Dissection: Think of the Frogs

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Dissection Think of the Frogs

"Every year, 5.7 million animals are used in secondary and college science classes" (Dissection, par1). This is very sad to consider when one takes into account the growing number of computer dissection simulations currently available to schools. These can teach the same things as physical dissections, but without the loss of life. A consideration that should be made when planning the coursework for classes that include animal dissection would be, "although dissection is often seen as a useful skill in itself this must be justified in terms of learning objectives and outcomes" (Predavec, par). When a person realizes that most dissections are performed only to teach basic physiology and anatomy to students who are not going into a field where they will be needed, and that most all students will forget practically everything of the dissection soon after it occurs, remembering mostly just the unpleasantness, this computer-based alternative should seem like a superior option.

Over the past years there have been an increasing number of students who wish to opt-out of dissections. For some students it is because of religious believes. For others it may be a moral issue of the rights of all living creatures. E-rat is a 'web-based interactive rat anatomy' program tested to determine how well students can learn through virtual dissections. In the test, performed in September 1, a group of 1 first-year undergraduate biology students in seven classes were randomly assigned to either E-rat or the conventional dissection. Four classes, a total of students, were assigned E-rat; the remaining three classes, 168 students, being assigned the physical dissection (Predavec, par16).

During the subsequent week, the students were given a question multiple choice quiz, with only one minute to complete each question. Several "statistical comparisons" were compiled from the results. The total mean scores for the two groups of students were compared to each other using what is called an unpaired t-test. Students who completed the E-rat program scored an average of 7.4 percentage points higher than those who completed the conventional dissection. The amount of time the students spent on the practical or traditional classes was also recorded. The result showed that "the more time a student spent on the practical class the greater the marks, with the marks for E-rat consistently higher across all times"(Predavec, par6). The students who used E-rat not only were better able to identify the structures in the program but also in the real dissected animal. In their comments a number of students remarked that the best thing about the E-rat program was 'the ability to work at their own pace and to revise the material a number of times' (Predavec, par).

A second program on the market teaches the dissection of a cat cadaver. These virtual dissection materials, used as part of the curriculum at the University of Sydney, are accompanied by text materials and have been fully integrated into the curriculum. Students are able to use actual cat cadavers, the virtual dissection program, or a combination of the two. While students completing both the physical and virtual dissections do well, it is noted that those who complete the physical dissection score higher if they use the virtual dissection in conjunction with it (Franklin, par6).

A Stanford-based virtual dissection program, Virtual Creatures, is another example of a dissection simulation. It explores ways to teach vertebrate biology through the use of computers. Their first program explores frog biology in a virtual environment where the user travels to different huts, each teaching a different aspect of frog biology (Hangad, par, par10). Although I know of no tests run to compare its effectiveness, this program also sounds like a rather good one. It is my opinion that this would be the preferred way to do animal dissection lab work. I feel that it is inappropriate to breed and raise small animals such as kittens and sheep and pigs for the sole purpose of killing and dissecting them. This is especially true when there are alternatives available that do not take the life of another living being.

As we can see, the reasons to use computer dissection programs are numerous. Animals do not have to be slaughtered for use, there are no distracting and unpleasant odors, and the dissection can be reviewed or performed in any order. Another positive aspect is that the organs are their natural colors as opposed to the uniform brown that tends to be a result of the preserving of actual specimens. There is no loss in what is learned, as students seem to actually learn more. Computer-based programs seem like a wonderful teaching aid, and it is my hope that more schools adopt the use of virtual dissection programs.

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Looking for Alibrandi

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Looking for Alibrandi - Study Notes Part 1 - (Part 1 - Part )

Josephine Alibrandi, a Catholic girl, narrates the novel in her final year of High school. She attends St Marthas, a wealthy catholic school in Sydneys eastern suburbs. Her academic scholarship ensures her place at the school as she is not as well off as the population of largely wealthy Anglo-Celtic girls that attend the school. Her Italian origin has been the reason for much persecution toward her in her life. Her background against the monied origins of her peers also provides much source of angst for Josie.

She lives in the inner-city suburb of Glebe with her single mother, who takes care of her. Their rather small dwelling is the source of some embarrassment for Josie.

Josie is essentially on a journey of discovery throughout the novel. This journey reveals much about herself, her family and the many lessons that she is yet to learn in her life. Her search for her own cultural identity is coupled with her struggle as a poor student among many wealthy ones.

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Josephine also has a number of self-esteem issues that manifest themselves throughout the novel in her perceptions of the world. These issues are further complicated by her family situation. Issues that are dealt with include

Role of The Family

Josie is searching to discover the true nature of her family history. She comes to learn that much of what she has been told in incorrect. A number of issues that both she and her mother deal with are explained by some of her family circumstances.

Her grandmother, father and mother all have a significant amount to teach her about herself and about herself. Each in their own way has the power to impart some personal experience that will assist Josie in her journey. She does come to learn, however, that these realisations can do much harm. Overall, however, her journey in regard to her family is a cathartic experience that solves many issues she was forced to deal with.

Josies father, Michael Andretti, has only recently come back into life. He is introduced to us in Chapter six. While Josies mother was still pregnant he left Sydney for Adelaide. He return comes with the assertion that he does not want a complication in his life and again he seems to be deserting Josie. She confronts him about this, and his attitude does not win her affection. It seems that Michael cannot provide to Josie what she needs - a stable father figure that might help her to make sense of her own identity and unique set of circumstances.

However, later in Chapter 8, Michael comes to her aid and she feels proud to have him walk alongside her. Josie has long craved this feeling and her father finally provides it to her. Their relationship continues to grow stronger throughout the novel, and he tells her that If I had to choose a daughter, I would have chosen you. This remark, combined with his attitude seems to reaffirm his postion is her life. He proposes that she comes live with him in Balmain and that she becomes his adopted daughter. She is prepared to consider a name change, yet her journey of discovery dictates that she cannot leave her mother and live with Michael. He provides only part of the answer in her journey, and she realises that she cannot desert her mother.

Josies grandfather, Francesco had a unique situation with his wife - Josies Nonna. Being from Italy (the old country), it was customary for arranged marriages to be set up by ones parents. This is the situation that nonna found herself in. However, she committed adultery, and had a child that was not fathered by Francesco. This child was Josies mother, and Francesco always resented her. While Josie never met him, she was aware of the coolness between her mother and him, and of the unusual situation between him and her grandmother.

This realisation of Josies leads her to question the moralistic teachings of her grandmother, considering her sinful past. Josie views this as hypocrisy on the part of her grandmother, however we the readers are left to wonder if nonnas hypocrisy is a way of making up for her past sins, and a way of easing the pain of her failed marriage and the problems that have occurred in her family as a result. Josie comes to realise that many family situations tend to be passed from generation to generation and that her mother is not to blame entirely for her own situation.

While Josie does make a great many discoveries about her family situation, she still remains unaware of many of the hardships that her mother had faced in her own life. Josie reacts badly to her mother seeing a man, and we can see that she still has much to learn. A journey of discovery inevitably involved ones family, and the issue that one discovers can often be painful as much as cathartic. This is because many of the issues open up wounds that may have otherwise not been disturbed.

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Teen Violence in Schools

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Ever since the Columbine massacre occurred, people were asking "why?" There were reports that the

shooters did not fit in, had barely any extra-curricular activities, and had no parental influence, as their

parents were always working or away. These were true, but how bad does it have to get until someone

decides to take such drastic measures as these shooters did? At what age does a sense of violence grow in a

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person's mind? Can it be prevented? Many questions need to be asked about teenage violence, and some

will be answered.

"In Germany they came first for the Communists, and I didnt speak up because I wasnt a

Communist. Then they came for the Jews, and I didnt speak up because I wasnt a Jew. Then they came for

the trade unionists, and I didnt speak up because I wasnt a trade unionist. Then they came for the

Catholics, and I didnt speak up because I was a Protestant. Then they came for me, and by that time no

one was left to speak up. -- Martin Niemoller, 145. This quotation may get people thinking that W.W.II

was a long time ago, and it will not happen again; a Nazi regime will not try to gain power. Violence is

everywhere; and there have been so many times that a teen could have spoken up because they knew of a

school shooting, yet they did not. "Those who do not learn from history are doomed to repeat it." -- George

Santanyana. Maybe they did it out of fear, but because they did not speak up, many innocent people died.

Violence is a constant fact of life. And with more children growing up in a society where violence is

becoming more acceptable, you must fear our future.

Teens today are facing too much pressure, anger and isolation from groups around them and will

tend to not know how to deal with these problems effectively if they are not overcome. The main problem

affecting these teens is most likely their own peers; since they are now at an age where they feel they must

adjust their own behaviour, attitudes, and appearance in order to fit in.

Columbine; if you were to say this word around a group of people, they would know what it was.

A Colorado school, placed under attack in April 1 by two students, Eric Harris and Dylan Klebold.

Dressed in their trademark trenchcoats, they entered their school at 110 am and opened fire. They killed

1 students and one teacher, before killing themselves. Twenty three more were injured, several of these

injuries were critical.1 What even possessed these teens to do it is unknown, and most likely will continue to

be unknown. They came from well established families, and had good backgrounds. There were reports of

them being pushed into lockers by their peers, making them feel like outcasts. But how far does it have to

go? How bad does this harassment have to get before they just "snap"?

The teens from Columbine, Eric Harris and Dylan Klebold obviously did not fit in. They hated the

kids at school, and decided to get revenge. They came prepared for a huge assault too, bringing a -mm

assault rifle, a semiautomatic pistol, two sawed-off shotguns and a supply of some three dozen homemade

bombs. Some of these bombs, filled with shards of glass, would go off and tear into the bodies of their

victims. Other 0-cm pipe bombs were filled with nails and BBs to spray victims with these deadly

fragments. They planted about 5 devices throughout the school, including a -kg propane tank inside a

duffel bag, rigged with a gasoline can and a timer.

After all school shootings, the blame game starts. Many turn to the media, peer pressure, parental

control and influence, and in the case of Columbine, gun control. The boys were fascinated with violent

computer games, they made their own Web site, which had links to bomb making sites. A father of a

student said that he gave printouts from this Web site that included this threat " I live in Denver, and I

would love to kill almost all of its residents... People with their rich snobby attitude, thinking they are all

high and mighty... I will rig up explosives all over town and detonate each one of them at will after I mow

down a whole area of you."4 After the man gave police this warning, they did nothing. One of the boys'

favourite movies was Natural Born Killers, a 14 movie by Oliver Stone, which depicted young

murderers utterly devoid of remorse. They even made their own video in which they talked about destroying

the school. They showed this video to one of their classes, but nobody took it seriously.5

The boys were also pushed around by their peers, verbally assaulted, and felt like misfits in the

school. For their first years of High School, they had blended in nicely, and in Grade 11, "They totally

changed," said Mike Paavilainen "They started wearing all black and keeping to themselves. It was kind of

weird."6 Columbine was full of jocks and preppies, and as the boys began to dress strangely, listen to

suicidal themed music, and develop a fascination with Hitler, it is easy to see how they did not fit in. A

diary of one of the boys showed that they had been planning their attack for a year, for the date of Hitler's

birthday (April 0). The dairy said, "We want to be different, we want to be strange and we don't want

jocks or other people putting [us] down.... We're going to punish you."7

Dylan Klebold's parents were very well-to-do. His father, Thomas ran a real estate company, and

his mother, Susan was a college councellor. They lived in a $750,000 house on an exclusive road. Dylan

owned a BMW, which he drove every day to the Harris' house. Eric Harris lived in a $00,000 home,

where his father Wayne is a retired air force pilot.8 They lived well enough, and with so much money, one

could find it hard to see why they decided to change. Where were their parents when they were planning

these dangerous acts? Police found a shotgun barrel on a dresser and bomb making materials in one of the

boys' room. A lot of the weapons were clearly visible, and the parents should have noticed something, yet

they did not. Even neighbours reported hearing glass shattering the night before the attack - most likely

things to go into their deadly bombs.

In terms of nature versus nurture, there is no gene for violence. Violence is a learned behavior, and

it is often learned in the home or the community from parents, family members, or friends. Children that

show aggressive behaviour at a young age are more likely to grow up to become involved in

violence--either as a victimizer or as a victim. The home is the main factor that starts accepting violence at

a young age. A child who sees a parent or other family member abused is more likely to see violence as an

acceptable way of behaving and will use violence to solve their own problems. Although violence is not

from a person's genes, studies show that there is a connection between violent behavior and some inherited

traits. Some of these traits are things such as impulsiveness, learning difficulties, low IQ, and fearlessness.

These traits can lead to a person becoming violent. Another study shows that males are more likely to be

violent.

Dylan Klebold and Eric Harris were alienated; they chose to be. So they focused their resentment

and rage on powerful images of violence and anarchy. Stephen Kent, a sociologist at the University of

Alberta who specializes in alternative belief systems says, "What happens with extremely alienated kids is

that they will most likely obtain their values from the primary deviant subgroup. They spend increasingly

large amounts of time with one another, to the exclusion of contact with a larger society." If this group

were to encourage the members to ignore the pain of others, then the members will soon believe that pain is

not a big thing. So they can then vent their anger on the object of their hatred, in this case, all of the

students at Columbine that were different from them. Since the boys made their victims beg for mercy, it

showed that they were on a huge power-trip, and had huge amounts of rage inside them.

There is no profile for a school shooter. Some of the children that committed a shooting at school

were popular, some were outcasted by their peers. Some of them had good grades, and others were failing.

Some of the kids were in foster care, others were from good homes, where some of their parents were well

known members of the community. It does not always depend on the teen's personality traits, it is usually

just what they feel inside.

Jefferson County District Attorney David Thomas talked about all the things that could have led

upto this massacre. He spoke of cultural change, how children grow up where violence is now more

acceptable, how the police failed to see the signs, and how society makes children without feeling or

remorse.10 Alan Leschied, a leading Canadian researcher on teen violence, points out that there are a lot of

factors involved to create a Columbine. "It's dangerous to take a very complex thing and whittle it down to

one single cause. It is a combination of how culture is working, how the family is working, and how culture

within that school was developing. All of this came together to create this tragedy."11

The signs of a teen willing to commit a violent act may not be obvious at all times. Most teens

want to make it seem as if they are in control, and try to mask their true feelings. The best people who can

prevent a violent act from occurring are friends and family. If parents are able to have a comfortable

conversation with their children, then they should consider it. Also, many children who feel rejected can

start to do the same to others. Some will try to distract themselves with movies or games. Mostly, children

have not been taught how to deal with their anger, so when dealing with their feelings, they do the wrong

things. Basically, whenever a child seems to be acting in a strange manner is when friends, family or school

should consider intervening.

In hopes to prevent violence, programs can be put in place at a young age. These do not have to be

taught in schools, but parents can help to prevent violent behaviour. To encourage children to act polite and

non-violent, it is encouraged that they have positive role models, which can help to boost their self esteem.

Children need to have supportive relationships, with parents, teachers and friends; this helps them to

develop a sense of trust. Being socialized correctly can help in improving overall social skills, peer

relationships and a belief in oneself.

In July 000, The Federal Interagency Forum released some statistics that rates of juvenile violence

have dropped to the lowest point in 0 years. Although teen murder rates have dropped by 60%, and teen

violence by 0%,1 it does not mean that violence is totally banished. Violence is a factor and will remain a

factor in all of North American society. The culture of violence is only going to increase during the coming

years because violence is becoming more acceptable on television. Many of those students who went on a

school shooting actually warned their classmates and family beforehand what they wanted to do. These

children were trying to get attention, they just went about it the wrong way. It is now upto their peers,

family, teachers and community to give these children the help they need, before it gets out of hand, before

more die.

Bain, Colin M. / Colyer, Jill S. The Human Way Introducing Anthropology, Psychology and Sociology

Canada Oxford University Press, 001, 8-41

Chisholm Patricia "Teens Under Siege" MacLean's Magazine May , 1, -4

Phillips, Andrew "Lessons of Littleton" MacLean's Magazine May , 1, 18-1

http//abcnews.go.com/sections/us/DailyNews/ethics_violence0106.html [5//0]

http//www.cbsnews.com/stories/00/05/16/national/main508.shtml [5//0]

http//www.sacwriters.com/sacindy/articles/christ/kids_these_days.htm [5//0]

http//www.foxnews.com/story/0,,1755,00.html [5/7/0]

http//planetx.bloomu.edu/~jrandreo/violence.html#Statistics [5/7/0]

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Lenin's influence upon Russian Revolution

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Before a revolution occurs a number of preconditions are often necessary. Consider this statement regarding the situation in Russia and, in doing so, comment on the attitudes of Lenin and of the Germans to events in Russia in 117, the main reasons for the collapse of the Tsarist regime in Russia in 117 and the role played by Lenin and the Bolsheviks in the revolutions in Russia in 117.

Lenin's attitudes to the events of Russia in 117 were of eagerness to get back to Russia. His fertile mind was developing plans by which he would be able to develop plans by which he would be able to develop a new republic now the 00 year monarchy had ended.

Germany's attitudes were of hope, like Lenin's, but for different reasons. Germany believed that revolution was disaster to a country and by allowing Lenin and his compatriots to return they were helping to spreading Revolution. Germany had this attitude of hope and expectancy because, by allowing people such as Lenin back to Russia, they could expect an end to the war with Russia and therefore fight only one front instead of two.

They are both long term and short term factors which resulted in the spontaneous overthrow of the Tsarist monarch in 117. When Tsar Nicholas the II abdicated from the throne, Russia was in turmoil, set against the backdrop of wide social disorder and economic corruption and inefficiency. The ineffective and corrupt rule by the Tsars in the 1th Century created this backdrop and served as a stimulus for further discontent. The rapid industrialisation in the late 1th Century, both created harsh conditions in Russia and provided a large number of discontented urban workers. It is because of this that the Bolsheviks were able to spread their revolutionary ideas. The defeat in the Russo-Japanese War and the failure of the Duma to control Nicholas' inefficient rule both created misery amongst the Russian people. The long term causes that continually festered the conditions of the people only needed a spark to ignite the revolution.

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World War One provided this catalyst. Although accompanied by patriotism and extreme nationalism, some predicted the war would end the reign of Nicholas. By 117 this proved to be true. There are several factors which isolated the Tsar and ignited the revolution the Tsar's role is commander in Chief linked the failure of the army with the monarchy; the role of Nicholas's wife, a German and Rasputin, a suspected German agent, created much hatred as they took control while the Tsar was at war; the state of the army, trained inefficiently and affected by lack of food and supplies, deteriorated; the failure of the Duma and collapse of the economy and the fact that there was a mass migration from the country to the towns placing pressure on the availability of food and shelter. All these factors culminated in the revolution, which was in fact a spontaneous outburst of the discontent of the masses.

Lenin and the Bolsheviks were said to have "ridden the wave of the discontent, guided them safely through the Marxist channels". Although Lenin did not play a significant role in the February Revolution, his role in the second revolution, "a planned coup" where a provisional government was overthrown, was vital.

The Bolsheviks, though use of promised land reforms and alternatives to the Tsarist monarchy, only had a limited role in the first revolution. It was really a spontaneous action, beginning with bread riots, of the discontented millions.

The October/ November revolution, where the provisional government was overthrown and the proletarian based republic established, was a direct effect of the actions of Lenin and the Bolsheviks.

Lenin arrived in Petrograd in April, immediately attracting the support of the people and Soviets with his catch-cry "Peace, land, bread and all power to the Soviets." Lenin established the April Thesis, a summary of the Bolsheviks; aims and methods, and tried to have it indoctrinated as the policy of the Soviets.

After a premature coup initiated by the proletariat and unwontedly enforced by the Bolsheviks, Lenin and his followers were forced into hiding. It was not until the attempted Kornilov coup in September that the Bolsheviks became and established and powerful force in Russia. The continuing failures of the Provisional Government saw the Bolshevik rise to power, eventually seizing the Winter Palace and taking power.

Lenin and the Bolsheviks' role in 117 was vital, not so much for the first revolution but more so in the second. They initiated policies and manipulated the weakness of the Provisional Government and eventually were able to comfortably seize power as the leaders of the new proletarian Russia.

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On Some Phenomena of Untranslatability in English-Chinese Translation----From a Linguistic Point of View

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On Some Phenomena of Untranslatability in

English-Chinese Translation

----From a Linguistic Point of View

Thesis statement Apart from the cultural factors, some linguistic elements also account for many phenomena of untranstability in English-Chinese translation, because sometimes the linguistic form of the source language plays an essential role in conveying the original content. In some cases the form itself is the very content being conveyed; in others the form is closely related to what is conveyed in the original. Usually translators give up the pragmatic meaning or ignore the referential meaning of the original according to specific situations so that the problem can be partly solved.

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In English-Chinese translation, as in other kinds of translation, it is quite usual for translators to come across some tricky words or sentences which seem to be almost impossible to translate. Considering the distinct differences between the English language and the Chinese language, these kinds of ¡°untranslatable¡± phenomena are understandable. Apart from the cultural factors involved which serve as an essential part of the reason for untranslatability, some linguistic elements also account for these somewhat unsolvable difficulties in translation. Actually, if many untranslatable cases are carefully analyzed, it can be found that in these cases, the relationship between the form of the source language and the content contained by the original is often quite special. This kind of specialty can be classified into two types a) the form of the source language itself is just the content being conveyed; b) the form of the source language is closely related to what is expressed in the original.

a) The form itself is the content being conveyed.

Sometimes, some aspects of the form of the English language like the phonemic, lexical, grammatical or syntactic features present themselves as the content being expressed in a sentence or paragraph. In other words, what is conveyed in the original is a certain characteristic of the language itself rather than any object or idea. Without the form of the original language, this sort of content can not exist any more. Certainly it cannot be reproduced in the form of another language such as Chinese. See a couple of examples

Ex.1. A Why are you never hungry when you play on a beach?

B Because of the sand which is there.

In this example, the pronunciation of ¡°sand which is¡± in the original which is similar to that of ¡°sandwiches¡± can be identified only when it is put into actual utterance. Here the phonemic representation of the original sentence is the very thing that matters, yet it cannot be transformed into Chinese, thus the whole sentence becomes untranslatable.

Ex.. A What makes a road broad?

B The letter ¡°B¡±.

The above is a riddle. The author takes advantage of the characteristic of the combination of the letters in two words i.e., ¡°road¡± and ¡°broad¡±, and makes the dialogue a kind of humor. As not only are the meaning of the words involved here, but their form plays an essential role, it is hard to deal with this sort of phenomenon in translation, too.

Ex.. A What words may be pronounced quicker and shorter by adding syllables to them?

B Quick and short.

This example concerns a grammatical element in English, namely, the comparative form of adjectives. Since this kind of inflectional suffix which is a distinct feature of the English language is absent in Chinese, the humourous effect created in the original will inevitably be lost if the two sentences are literally translated.

Ex.4. Teacher A preposition is a bad word to end a sentence with.

Pupi Please, teacher, you've just ended a sentence with ¡°with¡±.

Teacher Ah, but what did I end the sentence with ¡°with¡± for? Do you know?

Pupi No teacher, and I don't know what you ended that one with ¡°with with for¡± for.

In the above short dialogue between a teacher and a student, the humor is achieved by the employment of the question about the place of prepositions in English. It satirizes the pedantry of the teacher and reflects the sharp wit and mischievousness of the student. It also indicates that to end a sentence with prepositions is inevitable and irreproachable. Yet because a unique syntactic feature of English serve as the most important part of content in this dialogue, the dialogue cannot be translated into Chinese.

b) The form of the English language is closely related to what is expressed.

This sort of phenomenon concerning untranslatability firstly refers to the case in which the form of the source language is used to attain certain rhetorical effects. Such being the case, if some ways of expression which have similar effects can be found in the Chinese language, the original is translatable, otherwise it can just be partly translated, which means that probably the original content can be kept, but the rhetorical effects will be lost.

The great difficulty in translating English poems into Chinese is primarily due to a special form of the source language, namely, the rhyming system which includes alliteration, end rhyme, internal rhyme, etc. The following is a typical example

Ex.5. Wake the vaulted shadow shatters,

Trampled to the floor it spanned,

And the tent of night in tatters

Straws the sky-pavilioned land.

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In the except, the original poem not only has an end rhyme like abab, but also contains alliteration in each line (s, t) as well as assonance in the first two lines (shadow-shatters, trampled-spanned). Although the version which recreates a different kind of end rhyme sounds quite good, the alliteration and the assonance mentioned above are lost.

Besides rhyme, homophone is also very hard to deal with in translation, because two words with the same pronunciation yet different meanings are involved. This is itself a kind of coincidence in the source language, and it is almost impossible to find the same kind of corresponding coincidence in the target language. The example below is an excellent proof.

Ex.6. Seven days without water make one weak (week).

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What's more, people's playing with words, often taking advantage of homograph, is usually untranslatable, too. Here is a joke which can serve as an interesting example.

Ex.7. ¡°Call me a taxi,¡± said the fat man.

¡°Okay,¡± said the doorman. ¡°You're a taxi, but you look more like a truck to me.¡±

The fat man asks the doorman to call a taxi for him, but the sentence ¡°call me a taxi¡± also means to name the man ¡°a taxi¡±. The doorman uses this kind of homograph to make a joke at the fat man. If it is literally translated, the joke is no longer a joke.

The untranslatable cases in which there is close relationship between the form of the source language and the content of the original also include the condition under which the form of the language has a pragmatic meaning which is essential to the conveyance of the content of the original. Three examples respectively concerning the use of Old English, slang, and loan words in the original are listed below to shed a light on the readers.

Ex.8. ¡°Why bless thee, child?¡± said the old man, patting her on the head, ¡°how couldst thou miss thy way? What if I had lost thee, Nell!¡±

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Here the old man is talking to his beloved granddaughter. His using of several words from Old English reflects his deep love for her and how he cherishes her. Yet such words as ¡°thee¡±, ¡°couldst¡±, ¡°thou¡± and ¡°thy¡± cannot be translated into corresponding Old Chinese, so the original effect is lost in the translation.

Ex.. And other times----well, I needed a fix¡­

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The word ¡°fix¡± is a slang word used exclusively by people who are on drugs. It is adopted by the writer to depict this specific character, indicating that ¡°I¡± am a dope. The translation cannot convey the function of this slang word at all.

Ex.10. Ogilvie Pretty neat set-up you folks got.¡±

The Dutchess's I imagine you did not come here to discuss decor.¡± (Arthur Hailey Hotel)

In this except, the Dutchess intentionally employs the word ¡°decor¡± which is borrowed from French to show up her high status as a noblewoman. This usage can be easily understood by readers in English-speaking countries, yet if it is translated into Chinese, its pragmatic function will be completely lost, and if its original form is kept in the translation, the Chinese readers will not be able to understand it. Of course translators can keep the form and add an explanation, but the effect will by no means be as good as that of the original, so this kind of loan words is untranslatable.

In conclusion, there are undeniably the phenomena of untranslatability in translation, and in many cases it has much to do with the linguistic form of the source language. That's why style is considered by many to be untranslatable in a strict sense, because among various kinds of elements which determine the style of a certain text, the linguistic form of a certain language is an essential one. However, untranslatability under certain circumstances cannot be an obstacle to the translators' conveying the main content of the original in their translations, and in fact, the untranslatability of style does not mean that translators cannot achieve a version with a style close to the original. When the pragmatic meaning of the original cannot be reproduced in the version together with the referential meaning, translators generally give up the former; and sometimes, for the sake of the aesthetic function of the version, they ignore the latter while keeping the pragmatic meaning.

Actually, all the cases involving untranslatability concerns a matter of ¡°losses¡± during the process of the transformation of one language into another. In translation, it is impossible for any translator to reproduce everything in the original into the target language, rather, there is always certain kind of ¡°giving up¡±. This kind of ¡°giving up¡± or ¡°losing¡± which is the specific manifestation of untranslatability is in fact inevitable. What translators ought to do is just to try their best to reduce their ¡°losses¡± in translation and to retain as much as possible the content of the original as well as the aesthetic devices adopted in the original. Anyway, there are no translations without ¡°losses¡±.

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Jin Di, Eugene A. Nida, 184. On Translation, with Special Reference to Chinese and English.

Liu Zhongde, 11. Ten Lectures on Literary Translation. Beijing China Translation & Publishing Corporation.

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Analysis of "Not Because"

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By Calypso Artist King Wadablee

The calypso "Not Because," sang by King Wadablee, comes from his latest CD, entitled "Keep On Trying." This calypso is solely directed to our governor, Charles Turnbull. In the song "Not Because," Wadablee speaks for all the people of the Virgin Islnads because he uses words such as "make us think," "we feel," and "we wonder," and uses constructive criticism to tell our governor that he needs to stop playing around with the power he has and instead do something for the community. Wadablee touched on some very important political issues in this song.

In the first verse, Wadablee is saying that election is over, and now it is time to deal with the issues at hand. Daily, crime is getting worse, not better, and the time to deal with is long overdue. Every day we hear about another shooting, stabbing, or robbery, and it is time for your government to step up to the plate and do something about it. He is saying that if the governors and senators are election to manage our territory, then they should be handling this increasing crime rate in the Virgin Islands. His first chorus refers to his first verse. He points out to the governor that not because he is in such an elevated position, doesn't mean that he doesn't have to manage issues like crime. He mentions "Criminals must now take control of this country like the wild wild west." He says that it seems as though it is the criminals who runs things in the Virgin Islands, just like the Wild Wild West where the criminals run the town and there isn't much the government does about the matter. The crimes committed nowadays are so senseless. They are out of revenge, or just because someone doesn't like another person or some other personal feud that can be handled without the use of violence. Wadablee refers to is as a mess, that needs to be stopped.

In Wadablee's second verse of "Not Because," he talks about the situation that occurred after Governor Turnbull was sworn in. Protests were started against the governor, especially because of the high raise he wanted to implement. Wadablee says that he betrayed the people he was sworn in to serve. The money should be used to better the community, especially the education system, instead of giving officials an unnecessary raise. It makes the people of the Virgin Islands wonder if our standards for selecting officials are too low. The goes in his second verse which again relates to his second verse and says to Governor Turnbull that just because it is his last term, it doesn't mean that his job is over and he has nothing more to do. He was re-elected to do a job and is being paid a hefty salary for the position he has. Just because it is his last year, and he doesn't have to put his all into his job because can't run again, doesn't mean that he has to illustrate his least concern for the Virgin Islands. Wadablee urges The Governor Charles Turnbull, and Lieutenant Governor Vargarave Richards not to leave the office in shame, not to get conceited and arrogant, because they are in high places, to understand themselves and realize the responsibility the have to manage the Virgin Islands well, and not to destroy it.

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The third verse discusses a contract that the governor signed without first announcing the proposal and his decision to the people of the Virgin Islands. Wadadlee advises Governor Turnbull to see to it that the people who are placed in office to advice, and guide him, are credible, competent, and have the people's interest as top priority, or else the government would run down and it would destroy his reputation, dignity, and pride. In his third chorus, Wadablee again mentions that just because it is his last, it doesn't mean that he should sell the Virgin Islands or its resource to anyone that comes by. He advises the governor to think about the children's future with every decision they make, because the decisions that they make now affects the future of our children. He urges Turnbull not to ruin the economy, but to spend the little funds that we do have wisely and cautiously.

In Wadablee's final verse, he sets the record straight, and makes it plain that he supports Governor Turnbull, and has sage of him before in a very positive manner. However, he needs to speak on behalf of the people of the Virgin Islands and let Governor Turnbull know that what he is doing is wrong and he needs to step up to the plate, and not just be a spectator. Wadablee states that he doesn't want the Islands to suffer under this administration or any other. In his final chorus, he again urges the governor not to destroy the islands and leave it in an emergency. He tells Governor Turnbull that with this type of position, he has to learn how to put his personal feelings and desires aside and let his conscience guide him so that he can manage this territory the way he is supposed to as a good and honest governor.

Please note that this sample paper on Analysis of "Not Because" is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Analysis of "Not Because", we are here to assist you. Your cheap research paperson Analysis of "Not Because" will be written from scratch, so you do not have to worry about its originality.

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