Progress of Malaysian Women Free Essays

string(139) This examination is planned to catch the accomplishments of ladies in education,health,economy, legislative issues and force sharing, and choice making. The Progress of Malaysian Women Since Independence 1957 †2000 Published by: Ministry of Women and Family Development Level 1-4, Block E Bukit Perdana Government Office Complex Jalan Dato’ Onn 50515 Kuala Lumpur Tel:03-29630095 Fax:03-26938498 E-mail:info@kpwk. gov. my Website:www. We will compose a custom paper test on Progress of Malaysian Women or then again any comparative theme just for you Request Now kpwk. gov. my With subsidizing support from: United Nations Development Program (UNDP), Malaysia, Singapore and Brunei Darussalam Published September 2003 ISBN:983-41432-0-6 Printed by: Bar Code Design Network Copyright  © 2003 Ministry of Women and Family Development. Okay Reser ved. Solicitation for consent to reproduce any material ought to be coordinated to the Ministry of Women and Family Development. Substance EXECUTIVE SUMMARY FOREWORD CHAPTER 1 †INTRODUCTION I. Foundation II. Targets OF THE STUDY III. Approach IV. Outline OF THE REPORT V. Sex AND DEVELOPMENT PLANNING VI ADMINISTRATIVE MACHINERY FOR THE ADVANCEMENT OF WOMEN VII. Legitimate STATUS OF WOMEN †Women under the Federal Constitution †Employment Legislation and Women †Other Laws Affecting the Status of Women VIII. End CHAPTER 2 †EDUCATION AND TRAINING OF WOMEN I. Presentation II. FORMAL EDUCATION †Enrolment in Primary and Secondary Schools †Female Enrolment in Technical and Vocational Education †Tertiary Education †Education Attainment of Rural Women †International Comparison in Educational Attainment III. NON-FORMAL EDUCATION AND TRAINING IV. FUTURE CHALLENGES V. Suggestions VI. End CHAPTER 3 †WOMEN AND THE ECONOMY I. Presentation II. Patterns IN WOMEN’S ECONOMIC PARTICIPATION †Women in the Labor Force †Employment Status of Women †Employment by Sector †Employment by Occupational Category †Potential Growth Areas: Women in Business and Professional Services Page vii x 14 16 17 18 19 23 26 27 28 30 33 34 37 39 42 43 47 50 51 53 54 55 56 61 64 The Progress of Women Since Independence III. IV. V. †Women Entrepreneurs: From Micro-Enterprises to Small and Medium Enterprises (SMEs) FUTURE CHALLENGES RECOMMENDATIONS CONCLUSION 5 67 70 72 73 74 76 78 79 80 82 83 84 86 87 89 90 CHAPTER 4 †WOMEN AND HEALTH I. Presentation II. GENERAL HEALTH STATUS †Indicators of Health Status †Maternal Mortality †Nutritional Status of Women †Fertility Trends III. Regenerative HEALTH SERVICES †Family Planning †Antenatal and Postpartum Care †Management of Cervical and Breast Cancers IV. Wellbeing CONCERNS IN THE NEW MILLENNIUM †Health Needs of Older Women †Do mestic Violence †Mental Health †The HIV/AIDS Epidemic V. FUTURE CHALLENGES VI. Suggestions VII. End CHAPTER 5 †WOMEN IN DECISION MAKING AND POWER SHARING 93 I. Presentation 93 II. Patterns IN LEADERSHIP AND POWER SHARING 94 †Political Membership and Leadership 94 †Political Candidacy 96 †Elected Offices and Appointments 97 †Representation in the State Assemblies 99 †Share of Leadership and Decision-Making Positions in the Public Sector 99 †Key Management Positions in the Public Sec tor 99 †Appointments in the Foreign Service 101 †Representation in Local Authorities 101 †The Grassroots Level 103 III. IV. V. †Management Positions in the Private Sector †Non-Government Organizations (NGO), Trade Unions and Cooperatives †Participation in NGOs †Participation in Trade Unions †Representation in Cooperatives FUTURE CHALLENGES RECOMMENDATIONS CONCLUSION 104 105 106 108 111 112 115 REFERENCES LISTS OF BOXES Box 1. 1. 2 1. 3 2. 1 3. 1 Titles Page Malaysia’s First Lady, Dato’ Seri Dr. Siti Hasmah bt. Mohd. Ali †An Inspiring Role Model for Malaysian Women 12 Definition of Discrimination 30 Selected Relevant Declarations and Action Plans Signed by the Government of Malaysia 31 Scaling Up Micro-Enterprises, Department of Agriculture 46 Datuk Muhaiyani Shamsuddin, Founder and Managing Director of Muhaiyani Securities Sdn Bhd and Deputy Chairperson of the Kuala Lumpur Stock Exchange 66 Dato’ Sharizat Abdul Jalil †An Advocate and Solicitor, an Eminent Corporate Figure and a Cabinet Minister 91 Tan Sri Datuk Nuraizah Abdul Hamid †A Woman of Distinction in the Public Service 113 . 1 5. 2 LIST OF FIGURES Figure 2. 1 2. 2. 3 Title Page Primary School Enrolment by Sex, Malaysia,1957â€2000 34 Secondary School Enrolment by S ex, Malaysia,1957â€2000 35 Percentage of Males and Females in Primary and Secondary Schools, Malaysia,1957â€2000 36 2. 4 2. 5 2. 6 2. 7 2. 8 2. 9 2. 10 2. 11 2. 12 2. 13 3. 1 4. 1 4. 2 4. 3 4. 4. 5 4. 6 5. 1 5. 2 Number of Students Enrolled in Year Six to Form Five by Sex,1991â€1995 Enrolment in Vocational and Technical Schools by Sex, Malaysia,1957â€2000 Proportion of Female: Male Students in Vocational and Technical Schools, Malaysia 1957â€2000 Enrolment in Tertiary Institutions by Sex, Malaysia, 1957â€2000 Proportion of Males and Females in Tertiary Education, Malaysia,1959â€2000 Enrolment in Engineering Course, Malaysia,1991â€1998 Output of Graduates in Engineering, Malaysia,l991â€1998 Educational Attainment of Women by Stratum, Malaysia, 1970,1980 and 1991 Number of Students in Adult Education Classes by Sex, Malaysia,1958â€1967 Literacy Rate by Sex, Malaysia,1970â€2010 Percentage Distribution of Employed Persons by Occupation and Gender, Malaysia,1957â€2000 Maternal Mortality per 1,000 Live Births. 1956â€2000 Life Expectancy at Birth in Malaysia by Sex,1957â€2000 Number of Pap Smears Read by the Ministry of Health, 1982â€1998 Number of Reported Cas es of Domestic Violence, 1984â€1997 Number of Suicide and Self-inflic ted Injury Cases in Malaysia by Sex Number of Women Living with HIV and AIDS,and Deaths in Women from HIV/AIDS Percentage of Women in Elected Offices/Appointed Offices, Malaysia,1959â€2001 Women in Top Management in the Malaysian Foreign Service 1992,1994 and 1999 7 37 38 39 40 41 42 43 44 63 75 76 81 84 85 86 98 101 EXECUTIVE SUMMARY I. Endeavors to manufacture more prominent sexual orientation fairness have brought about Malaysian ladies accomplishing noteworthy advancement in key financial zones since Malaysia picked up autonomy in 1957. In any case, in spite of the advancement made, new worries on the job and status of ladies have developed that could unfavorably influence the investment of ladies in the economy and social circles. Considering this, the Government of Malaysia, the United Nations Development Program (UNDP) and the United Nations Population Fund (UNFPA) together embraced an investigation t o archive and assess the advancement of ladies in Malaysia during the period 1957â€2000. This examination is planned to catch the accomplishments of ladies in education,health,economy, governmental issues and force sharing, and dynamic. Optional information from the Department of Statistics studies and regulatory records from government offices and nongovernmental associations are utilized for the investigation. The report for the investigation contains five parts, with sections 2 to 5 surveying the advancement of ladies in explicit key territories while part 1 features the Government’s activities taken to propel ladies being developed. Improvement getting ready for the progression of ladies was presented in the Sixth Malaysia Plan, which has a section on the advancement of ladies. The Sixth Plan and resulting plans contain techniques to join ladies during the time spent advancement in accordance with the goals of the National Vision Policy on Women (NPW). Evenhanded sharing of assets and access to open doors for people structures one of the targets of the NPW. The definition and execution of an activity plan to operationalise the NPW during the Seventh Malaysia Plan brought about the usage of increasingly sound and centered projects to coordinate ladies being developed and hoist their status. Critical advancement has additionally been made in the setting up of the necessary institutional and regulatory apparatus to design, arrange, actualize and screen the improvement of ladies. These incorporate the Ministry of Women and Family Development, the Department ii. iii. vii f Women Affairs (HAWA), the National Advisory Council for the Integration of Women in Development (NACIWID) and the National Council of Women’s Organizations (NCWO). Moreover, the order o f new laws and the consistent audit and alteration of existing enactment have been embraced to save, fortify and ensure the rights and legitimate status of ladies. iv. Malaysian ladies have profited by expanded access to instruction and preparing as showed by the improvement in their proficiency rates and net enrolment at all degrees of training since 1957. The enrolment of female understudies at the essential level expanded by more than three and a half times during the period 1957â€2000. At the auxiliary level, the enrolment of female understudies expanded by in excess of multiple times to arrive at an all out enrolment of 985,692 understudies in 2000. With respect to enrolment in specialized and professional schools the level of male understudies has consistently been higher than female understudies. The enrolment of Malaysian ladies in tertiary foundations mirrored the advancement of tertiary training in Malaysia, which has been slowly growing in all out number and relative terms, particularly after 1970. In 1959, female students contained 10. 7 percent of the all out stu

Attractive nuisance doctrine Essay Example | Topics and Well Written Essays - 500 words

Appealing irritation convention - Essay Example The principle can be connected to anything lying on the land, yet for the most part to perilous articles, for example, surrendered vehicles, heaps of timber, sand, trampolines or in any event, pools (Okrent 18). The principle will in general secure little kids who are not developed enough to settle on dependable choices over their own wellbeing. The tenet doesn't carter for grown-ups. In any case, if a grown-up supports wounds while endeavoring to spare a kid who is in an alluring annoyance, at that point the proprietor of the property will likewise be considered liable for the wounds of the grown-up. At the point when residents live in regions where there are youngsters, they are relied upon by the general public to think of dependable methods of securing the children (Okrent 19). A circumstance may emerge when a kid trespasses to somebody else’s property, and amidst having a fabulous time, for instance, swimming, the kid suffocates. The mishap occurred without the property’s proprietor staying alert (Okrent 24). In this manner, it would be uncalled for the proprietor to be accused of abusing appealing aggravation. On the off chance that the land owner knows about the nearness of youngsters on their of the property, and a hazard happens connecting it to any object that may hurt them, at that point the proprietor is liable for abusing appealing annoyance (Okrent 20). In this article, plainly the law of appealing disturbance is in reality reasonable. In the event that an individual has something on their property that would raise the interest of little children, for instance, a pool or a harmed vehicle, the individual needs to check whether they are adequately and securely shielded. The individual ought to receive strategies like setting up a made sure about hindrance or free from any danger covering over the element (Okrent 30). Landowners are required to know about all the potential threats presented by their property like tractors or an open product house. This will enable them to comprehend what to keep

EMBA Admissions Consultants

Top 14 Services of Value Offered by MBA/EMBA Admissions Consultants In my previous blog entry, I pointed out several things that MBA Admissions Consulting isnt. Today I will describe what MBA Admissions Consulting does provide. The 14 most important services of value your MBA Admissions Consultant offers: 1. A partner throughout the entire application process. Many applicants need someone who knows MBA Admissions well to guide them through the application process from beginning to end. Having this type of partner greatly reduces the stress of the entire process, and that’s a role Admissions Consultants fill. A good MBA Admissions Consultant will first review your background and reasons for wanting to get an MBA, and comment on any specific items that might need strengthening starting with your logic for wanting an MBA! You will have questions that you want answered throughout the entire process, and your consultant will be a quick and easy source for answers. 2. A source of encouragement MBA applicants are usually very busy with their personal and professional lives and the application process can feel like a drag. However, schools expect all applicants to meet their deadlines and give their applications their all. Therefore, it’s often necessary for an Admissions Consultant to periodically encourage, cajole, and remind applicants of all they need to do to submit a competitive application. 3. School selection help In many cases, applicants’ target schools don’t match their backgrounds, goals, and scores. An Admissions Consultant can suggesting a strategy for selecting schools and research additional schools that might match well with your background and goals. 4. Dealing with problematic GPA and/or GMAT scores If an applicants numbers are not in range for the persons target schools, an Admissions Consultant can suggest several effective strategies to deal with that issue. 5. Resume feedback An Admissions Consultant will assess whether an applicants resume comes across properly or seems more like the resume of a college student or job hunter. In addition to making many specific suggestions, your consultant may refer you to a resume specialist such as one of the Certified Resume Writers on The Essay Experts team. 6. Guidance for choosing/working with recommenders An Admissions Consultant can review an applicant’s choice of recommenders if thats a concern, and provide extensive recommendation dos and don’ts. 7. Research Suggestions An Admissions Consultant will suggest research that applicants must do to truly understand their fit with specific schools, given their career and other goals. 8. Career goals insight Although Admissions Consultants are not Career Counselors, many have significant exposure to a wide range of fields. As a result, they are often quite expert at evaluating applicants’ stated career goals, and can help advise them regarding ways to research the most appropriate and logical career path a key element looked at by business schools. 9. Essay Strategy and Guidance Admissions consultants spend most of their time giving applicants feedback regarding their essays. An ethical consultant will never write the essays, as this practice can lead to an automatic rejection by the admissions committee. One the applicant writes a first draft of a schools essay set, the consultant will review and help the applicant with essay strategies. The applicant and consultant will then work together in an iterative process to make the essay set as effective as possible. The Admissions Consultant reviews each draft, sends it to the client with feedback, and continues this process until both the consultant and the client agree the set is complete and optimized. 10. Answering questions on the actual application form A few applicants have basic questions related to how to answer a question on the actual application form, and ask the Admissions Consultant to do a quick review. 11. Questions about timeline After submitting a group of applications, many applicant are likely to get nervous if the school hasn’t replied within an expected time frame. The consultant can provide reassurance that quite a few applicants are invited to interview right up to the last minute. 12. Interviewing A consultant can answer questions about whether to interview on campus or with an alumnus; provide interview tips to help with interview preparation and the interview itself; share feedback from other applicants who have interviewed at a school; and conduct mock interviews if needed. 13. Strategies for getting accepted from waitlists If you are put on a waitlist by one or more schools, the Admissions Consultant consultant can give your suggestions as to how to encourage the school to move you off the list and into the Accepted column. 14. Customization A good MBA admissions consultant will customize the consulting s/he provides to meet each clients needs. What are yours? Please share your questions/comments below. And stay tuned for my next article on the item of greatest concern to most: Essay Strategy. Need guidance in your MBA/EMBA Application process? Maximize your applications with help from The Essay Experts MBA Admissions Consulting Services. Or feel free to email me directly at larryessayexpert@gmail.com. Larry Sochrin

Hiragana Lessons - Stroke Guide to な、に、ぬ、ね、の

Character Is Destiny - 2530 Words

â€Å"Character is Destiny† is a phrase associated with Heraclitus, a Greek philosopher of the 6th century BC who is recognized as one of the most significant philosophers before Socrates and Plato. Unfortunately, very little is known about his life other than what can be gathered from his own statements. Heraclitus lived in Ephesus, an important city on the Ionian coast of Asia Minor, not far from Miletus, the birthplace of philosophy. Ancient biographies of him consist of nothing more than inferences or imaginary constructions based on his sayings (Graham). However, the renowned philosopher Frederick Nietzsche, who drew upon the work of Heraclitus for inspiration, claims that Heraclitus believed â€Å"that a persons character is innate and†¦show more content†¦Though Apollo spurned him and sent him away, first he revealed to Oedipus that â€Å"You are fated to couple with your mother, you will bring a breed of children into the light no man can bear to see  œ you will kill your father, the one who gave you life!† (Sophocles 638). Like Larius, Oedipus did everything he could to prevent his terrible fate. Upon hearing this prophecy, Oedipus fled from the city of Corinth and vowed never to return as long as Polybus and Merope, who he believed to be his parents, were still alive. As Oedipus is leaving the city he encounters a horse drawn chariot that forces him off the road. As the chariot goes by, Oedipus hits the driver in anger and the man swings back. Oedipus hits him with a blow that knocks him out of the chariot, and the man falls dead to the ground (Sophocles 638-639). Unbeknown to Oedipus, the man he killed was his real father. After this, Oedipus continues his travels, coming to the city of Thebes. Here people are facing great misfortune. King Laius had been killed, the city is suffering from a plague, and they are at the mercy of The Sphinx, who was causing destruction because no one was able to solve her riddle. Oedipus so lves the riddle and puts an end to the monster’s reign. In their joy the people of Thebes name Oedipus their king and presentShow MoreRelatedCharacter Is Destiny Essay1067 Words   |  5 PagesCharacter is destiny. Heraclitus, Greek philosopher (c. 540-c. 475 B.C.) This famous quote has birthed many ideas and philosophies about life and our final destination. Similarly, in Thomas Hardys The Mayor of Casterbridge, issues about life, character, fate and destiny are explored. Ironically, the quote about character being our destiny is being challenged and questioned over and over again in the context of this tragic novel. Indeed, Henchard is a victim of his own delusions. He has falselyRead MoreThe Sword Of Destiny Character Analysis1585 Words   |  7 Pagesâ€Å"The Sword of Destiny† by Andrej Sapkowski is a fantasy book about a monster hunter a.k.a. â€Å"Witcher†, which pursuits the love of his life, a sorceress. Seen as a monster and an abomination of nature, Geralt, â€Å"the Witcher†, deals in the same time with his destiny confrontation, and with racism. Even if the book uses a fantasy setting the theme of racism deals with real life problems, like the perception of the mases on minorities. On the other hand, â€Å"To Kill a Mocking Bird† by Harper Lee takes a moreRead More The Strong Character and Unavoidable Destiny of Oedipus Rex Essay938 Words   |  4 PagesThe Strong Character and Unavoidable Destiny of Oedipus Rex    Oedipus the King, by Sophocles is about Oedipus, a man doomed by his fate. Like most tragedies, Oedipus the King contains a tragic hero, a heroic figure unable to escape his own doom. This tragic hero usually has a hamartia, a tragic flaw, which causes his downfall. The tragic flaw that Sophocles gives Oedipus is hubris (exaggerated pride or self-confidence), which is what caused Oedipus to walk right into the fate he sought toRead MoreEssay about Characters vs. Destiny in As You Like It1956 Words   |  8 Pagesagain, and is still being argued over time and time again. Whether the author knew it or not, Shakespeare explored this question in his play As You Like It through the characters of the play. Characters who, like so many of his others, display typical human natures. Shakepeare seems to have captured a spirit in all of his characters that is so true to life that almost anyone can relate in some way or another. Shakespeare is a writer who seems to so easily capture the true nature of people. OfRead MoreThe Taken King, And Rise Of Destiny : The Development Of The Game1116 Words   |  5 PagesThe Destiny 2 beta begins in 7 days. It starts July 18, 2017 on a Tuesday. Its 184 hours away, or 11,040 minutes, or 662,400 seconds away. I am hyped for this if you cannot tell. The reason for this restlessness is because on July 17th, 2014, when the first Destiny beta released I was reassured that it would become maybe my favorite fps of all time. With the release of the full game in September 7, 2014 it became a top 3 Fps for me to play. But, I always felt like there could be more. I always feltRead MoreForrest Gump Analysis Essay1125 Words   |  5 PagesGump, the concept of destiny is viewed by the characters in various different ways. Lieutenant Dan believes in predetermined destiny, Jenny spends her entire life trying to take control of her destiny, and Forrest simply takes life one step at a time, believing that destiny is about the journey. Although each character is faced with poor circumstances, Forrest’s view about destiny leads him through the best life compared to the others. Early in the film, Jenny Curran’s character experiences horrifyingRead More Human Destiny and Chance in Thomas Hardys The Mayor of Casterbridge1228 Words   |  5 PagesHuman Destiny and Chance in Thomas Hardys The Mayor of Casterbridge Present readers might perceive that Thomas Hardys viewpoint in the novel The Mayor of Casterbridge is severe and depressing. However, most people adored Hardy during his living years. In an era when the Industrial Revolution was bringing dramatic and sometimes disturbing changes to England, he celebrated the nations roots in its rustic past. In an era when new ideas like Darwins theory of evolution challenged long establishedRead MoreRun Lola Run and Related Texts.1339 Words   |  6 Pagesdistinctive experiences, Evaluating the idea that visual images give us distinct experiences and how certain experiences can change our destiny. I will discuss this question using my chosen theme that is destiny, In Tom Tyker’s Run Lola Run and my related text Charlie Kaulfmans and Michael Gondrys Eternal sunshine of the spotless mind. Tom Tyker uses the theme of destiny to show how interaction between individuals can create a distinctive experience. Read MoreFate And Fate1431 Words   |  6 Pagesof the central characters are compelled to challenge. In Homer s Iliad, fate constantly appears to be hiding around the bend, sitting tight for its next prey to meet his or her predetermined course, which is at last demise. Indeed, still the divine beings are unfit to halt or mediate over the span of fate. However, in spite of the calamity and anguish that fate serves, it also appears that free will in the Iliad is not obsolete. Choices are carried out, when confronted with destiny, and despite theRead MoreThe Tragedy Of Antigone By Sophocles1182 Words   |  5 Pagestragedies. As for the characters in Antigone, their fates end up being unavoidable, whether it is due to the reason that they refused to accept it until it was very late, or they accepted the fate and permitte d it to come to pass. The character’s lives possess set conclusions, and there exits some clues on what these conclusions shall be, and when they shall happen. The characters are frequently capable of knowing their fate and reacting to it. At certain periods, characters accept their fate since

Halloween †creative writing Free Essays

Once there was a boy he was 6 years old, and his name was Michael Myers, his sister was only 15 when on one Halloween Michaels mum and dad went to a parents evening. So his sister was looking after him for the night his sister Samantha decided to invite her boyfriend round Michael had always thought that no one loved him. So he decided that tonight was the night to get revenge his sister was in her bedroom getting ready. We will write a custom essay sample on Halloween – creative writing or any similar topic only for you Order Now So Michael went down stairs into the kitchen and got a very large bread knife he went upstairs his sister Samantha was brushing her long brown hair when suddenly she felt a sharp pain in the left hand side of her back. She turned to see that her brother had a Halloween mask on and he had his sister’s blood all over the knife and his Halloween suit. When his Mom and Dad arrived Michael went to the door and his mom said to him â€Å"Why is there blood all over your costume†? But he didn’t say why! So his mom and dad went upstairs to see where his sister was they both went into her room and saw her dead on the bed!! â€Å"Oh my god†Micheals mother yelled, Michael’s dad Gavin said â€Å"What happened Michael† he never answered them, His mom went to call the police and an ambulance, she slowly picked up the phone her hand was shaking as she dialled 911, she felt sick, Gavin had hold of Michael â€Å"What happened son, did someone come in and kill Sammy† he yelled, then suddenly Michael said â€Å"No dad it was me, I killed Samantha† His dad stood there in shock! Jill† he shouted â€Å"Jill Michael killed Samantha† he muttered, â€Å"is this true Michael† she said softly â€Å"yes mom its true I killed Samantha† he yelled, just as he said it the police and ambulance arrived † A murder has been committed mam? The police officer said, â€Å"erm yes my daughter she has been murdered† Jill said sadly â€Å"Im officer Brown could you tell me what exactly happened† Officer brown said â€Å"Well Samantha was babysitting Michael whilst me and Gavin where at Michaels parents evening, and when we came back Michael was outside covered in blood with a bread knife, and next minute I went to see Samantha and she was dead† She sobbed , the officer was writing everything down , he looked at Michael . Has your son ever done this before† officer brown said, â€Å"Of course not my son isn’t a murderer† she yelled â€Å"Well Michael is going have to go to a murderer unit† he said â€Å"You mean he is going to have treatment and will not be allowed out for some time† she questioned, â€Å"Yes mam that is right† officer brown said Gavin came up to officer brown and told him everything what will happen to Michael,†but why Michael why did you k ill her† Jill yelled, he didn’t say anything he just stared at his mom . The officer took out his phone â€Å"what is going to happen now† Gavin asked â€Å"Well sir Michael is going to be Mental hospital , we have got to get at the bottom of this† officer brown said, â€Å"well when we he come out† Gavin said â€Å"Im just going to ring the mental hospital to get Dr Campbell here to discuss the matter further† he said! Officer brown dialled Dr Campbell, â€Å"Could you come to 7865 Tulip block† Officer brown put the phone down † He will be here in 5minuites† he said, Michael, Jill and Gavin sat on the kerb questioning Michael. Shortly after Dr Campbell arrived â€Å"ok who is the victim and who has the murderer† he softly said â€Å"Well sir Samantha Myers is dead, and this young man Michael Myers killed her† Officer brown said How to cite Halloween – creative writing, Papers

The Causes and Impacts of Social Desirability Bias

Psychology researchers frequently encounter data management problems due to social desirability bias. Social desirability bias is the methodical mistake that is caused by the intention of participants in a study to respond to interview questions in a manner they believe protect their social interest.Advertising We will write a custom essay sample on The Causes and Impacts of Social Desirability Bias specifically for you for only $16.05 $11/page Learn More The main concept in the theory is that the respondent is not meaning to be unhelpful or dishonest, but is troubled to disclose thoughts that the community may criticize them for. The theory might affect the results of study on how much time the diverse group of part-time postgraduate master students gives to charity (Fisher 1993). The university researchers should consider that the bias is usually common with personal questions that pertain to highly sensitive life matters. Matters such as race and sexu ality behavior are examples of issues that are frequently regarded as sensitive. The level of sensitivity differs from one individual to another depending on the background of the individual and their culture (Yang 2003). The researchers should therefore determine the aspects that the group considers sensitive. Moreover, since the members of the group come from diverse backgrounds, they should try find out the opinions of each of them on the subject. To lessen the impact of the bias in the study, the researchers should apply the Marlowe-Crowne Social Desirability scale (Fisher 1993).Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More The scale incorporates a chain of questions intended to forecast the probability of members of the group responding in a social desirability mode, instead of responding in a truthful and objective manner. The questions incorporated in the scale are about personal traits an d emotional positioning. The team can use the scale to identify students who fail provide any negative answers concerning them. They can then create two groups, strictly for the purpose of the study. Respondents who cannot reveal at least some insignificant negative information about them should be grouped together and deemed as unsuitable respondents. On the other hand, those who disclose some information regarding their private lives should be grouped as valid participants. Ultimately, the researchers might reduce the margin of error outstandingly by using the scale to select the appropriate respondents. A part from the scale, the researchers should consider that their clients study on part-time basis and have other duties to take care of. They should devise interview programs that do not conflict with the students’ programs. This might reduce the impact of social desirability bias on their report by increasing the opportunity for the students to prepare psychologically. Th e students are social beings and require adequate levels of privacy. Despite using Marlowe-Crowne Social Desirability scale and making appropriate arrangements, therefore, the researchers need to take further action to address privacy concerns.Advertising We will write a custom essay sample on The Causes and Impacts of Social Desirability Bias specifically for you for only $16.05 $11/page Learn More The researchers should adopt the use of in-direct questions during interviews. Indirect questioning can be used as a forecasting methodology that asks participants to respond to well thought-out questions from the point of view of another person or group. The indirect question invites participants to formulate forecasts about how a comparable other would treat the same issues. The system minimizes the opportunities for misrepresentation of â€Å"private† opinions. Indirect questioning is based on the hypothesis that participants usually develop their unconscious believes into indistinct responses situations and disclose their real thoughts regarding socially sensitive issues. This happens becomes the system makes respondents feel that they are giving information based on facts behind the â€Å"pretence of imposture† (Yang 2003). Therefore, they can use indirect questioning during the selection of respondents and the actual study period. However, the researchers should be careful while using the indirect question since studies indicates that it may not eliminate all negative impacts of social desirability bias (Fisher 1993). Fisher stipulates that the scope at which predictions about others denote information regarding self is not explicit. The researcher says that as the level of similarity between the respondent and the distinctive other declines, the intensity of inappropriate information increases in the replies of the respondent. A non-alcoholic respondent, for example, may not be successful at projecting him/herself into an indirect reaction position in which the other individual is, as an intensive abuser of alcohol.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Additionally, other findings also put forward that predictions about others cannot be accurate (Bogdan 2000). Bogdan found that predictions could not reflect accurately the feelings and thoughts that a respondent would have given out had he/she been questioned directly. Therefore, self-reported attitudes may not represent the prediction about the attitudes of the majority. Fisher (1993) also compared results generated through direct interviews against indirect interviews and concluded that social influence is pervasive in human behaviors. Concussively, the university researchers should use scientific research tools such as the Marlowe-Crowne Social Desirability scale to identify the right sample size. They should also use indirect questioning since some of the respondents may be uncharitable and, therefore, intend to misrepresent certain information. The experts should also use the research techniques innovatively to overcome the few previewed weaknesses. Notably, they stand a high chance of producing relatively accurate data if they adopt and implement the techniques effectively. Reference List Bogdan, R 2000, Minding minds: evolving a reflexive mind by interpreting others, Mass.: MIT Press, Cambridge. Fisher, R 1993, ‘Social desirability bias and the validity of indirect questioning’, The Journal of Consumer Research, vol. 20 no.2 pp.303-315. Yang, G 2003, Progress in asian social psychology conceptual and empirical contributions, Conn.: Praeger, Westport. This essay on The Causes and Impacts of Social Desirability Bias was written and submitted by user Damari Herman to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

How Similes Work

How Similes Work A simile is a direct comparison of two different and often unrelated objects. Similes  are useful for making creative writing come to life. Common similes include run like the wind, busy as a bee, or as happy as a clam. Before looking at any examples, you should try a little brainstorming exercise. First, jot down a list of characteristics of the subject youre writing about. For example, is it noisy, dense, or annoying? Once you have a shortlist completed, look over those characteristics and try to imagine an unrelated object that shares those characteristics. This list of similes will help you come up with your own examples. Similes That Include the Word Like Many similes are easy to identify because they include the word like. The cat slipped through the crack like liquid.The delicious smell meandered through the house like a stream.That bed was like a pile of rocks.My heart is racing like a frightened rabbit.The fire alarm was like a screaming baby.Watching that movie was like watching paint dry.The winter air was like a cold razor.The hotel was like a castle.My brain was like a sun-baked brick during the exam.I shook like a rattlesnakes tail.Being grounded is like living in an empty desert.The alarm was like a doorbell in my head.My feet were like frozen turkeys.His breath was like a fog from a haunted bog. As-As Similes Some similes use the word as to compare two objects.   That kid can run as fast as a cheetah.Hes as cute as a frogs dimple.This sauce is as hot as the sun.My tongue is as dry as burnt toast.Your face is as red as hot coals.His feet were as big as a tree.The air was as cold as the inside of a freezer.These bed sheets are as scratchy as sandpaper.The sky is as dark as ink.I was as cold as a snowman.Im as hungry as a bear in springtime.That dog is as messy as a tornado.My sister is as shy as a newborn fawn.His words were as soft as snowflakes on a leaf. Similes can add a creative flourish to your paper, but they can be tricky to get right. And remember:  similes are great for creative essays, but not really appropriate for academic papers.

Using the ArrayList in Java

Using the ArrayList in Java Standard arrays in Java are fixed in the number of elements they can have. If you want to increase of decrease the elements in an array then you have to make a new array with the correct number of elements from the contents of the original array. An alternative is to use the ArrayList class. The ArrayList class provides the means to make dynamic arrays (i.e., their length can increase and decrease). Import Statement import java.util.ArrayList; Create an ArrayList An ArrayList can be created using the simple constructor: ArrayList dynamicArray new ArrayList(); This will create an ArrayList with an initial capacity for ten elements. If a larger (or smaller) ArrayList is required the initial capacity can be passed to the constructor. To make space for twenty elements: ArrayList dynamicArray new ArrayList(20); Populating the ArrayList Use the add method to append a value to the ArrayList: dynamicArray.add(10); dynamicArray.add(12); dynamicArray.add(20); Note: The ArrayList only stores objects so although the above lines appear to add int values to ArrayList the are automatically changed to Integer objects as they are appended to the ArrayList. A standard array can be used to populate an ArrayList by converted it to a List collection using the Arrays.asList method and adding it to the ArrayList using the addAll method: String[] names {Bob, George, Henry, Declan, Peter, Steven}; ArrayList dynamicStringArray new ArrayList(20); dynamicStringArray.addAll(Arrays.asList(names)); One thing to note about ArrayList is the elements dont have to be of the same object type. Even though the dynamicStringArray has been populated by String objects, it still can accept number values: dynamicStringArray.add(456); To minimize the chance of errors its best to specify the type of objects you want the ArrayList to contain. This can be done at the creation stage by using generics: ArrayList dynamicStringArray new ArrayList(20); Now the if we try to add an object that isnt a String a compile-time error will be produced. Displaying the Items in an ArrayList To display the items in an ArrayList the toString method can be used: System.out.println(Contents of the dynamicStringArray: dynamicStringArray.toString()); which results in: Contents of the dynamicStringArray: [Bob, George, Henry, Declan, Peter, Steven] Inserting an Item into the ArrayList An object can be inserted anywhere into the ArrayList index of elements by using the add method and passing the position for the insertion. To add the String Max to the dynamicStringArray at position 3: dynamicStringArray.add(3, Max); which results in (dont forget the index of an ArrayList starts at 0): [Bob, George, Henry, Max, Declan, Peter, Steven] Removing an Item from an ArrayList The remove method can be used to remove elements from the ArrayList. This can be done in two ways. The first is to supply the index position of the element to be removed: dynamicStringArray.remove(2); the String Henry in postion 2 has been removed: [Bob, George, Max, Declan, Peter, Steven] The second is to supply the object to be removed. This will remove the first instance of the object. To remove Max from the dynamicStringArray: dynamicStringArray.remove(Max); The String Max is no longer in the ArrayList: [Bob, George, Declan, Peter, Steven] Replacing an Item in an ArrayList Rather than removing an element and inserting a new one in its place the set method can be used to replace an element in one go. Just pass the index of the element to be replaced and the object to replace it with. To replace Peter with Paul: dynamicStringArray.set(3,Paul); which results in: [Bob, George, Declan, Paul, Steven] Other Useful Methods There are a number of useful methods to help navigate the contents of an arraylist: The number of elements contained within an ArrayList can be found using the size method: System.out.println(There are now dynamicStringArray.size() elements in the ArrayList);After all our manipulations of dynamicStringArray were down to 5 elements:There are now 5 elements in the ArrayList Use the indexOf method to find the index position of a particular element: System.out.println(The index position of George is : dynamicStringArray.indexOf(George));The String George is in index position 1:The index position of George is : 1 To clear all the elements from an ArrayList the clear method is used: dynamicStringArray.clear(); Sometimes it can be useful to see if the ArrayList has any elements at all. Use the isEmpty method: System.out.println(Is the dynamicStringArray empty? dynamicStringArray.isEmpty());which after clear method call above is now true:Is the dynamicStringArray empty? true

Australia Employment law Assignment Example | Topics and Well Written Essays - 1000 words

Australia Employment law - Assignment Example There is always a good coordination between employee and the subordinates and this creates a good working environment for employees in Australia where strict rules are deployed by various leaders to monitor their workers. Work place culture in Australia seems to differ from that of its neighbors even the Anglo- Countries. This is competitive global world or business that pushes various market strategies and rules to be imposed to country’s business plan. According to research carried out by various business experts, workplace culture of Australia and the Australian neighbors (Finkelstein, 2009). One of the factors that bring about the difference is time. Actually, in Australia, it is an accepted rule for people to work for ten hours while other Australian neighbors; this is an exception that calls for additional compensation. Another factor that brings the leadership difference between the two countries is the relationship between a leader and his or her subordinates. It is pr esumed that this kind of relationship is formal and hierarchical while in other Australian neighbors, this does not seem to hold water. Actually, the Australian culture still remains to beat in the world being that they have their own mode of operation. Most of the countries share cultures especially those that are related or linked to business. Australians usually adjust their business culture in relation to that of their traditions and the activities of their land. An Australian CEO will rather spend much time on market shares and revenues that than the human resource issues (Meindl., 2005) This is due to their national business policy though the vice versa happens with the US CEOs. The Australians are the only people that major much on talent when it comes to business affairs. This kind of leadership strategy has helped in boosting their economic growth over the years hence meeting the global economic mark. Australia and other Anglo- countries are not based on business talent but the job experience and academic qualifications. This is one of the reasons as to why it is facing hard economic times due to poor leadership skills (Palestini, 2009). There are various leadership styles adopted by various countries but this depends on leadership culture and how a people of a given country perceive leadership concepts. Leadership theories are also applicable depending on the leadership style adopted by various organizations or a country’s general business structure (Parry, 2002). Some of the business styles may be in line with the business theories due to the fact that they are predetermined by the leadership theories. Some of the theories that are also considered to be business styles are transactional and transformational leadership theories. The Indians usually believe in transformational leadership theory. Apart from that, they also have their true leader description though this seems to be same among all countries around the globe. 1) Great man theory Th is theory claims that great leaders are born and not made. This theory came into existence by in the late 19th century (Winkle, 2010). Actually, some of the powerful leaders by them reached to a leadership conclusion after observing all the challenges in leadership and the manner in which they were curbed. Among some of these great leaders was, Abraham Lincoln, Mahatma Gandhi, Julius Caesar and Alexander the Great. Being

Comparison of Two Companies Essay Example | Topics and Well Written Essays - 3000 words

Comparison of Two Companies - Essay Example In the year 1929, Cohen opened the first ever Tesco store in North London. During the 1930s, the company experienced growth as Cohen began to buy stores in the expanding London suburbs, and in the year 1947 the company became a public company. It was in 1958 that the first supermarket was inaugurated in Maldon, Essex. Household goods became item of sale for the company from the year 1960. In the year 1993, the company introduced Tesco Value which allows the customers to choose goods from a wide range of products at attractive prices. The company gained international status in the year 1995 after capturing the Hungarian market. It entered the Chinese market in the year 2004 by opening 100 stores and the US market in the year 2007 under the name Fresh & Easy. In the year 2012, Tesco for the first time started online shopping service with a wide range of fresh and frozen food. Since its inception the company has consistently flourished and today it has more than 53,000 people working fo r the company, and caters to more than millions of customers every week (â€Å"Tesco: History†). The company’s mission is to provide the ultimate shopping experience to its customers. Morrisons Supermarket is the fourth largest retail chain in UK with more than 500 stores. Food and grocery are its main products sold in weekly stores. For over 100 years, Morrisons Supermarket has ruled the retail market of the UK. The founder of this chain of retail stores is William Morrison, an egg and butter merchant, who opened his first store in the year 1899 in Bradford market. In the year 1967, Morrisons was declared as a public company with 80,000 shares becoming instant demand among investors. After showing high sales and a consistent increase of profit for 35 years, the company joins the FTSE 100 for the first time in April 2001 (Morrisons: Company History). As of 2013, Morrisons has captured 11.8 percent of the  £101bn value of UK grocery store market.

Incentives in Human Subject Research

Incentives in Human Subject Research Reka Zsilinszka The use of incentives permeates throughout all aspects of medicine; from bonuses for holiday or overnight shifts, to loan forgiveness programs for physicians practicing in underserved areas, incentives serve an important role in promoting patient care. In the vast majority of situations, the use of incentives in medicine is an unproblematic and elegant solution to issues with staffing or access to care. However, when employed in human subjects research (HSR), the use of incentives is often uncharted territory[REM1]. There are limited formal guidelines that delineate the correct application of incentives and compensation in research, and the issue remains largely unresolved. Thus, the ethics [REM2]of compensation often boils down to the specific type of patient population under study. In this paper, I will discuss the differences between vulnerable and non-vulnerable patient populations, and expound on the use of incentives in each of these populations in the context of modern medical ethical codes. Definitions As stated previously, the use of incentives in most aspects of medicine is rarely considered unethical. It is only when incentives – monetary or otherwise – are used as undue [REM3]influence in order to promote participation in a study that the use of incentives can cross an ethical boundary. Oxford English Dictionary defines undue influence as â€Å"influence by which a person is induced to act otherwise than by their own free will or without adequate attention to the consequences.†[1] Therefore, one of the most important concepts in a discussion about the ethics of incentives in human subjects research is that of a vulnerable subject, because it is this population of patients that is most sensitive to the â€Å"undue influence† of incentives. We learned in Dr. Looney’s lecture â€Å"Research with Vulnerable Subjects† that there are several categories that define this population. In general, a vulnerable subject would be anyone that has limi tations on either their mental capacity or their voluntariness to participate in research; it is this latter definition that is most sensitive to undue influence. Thus, some examples of vulnerable subjects include people in emergency situations, children/infants/embryo, the mentally ill, people of a low socioeconomic or educational status, people with terminal illness, and people in hierarchical organizations where there are power differentials. While this list is by no means exhaustive, it gives an important sampling of patients that are often recruited by researchers, and who might be especially susceptible to undue influence by means of compensation in order to participate in a study[REM4]. Ethical Codes In order to properly discuss the ethics of incentives in HSR, it is imperative to also determine a set of ethical codes by which the issue of incentives can be judged. One of the most well known frameworks for medical ethics was the Belmont Report, drafted in 1979.[2] While there exist many other criteria for ethical research, such as the 7 Requirements posed by Emanuel et al[3], the Belmont Report is still considered to be one of the most widely known and widely cited works of ethical research involving human subjects. In the Report, there are three key ethical principles pertaining to human research: those of beneficence, respect for persons, and justice. Briefly, beneficence is the ethical duty to provide some sort of benefit to research subjects; in other words, this concept implies that the research in question minimizes risks and maximizes potential benefits to participants. Next, respect for persons is closely related to the principle of autonomy, and implies the right of the subject to be left alone[REM5]. Thus, the principle of ‘respect for persons’ is crucial when considering the voluntariness of an individual to consent to or refrain from participating in a study. Lastly, the principle of justice refers to the right of the individual and populations to be selected fairly for research, allowing all populations equal access to the benefits of research as well as ensuring that vulnerable populations are not being unfairly targeted. In presenting arguments about the ethics of human subjects research, we will therefore use the 3 main ethical principles of the Belmont Report to examine incentives for both vulnerable and non-vulnerable populations. Incentives in Non-Vulnerable Populations With respect to incentives in a hypothetical non-vulnerable population, we will examine whether there are any conflicts with the aforementioned ethical codes. Of course, the definition of a non-vulnerable population is a subjective one, as most human interactions have some level of a power differential between the participants; thus there are very few situations in research where a subject is completely non-vulnerable and not subject to some form of a power dichotomy[REM6] When considering the principle of beneficience, there is little violation of this code with regards to incentives in human subjects research, if the research has been deemed to have a reasonable risk: benefit ratio. With a non-vulnerable and competent consenting subject participating in research that has been IRB-approved and appropriate, there is no real ethical quandary between incentives and beneficience[REM7]. Next, we consider respect for persons, or autonomy. In a population where power-differentials have been minimized, the patients should have no effect on their free will to choose whether or not to participate in a study[REM8]. Thus, a fair and appropriate incentive would not make them go against their own best judgment to participate in the study, since this latter point would be considered a form of coercion or undue influence. For example, I propose this hypothetical situation: if there were a study that required a number of blood draws and the incentives in this case were monetary, then targeting a population that is financially stable would likely not significantly affect their autonomy; they should be able to weigh the risk and benefits and decide to participate based purely on their own best judgment. However, this situation might be very different when primarily targeting a low income population, where the subjects might have major qualms about needles or getting their blood d rawn, but would feel forced[REM9] to agree to participate due to their need for financial resources. Finally, we consider the juxtaposition of the ethical principle of justice and incentives in non-vulnerable populations. Once again, as with the beneficience, there are really no ethical quandaries in this situation, as there should be fair and equal subject selection with no large variations in access too research. It is only when dealing with vulnerable or â€Å"difficult to reach† populations (i.e., underserved minorities, prisoners, children, people of low socioeconomic status) that there might be issues with the concepts of justice and compensation. Thus, it is clear that when considering non-vulnerable populations, there are no real issues with using incentives to promote participation in approved human subjects research[REM10]. The real ethical quandaries arise when there are major differences in power, status, or ability to make autonomous decisions. Incentives in Vulnerable Populations We will now revisit our familiar ethical codes and discuss them in a different light, focusing on vulnerable populations and using specific historical examples when applicable. In the case of beneficience, it is mostly the job of the research team and governing boards to minimize risk and maximize benefit; thus the use of incentives does not really enter into play here. The only situation in which incentives might alter the researcher’s concept of beneficience, is if, for example, there was a study with a high risk and variable benefit, but the compensation was also comparably large; in this situation, the research team could therefore argue that it is up to the participants to decide the level of risk they are willing to take in exchange for a gain[REM11]. Respect for persons goes hand in hand with autonomy and voluntariness, and it is possibly the most difficult ethical principle to reconcile with incentives in vulnerable populations. In class, there are a few scenarios where incentives to vulnerable populations have resulted in abuse of certain research participants. For example, there was the instance of the US Public Health Service Guatemala STD study, where prisoners (a vulnerable population) were incentivized with prostitutes to participate in a study assessing syphilis and gonorrhea transmission; while this study also had major problems with the informed consent process, it also brings to light the issue that in certain populations such as prisoners, almost all incentives (sexual favors, better rooms, etc) can be considered undue influence because of the significant power between[REM12] the incarcerated participants and researchers. There is another famous example of the Willowbrook School, where parents were encouraged to enrol l their mentally retarded children into a hepatitis research project in exchange for admission into a highly competitive residential facility for the children. In this case, the vulnerable populations were both the children who were often too young and mentally incompetent to make autonomous decisions, and the desperate parents who were subject to the undue influence of admission to the facility to make a decision that might have gone against their better judgment. On the other hand, it is important to remember that, for some research participants, the various incentives gained from research are an invaluable source of income and other benefits. A fellow third year medical student is currently conducting HIV- research in the Dominican Republic, and her population of interest is sex workers; for these workers, the only way to incentivize them to participate in this research is to reimburse them for their time, and it is also an opportunity to provide valuable antiretroviral medication and education[REM13]. Additionally, there is a lot of important medical and epidemiological knowledge to be gained from HSR, which often justifies the use of incentives to boost enrollment in studies, even in vulnerable populations. Thus, in these various situations, it is crucial for the researcher to respect and understand the values and beliefs of the populations they are enrolling and studying. The research team must be sensitive and aware that some incentives may be simply too good to refuse for certain vulnerable populations, and that these people might be acting against their better judgment to participate in research. This sensitivity may require the team to abstain from offering lucrative and tempting offers to vulnerable participants in high-risk and low-reward research settings, even though the enrollment potential of the study may be therefore limited[REM14]. The last principle left to discuss in the context of vulnerable populations is that of justice, especially in the context of fairness in the subject selection. In this case, the populations that are most likely to be affected are either the poor sector, or ethnic minorities. This is due to the fact that people of a low socioeconomic status are sometimes more likely to be targeted and exploited for research participations, due to a potentially lower cost of incentives for certain studies. The converse can also be true when testing out advanced medical innovations where people who are of a lower socioeconomic status or have less access to medical care might not initially be recruited to the benefits of such a study. Another interesting issue that has arisen due to the US history of mistreatment of certain minorities (most notably African-Americans in the Tuskegee syphilis experiments) is that there is a certain level of mistrust among minority populations towards human subjects researc h.[4] However, in order to adhere to the principle of justice, there must be fairness in subject selections as well as equal access to the benefits of research. Due to misdeeds of the past, these seeds of mistrust can prevent certain groups from participating in research, and one of the easier solutions is to offer greater compensation in order to elicit participation. This practice is not fair, since some subjects are receiving greater compensation in order to convince them to participate in studies, and this can blur the ethical lines of both respect for persons as well as justice. This is a yet unresolved issue; on the one hand, we need subjects of different races and ethnicities to participate, but it is not fair to compensate certain subjects differently as compared to others. The greater issue here is to heal the rift and historical mistrust that has developed over years of mistreatment of certain populations, and to treat all participants with maximal respect when enrolling f or studies[REM15]. In conclusion, there are no easy answers when it comes to determining the ethics of incentives. The most important point to consider is that each individual has different sets of values, beliefs, and backgrounds, and it is up to the research team to be diligent about informed consent, autonomy, and education. If researchers are sensitive to the financial, socioeconomic, and various hierarchical power differentials that they may encounter in the process of enrolling patients in studies, then there can be a more open and honest discussion with the participants about the risks and benefits of participating in research, even when there are incentives offered. In this way, we can make sure that our patients are not being coerced into participating in HSR, but are able to contribute to society in a meaningful way that does not conflict with their inner ideals[REM16]. [1] Concise Oxford English Dictionary.Concise Oxford English Dictionary. Ed. Angus Stevenson and Maurice Vaite. N.p.: Oxford UP, 2011. 1575.Google Books. Web. 16 Apr. 2015. [2] The National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research.The Belmont Report: Ethical Principles and Guidelines for the Protection of Human Subjects of Research. Rep. N.p.: n.p., 1979.US Department of Health and Human Services. Web. 17 Apr. 2015 [3] Emanuel, E. J., D. Wendler, and C. Grady. What Makes Clinical Research Ethical?JAMA283.20 (2000): 2701-711.JAMA Network. Web. 17 Apr. 2015. [4] Grant, R. W., and J. Sugarman. Ethics in Human Subjects Research: Do Incentives Matter?Journal of Medicine and Philosophy26.9 (2004): 717-38. Web. [REM1]I’m not sure it’s uncharted. There’s been lots of discussion, but there isn’t a clear consensus. So perhaps â€Å"uncertain territory† fits better. [REM2]It’s fussy, but it’s not the ethics (those are more constant), but rather the issues related to compensation that often boil down to the patient population. [REM3]Critical – what makes it â€Å"undue† – let’s see†¦ [REM4]I hope you pick up that in many cases the influencing factors in cases of vulnerable subjects are meant to induce the signatory agent, who may not be the research subject. Separate influencing the subject and influencing the decision maker. [REM5]Much more than that – it’s the right of the individual to control their own life, to make the decisions that matter to how their life will proceed. [REM6]Maybe â€Å"hierarchy† would be better. â€Å"Dichotomy† implies a binary split – it’s correct, but less flexible. [REM7]This notion seems abstractly reasonable, but might there be some dispute as what represents the best interest of the patient/subject? Does trying to sway someone from one beneficial study to another constitute influencing, perhaps undue? [REM8]I think you could state this more clearly. [REM9]Forced? Or desirous of participating in order to achieve the financial gains? [REM10]Hmm – how would you feel if I offered you $15,000 to participate in research? I don’t consider you vulnerable, but would this make you willing to accept risks that you otherwise might not? [REM11]A classic is bribing parents to â€Å"buy† child research subjects. Diapers work well†¦. The worry is that even with beneficent research, there may be choices, and the vulnerable subject may not be able to navigate the choices well. Beneficence in-and-of-itself is not sufficient to decrease the worry related to undue influence. [REM12]Power differential between [REM13]That’s a great case! You can see the potential of the incentives for good but for those who think the decision to participate in research should be independent of anything other than the intrinsic value of the research, it’s undue inducement (a point with which I do not agree) [REM14]You’ve made a decision that’s different than the purists I described in the last comment would favor. [REM15]Demonstrating that truly achieving justice can be a complicated matter. [REM16]Conceptually, you were on the right track, but your discussion isn’t very nuanced.

Translating Metaphores in the Catcher in the Rye

TRANSLATING COLLOQUIAL IDIOMS/METAPHORS IN THE CATCHER IN THE RYE: A COMPARISON OF METAPHORICAL MEANING RETENTION IN THE SPANISH AND CATALAN TEXTS MICHAEL O’MARA Catholic University of Valencia San Vicente Martir Michael. [email  protected] es 57 In spite of the novel's position among the American Library Association's list of the one hundred most frequently censored books, The Catcher in the Rye (1951), by J. D. Salinger, is widely considered to be one of the most significant literary works of the twentieth century, frequently found in high school literary curricula throughout Europe and North America.The controversy concerns its alleged profanity, vulgar language and treatment of sexual themes, elements that typify Holden's use of the English language, or his idiolect. Idiolect refers to individual speech. It is based on grammar, word selection, phrases, idioms, and includes pronunciation. Of particular note is the author’s use of italics to denote emphasis, or wher e accents fall when considering rhythm in, and among, certain words. It is possible that this practice was brought almost to perfection in The Catcher in the Rye, in replicating speech patterns in written language.Quite possibly, it has not been matched since. The author’s ability to capture rhythm and colloquial speech is, indeed, quite remarkable. This is especially obvious for readers who are fluent in, or are native speakers of American English. Consider how the author stresses groups of words: â€Å"Wuddaya mean so what? † (p. 41) â€Å"You don't do one damn thing the way you're supposed to† (p. 41) â€Å"She was blocking up the whole goddam traffic in the aisle† (p. 87) miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Michael O’MaraOther times, certain words are stressed: â€Å"What the hellja do that for? † (p. 41) â€Å"Well, don't get sore about it†¦ † (p. 82) â€Å"Which is som ething that gives me a royal pain in the ass. I mean if somebody yawns right while they’re asking you to do them a goddam favor† (p. 28) Finally, and perhaps most characteristic, the author stresses parts of words: â€Å"I mean I’m not going to be a goddam surgeon or a violinist or anything anyway† (p. 39) â€Å"It's not paradise or anything†¦ † (p. 55) â€Å"For Chrissake, Holden. This is about a goddam baseball glove† (p. 1) 58 Preserving the uniqueness of Holden Caulfield's idiolect has been a challenge for translators seeking to preserve the effect and the flavor of the discourse using the techniques that Salinger originally used, namely, stream of consciousness and dramatic monologue in which, directly and intimately, Holden tells his story in retrospect to the readers. This technique has the effect of reproducing the inner workings and thought processes of Holden —disjointed and random— and also provides dialogs that are remarkably fluid and natural.To represent Holden and his frustrations using the same register in another language is a daunting chore, indeed, especially since Holden attaches his own meanings to the language that he uses. Costello1 reminds us that Holden appropriates common expressions from his period and makes them his own. For example, his free and loose use of â€Å"and all† to end thoughts along with the affirmative â€Å"I really did† or â€Å"It really was† are repeated throughout the novel, helping to forge Holden's own distinct personality.Other authors have commented upon the importance of Holden’s speech in defining his character in relation to the readers: â€Å"†¦ his language, his own idiolect, full of idioms and colloquialisms, is the main feature that will contribute to Holden’s development as a character in his transition from adolescence to adulthood and his relationship with the reader†2. Although translating Hold en's idioms may present challenges, it may be one of the most important aspects of preserving the flavor of his idiolect and effect it has on readers.Holden Caulfield's idioms Like other languages, English is full of idioms such as â€Å"to break a leg† and â€Å"to pull someone's leg†. An idiom is a form of expression, grammatical construction, phrase, etc. , peculiar to a language; a peculiarity of phraseology approved by the usage of a language, and often having a signification other than its grammatical or logical one. 3 miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Translating colloquial idioms/metaphors in The Catcher in the Rye Idioms generally have three characteristics: 1.Their meaning cannot be deduced from their components or any arrangement thereof, and must be learned as a whole. If one were to interpret ‘to break a leg’ solely on the basis of its components it might be very difficult to realize tha t the actual meaning is positive, meaning to have a good time, not incur injury, especially when used in the imperative. Likewise, nowhere in the expression ‘to pull someone’s leg’ there appears any element that would suggest joking, or specifically, having someone believe things that are not true. 2. None of their constituents may be substituted with words of similar meaning.For example, if one were to substitute the word ‘fracture’ for ‘break’ in to ‘break a leg’, the meaning would be lost. Likewise, upon being the object of joking one could not say that he or she had had his or her leg ‘stretched’. 3. Finally, idioms cannot be syntactically modified. One would probably not be understood if one were to say ‘I had my leg broken’ meaning ‘I had a good time’; it would be similarly confusing to say ‘I had my leg pulled yesterday’ if one were to communicate that they were joke d with yesterday. Without any contextual information a learner of English might have little idea what these expressions mean.Clearly, the meaning in these phrases is figurative, or â€Å"expressing one thing in terms normally denoting another†4 and metaphorical where â€Å"a figure of speech in which a word or phrase denoting one kind of object or idea is used in place of another to suggest a similarity between them (as in the ship plows to sea)†. 5 For this reason, the idioms in question found in the book could be referred to as colloquial metaphors6 as some authors prefer: metaphors for the aforementioned semantic arguments and colloquial because they are metaphors which exist in the more informal registers, in this case, slang.But the term ‘colloquial idiom’ seems to be preferable in most research contexts7. For this reason I will refer to them as colloquial idioms/metaphors. This study focuses primarily on the pragmatic purpose of these metaphors since it is the idiolect of Holden Caulfield that is to be examined in its aesthetic effect and ‘flavor’. Therefore, not all metaphors found in Holden's idiolect were chosen. In fact, some metaphors are so common that it has been forgotten that they are metaphors, having been accepted into standard use.Such is the case with the great majority of phrasal verbs in English: ‘get up’, ‘get over’, etc. Also, there are many examples of colloquial word combinations repeated with some frequency in the novel, but they have not been included in the study as their metaphorical qualities are more abstract8 and might rather, and more appropriately, be studied as collocations, or words that are found to occur together, to examine their restrictions of usage in relation to other components (prepositions, verbs, etc. . Here are some examples that use the word ‘hell’: miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137- 6368 59 Michael O’Mara hell of it as hell The hell out to bang hell (as a noun) The hell with it in hell 29, 61, 73,210 34,35, 37, 38, 94, 113 52, 179 53, 115, 69 146 TABLE 1: Common word combinations not included in the study and their page numbers Theoretical framework We are in agreement with Lorenzo, M. et al. in that the first step a translator must take is to clearly define his objective before producing a translation which is as true as possible to the original text. One of the aspects of Hans Vermeer’s concept of skopos (1989:227) is the establishment of a clearly defined objective or purpose for translation: Any form of translational action, including therefore translation itself, may be conceived as an action, as the name implies. Any action has an aim, a purpose. The word skopos, then, is a technical term for the aim or purpose of translation. 0 This said, we are in agreement with Lorenzo et. al (1999: 324) in the transators’ role to â€Å"preserve t he purpose of the ST (source text) without any gratuitous alteration. The main objective of any translation should be that of faithfulness to the original text with close attention to coherence. With this objective in mind, any translation of The Catcher in the Rye must consider the possible purposes the author had in using colloquial idioms/metaphors in the first place.Paul Newmark proposes that there are two purposes that metaphors serve: a referential purpose, which describes â€Å"a mental process or state, a concept, a person, an object, a quality or an action more comprehensively and concisely than is possible in literal or physical language†9 and a pragmatic purpose â€Å"which is simultaneous, is to appeal to the senses, to interest, to clarify â€Å"graphically†, to please, to delight, to surprise. The first purpose is cognitive, the second aesthetic. 10 Although Holden's colloquial metaphors/idioms do have referential significance, it is arguable that much o f their significance in forming an integral part of his idiolect derives from their pragmatic or aesthetic purpose, their contribution to the flavor of Holden's discourse. Any translation of The Catcher in the Rye would have to be sensitive to the effect that they produce on readers, and try to produce the same effect in the miscelanea: a journal of english and american studies 35 (2007): pp. 7-75 ISSN: 1137-6368 Translating colloquial idioms/metaphors in The Catcher in the Rye translation (Nida's Equivalent Effect). This would entail, whenever possible, locating in the target language a metaphor used in informal registers whose semantic content overlaps as closely as possible the meanings of the original metaphor. This would require a parallelism between form and meaning or a principle of identity as Lorenzo et al. (1999) describe where: †¦ ny element in the ST [source text] should be translated and translatable into the TT [target text] by paying close attention not only to t he content but also to the form. Accordingly, there should be a close structural and meaningful parallelism (=identity) between the source and the target language. The translator, then, should stick to the ST itself as the only base for the process of translation. The TT, therefore, will be the result of a close analysis of the ST by following the identity principle and an attempt at further interpretation or deviation should be discarded. 1 For the sake of simplicity in this research, I will be using Lopez’s (1997) definition12 of lexicalized structures with a slight modification: her definition encompasses idioms and cliches which can be understood in a broader sense as ‘word combinations’, ‘fixed expressions’ and ‘phrasal lexemes’. Although they are distinctive elements in the idiolect of Holden as well, I propose to exclude routine formulae (you could tell, if you know what I mean) and non-canonical expressions, understood by Lyons ( 1968: 178) in Lopez as ‘schemata’ (How about†¦? , to focus the research specifically on Holden's colloquial idioms/metaphors and the methods that were used in their translation. These will be described according to Lopez’s model13, which was derived in part from Baker (1992), who describes four principal methods: literal translation, translation by equivalence, translation by modification and translation by omission. Literal translation involves the use of a lexical structure in the target language that is similar in form and meaning. These correspondences are rarer, but they do occur. For example when Holden says â€Å"I damn near dropped dead† (p. 1) the colloquial idiom/metaphor â€Å"to drop dead† is translated using the literal translation method as there exists a correspondence in form and meaning in both Spanish â€Å"Casi me caigo muerto† (p. 46), and Catalan â€Å"Va anar de poc que no caigues a terra mort† (p. 51). Trans lation by equivalence is a method that is often employed when there is no complete correspondence between structure and form between the source and target language. It involves the use of another lexical structure in the target language that is similar in meaning but different in form. â€Å"I wouldn’t have the guts to do it† (p. 9) is translated into Spanish as â€Å"no habria tenido agallas para hacerlo† (p. 116) and into Catalan as â€Å"no tindria pebrots de fer-ho† (144). The structures themselves are practically identical; the difference resides in the fact that while the noun ‘guts’ can express courage idiomatically in English, the same is not true in miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 61 Michael O’Mara 62 Spanish or in Catalan and is realized by different nouns, namely, ‘agallas’, literally ‘gills’ or ‘tonsils’ in Spanish and ‘p ebrots’, or literally, ‘peppers’ in Catalan.Translation by modification involves paraphrasing or explaining the metaphorical meaning of a lexicalized structure. The result is the loss of figurative meaning; the idea is no longer expressed in metaphorical terms. This method is usually employed when no equivalent or near equivalent structure can be found in the target language. Baker argues that this technique is also used when â€Å"it seems inappropriate to use idiomatic language in the target text because of differences in stylistic preferences of the source and target languages†. 14 For example, â€Å"Old Stradlater was one of his pets†¦ (p. 43) is translated in Spanish as â€Å"Stradlater era uno de sus favoritos†¦ † (p. 60) and Catalan as â€Å"L'Stradlater era un dels seus preferits†¦ † (p. 71). In English ‘pet’ has the following meanings: â€Å"1: a domesticated animal kept for pleasure rather than utility; 2a: a pampered and usually spoiled child; b: a person who is treated with unusual kindness or consideration: darling†. 15 The meanings of this word in Spanish (animal domestico† or â€Å"mascota†) and in Catalan (â€Å"animal domestic†) are not usually extended to describe people who are treated with â€Å"kindness and consideration†.Here, a similar metaphor in meaning but not in form could be used, or, as is the case in this example, the metaphor might be paraphrased or explained. The last method, omission, is used when a metaphor in the source language is not translated since an equivalent cannot be found, or because it is not easy to explain, or for stylistic reasons is not deemed appropriate for inclusion. This last method introduces some interesting concerns: it is quite possible that there is no similar structure in the target language to explain the paraphrasing of a metaphor, but if such similar or equivalentt structures were to exist, there ight be other elements within the greater cultural context of the target language (elements absent in the greater cultural context of the source language) that could impact the appropriateness of their use. Perhaps, what should be considered is whether the possible connotations that the metaphor could have or produce outside its culture of origin might distract the reader from the original field of reference of the metaphor, or introduce secondary meanings that are not necessarily present in the circumstances of the original metaphor. miscelanea: a journal of english and american studies 35 (2007): pp. 7-75 ISSN: 1137-6368 Translating colloquial idioms/metaphors in The Catcher in the Rye Source text colloquial metaphors and their target text representations: Description METAPHOR ST (P. ) 1 †¦ I got pretty run-down†¦ (1) SPANISH TT (P. ) †¦ me quedara bastante hecho polvo†¦ (9) Equivalence 2 It killed me. (2) Me dejo sin habla. (10) Equivalence 3 Strictly for the birds. (2) Bobadas. (10) Modification 4 So I got the ax. They give guys the ax quite frequently at Pencey. (4) Asi que me expulsaron. En Pencey expulsan a los chicos con mucha frecuencia. (12) Modification 5 I have no wind,†¦ (5) No tengo nada de fuelle†¦ 13) Equivalence 6 They got a bang out of things,†¦ (6) Pero se lo pasaban bomba con sus cosas,†¦ (16) Equivalence 7 †¦ though – in a half-assed way, of course. (6) †¦ un poco a lo tonto, claro. (16) Equivalence 8 It gets on your nerves sometimes (7) A veces te ponia nervioso. (17) Modification16 9 That knocked him out. (8) Se hizo una gracia tremenda. (17) Equivalence 10 I mean he didn't hit the ceiling or anything. (8) Vamos, que no se puso como una fiera ni nada. (18) Equivalence CATALAN TT (P. ) †¦ d'acabar ben desinflat†¦ (7) Equivalence En va deixar de pedra. (8) Equivalence Sense comentaris. 8) Modification O sigui que em van fotre al carrer. Foten la gent al carrer ben sovint, a Pencey. (11) Equivalence 63 No aguanto gens†¦ (13) Modification S'ho passaven be,†¦ (15) Modification †¦ pero a mig gas, es clar. (15) Equivalence A vegades et posava nervios. (16) Modification Aixo el va fer petar de riure. (17) Equivalence Vull dir que no va pujar per les parets ni res d'aixo. (18) Literal miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Michael O’Mara METAPHOR ST (P. ) 11 So I shot the bull for a while (12) SPANISH TT (P. ) †¦ asi que me enrolle un buen rato. 23) Modification CATALAN TT (P. ) Aixi que vaig xerrar una estona. (24) Modification Es ficaven pel coi de finestra i tot. (24) Literal Aquesta historia em va deixar ben de pedra. (32) Equivalence †¦ i llegeixo molts llibres de guerra i de misteri i etcetera, pero no m'entusiasmen gaire. (33) Modification â€Å"Suare sang†¦ † (47) Equivalence †¦ m'ho passo de por imitant-les. (49) Equivalence No aguanto res de res. ( 49) Modification 12 They were coming in the goddam window. (13) Los habia a patadas. (24) Equivalence 13 That story just about killed me. (18) Esa historia por poco me deja sin habla. (31) Equivalence 4 †¦ and I read a lot of war books and mysteries and all, but they don't knock me out too much. (18) †¦ y leo un monton de libros de guerra y de misterio y todo eso, pero no me vuelven loco. (31) Equivalence 15 64 â€Å"†¦ I'll be up the creek†¦ † (28) â€Å"†¦ me la cargo†¦ † (43) Equivalence 16 I get a bang imitating them. (29) †¦ lo paso bomba imitando a†¦ (44) Equivalence 17 I have hardly any wind at all (29) Tengo muy poco fuelle. (44) Equivalence 18 I damn near dropped dead. (31) Casi me caigo muerto. (46) Va anar de poc que no caigues a terra mort. (51) Literal Literal I no ho deien nomes per dir. 63) Modification El feia tornar boig†¦ (69) Equivalence L'Stradlater era un dels seus preferits†¦ (71) Modification 19 A nd they weren't just shooting the crap. (38) Y no lo decian por decir. (54) Modification 20 It drove him crazy†¦ (41) Le sacaba de quicio†¦ (59) Equivalence 21 Old Stradlater was one of his pets†¦ (43) Stradlater era uno de sus favoritos†¦ (60) Modification miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Translating colloquial idioms/metaphors in The Catcher in the Rye METAPHOR ST (P. ) 22 I'd been given the ax†¦ (51) SPANISH TT (P. ) †¦ e habian expulsado†¦ (71) Modification CATALAN TT (P. ) †¦ m'havien fotut fora†¦ (85) Equivalence †¦ i jo estava aqui, expulsat una altra vegada. (85) Modification No hi toca gaire†¦ (86) Equivalence Aixo em va deixar clavat. (91) Equivalence Aixo em va matar. (91) Literal Despres vaig comencar a deixar anar la llengua de debo. (92) Equivalence †¦ i vaig poder descansar la llengua. De totes , maneres no em sap greu haver-la fet anar una estona. (93 ) Equivalence †¦ despres del que li vaig deixar anar†¦ (94) Equivalence Que n'era una de ben grossa†¦ (95) Equivalence Tenia ganes de trucar algu. 97) Modification Despres vaig pensar de trucar a la mare de Jane Gallagher†¦ (97) 65 23 -and here I was getting the ax again. (52) †¦ mientras me estaban expulsando otra vez. (71) Modification 24 She doesn't have all her marbles any more†¦ (52) Esta un poco ida†¦ (72) Equivalence 25 That killed me. (55) Me dejo sin habla. (76) Equivalence 26 That killed me. (55) Me dejo sin habla. (76) Equivalence 27 Then I really started chucking the old crap around (56) Entonces fue cuando de verdad empece a meter bolas. (77) Equivalence 28 †¦ and it gave me a chance to quit shooting it. I'm glad I shot it for a while, though. (57) .. me dio la oportunidad de dejar de largar. Pero me alegre de haber largado un rato. (78) Equivalence 29 †¦ after all the crap I shot, (57) †¦ despues de todo el rollo que le largue†¦ (78) Equivalence 30 Which was really a hot one†¦ (58) Esa si que era buena†¦ (80) Modification 31 I felt like giving somebody a buzz. (59) Tenia ganas de llamar a alguien. (81) Modification 32 Then I thought of giving Jane Gallagher's mother a buzz,†¦ (59) Luego pense en llamar a la madre de Jane Gallagher†¦ (81) miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Michael O’Mara METAPHOR ST (P. SPANISH TT (P. ) Modification CATALAN TT (P. ) Modification †¦ no hi hauries de fer el ximple†¦ (102) Equivalence Vaig passar-me tota la nit festejant amb una hipocrita terrible†¦ (103) Equivalence †¦ vaig comencar a jugar amb la idea de trucar a la Jane,†¦ (103) Modification 33 †¦ you shouldn't horse around with her at all,†¦ (62) †¦ no deberias hacer el indio con ella†¦ (85) Equivalence 34 I spent the whole night necking with a terrible phony†¦ (63) Me pase toda la noche besandome y todo eso con una chica falsisima†¦ (85) Modification 35 I started toying with the idea,†¦ , of giving old Jane a buzz†¦ 63) †¦ empece a jugar con la idea de llamar a Jane,†¦ (86) Modification 36 Anyway, I went over to the phone and gave her a buzz. (63) Bueno, pues fui al telefono Es igual, vaig agafar el y la llame. (86) telefon i li vaig trucar. (104) Modification Modification †¦ , va anar de ben poc que no truco a la Phoebe,†¦ (110) Modification Pero no podia arriscar-me a fer-li una trucada,†¦ (110) Equivalence †¦ no m'hauria fet res xerrar una estona amb la Phoebe. (110) Modification †¦ L'Allie tenia en barco de vela i li agradava jugar-hi†¦ (112) Modification Sabia que no el deixaria anar gaire lluny amb ella†¦ 130) Modification 66 37 †¦ I damn near gave my kid sister Phoebe a buzz,†¦ (66) †¦ estuve casi a punto de llamar a mi hermana Phoebe. (90) Modification 38 But I couldn't tak e a chance on giving her a buzz,†¦ (66) Pero no podia arriesgarme a llamarla†¦ (90) Modification 39 †¦ I certainly wouldn't have minded shooting the crap†¦ (67) Pero no me habria importado pegar la hebra†¦ (90) Equivalence 40 Allie had this sailboat he used to like to fool around with†¦ (68) Allie tenia un barquito de vela con el que le gustaba jugar†¦ (92) Modification 41 I knew she wouldn't let him get to first base with her,†¦ 80) Sabia que no le habria dejado llegar hasta el final con ella†¦ (105)17 Modification miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Translating colloquial idioms/metaphors in The Catcher in the Rye METAPHOR ST (P. ) 42 †¦ and a lot of other very tricky stuff that gives me a pain in the ass. (84) SPANISH TT (P. ) †¦ y un monton de florituras de esas que me dan cien patadas. (110) Equivalence CATALAN TT (P. ) †¦ i tota una altra pila de filigranes que em fan venir mal d'estomac. (137) Equivalence Soc un d'aquells tios forca gallines. (143) Equivalence †¦ no tindria pebrots de fer-ho. 144) Equivalence No es pas gens divertit ser gallina. Potser no soc gallina del tot. No ho se. Em sembla que potser soc nomes una mica gallina†¦ soc una mica gallina†¦ El que no s'hauria de ser es gallina. (145) Equivalence Es ser gallina d'una manera molt curiosa†¦ pero es ser gallina, i tant. (146) Equivalence Ell va quedar ben torrat†¦ (146) Equivalence Tens ganes de sucar aquesta nit? (147) Equivalence †¦ no m'havia de mudar ni res per una prostituta†¦ (149) Equivalence Quan fa una estona que les petoneges,†¦ (150) Modification 43 I'm one of these very yellow guys (88) Soy un tio de lo mas cobarde. 115) Modification 44 I wouldn't have the guts to do it. (89) †¦ no habria tenido agallas para hacerlo. (116) Equivalence 45 It's no fun to be yellow. Maybe I'm not all yellow. I don't know. I think maybe I'm j ust partly yellow†¦ I'm partly yellow†¦ what you should be is not yellow at all. (89) No tiene gracia ser cobarde. Aunque quiza no sea cobarde del todo. No se. Creo que en parte soy cobarde†¦ en parte cobarde†¦ No se debe ser cobarde en absoluto; (117) Modification 67 46 It's a funny kind of yellowness†¦ but it's yellowness, all right (90) †¦ es un tipo de cobardia bastante raro, pero aun asi es cobardia. 117) Modification 47 He got stinking,†¦ (90) El acabo curda perdido†¦ (118) Equivalence 48 Innarested in a little tail t'night? (91) ?Te interesa echar un polvo esta noche? (118) Equivalence 49 I know I didn't have to get all dolled up for a prostitute or anything†¦ (91) †¦ no tenia que ponerme de punto en blanco ni nada de eso para una prostituta†¦ (119) Equivalence 50 After you neck them for a while,†¦ (92) Despues de que te has besado y achuchado y todo eso con ellas,†¦ (120) Modification miscelanea: a journal of e nglish and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Michael O’Mara METAPHOR ST (P. 51 When I'm horsing around with a girl†¦ (93) SPANISH TT (P. ) †¦ cuando estoy enrollandome con una chica†¦ (121) Equivalence CATALAN TT (P. ) †¦ quan estic amb una tia†¦ (151) Equivalence Vaig pensar de trucar a la Jane,†¦ (169) Modification †¦ si no ens haguessim petonejat tant i tant. (170) Modification †¦ la persona que estic petonejant†¦ (170) Modification Em tocava molt l'oremus†¦ (171) Equivalence †¦ m'havien tornat a fotre fora. (173) Equivalence †¦ faria una trucada a la Jane†¦ (186) Equivalence Podia agafar alguna cosa ben jazzy†¦ i xiular-ho tan facil i be†¦ que et podia deixar de pedra. 198) Equivalence Vam fer una mica de comedia al taxi. (200) Equivalence Ets pitjor que un gra al cul†¦ (212) Literal 52 I thought of giving old Jabe a buzz,†¦ (105) Pense en llamar a Jane†¦ (136) Mo dification 53 †¦ if we hadn't necked so damn much. (105) †¦ si no nos hubieramos besado y achuchado tanto. (137) Modification 54 †¦ whoever I'm necking†¦ (105) †¦ la persona con la que me estoy besando y todo eso†¦ (137) Modification 68 55 She gave me a pain in the ass†¦ (106) Me caia como una patada en el culo†¦ (138) Literal 56 I got the ax again (107) †¦ me habian expulsado otra vez. (139) Modification 7 †¦ I'd give old Jane a buzz†¦ (116) †¦ podia llamar a Jane†¦ (149) Modification 58 He could take something very jazzy†¦ and whistle it so nice†¦ it could kill you. (124) Podia coger una cancion muy de jazz†¦ y la silbaba tan bien y tan suavecito†¦ que te podias morir. (158) Literal 59 We horsed around a little bit in the cab†¦ (125) En el taxi†¦ nos besamos y nos achuchamos un poco. (159) Modification 60 You give me a royal pain in the ass†¦ (133) †¦ me caes peor que una patad a en el culo. (169) Literal miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368Translating colloquial idioms/metaphors in The Catcher in the Rye METAPHOR ST (P. ) 61 Boy, did she hit the ceiling when I said that. (133) SPANISH TT (P. ) Jo, como se puso cuando le dije aquello. (169) Equivalence CATALAN TT (P. ) Hosti, si va tocar el sostre quan vaig dir aixo. (212) Literal Ho vaig anar tallant gradualment. (225). Equivalence †¦ els hipocrites hi entren per les finestres. (225) Literal Nomes feia comedia, jo. (229) Equivalence Me n'he d'anar†¦ (235) Modification Era estrictament pitjor que un gra al cul†¦ (236) Literal †¦ va fotre el camp de la sala†¦ (237) Equivalence Nomes feia comedia, es clar. 243) Equivalence †¦ i xerraria una estona amb ella. (248) Modification †¦ la Phoebe sempre porta algun vestit que et deixa de pedra. (253) Equivalence Els quaderns dels nanos fan pixar de riure. (255) Equivalence Anava torrat†¦ (259) 69 62 I gradually cut it out. (141) Deje de ir poco a poco. (179) Modification 63 †¦ the phonies are coming in the window. (141) †¦ hay tios falsos a patadas. (179) Equivalence 64 I was only horsing around. (144) Solo estaba haciendo el indio. (182) Equivalence 65 I have to tear†¦ (148) Tengo que largarme†¦ (187) Modification 66 He was strictly a pain in the ass†¦ (149)Era igualito que una patada en el culo†¦ (187) Literal 67 †¦ she beat it out of the room†¦ (149) †¦ se largo†¦ (188) Modification 68 I was only horsing around†¦ (153) †¦ solo estaba haciendo el indio†¦ (192) Equivalence 69 †¦ just sort of chew the fat with her for a while. (156) †¦ pegar la hebra un rato con ella. (196) Equivalence 70 Phoebe always has some dress on that can kill you. (160) Phoebe lleva siempre unos vestidos que te dejan sin habla. (200) Equivalence 71 Kids’ notebooks kill me. (161) Los cuadernos de los crios me dejan sin habla. (202) Equivalence 72 I was plastered (163) Estaba curda (204) iscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Michael O’Mara METAPHOR ST (P. ) SPANISH TT (P. ) Equivalence CATALAN TT (P. ) Equivalence Em va deixar de pedra. (259) Equivalence Volia dir per que m'havien fotut al carrer un altre cop. (264) Equivalence Em feia pixar de riure. (276) Equivalence Nomes fem una mica de comedia a dins de casa. (277) Equivalence Aixo em fa molta gracia. (277) Equivalence †¦ li trucaria,†¦ (283) Modification †¦ anava una mica alegre. (287) Equivalence †¦ et posa nervios†¦ (287) Modification †¦ anava forca alegre. (296) Equivalence Segurament li trucare†¦ 300) Modification †¦ pero la Phoebe es moria de riure. (310) 73 She kills me. (164) Me deja sin habla. (204) Equivalence 74 She meant why did I get the ax again. (167) Se referia a que hubieran vuelto a expulsarme. (209) Modif ication 75 She kills me. (175) Me deja sin habla. (219) Equivalence 76 We just horse around†¦ (175) Solo hacemos el indio†¦ (219) Equivalence 70 77 That kills me. (175) Me deja sin habla. (220) Equivalence 78 †¦ I'd give her a buzz†¦ (180) †¦ la llamaria†¦ (225) Modification 79 †¦ he was a little oiled up. (182) †¦ estaba un poco bebido†¦ (227) Modification 80 †¦ it gets on your nerves†¦ 182) †¦ le pone a uno nervioso†¦ (228) Modification 81 He was pretty oiled up,†¦ (188) †¦ estaba bastante curda. (234) Equivalence 82 I'm probably gonna give her a buzz†¦ (191) Probablemente la llamare†¦ (237) Modification 83 †¦ but it killed old Phoebe. (197) †¦ pero a Phoebe le hizo muchisima gracia. (245) miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Translating colloquial idioms/metaphors in The Catcher in the Rye METAPHOR ST (P. ) SPANISH TT (P. ) Modificat ion CATALAN TT (P. ) Equivalence †¦ aniria fins al tunel Holland i faria dit, fins que em carreguessin†¦ 311) Equivalence Com si algu hi acabes de fer un riu. (314) Equivalence †¦ algun desgraciat pervertit que es devia haver ficat a l'escola de nits per pixar o alguna cosa aixi†¦ (315) Modification †¦ la vam fer petar una estona. (316) Equivalence Es va girar i va fotre el camp. (319) Equivalence Es mes gallina que un plat de caldo†¦ (319) Equivalence †¦ un d'aquells tunels que sempre fan pudor de pixats. (328) Modification 71 84 I'd go down to the Holland Tunnel and bum a ride†¦ (198) †¦ iria al Tunel Holland, subiria a un coche†¦ (246) Modification 85 Like somebody'd just taken a leak on them. (200) †¦ omo si alguien acabara de mear ahi. (248) Modification 86 †¦ some perverty bum that'd sneaked in the school late at night to take a leak or something†¦ (201) †¦ un pervertido que habia entrado por la noche en el colegio a mear o algo asi†¦ (249)18 Modification 87 †¦ I shot the breeze for a while. (201) †¦ estuvimos de charla un rato. (249) Modification 88 He turned around and beat it. (204) Se volvio y salio corriendo. (252) Modification 89 He's got a yella streak a mile wide (204) Es de un cobarde que no vea†¦ (252) Modification 90 †¦ those little tunnels that always smell from somebody's taking a leak. (210) †¦ sos tuneles que siempre huelen como si alguien hubiera estado alli meando. (258) Modification miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Michael O’Mara Discussion of results The purpose of this investigation was to determine which of the two translations, Spanish or Catalan, retains the greater degree of figurative/metaphorical meaning in their representations of the colloquial idioms/metaphors that Holden Caulfield uses, having said that the use of colloquial metaphors is one of the most unique an d defining aspects of the idiolect of Holden Caulfield in The Catcher in the Rye.This is not an assessment of how diligently the translators strove or how successful they were in finding equivalents in the target languages and in no way implies a value judgement as to which translation is more ‘accurate’. It is clear that translators work only with the tools that are available in their target languages and cultural contexts. Nevertheless, what this study attempts to provide is data that can help to clarify to what degree the metaphorical nature of ideas expressed using colloquial metaphors in the source text were preserved as such in the Spanish and Catalan translations.Our results seem to suggest that the colloquial metaphors represented in the Catalan translation retain more of the original figurative meaning present in the source text. This translation employs on significantly more occasions the equivalence method of metaphor translation, used on 53 occasions in the Catalan translation and on 41 occasions in the Spanish version. These data are significant because when this method is used to translate an idea expressed as a metaphor in the source text, the idea retains its status as a metaphor in the target text, the only difference being in its form, or appearance.Since no two languages are alike, target languages cannot always provide correspondences in both form/structure and meaning. Our conclusion is also supported by the fact that the modification method of translation was used on significantly more occasions in the Spanish translation than in the Catalan version: it was used 44 times to produce the Spanish translation and 29 times in the production of the Catalan translation.In other words, the colloquial metaphors that Holden uses in the book are found to be explained or paraphrased significantly more in the Spanish translation than in the Catalan version, which represented these metaphors through either equivalence or the literal method . This last method, although to a lesser degree, supports our conclusion as well: it was found that the Catalan translation used a lexicalized structure similar in form and meaning on 8 occasions while it was found on 5 in the Spanish version.Put differently, although the difference is small (5-8), the Catalan translation uses the same or nearly the same metaphor on more occasions than the Spanish translation. Considered numerically, in the Spanish translation the most frequent method used was that of modification (44), followed by equivalence (41), literal translation (5) and finally omission (0); and in the Catalan translation the most frequent method used was equivalence (53), followed by modification (29), literal (8) and finally omission (0) as may be seen in Table 3: miscelanea: a journal of english and american studies 35 (2007): pp. 7-75 ISSN: 1137-6368 72 Translating colloquial idioms/metaphors in The Catcher in the Rye 60 50 40 30 20 10 0 Spanish Catalan Equivalence 41 53 Modification 44 29 Literal 5 8 Omission 0 0 TABLE 2: Translation techniques: frequency 73 Our results can be compared to similar studies such as Lopez Rua (1997) in â€Å"The translation of the idiolects in The Catcher in the Rye: An approach through lexicalized structures† and Lorenzo, M. et al. , (1999): â€Å"Lack of meaning interaction between English, Galician and Spanish in Salinger’s The Catcher in the Rye†.Although the focus of neither study is the translation of colloquial idioms/metaphors, both studies discuss loss of meaning upon translation from English to Spanish and from English to Galician, and coincide in the need to maintain form and meaning between source text and target text. Specifically, Lopez Rua found that the most marked similarity in both translations is the misuse and misapplication of the technique of modification or paraphrasing: Most of the inadequacies detected in the Spanish and Galician versions are related to the translations by paraphrase and by omission.In my view, they are due to the fact that the translators have failed to recognize the defining features of the characters’ idiolect (for example, the systematic use of some lexicalized structures). Apparently, they are not aware of the fact that the writer is deliberately resorting to trite and monotonous vocabulary in order to define the characters and their speech habits. Both translations (but particularly the Spanish one) seem utterly unable to render the characters’ idiolects accurately.Instead of trying to convey those idiolects whenever possible (of course, adapting them to the peculiarities of the TL), in most cases the translators resort to the systematic omission of recurrent structures, and some other times they translate those recurrent structures in many different ways miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Michael O’Mara without taking into account the context, the styl e, and the character who uses them. As a result, the translation becomes expressionless. 19 The results of Lorenzo et. al. 1999), can be applied as well to our study, especially in terms of the importance of a strict adherence to the identity principle20, from which the Spanish and Gallician versions could have benefited: the majority of the possible errors just studied could have been avoided if the translators had taken into consideration the identity principle†¦ In fact, the identity principle, since it is based on the parallelism between form and meaning in the ST and the TT, would have proved a more accurate mechanism when dealing with the process of translation from a given L1 to L2 and L3. 21 Notes 1 See Costello (1959:173). 74 2 . See Lorenzo, M. , et al. (1999: 324). 8 . Some of these word combinations have been the object of other studies. For example, see Lopez Rua (1997). 9 . See the Oxford English Dictionary’s entry for ‘idiom’: http://dictionar y. oed. com/cgi/entry/50111256? single=1&query_ type=word&queryword=idiom&first=1&max_ to_show=10. 4 . Definition provided by Webster's New Encyclopedic Dictionary (1994: 374). 5 Definition provided by Webster's New Encyclopedic Dictionary (1994: 630). 3 . See Newmark (1988: 104). . Ibid. (1988:104). . See Lorenzo, M. , et. al. (1999: .See Lopez Rua (1997: 147). . Ibid. (1997: 148). . Baker, M. (1992:74) in Lopez Rua 10 11 324). 12 13 14 The term ‘colloquial metaphor’ has been used before, especially in online sources: Answers. com, etc. It was found to be used in some non-linguistic academic contexts (legal) such as â€Å"Why originalism won't die – Common mistakes in competing theories of judicial interpretation†, Duke Journal of Constitutional Law and Public Policy, Online Edition, 2007. Duke J. Con. Law & Pub. Pol'y 230, page 238. 7 . In books that have been published on the subject the term ‘Colloquial idioms’ seems preferable: Ball, W.J. 1972. A Practical Guide to Colloquial Idiom, Wood, F. T. 1976. English Colloquial Idioms, etc. 6 (1997: 148). 15 . Definition provided by Webster's New Encyclopedic Dictionary (1994: 752). 16 . While it is true that both translations of â€Å"It gets on your nerves sometimes† retain figurative/metaphorical meaning, they can be better understood as collocations —†ponerse† (Spanish) and â€Å"posarse† (Catalan) collocate with â€Å"nervioso† (Spanish) and â€Å"nervios† (Catalan)— and their accepted use in both standard Spanish and Catalan is fairly widespread.Here they serve to clarify the original metaphor which in English is generally considered more informal. miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Translating colloquial idioms/metaphors in The Catcher in the Rye 17 . The translation of the colloquial metaphor â€Å"to get to first base† with someone here is somewhat in accurate. The Catalan translation is closer in meaning to the ST, where the metaphor is used in relation to romantic intimacy: first base refers to initial contacts such as kissing; a â€Å"homerun† generally refers to sexual intercourse. 8 . The absence of a translation for the word â€Å"bum† in the Spanish translation may be considered somewhat inaccurate: although the word â€Å"bum† does not form a part of the metaphor itself, it does contribute to the atmosphere in which the metaphor is presented. In this case, the â€Å"perverty bum† was left just as â€Å"un pervertido† in the Spanish translation, omitting the vital bit of information that the person is a â€Å"bum† i. e. a homeless and/or poor person. The Catalan version translates it as a â€Å"desgraciat† or unfortunate, unlucky, or even wretched person.One might suggest that a â€Å"perverty bum† is more in keeping with the idiolect of Holden than just a â€Å"perv ert†. 19 . See Lopez Rua (1997: 149). . See Lorenzo, M. et al. (1999: 5). . Ibid. (1999:329). 20 21 Works cited American Library Association. http://www. ala. org/ala/oif/bannedbooksweek/bbwlinks/100 mostfrequently. htm BAKER, M. 1992. In Other Words: A Coursebook on Translation. London: Routledge. BALL, W. J. 1972. Practical guide to colloquial idiom. London: Longman. COSTELLO, D. P. 1959. â€Å"The language of The Catcher in the Rye,† AmericanSpeech, Vol. 34, no. 3, October:172-81. LOPEZ RUA, P. 1997. â€Å"The translation of the idiolects in The Catcher in the Rye: An approach through lexicalized structures†. Miscelanea: A Journal of English and American Studies, 18: 139-158. LORENZO, M. , et. al. 1999. â€Å"Lack of meaning interaction between English, Galician and Spanish in Salinger’s The Catcher in the Rye†. Estudios de linguistica contrastiva. Universidade de Santiago de Compostela: 323-330. MERRIAM-WEBSTER Inc. 1994. Webster's New Encyclope dic Dictionary.New York: Black Dog & Leventhal. Received: 11 June 2007 Revised version: 17 January 2008 NEWMARK, P. 1988. A textbook of translation. London: Prentice Hall International. OXFORD ENGLISH DICTIONARY: http://dictionary. oed. com/cgi/entry/50034626? single=1&query_ type=word&queryword=catharsis&first=1&max _to_show=10 SALINGER, J. D. 1951. The Catcher in the Rye. Boston, MA: Little, Brown and Company. —. 1990. El vigilant en el camp de segol. Trans. E. Riera & J. Fonalleras. Barcelona: Editorial Empuries. —. 2006. El guardian entre el centeno.Trans. C. Criado. Madrid: Alianza Editorial. SMITH, T. 2007. â€Å"Why originalism won't die – Common mistakes in competing theories of judicial interpretation†. Duke Journal of Constitutional Law and Public Policy. Online edition, 159: 230-238. VERMEER, H. 2004. â€Å"Skopos and comission in translational action†. In Venuti, L. (ed. ) The translation studies reader. London: Routledge. WOOD, F. T. 1 976. English colloquial idioms. London: Macmillan. 75 miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368