Free Essays on The Red Badge Of Courage

The Red Badge of Courage It is a story that realistically depicts the American Civil War through the eyes of Henry Fleming, an ordinary farm boy who decides to become a soldier. Henry, who is fighting for the Union, is very determined to become a hero, and the story depicts Henry’s voyage from being a young coward, to a brave man. The novel opens with a description of the fields at dawn, "As the landscape changed from brown to green, the army awakened, and began to tremble with eagerness at the noise of rumors" (43). It set in the south during the 19th century Civil War, and is the classic trip from innocence to experience. A river, amber-tinted in the shadow of its banks, flowed at the army’s feet, and at night it flowed in blackness and ". . . one could see across the red, eyelike gleam of the hostile camp-fires set in the low brows of the distant hills" (43). The setting is appropriate because it creates a image of a tense and suffering battlefield. Anything can happen to anyone and anyone can become anything. It is a place where a person could become a hero or another died body on a bloodshed field. The solders awake eager and a heated debate between the soldiers erupts. One boy had heard a rumor that the regiment would be moving on to fight a battle the next day. Some of the soldiers agree with this boy, while others think that their regiment will never partake in a real battle. While watching this argument, Henry, the protagonist, decides that he would rather go lay down and think rather then take part in the heated argument between the soldiers. Henry, a simple farm boy, is rather excited when he hears the rumor that they will be fighting soon. It had always been a dream of his to fight in a war, and become a hero, and now his dream was coming true. Henry begins to think about what life was like before he entered the army, and remembers the stories of war he has heard from old veterans. This flashback is very effective... Free Essays on The Red Badge Of Courage Free Essays on The Red Badge Of Courage The Red Badge of Courage It is a story that realistically depicts the American Civil War through the eyes of Henry Fleming, an ordinary farm boy who decides to become a soldier. Henry, who is fighting for the Union, is very determined to become a hero, and the story depicts Henry’s voyage from being a young coward, to a brave man. The novel opens with a description of the fields at dawn, "As the landscape changed from brown to green, the army awakened, and began to tremble with eagerness at the noise of rumors" (43). It set in the south during the 19th century Civil War, and is the classic trip from innocence to experience. A river, amber-tinted in the shadow of its banks, flowed at the army’s feet, and at night it flowed in blackness and ". . . one could see across the red, eyelike gleam of the hostile camp-fires set in the low brows of the distant hills" (43). The setting is appropriate because it creates a image of a tense and suffering battlefield. Anything can happen to anyone and anyone can become anything. It is a place where a person could become a hero or another died body on a bloodshed field. The solders awake eager and a heated debate between the soldiers erupts. One boy had heard a rumor that the regiment would be moving on to fight a battle the next day. Some of the soldiers agree with this boy, while others think that their regiment will never partake in a real battle. While watching this argument, Henry, the protagonist, decides that he would rather go lay down and think rather then take part in the heated argument between the soldiers. Henry, a simple farm boy, is rather excited when he hears the rumor that they will be fighting soon. It had always been a dream of his to fight in a war, and become a hero, and now his dream was coming true. Henry begins to think about what life was like before he entered the army, and remembers the stories of war he has heard from old veterans. This flashback is very effective...

Company & Association Law Assessment Item 1- 2014 Essay

Company & Association Law Assessment Item 1- 2014 - Essay Example Mr. James acquired 49% in a same mining lease that was traded in the partnership between Pitgate and MGM. The Public Trustee represented the estate of Mr. James in the partnership and as a director of Pitgate. Similarly, the interest of Mr. Meyer in the partnership was represented by MGM. Thus, the involvement of these parties either directly or impliedly in the partnership constituted towards legal proceedings of so many parties. The major legal issue to be determined with regards to MDLA 415 was firmly related to rights and benefits of Mr. Meyer in relation to the partnership. In this regard, the legal issue to be determined was whether Mr. Meyer is qualified to the benefit of an application for a Mineral Development Licence and whether the rights and interests possessed by him with respect to the application of MDLA 415 were for the benefit of the partnership or were solely for his own benefit. With respect to MDLA 295 and MLDA 415, the first respondent namely Ian Derek Meyer argued that he had not treated Mr. James’s interest in MDLA 295 as part of the Chillagoe Perlite business. Ian Derek Meyer further clarifies that inclusion of MDLA 295 as an asset to be held by the applicants in accordance with the Court order was intended to assist in the finalisation of the administration of Mr James’s estate. As far as MDLA 415 is concerned, he argued that MDLA 415 was made to protect his personal interest, and that of his company â€Å"as a potential future operator of the Chillagoe Perlite venture†. With respect to the requirements for ‘partners to account to the firm’ in respect of MDLA 415, the Applicants alleged that Mr. Meyer did not classify assets or property, which the respondent could acknowledge as theirs. Instead, a list entailing all items that appeared to be recognized as partnership property was provided. Besides, the Applicants claimed that the accounts were a strong suggestion, which signified that no effort was made to bring the

Gay marriage (equal rights for everyone) Research Paper

Gay marriage (equal rights for everyone) - Research Paper Example The third point to be considered is the negative attitude toward legalization of gay marriage, because very often these relationships are considered only with regards to sexual and intimate relations among gay couples. The fourth point to be taken into account is positive attitudes to gay marriage, because gays as a rule are devoted partners and contribute much not only to their families, but also to the community and the society. The fifth point, which should be taken into account, is that homosexuality is not a kind of deviance and these people have the same rights as all of the rest of the members of the society. Analysis and Evaluation Jullian Rayfield in her online review "New York State Senate Passes Marriage Equality Bill" (24 June, 2011) is focused on gay marriage legalization in New York. The author generalizes her main concerns and introduces the supportive arguments for the introduction of gay marriage. A centennial struggle happened in the society, where gays wanted to pr otect their rights and have an opportunity to live together with their sexual partners. Nowadays this struggle has borne some fruits and led to the legalization of gay marriage in the New York State Senate. The author of the article provides her main argument referring to the answers of Republicans and other representatives of political parties, providing supporting and counterarguments to the discussion of gay rights marriage. Social participation of gays and their restriction from heterosexual individual rights is the most controversial claim. Nowadays we have a perfect opportunity to raise our voices in order to protect gay community. Moreover, the author of the article provides positive answers of the members of the Senate, who are much concerned an opportunity of all people to behave equally and have a chance to provide gay couples with a right to get married. The processes of globalization underline the necessity of limits blurring and there is no need to save worn out stereot ypes and social norms. Republicans underline that inability to pass this law would mean to hide the democratic principles of their policy. To have a right for marriage means to have an ability to live with a beloved person. So, if gays have their beloved persons, why do not they have a chance to spend their lifetime together? The development of the community and the society depends on all members of the society. Gay couples have the same rights as all other members of the society. Unfortunately, very often these people are prevented from children upbringing or even being married. Still, we have a hope that there is an essential shift towards the gay rights for marriage acknowledgement throughout the country. If to consider the second point of the paper, which is based on Laura Kipnis appeal for the society to provide all human beings with an opportunity to get married, it is the only way to hold beloved hearts together and to establish a kind of a societal bound between them. Gays s hould be treated equally and there is no need to focus our attention on their sexual or intimate preferences. Kipnis underlines that contemporaries should focus their attention on the

Court Report Essay Example | Topics and Well Written Essays - 500 words

Court Report - Essay Example Medical Practitioner Board in Victoria is a statutory authority established to protect the community by ensuring doctors maintain professional standards and practice ethically and competently. The Medical Practice Act 1994 guides the operations of the Board and clearly states that the Board’s main purpose is to protect the public. According to the complainant she went to Dr. Leeks eight times in 1979 or 1980. She narrates that Dr. leeks fondled her breast and digitally penetrating her. But Dr. Leeks denies her allegations.Several complaints has been also forwarded to the Medical Board complaining Dr. Leeks of the use of electric shock in treating the children. The case was dropped since Dr. Leeks voluntarily stop practicing his profession to avoid further investigation. The Board investigates the complaints about any aspect of a doctor’s professional activity. It takes seriously all matters raised by the community and investigates them thoroughly. In this case the Board is carefully analyzing if the Country Court Judge Duggan is correct in accusing Dr. Leeks of sexual misconduct. The complainant also files a complaint to Dr. Leeks in the Medical Board. Since sexual misconduct is a serious allegation the case is referred to a formal hearing. Formal Hearings are open to the public and the media (although the identity of the complainant is protected by law) and both the doctor and the Board are entitled to legal representation.

Education for All Essay Example for Free

Education for All Essay Education is the topmost priority of the government of Pakistan Awami Tehreek. The literacy rate will be raised through adult education movement and by imparting formal and informal education within a period of 10 years through a great educational revolution. The first priority of the manifesto of Pakistan Awami Tehreek is education for all (EFA). The literacy rate will be raised up to 90% in the next 10 years. The educational system from the initial stage to the level of university will be changed in the next 10 years by enforcing the modern and developed educational system. In keeping with the new educational policy the teachers will be trained in order to enhance their competence to meet the demands of new trends in education. The educational activities based upon thinking and understanding will be started systematically from early education and primary level. The basic knowledge of ideology of Pakistan and Islamic studies will be incorporated in the curriculum at every level. The educational institutions and curriculum will be purged of every kind of sectarian, regional, linguistic and sectional biases and hatred. For the effective implementation of educational reforms educational devolution scheme will be enforced in the department of education. Efforts made for the spread of education in the private sector will be encouraged at every level. Information technology will be promoted at economic, educational and industrial levels. The proposed reforms will also be implemented in the seminaries to integrate them in the national mainstream. Respect for human rights, rule of law and philanthropist behaviour will be made part of the curriculum of every level. Primary education confirmation card (PECC) for children will be issued throughout the country. The number of the students will not be allowed to exceed by 30. For this purpose the double shift system will be started in the schools so that the students are able to get maximum individual attention of the teachers. A special educational fund will be set up for the higher education of the helpless and needy students. Traders, industrialists, rich citizens and people with good economic standing will contribute to this fund on the basis of proportion of their income. Our government will impose educational emergency throughout country to achieve 90% literacy rate under 10-year educational plan. According to this plan, new educational institutions of every level will come into being and double shift system will be introduced in the existing schools. Thus the number of educational institutions will double through the introduction of this system. A ‘National Education Force’ comprising of the jobless educated youth will be established for the availability of educational staff, which will organize efforts for the achievement of 90% literacy rate. All Pakistani schools, colleges, universities and research centers will be linked to the national industrial enterprises so that the theoretical and practical knowledge is harmonized. Volunteer scholarship schemes would be launched at national level for the education of the c PAT on FB Education is the topmost priority of the government of Pakistan Awami Tehreek. The literacy rate will be raised through adult education movement and by imparting formal and informal education within a period of 10 years through a great educational revolution. The first priority of the manifesto of Pakistan Awami Tehreek is education for all (EFA). The literacy rate will be raised up to 90% in the next 10 years. The educational system from the initial stage to the level of university will be changed in the next 10 years by enforcing the modern and developed educational system. In keeping with the new educational policy the teachers will be trained in order to enhance their competence to meet the demands of new trends in education. The educational activities based upon thinking and understanding will be started systematically from early education and primary level. The basic knowledge of ideology of Pakistan and Islamic studies will be incorporated in the curriculum at every level. The educational institutions and curriculum will be purged of every kind of sectarian, regional, linguistic and sectional biases and hatred. For the effective implementation of educational reforms educational devolution scheme will be enforced in the department of education. Efforts made for the spread of education in the private sector will be encouraged at every level. Information technology will be promoted at economic, educational and industrial levels. The proposed reforms will also be implemented in the seminaries to integrate them in the national mainstream. Respect for human rights, rule of law and philanthropist behaviour will be made part of the curriculum of every level. Primary education confirmation card (PECC) for children will be issued throughout the country. The number of the students will not be allowed to exceed by 30. For this purpose the double shift system will be started in the schools so that the students are able to get maximum individual attention of the teachers. A special educational fund will be set up for the higher education of the helpless and needy students. Traders, industrialists, rich citizens and people with good economic standing will contribute to this fund on the basis of proportion of their income. Our government will impose educational emergency throughout country to achieve 90% literacy rate under 10-year educational plan. According to this plan, new educational institutions of every level will come into being and double shift system will be introduced in the existing schools. Thus the number of educational institutions will double through the introduction of this system. A ‘National Education Force’ comprising of the jobless educated youth will be established for the availability of educational staff, which will organize efforts for the achievement of 90% literacy rate. All Pakistani schools, colleges, universities and research centers will be linked to the national industrial enterprises so that the theoretical and practical knowledge is harmonized. Volunteer scholarship schemes would be launched at national level for the education.

The Analysis Of Translation Errors

The Analysis Of Translation Errors Translation is one of the means that people use to other languages betterbecause there are a lot of languages spoken in this world. Since there are so many cultures and ideas shared in this world, Indonesians need to learn other languages and one of them is English. In order to be able to exchange ideas with people in other countries, Indonesians need to be proficient in spoken and written English. However the majority of Indonesian people do not speak English. That is why they have to learn English from the basic. For themtranslation is a necessary skill. One of the problems in translation is that sometimes a translator cannot transfer messages well (CITATION HERE). But because Indonesians lack of translation skills, the writer found that some works of translation do not have the same message as the original writer wants to tell to the target language. Translating a sentence can be challenging,. It should tell the context that the original language wants to tell and it must be of the same meaning. According to Nida, translation is the reproduction in a target language of the closest natural equivalent of the source language message (Nida, 1982, 208). If translators cannot translate the messages accurately, the readers will have difficulty in understanding the messages. To understanding the messages accurately, the translation skill must be taught and mastered. According to Gabrielatos (1998), translation has a long history in English Language Teaching. Many teachers use translation techniques to deliver their teaching materials. Translation is most frequently used as a convenient shortcut when teaching vocabulary, by providing equivalents in the learners mother tongues. The other reason is that a lot of written media, such as books, modules, novels, magazines are translated into English language. Translation skill is a basic skill in English. In order to understand English texts well, a person needs to be able to translate or even master the translation skill. Translation skill is also important for someone who works with TV or movie production. Translation work focuses in the area of education, particularly in higher education. In the Faculty of Letters, students learn the translation skills; they have to take translation class. The Faculty of Letters offers two levels of translation class. In the basic translation class, students learn how to translate English readings or paragraphs to Indonesian. In the more advanced class, students learn to translate Indonesian paragraphs or articles into English Unfortunately, many students cannot master the translation skill well. Due to such problems, the writer is concerned that the work of translation would be seen by the other English learners. They still have to learn that the essence of translation is to translate the sentence thoroughly, not by a word. By seeing the result of translation above, the students still face an ambiguity of Indonesian word, phrase, and sentence. In this study, the writer wants to investigate whether student translations are accurate or not and to find out the most common errors in their translation. FIELD OF THE STUDY This study is in the field of Linguistics SCOPE OF THE STUDY In doing his research, the writer intends to examine the error analysis in translation. He is interested in analyzing the grammatical errors in students translations. However, spelling errors which do not affect the content and the grammar of the text are ignored. PROBLEM FORMULATION In this study, the research problem is content and grammatical errors in translation. This study will address the following research questions: What translation error occurs in the students translation? What type of content and grammatical errors occur in the translation? What is the most dominant errors in translation? OBJECTIVES OF THE STUDY The objectives of this study are as follows: To investigate the kind of translation errors in students translation. To find type of content and grammatical errors occur in the translation. To compare the dominant translation error, whether grammatical or content errors occur in translation. SIGNIFICANCE OF THE STUDY The writer hopes that this analysis can contribute to the discussion of content and grammatical errors in translation. The result of this study will hopefully help English learners to improve their translation skill. If they are aware of the most common mistakes in translation, they will be able to avoid such errors. In addition, this study will provide suggestions and recommendations that learners and teachers can implement. DEFINITION OF TERMS a. Translation error : can not deliver the meaning correctly b. Content error : failed to share ideas from the original text c. Grammatical error : going out from the rule of a grammar in context CHAPTER II REVIEW OF LITERATURE 2.1 Translation Scholars define translation in different ways. Some define the term translation on the basis of the essence and the process of translation. According to Catford, the meaning of translation is the replacement of textual material in one language by equivalent material in another language (Catford, 1965). In Catfords definition, the purpose of translation study is to convey an intended meaning of a material in the source Language (SL) into target Language (TL). So, the meaning in SL has to be equivalent with that in TL. Savory (1968) suggests that Translation is made possibly by an equivalent of thought that lies behind it different verbal expression. This means that the essence of translation lies on the equivalent thought. It means that the main ideas in the source language are the same as those in the target language. Nida and Taber define the meaning of translation by focusing it on the process of translation. They state that Translating consists of reproducing in the receptor language the closest natural equivalent of source language message, first in terms of meaning and secondly in terms of style (1982). Their definition is the complete one. They state that in the TL, the meaning and the style (structure or grammar) must be as natural as possible, so the result of the translation does not look like a translation work. In those definitions, there are three similar ideas. Firstly, there is a process of transferring from one language into another language. The second one is that the meaning has to be retained. The last, the translator must carry the closest equivalent idea in the target language. 2.2 Common Problems in Translation Newmark (1988) and Barnet Stubbs (1980) classify the errors found in translation into the following: Different sense In this category the translation is totally different from the original text in terms of linguistic sense of meaning, be it in the word or sentence level. In this category, the translation is a misstatement of fact. (Newmark, 1988) Less precise or less accurate There is nothing perfect on the works of translation but it must cover the words into an original meaning of a sentence in whole. That is why this category is related to the precision or accuracy of the original text meaning. Misuse of phrases To translate the phrase to an exact word must be selected into several categories, whether the order of a word is accurate or not. In this category, the translation misuse of phrases such as more and more for increasingly, above all for particularly ; job for work; got well for recovered and excessively familiar phrasal verbs (get out of, get rid of) (Newmark,1988). Misuse of formal or official register The translation errors are in the degree of formality, generality, and emotional tone of a text. For instance, decease for death (Barnett Stubbs, 1980) Less coherent The result of the translation does not fit in standard phrases and forms. For example in a narrative, it has formulaic opening (Once upon a time) and a formulaic close (they all lived happily ever after). Less cohesive In this category, the translation error is related to the relation between sentences. The most common forms these take care connectives denoting addition (however, on the contrary), result (therefore, consequently), and other connectives. (Barnett Stubbs, 1980) Added Sometimes, the translation adds additional information which does not exist in the original text. (Barnett Stubbs, 1980) 8. Left out In this category, the translation misses the ideas of the original texts. (Barnett Stubbs, 1980) 2.3 Grammatical Errors Richard (1971) suggests that ultralingual errors are those which reflect the general characteristics of rule learning, such as faulty generalizations, in complete application of rules, and failure to learn conditions under rules apply. This can happen when the subject is going out from the rule of a grammar in context. According to Richards, translation errors can be categorized as follows: Errors in the Production of Verbs Groups In this case, the translation errors are related to the production of verb such as gerunds, infinitives, participles (present/ past), errors in the use of verbs forms after modals, and the production of agreements of verbs with subject. The examples are as follows Errors in the production of tense forms He is speaks French. He did not asks me. Errors in the production of verb forms I enjoy to work. Did you go to shopping? Errors in the use of verb forms after modals She cannot goes. We must worked hard. Errors in the production of agreements of verbs with subjects She go to school everyday. They walks to the market. 2.3.2 Errors in the Distribution of Verb Groups Errors in the distribution of verb groups are classified into the inversion of verb and subject in direct or reported statements, the misuse of present or past participles, and the misuse of subject or objects. The examples are as follows: Errors in the inversion of verb and subject in direct or reported statements: He said that had he worked hard. She asked me whether was she hungry. The misuse of present or past participles The country was discovering by Colombus. I am interested in that. The misuse of subjects or objects Kate is my friend. He is a teacher. Eric is a doctor. I want to marry her. 2.3.3 Miscellaneous Errors Miscellaneous errors are classified into errors in the use of pronouns, errors in the adverbs, errors in the use of adjectives, errors in the use of too or so, errors in the position of words, errors in the use of plural, and errors in the use of conjunctions. The examples are as follows: Errors in the use of pronouns Ann met I at the museum. She walked between Eni and he. Errors in the use of adverbs She sings beautiful. He ran fastly. Errors in the use of adjectives I met a kindly man. She is a beautifully woman. Errors in the use of too or so I am so lazy to stay at home. I am too tired that I cannot work Errors in the position of words She swims often in Tretes. He really is a good architect. Errors in the use of plural Tina bought a watches. There are two dog in his house. Errors in the use of conjunctions Though he is poor, but he is very diligent. Is a lemon sweet but sour? CHAPTER III METHOD OF DATA COLLECTION This chapter contains the method of the study. It consists of methodological approach, source of data, data collection, and data analysis. In conducting this research, the writer uses quantative method. He uses quantative because the data will be in numerical form such as statistics, and percentages. He analyzes sentences, and then he describes and explores the errors and put them in the table in form of percentage. 3.1 Material The sources of data for this study are the students assignments of translation course in the Faculty of Letters Soegijapranata Catholic University. The writer only investigates twenty five assignments to limit the number of data. 3.2 Procedure The writer collects students assignments and randomizes the twenty five of students assignments then analyse the mistakes happen the most. The mistakes can be found in the students assignments, identifying red stripe left by the lecturer. In doing this research, the writer used three steps. In the first place, in order to understand the meaning of the sentences, the writer reads the Indonesian sentences as a whole. After that, he reads the sentence by sentence and compared those sentences with the corresponding English sentences slowly and carefully. Furthermore, he focuses on the errors. He underlines the Indonesian part and the corresponding English error in bold type. There are some steps in the analysis. Firstly, the writer reads the Indonesian and the English sentence by sentence to know whether the content is already the same or not. If he finds out the content errors, he classified it based on the type of content error following Newmark (1988) and Barnett Stubbs classifications (1980). Table 1: Content error No. sentence Indonesian text English text Category Correction After he finishes identifying the content error, he identifies the grammatical error and classifies it into the type of grammatical error following Richards categories (1974). Table 2: Grammatical error No. sentence Indonesian text English text Category Correction For the last part, he deals with the dominant translation error which occurred in the translation class. He makes three tables, they are consists of content error, grammatical error, and types of content and grammatical error and their frequencies.

Don’t Run With The Clock, Walk With The Sun :: Indians Native Americans Trading Essays

Don’t Run With The Clock, Walk With The Sun In the cross-cultural relationship between Navajos and Indian traders, trading incorporated separate economic philosophies. Navajo communal â€Å"share all goods† values clashed with the capitalistic economic philosophy of the traders. These differences did not sway the necessity for survival. Instead, it provided the genuine opportunity for Navajos and Indian traders to share conditions and familiarity of the area in which they lived in. Navajos distrusted the economic aspect of the trading system. The economic dissimilarity of both cultures did not become resolved, because of the ideology. The Navajos’ and Indian traders’ essential need to cope with the day-to-day interactions increasingly overshadowed such discrepancies and enabled Navajos and Indian traders to survive under the same Southwestern skies. 1998 oral histories reveal diverse economic philosophies and engage the voices of Navajos and Indian traders. The trading post provided the necessary space for the exchange of goods to pass daily. Carolyn Blair, who married a trader, Bradley Blair and worked side by side with her husband, recalls the interior of the trading post at Red Mesa. She described it as â€Å"a typical old-time trading post with the high counters, and things hanging from the roof, like saddles or, you know, the reins for the bridles and what not, pots and pans.† [i] Fran McNitt also described the interior with the high counter design, which gave the look of a, â€Å"bull-pen [used as] a place to stand, lean, squat or sit while in the process of trade, sociability, or reflection. On three sides were wooden counters eight inches to one foot higher and wider than store counters elsewhere; they were designed as barriers between customer and trader.† [ii] The â€Å"bull-pen† arena created a cultural barrier between Navajos and trader. This spatial arrangement of the trading post contributed to the e conomic â€Å"distrust† Navajos held toward Indian traders. By appearances, the trader’s well-stocked store gave the Navajo’s the clear impression they had amassed wealth and were not â€Å"sharing† it with the rest of the community. As merchant, pawnbroker, and arts and crafts dealer, the Indian trader linked the outside world to the Navajo reservation. Indian traders’ livelihood depended on well-stocked shelves with all the imaginable goods that were likely to sustain the community throughout the various seasons, like coffee, flour, tobacco, cloth, and wool for the Navajo community at large. An Indian trader had to win the trust of Navajos, in order for the day–to-day transactions to run smoothly.