples The Qur’an, being in Arabic, is no exception to the need for the correct citati on and elaboration of the repetitions as linguistic features during translation. However, the Qur’an, as has been pointed out, is a sacred text, and as such, requires more than just This line is ascribed to ‘Abi:d ibn Al-’Abras Al-’Asadi according to Ibn Qutaybah [21, p. 224]. The next line is: ‘ ’ ? ? ? ? ? ? The line is also found in Abu Hilal [20, p. 194], and in Al-Baqillani [22, p. 160], without the name of the poet, (or Al-Baqillani [22, pp. 136-7]). However, the poet is named again in Ibn Qutaybah [15, p. 143] but not in p. 83, where the following line by ‘Auf ibn Al-khari‘ is quoted: â€Å" ? † ? ? ? ? ? ? This latter line is also found in Ibn Faris [16, p. 194], where we have instead â€Å" † and the poet’s name ? is not mentioned, while Baqillani [22, p. 160] quotes it as â€Å" . † ? ? (5) Abu Hilal [20, p. 194]. (6) Abu Hilal [20, p. 194]. (4) Word Repetition in the Qur’an – Translating Form or Meaning? literary critique of its f orm and usages – repetition included. This is because those very forms and usages are intrinsic in, and an essential part of, the sacred message that Muslims believe is the original, unadulterated and incorruptible Word of God. They therefore invite, not mere literary critique, but metaphysical reflection. Let us cite two examples: Example one The opening ayat of surah ’Iqra’ read: ? (? )? ?)? ( ? ? ? ? ? [Read in the name of your Lord who created (1) Created Man of a blood-clot (2)] (Q96:1-2) In this example, the word (created) is repeated twice; and while Read in the ? ame of your Lord who created Man of a blood-clot would read smoothly in English without the reader feeling that something more is needed to make the sentence sound like good English, the result is that the translator has omitted part of the original text. Whether such omission affects the meaning or not, it does not alter the fact that the translation did not cater for an ‘item’ in the original. One might conjec ture, therefore, that, in the science of translation, even if the meaning does not suffer as a result of such omission, all texts are words put together and translators must not forget that they translate on the basis of these words. Newmark [23, pp. 36-37] states: â€Å"Many translators say you should never translate words. You translate sentences or ideas or messages. I think they are fooling themselves. The SL [source language] text consists of words. That is all that is there, on the page. Finally, all you have is words to translate, and you have to account for each of them somewhere in your TL [target language] text, sometimes by deliberately not translating them [†¦ ], or by compensating for them, because if translated cold you inevitably over-translate them. In the example from Surah ’Iqra’ cited above, Q96:1 ends with the word , ? and does not require a complement — unlike create which requires an object. Also, Q96:2, due to the Arabic structure and rules of grammar is a ? complete and meaningful sentence. Yet, if we compare this to English, we find that it goes against the rules of English to start a sentence in the way ayah 2 has been translated, i. e. Created Man o f a blood-clot. While the fa‘il ‘ ?( ’ ubject) position can be filled in Arabic with no other pronoun but He, seven options are available in English to choose from (i. e. I, you, he, Ahmed Abdel-Fattah M. Ali she, it, we and they). Considering the context of Q96:1-2, the translator will have to relate the two ayat together in his translation in order to make sense. The significant difference in Arabic is that each ayah can also stand on its own, separately, as complete and meaningful in itself. The Qur’anic text indicates that the Lord created — that is, He created all things, known and unknown, tangible and intangible, visible and invisible. This sense is conveyed in ayah 1. The vision of the power of creation is then narrowed, in ayah 2, to one specific item, where we are told what He created — indeed, He created mankind. In the Arabic, it is clear that what we have here is a movement in focus between creation in general, and creation in particular. The translated text, without the repetition, reads: Read in the name of your Lord who created man of a blood-clot. This makes the ayat lose the important dimension of generality. It loses, too, the dimension of specificity. Furthermore, the Qur’anic text clearly indicates parallel rhetorical movements -between generality and particularity on the one hand, and between basic and complex on the other. But, these rhetorical movements have metaphysical implications. As has been shown above, the text your Lord who created shows the power of the Lord in His creation of all things. The text Created man is a movement to the particular, showing the power of the Lord in His creation of specific things. At the same time, we must be aware that humankind — one of a host of Allah’s creations — is itself a composite of complex organisms, mechanisms and systems. The uniqueness of humankind (its generality) rests not only in being one of many, but, at the same time, the quintessence of creation (its specificity). Similarly, reference to the blood-clot indicates the basic-to-complex shift. Blood is a basic component in the functioning of the human organism, but is also a complex component in itself. The blood-clot referred to is merely a speck on the lining of the womb, represented by the word , which, apart from meaning blood-clot also carries the meaning of ‘leech-like’, ‘hanging’ and/or ‘clinging’ (c. f. Ibrahim [24, p. 6] and Al-Rehaili [25, p. 1]). Yet, in spite of being so basic a component, and so basic a stage of development, it still comprises all the elements of the complex human embryo. The dynamic between the poles of general-to-specific and the complex-to-basic, is reinforced in the Arabic text by the repetition, that is, the repetition of the word created ? . The repetition acts as a cat alyst whereby the two movements are activated. The Arabic reader, reading the original, is immediately aware of the synonymy. The nonArabic speaker, reading a translation where the repetition has been left out, is not. Word Repetition in the Qur’an – Translating Form or Meaning? Therefore, the string of complexities in meaning having occurred with the use of a repeated word that ties all the involved strings together is lost. Also, the word created ? ends (in the Arabic) with a syllable that rhymes with the last word in ayah 2. As a result, a rhythmic effect is created; it possesses a poetic beat at short intervals emerging from a powerful, intense and meaning-laded pattern. ? This shows clearly the importance of repeating the word ith regard to meaning and rhythm. The translator might not be able to achieve such an effect in the translation because of the target language rules of grammar and the difference in assonance — the sound gap — between the source language and the target language. The wording of the Qur’an is deliberate and every word serves a purpose. Therefore, it is justifiable to say that if a word is repeated in the original it should, if possib le, be repeated in the translation, unless of course the context dictates a different rendering for the repeated word. Unlike other texts (be they sacred or not), when it comes to translating the Holy Qur’an, every word must be catered for. The translator has to account for each and every word in the original text, in addition to considering their meaning in context. Example two Another example, of the literally hundreds to choose from, that can be cited is in Surah Yusuf, which relates the story of Prophet Joseph, may peace be upon him, who says: ? ? ? ? ? ? ? ? ? ? ? ? ? ? [I saw eleven planets and the sun and the moon: I saw them prostrating themselves to me](7) (Qur’an 12:4) (7) Many translations, such as most of the ones used in this work render as ‘star’ not ‘planet’ (see Pickthall [7]); perhaps the translators have been influenced by Genesis 37:9 where Prophet Joseph told his brothers and father about his dream: â€Å"†¦ the sun and the moon and the eleven stars made obeisance to me†. However, in the Arabic translation of the Bible, the verse refers to the word ‘? ’ which is the same as in the Qur’an. One wonders where the translator of this Biblical verse into English, assuming the correctness of the Arabic, got the word ‘star’ from? Genesis 37:9 in Arabic reads: . « :  » ? ? ? ? ? ? ? ? ? ? ? ? ? ? c. f. [26]. On the other hand, Al-Nuwayri [27, pp. 38-9 & pp. 61-70] talks about and quotes lines of Arabic poetry where the word kawkab ‘ ’ is used to refer to both planets and stars. The Qur’an uses the word kawkab to refer to a shining body as in Q6:76, Q24:35. See also, the plural form kawakib in Q37:6 and Q82:2. Ahmed Abdel-Fattah M. Ali The verb ‘? ( ’ saw) is repeated twice in the Arabic as well as in the translation, although the translation could have done without such repetition. It would have still made perfect sense if the translation had been: I saw eleven planets, the sun and the moon prostrating themselves to me. (8) We have already said that: the wording of the Qur’an is deliberate; every word serves a purpose; and deformation of the text’s original meaning can occur if the repetition in not adequately catered for in the translation. The above should not be interpreted as a defence of literal translation (see the discussion on Nabokov above) for all kinds of text. Still, it cannot be denied that literal translation can sometimes be a most effective form of translation, therefore its value for certain texts — the Qur’an in particular — should not be devalued. However, if adopting such a method results in inaccuracy, or deviation from the original sense and intent of the source language text, it should be abandoned. Baker [28, p. ] puts it like this: â€Å"[†¦] text is a meaning unit, not a form unit, but meaning is realized through form and without understanding the meanings of individual forms one cannot interpret the meaning of the text as a whole. Translating words and phrases out of context is certainly a futile exercise, but it is equally unhelpful to expect a student to appreciate translation decisions made at the level of text without a reasonable understanding of how the lower le vels, the individual words, phrases, and grammatical structures, control and shape the overall meaning of the text. † After quoting and analyzing many Arabic texts, Johnstone [29, p. 177] concludes: â€Å"An arguer presents truths by making them present in discourse: by repeating them, paraphrasing them, doubling them, calling attention to them with external particles. [†¦ ] Argumentation by presentation has its roots in the history of Arab society [†¦ ] Arabic argumentation is structured by the notion that it is the presentation of an idea — the linguistic forms and the very words that are used to describe it — that is persuasive, not the logical structure of proof which Westerners see behind the words. † The present author challenges Johnstone’s assertion that Arabic resorts to linguistic forms rather than logical structure of proof in the science of persuasion. Such an assertion ignores the fact that it is impossible to prove the truth of anything by merely presenting it as a rhetorical structure like repetition, paraphrase and so forth. Linguistic features of this kind are merely elements of style and discourse, not elements of deductive or inductive argument. Linguistic devices for the purposes of persuasion are (8) It is clear that the connective ‘ ? ’ waw (? ) is also repeated which is one of the features of ? ? Arabic. For details about the uses and functions of the waw, see Holes [13, pp. 217-20]. Word Repetition in the Qur’an – Translating Form or Meaning? used in every language (which, essentially, is what the art of rhetoric is all about). Rhetoric, however, can never substitute for proof — neither in English nor Arabic! What Joh nstone’s argument does do, however, is to shed light on the importance of repetition in Arabic and that, as a feature, it is deeply rooted in the language itself. The example in surah Yusuf cited above provides a relevant dimension to this argument. It is understood that Prophet Joseph (peace be upon him), saw what he believed was real in a dream although he did not say this himself. This is understood from his ? ? father’s answer not to tell his brothers about his dream (your dream) (Q12:5). The repetition of (I saw) indicates that there was not the least doubt in the dreamer’s mind that what he saw was real; it was at least a bit more than just a normal dream. He, of course, could not prove that he saw what he claimed, owing to the very nature of dreams. Therefore, he resorted to that feature in the language that gave his argument the confirmation it needed — and that was repeating the key word (I saw). In this ayah, the reason Prophet Joseph repeated the verb was not to persuade his listeners, but to emphasize that, what he saw, was true. This example shows recourse to a feature of the language when concrete proof cannot be provided. The proof of the veracity of what Prophet Joseph ‘saw†™ lay, not in his linguistic presentation of simply saying it again and again (as claimed by Johnstone [29, p. 155]), but in the physical coming true of his claim – his dream – near the end of the narrative. There is no doubt in the mind of the Arabic-speaking reader of the Qur’an that the repetitive nature of Prophet Joseph’s language is verbally precursive to, and predictive of, an actual event fated to occur by the virtue of God’s divine will. This is not, as Johnstone [29] would have us believe, mere linguistic form in order to persuade or convince, devoid of logical proof. The Prophet’s convictions, emphasized by repetition, serve as testimony to his faith, and to his submission (Islam) to his God. His visions cited by repeated words, confirm his prophethood. The repetition here is no mere rhetorical device — it serves, instead, to confirm the Divine Hand behind the Prophet’s visions and what subsequently occurred. The rational argumentation for the actuality and the veracity of the events is implicit, rather than explicit — and is vested in the repetition. Translating this implicit rational argumentation is not easy. Of course, in cases where explicit rational argumentation (â€Å"logical proof†) is needed, we find that repetition becomes a means that communicates the truth and supports the proof. Ample examples can be found in Surah al-Naml. ?) ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?) ( ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Ahmed Abdel-Fattah M. Ali ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?) ( ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?) ( ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?) ( ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ( ) ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ( ) ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? [Say: Praise be to Allah, and Peace on His servants whom He has chosen (for His Message). (Who) is better? Allah or the false gods they associate (with Him)? (59) Or, who has created the heavens and the earth, and who sends you down rain from the sky? Yea, with it We cause to grow well-planted orchards full of beauty and delight: it is not in your power to cause the growth of the trees in them. (Can there be another) god besides Allah? Nay, they are a people who swerve from justice. (60) Or, who has made the earth firm to live in; made rivers in its midst; set thereon mountains immovable, and made a separating bar between the two bodies of flowing water? (Can there be another) god besides Allah? Nay, most of them know not. 61) Or, who listens to the (soul) distressed when it calls on Him, and who relieves its suffering, and makes you (mankind) inheritors of the earth? (Can there be another) god besides Allah? Little it is that ye heed! (62) Or, who guides you through the depths of darkness on land and sea, and who sends the winds as heralds of glad tidings, going before His mercy? (Can th ere be another) god besides Allah? High is Allah above what they associate with Him! (63) Or, who originates Creation, then repeats it, and who gives you sustenance from heaven and earth? (Can there be another) god besides Allah? Say, â€Å"Bring forth your evidence, if ye are telling the truth! † (64) Say: None in the heavens or on earth, except Allah, knows what is hidden: nor can they perceive when they shall be raised up (for Judgment). (65)] (Q27:59-65) Word Repetition in the Qur’an – Translating Form or Meaning? Generally speaking, one of the functions of repetition in Arabic is to give force to the point made, and to add emphasis to the argument; in most cases, the repeated words are not redundant nor do they affect the style in a way that makes it gauche or clumsy. Consider, for example, the different ranslations for Surah al-Rahman where the word almizan (balance) is repeated three times. (9) The English translations, do, to the English ear, have a tiresome, repetitive quality which is absent in the Arabic: )? ( ?)? ( ? ? ? ? ? ? ? ? ? ? ? ? ? ? (? ) ? ? (Q55:7-9) From Khan & Helali [30] 7. And the heaven He has raised high, and He has set up the b alance. 8. In order that you may not transgress (due) balance. 9. And observe the weight with equity and do not make the balance deficient. From Ali [3] 7. And the firmament has He raised high, and He has set up the balance (of justice). 8. In order that ye may not transgress (due) balance. 9. So establish weight with justice and fall not short in the balance. We can see from such examples that the original (source) language text does have a clear impact on the translation. This impact, especially when dealing with religious and sacred texts, is inescapable. It shows further how important the form is; what considerable influence form exercises on translated text; and what effect form has when translated. is repeated 31 times, Q30:20-25 ? ? ? ? ? ? ? ? ? ? where is repeated six times in six successive ayat. See also Q54: 15, 17, 22, 32, 40 and 5 ? , Q69:1-3 , Q74:19-20 , Q75:34-3 , Q76:15-16 ? ? ? ? ? ? ? , Q82:17-18 ? , Q95:5-6 ? , Q101:1-3 , Q102:3 ? ? ? ? ? ? ? , Q109, etc. ? ? ? ? (9) Othe r examples are also found in Q55 where Ahmed Abdel-Fattah M. Ali Conclusion The most difficult problem to resolve in translating Holy Writ is, certainly for Muslims, a moral one. This paper has focused on the debate of whether or not to translate repeated words which appear in the Arabic Qur’an into the target language. It has been shown that if translators choose to deliberately ignore the repeated words, they have actually failed to cater for all the words — and, thereby, all the meanings — in the original. It is of secondary importance whether the translator may be justified or not for not translating repeated (or unrepeated) words as long as the meaning is not affected. This is because every word in the Qur’an (repeated as well as unrepeated) serves a purpose; and if translators fail to see this, it is not for them to decide that the reader, too, will not see what they have failed to translate. (10) This brings one to the opinion that what the translator of the Qur’an should do is opt for the straight translation. This does not preclude the fact that translators might labor in vain. They might be genuinely sincere in preserving the stylistic features of the original text, hoping always to maintain, as best they can, the stylistic beauty of the repetition they find there. Yet, there is always the possibility that those very labors might be doomed to failure owing to the differences between the source and target language systems of meaning-making and functioning. (11) (10) (11) This is explained clearly in the Arabic saying â€Å"? ? ?. † ? ? ? ? ? ? ? The following examples are meant to shed some more light on this point. According to Nasif [14, p. 22], Si:bawayh says: â€Å"The Arabs say: ‘? ’ and ‘ ? . ’ The former is used when ? ? ? ? ? ? ? ? something good happens and as a result one praises Allah, while the latter is used when one expresses how he is†. In his own words: .† ?† ? ? ? ? ? ? ? ? ? ? ? ? By way of example, Dickins [31] also suggests comparing ‘ ? ’? with ‘ ? ? ? .’ He says: â€Å"Clearly, these two are distinct in Arabic, and in some contexts it might be possible in ? ? English to translate ‘? ? ’? ? ? as ‘This man is indeed great’. In many contexts, however, ? both ‘? ? ’? and ‘? ? ’? ? ? would have to be translated as ‘This man is great’ ? ? (etc. ); the very real difference between the two sentences simply cannot be relayed in English†. Word Repetition in th e Qur’an – Translating Form or Meaning? ? Several sincere attempts have been made in the past to minimize the effect of these differences, which result in unnatural sounding translations of the Qur’an. However, the result is always at the expense of something else. Arberry [8, p. x], for example, compares the Qur’anic translations prior to his own, saying: â€Å"In making the present attempt to improve on the performance of many of my predecessors, and to produce something which might be accepted as echoing however faintly the sublime rhetoric of the Arabic Koran, I have been at pains to study the intricate and richly varied rhythms hich — apart from the message itself — constitute the Koran’s undeniable claim to rank amongst the greatest literary masterpieces of mankind. [†¦ ] This very characteristic feature [†¦ ] has been almost totally ignored by previous translators; it is therefore not surprising that what they have w rought sounds dull and flat indeed in comparison with the splendidly decorated original. [†¦ ] I have striven to devise rhythmic patterns and sequence-groupings in correspondence with what the Arabic presents, paragraphing the grouped sequences as they seem to form original units of revelation. As is clear from his comments above (as well as in many other places in the introduction to his translation of the Qur’an), much has been lost in previous translations and even his own attempt is but a faint echo of the â€Å"sublime rhetoric of the Arabic Koran†. The question of what to do about translating repetition becomes consequent on recognizing the limitations of translating (or not translating) repetition in the Qur’an. Gaining a better understanding of the Arabic language definitely diminishes such misperceptions of incoherence. Since Arabic is spoken by approximately one billion people, Muslims can hope for a greater awareness of Arabic as a religious, cultural and social force on the planet on the part of non-Arabic and/or non-Muslim countries. Where Arabic recognized as the world language it is, the study thereof could conceivably be introduced throughout the various tiers of education in the rest of the world, and through that, attune non-Arabic speakers throughout the world to the differences and uniqueness inherent in the language. This would aid readers of the Qur’an – believers or otherwise to make the necessary mindshift from the rhetoric and discourse of their mother tongue to the translated text. In his â€Å"The Qur’an: A New Interpretation’, Colin Turner says: â€Å"When one considers the complexities involved in translating a work such as the Quran, one often wonders whether it might not be easier for the whole English-speaking world to learn Arabic in order to read the Quran than for one translator to bring the Quran to the whole of the English-speaking world. As far-fetched as this option might sound, it is the one favoured by most Muslim scholars, whose opinion it is that the Quran is only the Quran if it is in Arabic and that however much it is translated, and into however many languages, the product which emerges on the other side can never be anything more than one man’s humble – and, it goes without saying, fallible – interpretation†. (Turner & Bahbudi [32, p. xiii]) In the meantime, until Arabic becomes more widely studied, the answer to the conundrum of how to translate repetition extant in the Qur’an must be a simple one. The translator could, in an attempt to maintain the accuracy and faithfulness, and at the same time maintain the flow of the translation, make use of footnotes to draw the attention of the reader/critic to the actual wording of the original. In this way, the translator Ahmed Abdel-Fattah M. Ali minimizes the effect of, at least, the form of the original on the translation. 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