Introduction To ROTC At MIT

Introduction To ROTC At MIT My name is Evan Karlik, and I graduated from both MIT and Navy ROTC this past spring. In response to a variety of inquiries regarding ROTC, its my pleasure to introduce a new guest-author blog that will help you to better understand the ROTC programs here at MIT.   ROTC is more than your average student activity. Its primary purpose is to prepare MIT undergraduates who are US citizens for success as officers in the United States military, but there are opportunities for international students to get involved as well. What makes military service attractive to us? Some reasons include access to advanced vehicles, systems, and technology, the chance to assume a challenging leadership role early on, and an opportunity to serve our country. A scholarship usually accompanies involvement in ROTC, though there is an application process whether you are in high school or have already started as a student here.   My classmates and I graduated from MIT on a Friday morning in June and received our commissions that evening, making us active duty officers in the US military. From there, well go on to diverse assignments, such as an RD job in an Air Force laboratory, infantry officer school followed by command of an Army or Marine Corps platoon, flight school for the Navy or Air Force, or the nuclear reactor training required before serving aboard fast-attack or ballistic missile submarines. In fact, the Institute has quite an established tradition of preparing students to serve as officers in the military; since its founding, more than 12,000 officers have been commissioned from MIT, of whom more than 150 have attained the rank of general or admiral.   Many ROTC students are also active in varsity sports, fraternities and sororities, academic clubs and honor societies, music groups, UROP (undergraduate research) one great advantage of the ROTC program is youll have a chance to live a balanced college lifestyle.   To provide you with a window into the everyday lives of our cadets and midshipmen, this blog will highlight six MIT students: two Air Force cadets, two Army cadets, and two Navy midshipmen. Theyll provide regular accounts of ROTC courses and events, in addition to information about their backgrounds, MIT classes, extracurriculars, and future plans. We hope you enjoy reading!   Ensign Evan Karlik, MIT 07 Post Tagged #ROTC

America, A Narrative History Essay - 1425 Words

Over the past few weeks of class, we have covered the first five chapters of our textbook, written by George Brown Tindell and David Emory Shi called, â€Å"America, A Narrative History.† Each chapter told the reader a narration of the history of America, as opposed to an expository version of America’s history. Each chapter had its own main idea over a portion of history, along with many details that cover the importance of the main idea. As a reader, one may obtain a deeper appreciation for the country s history, prior to entering the class on the first day. The most important aspect of history, besides the battles that are fought, is the different cultures that make up today’s modern America. The main ideas of chapter one was the conquest and exploration of the early America’s by the spaniards. Throughout the chapter, it explains the difficulties that the spanish explorers faced when attempting to conquer new lands. The primary problem the explorers fac ed was with the current inhabitants of the lands they wanted to conquer, especially with the cultural differences between populations. On article that exemplifies the cultural differences between the Native Americans and the Spanish Explorers is the third-person biographical narrative called â€Å"The Collision of Cultures.† The narrative gives the reader insight on what the indians and the explorers pre-judgement of one another, based off of what the parties believed with their religion and moral. This article’s reader would beShow MoreRelatedAmerica A Narrative History : Summary Statements1505 Words   |  7 PagesAmerica a Narrative History: Summary Statements Chapter 2: 1. By 1600, England’s feudal system was nearing extinction, as a new family (Tudor’s) came to power and wanted support from the middleclass and the establishment of new liberties for Englishman (i.e. trial by jury and no arrest without a warrant), which resulted in a large amount of local and self initiative to prosper in the community: yet many beggars now existed, culminating in an increased need for colonial expansion both for personalRead MoreA Study Of Latin American History1308 Words   |  6 PagesCaribbean Many often consider the study of Latin American history or subjects like race to show that Much of Latin American historical studies are comparative. Many of the Latin American countries have their own history but share similar cultural conductions concerning race. The history of race relations in Latin America has become a central theme in a fair amount of scholarly activities. This in turn has made the historiography of Latin America to become much more relevant when looking at race aroundRead MoreRace, By John Davidson892 Words   |  4 Pagesconstantly in many sources and evidence of the past. This has led many historians to merely regard race as another mode of explanation, which is the case for studying race in Latin America. One historian, John Davidson (like a few others) are somewhat doubtful about the concept of race. He like many others fears that it is way too clumsy to describe as well as too complex. Many historians do not like using concepts that are fabricated. As Davidson says â€Å"race exists as a socially constructed realityRead MoreSlave Narratives : A Darker Side Of American History900 Words   |  4 PagesSlave Narratives: A Darker Side of American History How would we be able to fully understand history only knowing one-side of the story? If this was the case, American History would be an amazing story of liberty, expansion, and the foundation of American democracy as the most fair and honest government created in the world today. However, this is not the case thankfully due to novels, interviews, and autobiographies written by Americans who’ve felt the painful sting of the other side of AmericanRead MoreCauses Of The American Revolution1418 Words   |  6 PagesDutch because they were going to do anything they could to keep business with America. They often smuggled with America to keep their business up and running, meaning they were going to defy the Navigation Act. â€Å"By 1700, the English had surpassed the Dutch as the world’s leading Maritime power, and most products sent to and from America via Europe and Africa were carried in English ships.† (America a Narrative History, page 121, Navigation Acts)  ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬In 1660, it was said that tobacco was to only beRead MoreThe Narrative Of The Life Of Olandah Equiano1716 Words   |  7 PagesInteresting Narrative of the Life of Olandah Equiano provides a view of Africa and the rest of the world from the perspective of either an African taken into slavery early in his life or a slave of African descent born in the British colonies. Olandah Equiano’s narrative reveals more about the African Diaspora than it does African history itself, particularly with his birthplace called into question. If he was born in Africa as he claims, Equiano’s narrative provides a primary source for the history of theRead MoreSlavery Was A Part Of Many Societies And Nations Around The World1401 Words   |  6 Pages Slavery was a part of many societies and nations around the world in times past. There was slavery in North America before the United States was established. However, the United States continued the practice until the Civil War in the mid-1800s. Before the Civil War, slavery and descendants of slaves were much of the backbone and strength of the society and economy of the United States. Slavery really fully developed during the colonial times; boomed in the South during the antebellum times; andRead MoreTo Be Woman in Post-Revolution America1468 Words   |  6 PagesWhat did the Revolution mean for the women of America? Some scholars say the Revolution did little to change life for her at all, while others argue that the Revolution was the catalyst of change that paved the way for a more independent American woman. The argument of a woman’s property rights became a hot topic in the court systems of post-Revolution America. Women we key in raising productive members of society and the idea of Republican motherhood was born. In order to raise educated childrenRead MoreA Different Mirror By Takaki Essay1404 Words   |  6 Pagesbook, A Different Mirror, offers the multicultural history of the United States. This book provides the reader with the American experience of Native Americans, African Americans, Mexican Americans, Irish Americans, Chinese Americans, Japanese Americans, and Jewish Americans. During this time, America demonstrated manifest destiny and the Master Narrative. They were led by the belief of â€Å"white purity,† which these ethnic groups threatened. America exhibited supremacy over all of these ethnic groupsRead MoreThe Evolution Of Poverty During The Civil War1654 Words   |  7 Pages THE EVOLUTION OF POVERTY IN AMERICA Missy Worrells Modern History 1073 November 19, 2014 â€Æ' The Evolution of Poverty in America Poverty is a hardship that has existed in every milestone of American history. War impacted the economy of the country after the Civil War. The twentieth century would see wars, natural disasters, and economical depressions that contributed to the developing culture of poverty. Poverty in any time period is a shattering experience. While being poor

The Treatment of the Theme of Childhood in Great Expectations

The Treatment of the Theme of Childhood in Great Expectations In this novel Dickens shows the treatment of childhood in many ways and through many characters. In the opening few chapters of the novel Dickens shows his opinions of childhood through Philip Pirrip otherwise known as Pip. Pip is first seen in a graveyard on his own reading the tombstones of his other family members who he never knew. The fact that the coming to life of Pip is through death shows that Dickens believes that childhood is an awful time of your life. We are told that Pips first memories are of him on his own finding out that his family are all dead and buried in a church yard over run with nettles. This isnt a†¦show more content†¦Also two other characteristics that occur a lot in the novel shows Dickens views of childhood are naivety and innocence. The innocence in Pip is shown because he is always polite towards the convict even when hes hurting him goo-good-night, sir, This shows that children are brought up to be well mannered towards their elders and are too innocent to know that the man was a convict. Pip shows his naivety when he believes if he doesnt do as the convict says he will be attacked by another man, the young man, I was in mortal terror of the young man who wanted my heart and liver this shows how naive children are because Pip believed in a made up man and didnt think once about questioning the convict about this man. The final way Dickens shows the horror of childhood through Pip is by the way Pip acts. Pip is always trying to make any possible improvement to himself by advancement in education and social class. What a scholar you are. This is shown through the fact that Pip enjoys writing and school and wants to further his knowledge. Pips improvement of social class is shown through the fact that he wants to marry into a higher class. By attempting to improve himself DickensShow MoreRelatedCritical Analysis Of Great Expectations1449 Words   |  6 Pagesfrom a work of fiction is, however, dependant on who is reading it at the time. In the case of Great Expectations there are a number of themes running through the text including betterment through education, what it is to be a gentleman, respectability and crime, parental /family ties, and industry and idleness. Many of the original readers of the work were not concerned with analysing these various themes, and how Dickens put the work toget her. Rather, it was enjoyed as a populist piece of fictionRead MoreCharles Dickens Great Expectations1208 Words   |  5 Pagesink can clear the path to enlightenment, and this is increasingly evident in Charles Dickens’ Great Expectations. Through very complicated, conflicted characters, he demonstrates an artful story about guilt, fear, expectations, and love. All of these topics which are present in the novel are so present in life, we might not even notice them in our own. Other writers and even musicians, use these themes to grasp at their own realities, trying to reach for the imaginary straws hanging above their facesRead MoreHow Does Dickens Create Sympathy for Pip at the Beginning of the Novel?956 Words   |  4 Pages‘Great Expectations’ is a highly acclaimed novel written by Charles Dickens first published in 1861, which follows the journey of a young boy commonly known as Pip (his Christian name being Phillip Pirrip) who is born into a middle-class family but goes on to receive riches from a mysterious benefactor in order to pursue his childhood dream in becoming a gentleman. The story is written in first person with Charles Dickens writing back about the experiences of Pip. Although it isn’t his autobiographyRead MoreKurt Vonnegut : The Concept Of Postmodernism1598 Words   |  7 Pagesevolution. Kurt Vonnegut’s â€Å"Untitled,† reflects the postmodern-characteristic theme of division in the 21st society through the examination of gender roles through humor and irony; humans and non-humans through temporal distortion; and free-thinkers and resurgents through participation between the author and reader. Chiefly, of first-most importance, Kurt Vonnegut’s â€Å"Untitled,† primarily reflects the postmodern-characteristic theme of division in the 21st society through the examination of gender rolesRead More Great Expectations: Gods Law Vs. Human Law Essay1164 Words   |  5 Pages Great Expectations: Gods Law vs. Human Law In his book Great Expectations, the problematic nature of moral judgement and justice that stems from a conflict between Gods law and human law is one of several topical themes that Charles Dickens addresses. This paradox regularly surfaces in his treatment of plot and setting, and is more subtlety illustrated in his use of character. To facilitate the readers awareness of such a conflict, the narrator often uses language that has Christian connotationsRead MoreChildhood in Great Expectations and Jane Eyre Essay2675 Words   |  11 PagesCompare the presentation of childhood in Great Expectations and Jane Eyre Both Jane Eyre and Great Expectation adopt a typically Victorian outlook on childhood, which can seem quite alien set against modern values. However in both books, and particularly in Jane Eyre, there is an effort to create a convincing expression of childhood through strong emphasis of the childs point of view above all others. In both books there is a interesting use of hindsight within the first personRead MoreEast of Eden vs the Kite Runner1261 Words   |  6 Pagesrejection. In East of Eden and The Kite Runner, many characters find the task of love daunting and insufficient to their expectations. Love presents itself in every aspect of both novels and therefore is a major theme. Whether it was love from family or lovers, both novels explore the idea of unrequited love and its consequences on the characters lifelong journeys. The theme of love is a major underlying cause of many problems within East of Eden for it creates a feeling of rejection by familyRead MoreThe Rabbit Proof Fence By Philip Noyce1665 Words   |  7 PagesPhilip Noyce`s film ‘The Rabbit Proof Fence’ (2002) and Jill Ker Conway`s autobiography ‘The Road From Coorain†(1989), discuss and compare many of the same themes which express the importance of ‘home’, and its significance to the protagonists of the texts. The Rabbit Proof Fence follows the journey of three young indigenous girls who were taken from their homes in 1931, as apart of the stolen generation. Conway’s autobiography is a personal reflection of her up brining in rural Australia, and howRead More Resurrection and Rebirth in A Tale of Two Cities Essay examples1392 Words   |  6 PagesA Tale of Two Cities By Charles Dickens The idea of resurrection and rebirth pervades in this novel. How does Dickens use this theme? Do these themes of resurrection and self sacrifice and the setting of the French Revolution have anything to do with one another? Why is this the time and place of the novel? Brief Historical Background The novel, A Tale of Two Cities, takes place during the onset of the French Revolution, which shook the Western world with its violence and new ideas on freedomRead MoreCompare And Contrast Ophelia And Hamlet943 Words   |  4 PagesHamlet does not react kindly to this, denying his love for her and making demeaning comments on her sexuality and gender. His disrespectful treatment of her, even though her actions were not ill-intended, likely influenced the insanity that led to her suicide. By referencing to the relationship in her madness, Ophelia proves how much the clashing expectations of her father and Hamlet have negatively affected her. 2. Hamlet: Alexander died, Alexander was buried, Alexander / returneth to dust; the

Bloodsucking Fiends A Love Story Chapter 30~31 Free Essays

Chapter 30 Cops and Corpses â€Å"This guy is pissing me off,† Cavuto said, expelling a blue cloud of cigar smoke against the file drawers of the dead. â€Å"I hate this fucking guy.† He was standing over the body of Gilbert Bendetti, who had a thermometer sticking out of the side of his abdomen. We will write a custom essay sample on Bloodsucking Fiends: A Love Story Chapter 30~31 or any similar topic only for you Order Now â€Å"Inspector, there’s no smoking allowed in here,† said a uniformed officer who had been called to the scene. Cavuto waved to the drawers. â€Å"Do you think they mind?† The officer shook his head. â€Å"No, sir.† Cavuto blew a stream of smoke at Gilbert. â€Å"And him, do you think he minds?† â€Å"No, sir.† â€Å"And you, Patrolman Jeeter, you don’t mind, do you?† Jeeter cleared his throat. â€Å"Uh†¦ no, sir.† â€Å"Well, good,† Cavuto said. â€Å"Look on the side of the car, Jeeter. It says ‘Protect and Serve, not ‘Piss and Moan.  » â€Å"Yes, sir.† Rivera came through the double doors, followed by a tall, sixtyish man in a lab coat and silver wire-frame glasses. Cavuto looked up. â€Å"Doc, this guy done, or what?† The doctor pulled a surgical mask over his face as he approached the body. He bent over Gilbert and checked the thermometer. â€Å"He’s been dead about four hours. I’d put the time of death between one and one-thirty. I won’t be able to tell for sure until I finish the postmortem, but offhand I’d say myocardial infarction.† â€Å"I hate this guy,† Cavuto repeated. He looked down at Jody’s toe tag, which was lying on the linoleum with a chalk circle drawn around it. â€Å"Any chance this guy misplaced the redhead?† The coroner looked up. â€Å"None at all. Someone removed the body.† Rivera had his notebook out and was scribbling as the doctor talked. â€Å"Any news on the one that just came in, the cowboy? Any blood loss?† â€Å"Again, I can’t say for sure, but it looks like a broken neck is the cause of death. There may have been some blood loss, but not as much as we’ve seen with the others. Since he was sitting up, it could just be settling.† â€Å"What about the wound on the throat?† Rivera asked. â€Å"What wound?† the coroner said. â€Å"There was no wound on the throat; I checked the body myself.† Rivera’s arms fell to his sides, his pen clattered on the linoleum. â€Å"Doctor, could you check again? Nick and I both saw distinct puncture wounds on the right side of the neck.† The doctor stood up and walked to the rack of drawers and pulled one out. â€Å"Check for yourself.† Cavuto and Rivera moved to either side of the drawer. Rivera turned Simon’s head to the side while inspecting his neck. He looked up at Cavuto, who shook his head and walked away. â€Å"Nick, you saw it, right?† Cavuto nodded. Rivera turned to the doctor. â€Å"I saw the wounds, Doc, I swear. I’ve been doing this too long to get something like that wrong.† The coroner shrugged. â€Å"When was the last time you two slept?† â€Å"Together, you mean?† said Cavuto. The coroner frowned. Rivera said, â€Å"Thanks, Doc, we’ve got some more work at the other crime scene. We’ll be back. Let’s go, Nick.† Cavuto was standing over Gilbert again. â€Å"I hate this guy, and I hate that cowboy in the drawer. Did I mention that?† Rivera tuned on his heel and started toward the doors, then stopped and looked down. There was a distinct footprint on the linoleum in brown gravy. Made by a small foot, a woman’s bare foot. Rivera turned to the coroner. â€Å"Doc, you got any women working here?† â€Å"Not down here. Only in the office.† â€Å"Fuck! Nick, come on, we need to talk.† Rivera stormed through the double doors, leaving them swinging. Cavuto ambled after him. He paused at the doors and turned back to the coroner. â€Å"He’s moody, Doc.† The coroner nodded. â€Å"Nothing to the press about the blood loss, if there was any. And nothing about the missing body.† â€Å"Of course not. I have no desire to advertise that my office is losing bodies,† the coroner said. Rivera was waiting in the hallway when Cavuto came through the doors. â€Å"We’ve got to cut the kid loose, you know that.† â€Å"We can hold him another twenty-four hours.† â€Å"He didn’t do it.† â€Å"Yeah, but he knows something.† â€Å"Maybe we should let him go and follow him.† â€Å"Give me one more shot at him. Alone.† â€Å"Whatever. We’ve got something else to consider too. You saw those puncture marks on the cowboy’s throat the same as I did, right?† Cavuto chewed his cigar and looked at the ceiling. â€Å"Well?† Cavuto nodded. â€Å"Then maybe the others had wounds too. Maybe they had wounds that went away. And did you see the footprint?† â€Å"I saw it.† â€Å"Nick, do you believe in vampires?† Cavuto turned and walked down the hall. â€Å"I need a stiff one.† â€Å"You mean a drink?† Cavuto glared over his shoulder and growled. Rivera grinned. â€Å"I owed you that one.† Tommy guessed the temperature in the cell to be about sixty-five, but even so, his cellmate, the six-foot-five, two-hundred-fifty-pound, unshaven, unbathed, one-eyed psychopath with the Disney-character tattoos, was dripping with sweat. Maybe, Tommy thought, as he cowered in the corner behind the toilet, it’s warmer up there on the bunk. Or maybe it’s hard work trying to stare at someone menacingly, without blinking, for six hours when you only have one eye. â€Å"I hate you,† said One-Eye. â€Å"Sorry,† said Tommy. One-Eye stood up and flexed his biceps; Micky and Goofy bulged angrily. â€Å"Are you making fun of me?† Tommy didn’t want to say anything, so he shook his head violently, trying to make sure that nothing remotely resembling a smile crossed his face. One-Eye sat down on the bunk and resumed menacing. â€Å"What are you in for?† â€Å"Nothing,† Tommy said. â€Å"I didn’t do anything.† â€Å"Don’t fuck with me, ass-wipe. What were you arrested for?† Tommy fidgeted, trying to work his way into the cinder-block wall. â€Å"Well, I put my girlfriend in the freezer, but I don’t think that’s a crime.† One-Eye, for the first time since he’d been put in the cell, smiled. â€Å"Me either. You didn’t use an assault weapon, did you?† â€Å"Nope, a Sears frost-free.† â€Å"Oh, good; they’re really tough on crimes with assault weapons.† â€Å"So,† Tommy said, venturing an inch out of the corner, â€Å"what are you in for?† Thinking baby-stomping, thinking cannibalism, thinking fast-food massacre. One-Eye hung his head. â€Å"Copyright infringement.† â€Å"You’re kidding?† One-Eye frowned. Tommy slid back into his corner, adding, â€Å"Really? That’s bad.† One-Eye pulled off his ratty T-shirt. The Seven Dwarfs danced across his massive chest between knife and bullet scars. On his stomach, Snow White and Cinderella were locked in a frothy embrace of mutual muffin munching. â€Å"Yeah, I made the mistake of walking around without a shirt. A Disney executive who was up here on vacation saw me down by the wharf. He called their legal pit bulls.† Tommy shook his head in sympathy. â€Å"I didn’t know they put you in jail for copyright infringement.† â€Å"Well, they don’t, really. It was when I ripped the guy’s shoulders out of their sockets that the police got involved.† â€Å"That’s not a crime either, is it?† One-Eye rubbed his temples as if it was excruciating to remember. â€Å"It was in front of his kids.† â€Å"Oh,† Tommy said. â€Å"Flood, on your feet,† a guard said from the cell door. Inspector Nick Cavuto stood behind him. â€Å"C’mon, cutie,† Cavuto said. â€Å"We’re going for a last walk.† The blood-high wasn’t racing through her with flush and fever as it always had before. No, it was more like the satisfying fullness of a lasagna dinner chased with double espressos. Still, the strength sang in her limbs; she ripped the loft-door dead bolts through the metal doorjamb as easily as she had torn the plastic crime-scene tape the police had put across the door. Strange, she thought, there is a difference in drinking from a living body. Her remorse over killing Simon had passed in seconds and the predator mind had taken over. A new aspect of the predator had reared up this time, not just the instinct to hide and hunt, but to protect. If Tommy was in jail for putting her in the freezer, it meant that the police had also found Peary, and they would try to connect Tommy to the other murders. But if they found another victim while Tommy was behind bars, they would have to set him free. And she needed him to be free, first so that she could find out why he had frozen her, but more important, because it was time to turn the tables on the other vampire, and the only safe way to hunt him was to do it during daylight. She had bit Simon’s neck and used the heel of her hand to pump his heart as she drank. There was no guilt or self-consciousness in the act; the predator mind had taken over. She found herself thinking about the burly fireman who had come to Transamerica to teach the employees earthquake preparedness, which had included a course in CPR. What would he think of one of his students’ using his technique to pump lifeblood from the murdered? â€Å"I’m sorry, Fireman Frank, I sucked like an Electrolux, but it just wasn’t enough. If it’s any consolation, I didn’t enjoy it.† What little strength she had gained from Simon’s blood seemed to evaporate as she walked into the loft. It was in worse shape than the day the Animals had come for breakfast. The futon was bundled against the wall; the books had been taken out of their shelves and spread out on the floor; the cabinets hung open, their contents tumbled across the counters; and a fine patina of fingerprint powder covered every surface. She wanted to cry. It reminded her of the time she had lived with a heavy-metal bass player for two months, who had torn their apartment apart looking for money for drugs. Money? She ran to the bedroom and to the dresser where she had stashed the remaining cash the old vampire had given her. It was gone. She threw open the drawer where she kept her lingerie. She’d kept a couple thousand rolled up in a bra, a holdover habit from the days of hiding cash from the bass player. It was there. She had enough for a month’s rent, but then what? It wouldn’t matter if Tommy didn’t stop the other vampire. He was going to kill them both, she was sure of it, and he was going to do it soon. As she weighed the rolls of bills in her hand, she heard someone open the stairwell door, then footfalls on the steps. She went to the kitchen and waited, crouched behind the counter. Someone was in the loft. A man. She could hear his heart – smell sweat and stale deodorant coming off him. Tommy’s deodorant. She stood up. â€Å"Hi,† Tommy said. â€Å"Boy, am I glad to see you.† Chapter 31 He Was an Ex-Con, She Was Defrosted†¦ She started to lean over the counter to give him a hug, then stopped herself. â€Å"You look awful,† she said. He was unshaven, his hair stuck out in greasy tufts, and his clothes looked as if he’d slept in them. He hadn’t. He hadn’t slept at all. â€Å"Thanks,† he said. â€Å"You look a little tattered yourself.† She raised her hand to her hair, felt a tangle, and let it drop. â€Å"And I thought my red hair went so well with freezer burn.† â€Å"I can explain that.† She came around the counter and stood before him, not knowing whether to hold him or hit him. â€Å"That’s a great dress. Is it new?† â€Å"It was a great dress before the gravy and cobbler melted all over it. What happened, Tommy? Why was I frozen?† He reached out to touch her face. â€Å"How are you? I mean, are you okay?† â€Å"Good time to ask.† She glared at him. He looked in her eyes, then away. â€Å"You’re very beautiful, you know that?† He crumpled to the floor and sat with his back against the counter. â€Å"I’m so sorry, Jody. I didn’t want to hurt you. I was just†¦ sort of lonely.† She felt tears welling in her eyes and wiped them away. He was genuinely sorry, she could tell. And she had always been a sucker for pathetic apologies, going back as far as the time the bass player she was seeing hocked her stereo. Or had that been the construction worker? â€Å"What happened?† she pressed. He stared at the floor and shook his head. â€Å"I don’t know. I wanted someone to talk about books with. Someone who thought I was special. I met a girl at work. I was just going to meet her for coffee, nothing else. But I didn’t think you’d understand. So I†¦ well, you know.† Jody sat down on the floor in front of him. â€Å"Tommy, you could have killed me.† â€Å"I’m sorry!† he screamed. â€Å"I’m afraid of you. You scare the hell out of me sometimes. I didn’t think it would hurt you or I wouldn’t have done it. I just wanted to feel special, but you’re the special one. I just wanted to talk to someone who sees things the way I do, who can understand how I feel about things. I want to take you out and show you off, even during the day. I’ve never really had a girlfriend before. I love you. I want to share things with you.† He looked down, would not meet her gaze. Jody took his hand and squeezed it. â€Å"I know how you feel. You don’t know how well I know. And I love you too.† Finally he looked at her, then pulled her into his arms. They held each other for a long time, rocking each other like crying children. A half hour passed, ticked off with tear-salty kisses, before she said, â€Å"Do you want to share a shower? I don’t want to let go of you, and it’ll be dawn soon.† Warmed and cleaned by the shower, they danced, still wet, though the dark bedroom, to fall together on the bare mattress. For Tommy, being with her, in her, was like coming to a place where he was safe and loved, and those dark and hostile things that walked the world outside were washed away in the smell of her damp hair, a soft kiss on the eyelid, and mingled whispers of love and reassurance. It had never been like this for Jody. It was escape from worry and suspicion and from the predator mind that had been rising for days like a shark to blood. There was no urge to feed, but a different hunger drove her to hold him deep and long and still, to envelop and keep him there forever. Her vampire senses rose to the touch of his hands, his mouth – as if finally her sense of touch had grown to feel life itself as pleasure. Love. When they finished she held his face against her breast and listened to his breathing becoming slow as he fell asleep. Tears crept from the corners of her eyes as dawn broke, releasing her from the night’s last thought: I’m loved at last, and I have to give it up. Tommy was still sleeping at sundown. She kissed him gently on the forehead, then nipped his ear to wake him. He opened his eyes and smiled. She could see it in the dark; it was a genuine smile. â€Å"Hey,† he said. She snuggled against him. â€Å"We’ve got to get up. There’s things to do.† â€Å"You’re cold. Are you cold?† â€Å"I’m never cold.† She rolled out of bed and went to the light switch. â€Å"Eyes,† she warned as she flipped on the light. Tommy shielded his eyes. â€Å"For the love of God, Montressor!† â€Å"Poe?† she said. â€Å"Right?† â€Å"Yep.† â€Å"See? I can talk books.† Tommy sat up. â€Å"I’m sorry. I didn’t give you a chance. I guess we were always talking about – about your condition.† She smiled and snatched a pair of jeans and a flannel shirt from the pile of clothes on the floor. â€Å"I talked to the other vampire the other night. That’s why I left the note.† Tommy was wide awake now. â€Å"You talked to him? Where?† â€Å"In a club. I was mad at you. I wanted to go out. Show off.† â€Å"What did he say?† â€Å"He said it’s almost over. Tommy, I think he’s going to try and kill you, maybe both of us.† â€Å"Well, that sucks.† â€Å"And you’ve got to stop him.† â€Å"Me? Why me? You’re the one with X-ray vision and stuff.† â€Å"He’s too strong. I get the feeling he’s really old. He’s clever. I think that the longer that you’re a vampire, the more you can do. I’m starting to feel†¦ well, sharper as time goes on.† â€Å"He’s too strong for you, but you want me stop him? How?† â€Å"You’ll have to get to him while he’s sleeping.† â€Å"Kill him? Just like that? Even if I could find him, how would I kill him? Nothing hurts you guys – unless you have some kryptonite.† â€Å"You could drag him into the sunlight. Or cut his head off – I’m sure that would do it. Or you could totally dismember him and scatter the pieces.† Jody had to look away from him when she said this. It was as if someone else was talking. â€Å"Right,† Tommy said, â€Å"just shovel him into a garbage bag and get on the forty-two bus. Leave a piece at every stop. Are you nuts? I can’t kill anyone, Jody. I’m not built that way.† â€Å"Well, I can’t do it.† â€Å"Why don’t we just go to Indiana? You’ll like it there. I can get a union job and make my mom happy. You can learn to bowl. It’ll be great – no dead guys in the freezer, no vampires†¦ â€Å"By the way, how’d you†¦ I mean, where did you thaw out?† â€Å"In the morgue. With a pervert all ready to live out his wet dreams on me.† â€Å"I’ll kill him!† â€Å"Not necessary.† â€Å"You killed him? Jody, you can’t keep – â€Å" â€Å"I didn’t kill him. He just sort of died. But there’s something else.† â€Å"I can’t wait.† â€Å"The vampire killed Simon.† Tommy was shaken. â€Å"How? Where?† â€Å"The same way as the others. That’s why the cops let you go.† Tommy took a minute to digest this, sat for a moment looking at his hands. He looked up and said, â€Å"How did you know I was in jail?† â€Å"You told me.† â€Å"I did?† â€Å"Of course. You were so tired last night. I’m not surprised you don’t remember.† She buttoned up the flannel shirt. â€Å"Tommy, you’ve got to find the vampire and kill him. I think Simon was his last warning before he takes us.† Tommy shook his head. â€Å"I can’t believe he got Simon. Why Simon?† â€Å"Because he was close to you. Come on, I’ll make you coffee.† She started into the kitchen and tripped over the brass turtle. â€Å"What’s this?† â€Å"Long story,† Tommy said. Jody looked around, listened for the sound of turtle claws. â€Å"Where’s Scott and Zelda?† â€Å"I set them free. Go make coffee.† Rivera and Cavuto sat in an unmarked cruiser in the alley across the street from the loft, taking turns dozing and watching. It was Rivera’s turn to watch while Cavuto snored in the driver’s seat. Rivera didn’t like the way things were going. Weird shit just seemed to follow him. His job was to find evidence and catch bad guys, but too often, especially in this case, the evidence pointed to a bad guy who wasn’t a guy at all: wasn’t human. He didn’t want to believe that there was a vampire loose in the City, but he did. And he knew he’d never convince Cavuto, or anybody, for that matter. Still, he’d dug out his mother’s silver crucifix before he left the house. It was in his jacket pocket next to his badge wallet. He had been tempted to take it out and say a rosary, but Cavuto, despite his growling snore, was a light sleeper, and Rivera didn’t want to endure the ridicule should the big cop wake up in the middle of a Hail Mary. Rivera was getting ready to wake Cavuto and catch a nap when the lights went on in the loft. â€Å"Nick,† he said. â€Å"Lights are on.† Cavuto woke, instantly alert. â€Å"What?† â€Å"Lights are on. The kid’s up.† Cavuto lit his cigar. â€Å"And?† â€Å"I just thought you’d want to know.† â€Å"Look, Rivera, the lights coming on is not something happening. I know that after ten or twelve hours it seems like something, but it’s not. You’re losing your edge. The kid leaving, the kid strangling someone, that’s something happening.† Rivera was insulted by the admonition. He’d been a cop as long as Cavuto and he didn’t have to take crap like that. â€Å"Eat shit, Nick. It’s my turn to sleep anyway.† Cavuto checked his watch. â€Å"Right.† They watched the windows for a while, saying nothing. Shadows moved inside the loft. Too many shadows. â€Å"There’s someone else up there,† Rivera said. Cavuto squinted at the shadows and grabbed a pair of binoculars from the seat. â€Å"Looks like a girl.† Someone passed by the window. â€Å"A redhead with a lot of hair.† Tommy took a sip of his coffee and sighed. â€Å"I don’t even know where to start. This is a big city and I don’t know my way around that well.† â€Å"Well, we could just wait here for him to come get us.† Jody looked at his cup, watched the heat waves coming off the coffee. â€Å"God, I miss coffee.† â€Å"Can’t you just wander around until you feel something? Lestat can†¦Ã¢â‚¬  â€Å"Don’t start with that!† â€Å"Sorry.† He took another sip. â€Å"The Animals might help. They’ll want revenge for Simon. Can I tell them?† â€Å"You might as well. Those guys do just enough drugs that they might believe you. Besides, I’m sure the story was in the paper this morning.† â€Å"Yeah, I’m sure it was.† He put his cup down and looked at her. â€Å"How did you know about Simon?† Jody looked away. â€Å"I was in the morgue when they brought him in.† â€Å"You saw him?† â€Å"I heard the cops talking. I slipped out during the excitement when they found the dead pervert.† â€Å"Oh,† Tommy said, not quite sure of himself. She reached out and took his hand. â€Å"You’d better go. I’ll call a cab.† â€Å"They took all the money,† Tommy said. â€Å"I have a little left.† She handed him two hundred-dollar bills. He raised his eyebrows. â€Å"A little?† Jody grinned. â€Å"Be careful. Stay around people until it gets light. Don’t get out of the cab unless there are a lot of people around. I’m sure he doesn’t want any witnesses.† â€Å"Okay.† â€Å"And call me if anything happens. Try to be back here by sundown tomorrow, but if you can’t, call and leave me a message where you are.† â€Å"So you can protect me?† â€Å"So I can try to protect you.† â€Å"Why don’t you come with me?† â€Å"Because there’s two cops in the alley across the street watching the loft. I saw them from the window. I don’t think we want them to see me.† â€Å"But it’s dark in the alley.† â€Å"Exactly.† Tommy took her in his arms. â€Å"That is so cool. When I get back, will you read to me naked, hanging from the ceiling beam in the dark?† â€Å"Sure.† â€Å"Dirty limericks?† â€Å"Anything.† â€Å"That’s so cool.† Five minutes later Tommy stood at the bottom of the stairs with the fire door cracked just enough to see when his cab arrived. When the blue-and-white DeSoto cab pulled up, he opened the fire door and a furry black-and-white comet shot past him. â€Å"Bummer! Stop!† the Emperor shouted. The little dog skipped up the steps with a yap and a rattle every step of the way; his pie-pan helmet was hanging upside down by the chin strap, hitting the edge of each step. He stopped at the top of the stairs and commenced a leaping, barking, scratching attack on the door. Tommy leaned against the wall holding his chest. He thought, Good, a heart attack will sure mess up the vampire’s murder plans. â€Å"Forgive him,† the Emperor said. â€Å"He always seems to do this when we pass your domicile.† Then, to Lazarus, â€Å"Would you be so kind as to retrieve our comrade-in-arms?† The golden retriever bounded up the stairs and snatched Bummer out of the air in mid-leap, then carried him down by the scruff of the neck as the rat dog struggled and snarled. The Emperor relieved Lazarus of his squirming charge and shoved the smaller soldier into the oversized pocket of his coat. He buttoned the flap and smiled at Tommy. â€Å"Dogged enthusiasm in a handy reclosable package.† Tommy laughed, more nervous than amused. â€Å"Your Highness, what are you doing here?† â€Å"Why, I am looking for you, my son. The authorities have been asking after you in regard to the monster. The time to act is at hand.† The Emperor waved his sword wildly as he spoke. Tommy stepped back. â€Å"You’re going to put someone’s eye out with that thing.† The Emperor held his sword at port arms. â€Å"Oh, quite right. Safety first.† Tommy signaled to the cabdriver over the Emperor’s shoulder. â€Å"Your Highness, I agree, it’s time to do something. I’m on my way to get some help.† â€Å"Recruits!† the Emperor exclaimed. â€Å"Shall we join forces against evil? Call the City to arms? Drive evil back to the dark crevice from whence it came? Can the men and I share your cab?† He patted his still squirming pocket. Tommy eyed the cabdriver. â€Å"Well, I don’t know.† He pulled open the rear door and leaned in. â€Å"Dogs and royalty okay?† he asked the cabbie. The driver said something in Farsi that Tommy took for a yes. â€Å"Let’s go.† Tommy stepped back and motioned for the Emperor to get in. Lazarus jumped into the back seat with a rattle of armor, followed by the Emperor and Tommy. As soon as the cab had gone a block, Bummer settled down and the Emperor let him out of his pocket. â€Å"Something about your building vexes him. I don’t understand it.† Tommy shrugged, thinking about how he was going to tell the Animals about Simon’s death. The Emperor rolled down the window and he and his men rode through the City with their heads out the window, squinting into the wind like mobile gargoyles. Cavuto slapped Rivera on the shoulder, startling him out of sleep. â€Å"Wake up. Something’s going down. A cab just pulled up and that old wacko just came around the corner with his dogs.† Rivera wiped his eyes and sat up. â€Å"What’s the Emperor doing here?† â€Å"There’s the kid. How in the hell did he get hold of the old wacko?† They watched as Tommy and the Emperor talked, Tommy glancing from time to time at the cabdriver. A few minutes passed and they loaded into the cab. â€Å"Here we go,† Cavuto said as he started the car. â€Å"Wait, let me out.† â€Å"What?† â€Å"I want to see where the girl goes. Who she is.† â€Å"Just go ask her.† â€Å"I’m out of here.† Rivera picked up the portable radio from the seat. â€Å"Stay in touch. I’ll send for another car.† Cavuto was rocking in the driver’s seat, waiting to go. â€Å"Call me on the cell phone if you see the girl. Keep it off the radio.† Rivera stopped halfway out of the car. â€Å"You think it’s the girl from the morgue, don’t you?† â€Å"Get out,† Cavuto said. â€Å"He’s leaving.† The cab pulled away. Cavuto let them get a block away, then pulled out after them, leaving Rivera standing in the dark alley fingering the crucifix in his pocket. Four stories above him, on the roof of a light industrial building, Elijah Ben Sapir, the vampire, looked down on Rivera, noting how much heat the policeman was losing though the thinning spot in his hair. â€Å"Jump or dive?† he said to himself. How to cite Bloodsucking Fiends: A Love Story Chapter 30~31, Essay examples

Translation Strategies

Abstract Considering translation has a strong effect on various audiences, several researchers have come out to explore the appropriate manner of translating audio-visual contents into subtitles.Advertising We will write a custom dissertation sample on Translation Strategies specifically for you for only $16.05 $11/page Learn More This study sums up the findings of such researchers, through a keen focus on the movie Bad boys two and comprehensively, it articulates that, for producers to write the best subtitles, they ought to ensure that the translation made has the same effect in the target culture as it does in the original source culture. The best translators factor cultural variations when translating audio contents of a movie into another language. The study further establishes that, the best translators are those who can easily expose the relevance of the initial message (through a second language) without creating any sort of misunderstanding. The concept of domestication therefore easily surfaces in this context because it is the best way translators can portray the same audio content into a second language without stirring any controversy. However, to successfully translate given audio pieces, it is important for translators to remain as natural as possible. This fact therefore means that there is a small line between what is right and appropriate. Introduction Subtitles are normally used to make television audiences who have a language comprehension or hearing problem to understand what is being said on televisions. Normally, a target audience in this context is children, adults, deaf people or people who cannot understand the language being spoken (Nida, 1982). With the upsurge of DVD productions, the use of subtitles in televisions programming and movies have significantly increased (Venuti, 1995). However, the development of subtitles for any movie or television series serves the purpose of a given cultural, religious or educational context and it may therefore be tricky for most television producers to serve the needs of these target audiences, considering the dynamism of such groups (in terms of religious and cultural identification) (Nida and De Waard, 1986).Advertising Looking for dissertation on languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More For instance, the translation of offensive language remains a tricky issue for most television producers because such language is sometimes considered profanity or inappropriate for certain cultures. Normally, such (offensive) language is used to express specific human emotions such as anger, amusement, surprise (and the likes) but its appropriateness relies on the culture of the target audience. Diaz-Cintas Remael (2007) reiterate that â€Å"taboo words are tied in with local traditions which are used differently by different linguistic communities, depending on the religious background of those com munities† (p. 196). To a great extent, swear words are unique to the cultural context of a given community because these words have various meanings when analyzed in various cultural contexts (Baker, 1998). Interestingly, such words can even sound more offensive for certain cultural groups than it was initially meant to be. The confusion in language translation can be explained from the translation of the English words â€Å"Fuck you† because if it is translated to Arabic, it would mean â€Å"Damn you† (Venuti, 1995). Normally, this is observed in most Arabic translations that include sexual terms because Islam greatly prohibits the use of sexual terms (Brockopp, 2003, p. 69). Regardless of the dynamics of translation, observers note that, the use of translation in movies play a crucial role in the understanding of such works because of concerns regarding the quality of audio-visual contents of some movie productions (De and Kay, 1999). Swear words also have a si gnificant impact on the character that uses it and in the same manner; characters also have a significant impact on the message of the film. This relationship shows that, the accuracy of translation to subtitles cannot be overemphasized (Fang, 2010, p. 35). It is therefore essential to use swear words for character representation. Due to this fact, some translators normally decide to render the swear words, but knowingly or unknowingly to them, rendering swear words may consequently distort the message of the film (Gambier, 1998). However, translators normally experience a challenge rendering spoken words into subtitles because it is almost impossible to render everything that is said into the subtitles (Dà ­az-Cintas and Remael, 2009).Advertising We will write a custom dissertation sample on Translation Strategies specifically for you for only $16.05 $11/page Learn More These facts abound, this study seeks to analyze how the subtitles to the movie Bad boys two can be translated into Arabic. Comprehensively, this study seeks to establish the translation style used to translate the subtitles of the movies to Arabic and the possible challenges that maybe experienced from the process. Methodology The research methodology will be focused on gathering relevant data from the Bad Boys two script, to gain a thorough understanding of the difficulties experienced when translating English swear words into Arabic. In this context, this study aims at shedding some light regarding if the foreignization or domestication strategy is used to translate English curse words to Arabic. In ascertaining this fact, questions such as, what impact would the foreignzation strategy have on an Arabic audience? And what impact would the domestication strategy have on Arabic audience? will be answered. The data chosen for this analytical piece is the script for an American popular drama film, Bad Boys two, released in 2003. The script will be comprehensively u sed to evaluate how it could be translated into Arabic so that appropriate translation strategies can be established. The complexities in the translation of the swear words will therefore be easily established through a thorough analysis of the script. In this manner, swear words used in the script will be used to portray the difficulty or complexity of translating the words into Arabic. However, only the first part of the script will be of use. The analysis will be done in qualitative and quantitative means so that the challenges experienced when translating English swear words into Arabic can be exposed. To gain a comprehensive picture of the translation process, a thorough discussion will be done to establish alternative ways of translating the English swear words into Arabic. Discussion Translating swear words can be a very difficult task. More so, the challenge is normally experienced when one is to translate words which do not exist in the context of another culture. For examp le, in the second page of the Bad Boys two script, the word â€Å"motherfuckers† is used to refer to a group of people.Advertising Looking for dissertation on languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More In the context of the Arabic culture, such a word does not exist. In the same page, one of the characters uses the word â€Å"fuck† to refer to a poor status of radio transmission. Such a word does not also exist in the Arabic context. In fact, it can be very challenging to translate English words into Arabic, using appropriate reference materials such as dictionaries (because they only include words which are well established in the Arabic dialect) (Omar, 2009). Often, translating words into Arabic is more challenging than translating the same words into other languages, say, Spanish. This fact is true because the Arabic culture has a strong Islamic influence which prohibits the use of offensive language (Auroux, 2000, p. 333). In other words, Islam greatly limits the dynamism of Arabic culture because it does not include words and language dialects which are against its teachings. Interestingly, swear words fall into the category of highly inhibited words and therefore tran slators may find themselves in difficult situations where they have to translate specific cultural words which do not exist in the Arabic dialect in the first place. Sometimes, when such challenges are experienced, it is important for the translators to maintain the meaning of the English words and provides an alternative meaning behind it. This strategy is especially recommended when certain English words do not have their Arabic equivalent (Omar, 2009). For example in the second page of the Bad Boys two script, one character asks â€Å"The fuck I want to do that for?† Providing a meaning for this sentence in the Arabic context is difficult and therefore, a translator may be forced to find an alternative way to express it. In the same page, a character says â€Å"stop all the goddamned movement†. It would also be very difficult to translate the same statement in the Arabic context and therefore it is important to find an alternative meaning. The difficulty in translat ing swears words into Arabic are especially noted when focusing on the context of translation. In other words, it can be easy to translate the swear words into Arabic but doing so requires a keen focus on the context used to translate the words. For example in the second page of the bad boy’s two script, one character says â€Å"but this shit will get worked out in court†. In the following page, the same character says â€Å"He goes to bed early for this shit†. In the same page, another character says â€Å"I did not do shit!† In the three examples, the context in which the word â€Å"shit† is used changes to refer to an object and event and therefore translating the same curse word in different sentences to give different meanings may prove difficult. In the first page of the Bad Boys two script, the word â€Å"Fucking bitches† is used to represent a non-derogative context but the word â€Å"fucking bitch† would often be used to refe r to a sexual context. The same is not the case when analyzed in the context it was used in the first segment of the study. For instance, the word was used in an apologetic context because it was preceded by â€Å"sorry Johnny† in reference to the shooting of a gun. Comprehensively it was a response to the apologetic tone adopted by the previous speaker. This fact can be supported by the fact that, there was no sexual context being referred to by the speaker. Instead, the speaker was only referring to the character of the respondent. However in translating the contextual meaning of the word â€Å"fucking bitches† into Arabic may prove a difficult task for a translator because in conventional English speaking contexts the words would also be used to refer to a sexual context. In Arabic, the same would also be assumed but this is not the case. Also, in the first page of the script, one of the characters says â€Å" I cannot see shit† When the assertion is analyzed at face-value, many people would assume the character referred to â€Å"seeing shit† as an object, but in real sense, he was referring to the fact that, he could not see anything. In the same context, the character says, â€Å"take that shit†. In this context, the character refers to â€Å"shit† as an object (contrary to the previous examples). In the next sentence, the author says â€Å"I am out of here- shit†. From the use of the word â€Å"shit† in previous contexts, we can see that the word has been used to refer to different situations, but in the last example, the word has been used to refer to a situation. This means that, in three consecutive sentences, the word shit has been used as an object and a situation. Translating the same word to suit these contexts is therefore a difficult task. In such contexts, translators find themselves in a difficult position of maintaining the context of the swear words and still maintain a correct characte r representation. One of the strategies suggested to go about the situation is modifying the contextual meaning to correct a wrong contextual meaning (Omar, 2009). This translation is suggested because it is normally assumed that the translator has an ethical role in translation which must be upheld always. However, it is also established that, it is a wrong thing for translators to modify the context of source texts. In other words, translators should remain as faithful to the contextual meaning of the text. In such a case, it is important to understand the dilemma and look for other alternative areas of translation determination such as the availability of an alternative Arabic word which best conveys the meaning and context of the English swear words. If such words exist, it is best to include them in the translation but if they do not, it is also best to omit such words instead of changing their contextual meaning. For example, it would be difficult to translate the word â€Å" motherfucker†, which is used in the sentence, â€Å"just to wake up to pop one in a motherfucker† (found in the third page of the script). In such a scenario, it is best to omit such a word. The same omission can be applied in the sentence â€Å"Motherfucker shot me in the ass† (found in the third page of the script). According to the Western theory of translation, translators should often maintain the context of the source material as much as possible (Chan, 2004, p. 34). The theory also notes that the greater the context or metaphase that exists between English and language, the greater the ratio of metaphases to paraphrase that can be used in the entire context of translation. However, in as much as the theory notes that, translators should maintain the contextual meaning of the source material, the theory also notes that the role of the translators should not only be limited to a mechanical and passive role because the theory notes that, translators are like artists who also have a right to be as creative as they can be (Chan, 2004, p. 34). Nonetheless, it is also important to note that, translation is an unique art because it is not as simple as conventional art. Wiecha (2010) notes that in the art of translation, the translators should emphasize a lot on the frequency of swear words used because he notes that when too many swear words are used, it may be offensive to Arabic audiences and in such a case, he proposes that the translator should reduce the frequency of swear words used or even in some cases, polish these words, or formalize them in a way that captures the source meaning as much as possible. In the third page of the Bad Boys two script, one character says, â€Å"That shit is fucking annoying† and in the next sentence he says, â€Å"Like a fucking gnat at a barbecue†¦.just bugging the fuck out of me†. These sentences represent a series of swear words which can be highly offensive and difficult to translat e in the Arabic culture. It is in this context that translators are advised to reduce the frequency of such swear words. Moreover translators are advised that, when they come across many curse words, they should use their own discretion to reduce these words or alternatively mention that, there are several curse words used by the actors to represent a state of anger (Wiecha, 2010). Nonetheless, the problem noted with such a strategy is diffusing the intrigue of the film because to some people, the swear words used, represent the punch-line of the conversation. However, in the Arabic context, or even in the spirit of professionalism, it is important for the translator to consider the ethical and cultural implications of translation before intrigue. In the second page of the bad boy script, the use of the words â€Å"shit† is used more than two times (in sequence). A sentence later, the word â€Å"motherfucker† is used. This sequence in the use of swears words can someti mes be perceived as too much for Arabic audiences, especially those of the older generation. And when analyzed in the words of Nida (2003), it is important for the translator at this point to omit such words, or not represent their equivalents because of the frequency used. The main motivation for undertaking this approach is to show respect for the target audience’s language and culture. Translating the English swear words into Arabic is also not easy for translators at this point of analysis because Arabic is not consistent in dialect form. This means that, there are many Arabian dialects, accents, registers and styles which can often be confusing for the translator. Due to this reason, it is often recommended that, translators willing to translate words from English into Arabic need to adopt the domestication strategy to ensure they remain relevant to their Arabic audiences (because of their dynamism). Part of the reason the domestication strategy is recommended is because it is often common for translators to change the meaning of the swear words if they use the foreignization strategy (Fang, 2010, p. 35). Also in the domestication strategy, the translator is often invisible to the audience but in the foreignization strategy, the translator is visible to the audience. This is true because translators who adopt the foreignization strategy try to bring the audience to their side while translators who adopt the domestication strategy shift their points of view to the audience. In other words, proponents of the domestication strategy note that, it is important for translators to change the source material into the context of the target language. In the third page of Bad boys two script we see the importance of adopting the domestication strategy because in some instances, the use of curse words are used in the religious context which can be very offending to Arabic audiences. For instance, the words â€Å"spiritual bullshit† is used to refer to a spiritual sense of well being of one character but the speaker is not religious in any manner and therefore he refers to the spiritual reference as â€Å"bull shit†. This reference may be assumed to be derogative to religion but the situation may be worse when analyzed in the Arabic context because such swear words may be assumed to disregard Islam. Also, the assertion â€Å"son of a bitch† (found in the eighth page of the script) would be difficult to translate in Arabic and therefore, a domestication strategy would be appropriate. The same can be said of the statement â€Å"shit! I need backup† (found in the eight page of the script). The adoption of a domestication strategy therefore seems appropriate in such a context because it has been affirmed that in the Arabic context, domestication improves the understandability of the audience (Fang, 2010, p. 35). This fact was affirmed after several studies were done to gauge the use of the foreignization and domest ication strategies when English texts were translated into Arabic. It was affirmed that when foreignization strategy was adopted, the readers experienced a lot of difficulty trying to understand the meaning of the words used, but when the domestication strategy was used, the readers found the texts more understandable. Moreover, instances of misunderstandings were greatly reduced in the domestication strategy as opposed to the foreignization strategy (Fang, 2010, p. 35). However, it should also be noted that translating swear words into English is not only subject to contextual and comprehension problems because lexical and grammatical rule problems also surface as a result (Wahba, 2006, p. 366). In other words, it is often evidenced that, there are several grammatical constructs that are poorly understood when English swear words are translated into Arabic. In other words, when translating English swear words into Arabic, it is often not clear which grammatical rules to use, or whi ch words should be used to describe them. For instance translating the sentence â€Å"some fucking punk thinks he can die in my club† into Arabic poses some grammatical and lexical challenges in the same manner the sentence â€Å"I wonder whose shit they are about to rip now?† (found in the seventh page of the bad boys two script) poses. This fact is evidenced from the fact that, English and Arabic do not share any origins or rule for that matter. In other words, very little technical or scientific learning is normally evidenced in most literature excerpts have a rooting in Arabic. This is also the major reason why there is usually a shortage of equivalent words in Arabic from English translations. In such situations, it is recommended that, translators be extra creative to develop or custom English curse words into Arabic terms (Fang, 2010, p. 35). This is the same strategy noted when translating English technical words into Arabic because transliteration is often use d by researchers to explain Arabic equivalents of English words. However, this is part of the reason why it is very difficult to establish standards used in explaining English swear words into Arabic. The emphasis on translation cannot be overemphasized enough because it is observed that in the Arabic dialect, there are many ways to express a message. This is true because Arabic dialects are highly expressive and therefore determining the locale of the target audience goes a long way in determining the best way to translate words from English to Arabic. Also, it is established that machine translations do not often work in the Arabic context because their meanings may be misunderstood in the various Arabic dialects. For instance if the sentence â€Å" do not understand what the fuck you mean (found in the fourth page of the script) were to be translated in a machine-like way, the meaning would be lost because â€Å"fuck† would imply something sexual but this is not the case. In the same page of the script, the sentence â€Å"†¦that is some cult shit† is also found and translating the same sentence in a machine-like manner would imply the inclusion of human waste into the analysis which is not the case. This situation is further compounded by the fact that, there are very few experts in Arabic language who can give a proper insight into the best way to translate English swear words into Arabic. These dynamics are very important in determining the best way to translate English curse words into Arabic because it is affirmed that having the correct knowledge about a target language goes a long way in enabling translators know the best way to translate English curse words into Arabic. Conclusion Translating English curse words into Arabic is marred by a lot of linguistic grammatical and cultural barriers. The grammatical barriers are evidenced because of the exclusion of Arabic in the formulation of technical, scientific or curse words. This fac t creates a big problem for translators because many fail to find the best equivalent of the English swear words in Arabic. The cultural barriers are especially evidenced because of the strictness and influence of religion in the Arabic dialect. This is the basis why translators have to be very keen on translating curse words into Arabic so that they do not offend the target audience. Comprehensively, this study establishes that, the problems encountered when translating English curse words into Arabic can fall into four broad categories as explained below: Problems Action Contextual Omit and find alternative words Grammatical and lexical Reconstruct sentence Lack of alternative meaning Find closest meaning Comprehension Find closest meaning or omit The linguistic hurdles come from the probability of wrongly understanding the context of the curse words in their Arabic form. Due to these facts, a domestication strategy seems the most appropriate way of going about trans lating English curse words into Arabic. References Auroux, S. (2000). History of the Language Sciences: An International Handbook On  The Evolution of the Study of Language from the Beginnings to the Present, Volume 2. New York: Walter de Gruyter. Baker, M. (1998). Routledge Encyclopedia of Translation Studies. London and New York: Routledge. Brockopp, J. (2003). Islamic Ethics of Life: Abortion, War, and Euthanasia. South Carolina: Univ of South Carolina Press. Chan, T. (2004). Twentieth-Century Chinese Translation Theory: Modes, Issues And  Debates. London: John Benjamins Publishing Company. De L. Z., and Kay, N. (1999). The Semiotics of Subtitling. Manchester: St. Jerome Publishing. Diaz-Cintas, J., and Remael, A. (2007). Media for all: subtitling for the  deaf, audio description, and sign language. Amsterdam: Rodopi. Dà ­az-Cintas, J., and Remael, A. (2009). Audiovisual Translation: Subtitling. Manchester, UK: St. Jerome Pub. Fang, L. (2010). Translation Theories ¡Ã‚ ¡a nd ¡Ã‚ ¡film Translating in China. New York: Academic Press Corporation. Gambier, Y. (1998). Translating for the Media. Papers from the International  Conferences: Languages the Media. November 22, 23.1996. Berlin: University of Turku. Nida, E. A. (1982).The Theory and Practice of Translation. Leiden: E. J. Brill. Nida, E. A., and De Waard, J. (1986). One Language to another: Functional  equivalence in Bible Translating, Nashville: Thomas Nelson. Nida, E. (2003). The Theory and Practice of Translation. New York: Brill. Omar, H. (2009).The Sustainability of the Translation Field. New York: ITNM. Venuti, L. (1995). The Translator’s Invisibility: A History of Translation. London and New York: Routledge. Wahba, K. (2006). Handbook for Arabic Language Teaching Professionals in The 21st  Century. London: Routledge. Wiecha, K. (2010). Swearing and Dialect: On the Example of British English Dialects. New York: GRIN Verlag. This dissertation on Translation Strategies was written and submitted by user Eva Ross 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.

Chemistry Coursework Essay Example

Chemistry Coursework Essay Example Chemistry Coursework Essay Chemistry Coursework Essay The reactivity series is a chart showing the order that metals react with other substances. This reactivity series was determined by carrying out experiments to see how each metal reacts. The reactions are done with air, water and dilute acid.The reactivity series:Potassium (k)Sodium (Na)Calcium (Cl)Magnesium (Mg)Aluminum (Al)(Carbon)Zinc (Zn)Iron (Fe)Lead (Pb)(Hydrogen)Copper (Cu)Silver (Ag)Gold (Au)Platinum (Pt)Metals extracted by electrolysis.Metals extracted by using reduction with carbon (carbon monoxide)These metals dont react with water or acid.Exothermic and Endothermic reactions:In an exothermic reaction heat is given OUT. An exothermic reaction is one which gives out energy to the surroundings, usually in the form of heat and usually shown by a rise in temperature. For example burning fuels obviously gives out heat making it exothermic.In an endothermic reaction heat is taken IN. An endothermic reaction is one which takes in energy from the surroundings, usually in the form of heat and usually shown in a fall of temperature. For example dissolving certain salts in water.During a chemical reaction old bonds are broken and new ones are made.Energy must be supplied to break bonds so this is an ENDOTHERMIC process.Energy releasedNa Cl Na + ClStrong bond Bond brokenEnergy is released when new bonds are formed so this is an EXOTHERMIC process.Mg + O Mg O + energyIf the energy released in bond formation is greater than the energy used in breaking old bonds, the reaction is EXOTHERMIC.If the energy required to break old bonds is greater than the energy released when the bonds are formed, the reaction is ENDOTHERMIC.Enthalpy profilesENDOTHERMICExothermicTheoryThe reactivity of a metal is related to how easily it can lose its outer shell electronsM-2e MThe more reactive the metal he easier this process is so it takes less energy. All of the displacement reactions are exothermic reactions so the Energy going out is larger than the energy coming in. The enthalpy profiles show the energy coming in (1), the energy out (2) and how exothermic/endothermic the overall reaction was (2)-(1)=(3).The energy being taken in is the energy required to break the bonds + the energy required to do: M-2e M .The energy coming out is the energy from the forming bonds + energy from: Cu +2e Cu.Most of these energies stay the same because the metals are displacing copper. The only significant change as I add the different metals will be the energy it takes to do M-2e M . Therefore the most reactive metal will need less energy to remove electrons.Key Factors/VariablesKey factors or variables can be changed that would make a difference to the reactions or results taking place. These are:; Amount of copper sulphate solution-use more or less. It needs to be in a certain amount as it could either be too dangerous or not cause a good reaction; Moles of metal-this might change the speed of the reaction or the amount of heat given off.; Type of solution-using a different solution could make the reactions stronger or weaker.; Type of metal-using different types of metals could show more results.; Different concentration of solution (stronger/weaker); Whether it is stirred- could change the speed of the reactionPredictionI think that given the information I know I would guess that magnesium would let out the most thermal energy because it is the most reactive metal I am experimenting with. The higher the metal in the reactivity series the higher the amount of thermal energy given out.PreliminaryMethod:A 50th of a mole of magnesium, iron, lead and zinc was measured out. The temperature of the copper sulphate was taken before any experiments were started. Then 10cm3 of solution was put into 3 different test tubes and the metals were added. The concentrations were stirred and a thermometer was placed in each test tube and the highest temperature was taken and recorded. The experiment was repeated 2 more times so an average could be taken for accuracy.Fa ir TestTo make sure that the experiments done are fair these things need to be taken into consideration:; Same amount of moles of metal.; Same amount of concentration of copper sulphate.; Same amount of times stirred.; Same concentration (copper sulphate).; Same metals (zinc, magnesium, iron and lead); The temperature of the room where the experiments are taking place.; The starting temperature of the thermometers.Do more reactive metals give more exothermic reactions in their displacement reactions with copper sulphate solution less reactive metals?Aim: To investigate if the reactivity of a metal affects how exothermic its reaction with copper sulphate solution (displacement reaction).Apparatus; 12 boiling tubes; Scales; Spatula; Calculator; Powdered Lead (s), Magnesium (s), Zinc (s), Iron (s); 3 Thermometers; Copper sulphate (aq) solution.; Measuring cylinder.; Test tube rackMethod1/50th of a mole of each metal was measured out. 12 boiling tubes were put out in test tube racks eac h with 10cm3 of copper sulphate solution in. Before any of the experiments were taken out the temperature of the solutions were taken. Then 4.14g (1/50th of a mole) of lead were added to the copper sulphate solution. The solution was stirred 5 times. The highest temperature was taken. Then 0.48g (1/50th of a mole) of magnesium were added to the solution and stirred 5 times, the highest temperature was taken. Then 1.12g (1/50th of a mole) of iron were added and stirred 5 times, the highest temperature was taken. The same was done with 1.3g (1/50th of a mole) of zinc. All of the temperatures were recorded. All of the experiments were repeated two more times for accurate readings.Workings out:Lead: Iron:Mass number = 207 Mass number = 561/50th = 1?50 = 50 1/50th = 1?50 = 50207?50 = 4.14g 56?50 = 1.12gMagnesium: Zinc:Mass number = 24 Mass number = 651/50th = 1?50 = 50 1/50th = 1?50 = 5024?50 = 0.48g 65?50 = 1.3gResults:Lead:21 21 21 Starting temp22 25 23 Highest tempBoiling tube 1 Boi ling tube 2 Boiling tube 3Magnesium:21 21 21 Starting temp87 82 83 Highest tempBoiling tube 1 Boiling tube 2 Boiling tube 3Iron:21 22 21 Starting temp35 33 31 Highest tempBoiling tube 1 Boiling tube 2 Boiling tube 3Zinc:22 21 22 Starting temp56 55 58 Highest tempBoiling tube 1 Boiling tube 2 Boiling tube 3Results table:Start temperature?CTemperature after?CMetal123Avr?C123Avr?CMg21?C21?C21?C21?C87?C82?C83?C84?CPb21?C21?C21?C21?C22?C25?C23?C23?CFe21?C22?C21?C21?C35?C33?C31?C33?CZn22?C21?C22?C22?C56?C55?C58?C56?CChange of temperature?T = change in temperature?T = end of temperature start temperatureMg = 84-21 = ?T 63à ¯Ã‚ ¿Ã‚ ½cPb = 23 21 = ?T 2à ¯Ã‚ ¿Ã‚ ½cFe = 33 21 = ?T 12à ¯Ã‚ ¿Ã‚ ½cZn = 56 22 = ?T 34à ¯Ã‚ ¿Ã‚ ½cWorkings outMass of Mg = 0.48g à ¯Ã‚ ¿Ã‚ ½ 10g (mass of the copper sulphate) = 4.8gMass of Pb = 4.14g à ¯Ã‚ ¿Ã‚ ½ 10g (mass of the copper sulphate) = 41.4gMass of Zn = 1.3g à ¯Ã‚ ¿Ã‚ ½ 10g (mass of the copper sulphate) = 13.0gMass of Fe = 1.12g à ¯Ã‚ ¿Ã‚ ½ 10g (mass of the copper sulphate) = 11.2g?Q = m à ¯Ã‚ ¿Ã‚ ½ Cp à ¯Ã‚ ¿Ã‚ ½ ?TMg = 10.48g à ¯Ã‚ ¿Ã‚ ½ 4.2 à ¯Ã‚ ¿Ã‚ ½ 63à ¯Ã‚ ¿Ã‚ ½cPb = 14.14g à ¯Ã‚ ¿Ã‚ ½ 4.2 à ¯Ã‚ ¿Ã‚ ½ 2à ¯Ã‚ ¿Ã‚ ½cZn = 11.3g à ¯Ã‚ ¿Ã‚ ½ 4.2 à ¯Ã‚ ¿Ã‚ ½ 12à ¯Ã‚ ¿Ã‚ ½cFe = 11.12g à ¯Ã‚ ¿Ã‚ ½ 4.2 à ¯Ã‚ ¿Ã‚ ½ 34à ¯Ã‚ ¿Ã‚ ½cMetalQ (J)MgPbZnFe1270.08347.761856.4560.448AnalysisWhen doing my test there were some things that went wrong. When I poured in my metals, because I had already put the copper sulphate in the boiling tubes the metals stuck to the side, which may have ruined my results. If all of the metal was included in the experiment then a higher reading may have been taken. If I were to do this test again I would use a funnel to put the metals inside the boiling tubes or use bigger boiling tubes.The boiling tubes lose heat through the glass. To make it a fairer test next time I should use polystyrene or cotton wool to wrap around the test tube this way not much heat should escape.When doing my e xperiments I only repeated the tests 3 times to get a reading it would be better if I had dine the experiment about 5 times then I would have been able to get more of a accurate result.Luckily when I did my tests I didnt get any odd results. All of my results were about the same the only difference was a few degrees.

How Long is the ACT with Extended Time

How Long is the ACT with Extended Time SAT / ACT Prep Online Guides and Tips Students with documented disabilities who would like extended time on the ACT can request one of two options: National Extended Time, which entails 50% additional time, or Special Testing, which varies by student, includes more than time and a half, and tends to take place over multiple testing days. This guide will take a deeper look at the options for extended time on the ACT, and how long the test-taking experience is for students with these accommodations. To begin, who qualifies for extra time? Who Qualifies for Extended Time on the ACT? In order to qualify for extended time on the ACT, students must have a documented disability. Usually students will have an Individualized Education Plan (IEP) or 504 plan at school, though this alone doesn't automatically qualify them for ACT accommodations. A school coordinator will have to make the request, making sure to specify the accommodation needed and provide in depth documentation. Processing takes about four weeks, so requests should be made early. If the request is denied for some reason, it's possible to appeal - another good reason to apply as early as possible! Eligible students may have documented learning disabilities, ADHD, autism spectrum disorder, or medical conditions. Whatever the reason, these students will benefit from having extra time on the test, whether it be the 50% National Extended Time or a greater time allowance with Special Testing. Let's take a look at the differences in testing schedules between these two options. How Long is the ACT with Time and a Half? Without extended time, the ACT lasts 2 hours and 55 minutes, or 3 hours and 35 minutes with the optional 40 minute essay. The sections are always given in the order of English, Math, Reading, and Science, with the choice of the essay at the end of the test. With time and a half, students are allowed 5 hours for the ACT without Writing and 6 hours for the ACT with Writing. They receive the sections in the same order, but with one important difference: students with National Extended Time are allowed to self-pace throughout the test. Instead of having to stick to a certain section, they can distribute their time as they like between English, Math, Reading, and Science. Students not taking the essay have 5 full hours to complete these sections as best fits their test-taking style. In this way, this accommodation both eases the intense time pressure of the ACT and helps students choose how to divide their time most effectively. Extended time does not necessarily mean extended or extra breaks. If students need more than the typical 10 minute break after Reading and 5 minute break before the essay, then they will have to make a separate request for this. Students taking the ACT with 50% additional time will test at a national test center on an official testing date (a Saturday morning). Given the additional time, what will their test day schedule look like? Test day will have an early start. Test Day Schedule with Time and a Half Unless students arrange to have an alternative testing date for religious reasons, they'll take the ACT on a Saturday morning at a national testing center (often, but not always, their own high school). Students are typically required to be at the testing room by 8:00 AM. I would advise getting there by 7:45 at the latest! Doors close at 8:00, and latecomers won't be admitted. The test itself begins between 8:30 and 9:00, since it takes time for proctors to check everyone in, get them seated, distribute materials, and have students fill out their biographical information on the scantrons. Once all the logistics are wrapped up, the test will begin! Students without accommodations are typically dismissed around 12:15 (or 1:15 with the essay). Students with time and a half, on the other hand, will be dismissed around 2:30 (or 3:30 with Writing). Their time for check in and set up may be reduced, since they usually take the test in a small group of no more than 10 students in an extended time testing room. While time and a half is the most common time-based accommodation, Special Testing is also granted to some students. This additional time alters both the schedule and the location of the ACT. Location change for students with Special Testing! How Long is the ACT with Special Testing? Instead of testing on Saturday morning at the designated testing center, students who qualify for Special Testing and more than 50% additional time will test at their school. They'll take the ACT over the course of two or more days under the supervision of a staff member. The ACT will either be administered individually or in a small group of students with similar accommodations. While Special Testing extended time options vary, the most common is 100% additional time. In this case, students would take a single ACT section per school day before returning to their regular classes. Spreading the test out like this can be especially helpful for students with attentional issues, plus it gives students the chance to prepare specifically for each section the night before they take it. All in all, students with 100% extended time would have 90 minutes for the English section, 2 hours for Math, and 70 minutes each for Reading and Science. That adds up to a total of 5 hours and 50 minutes spread out over 4 days, or 7 hours and 10 minutes with the essay. Since students with Special Testing take the ACT at school, they don't necessarily share a specific testing date. Instead, they just have to complete all testing within one of the 3 week testing windows listed on the accommodations request form. For 2015 to 2016, these windows are September 12 - October 4, 2015 October 24 - November 15, 2015 December 12 - January 3, 2016 February 6 - February 28, 2016 April 9 - May 1, 2016, and June - July 3, 2016. Because they have some more flexibility in testing dates, students with Special Testing should register for the time that best fits with their schedules and any college deadlines. Apart from 100% or more additional time, Special Testing may include alternate accommodations like braille, DVDs, or a computer for essays. Students applying for accommodations do so for all different reasons and to support all different needs. To best meet their needs and improve their ACT experience, students, parents, and school coordinators should start planning early for time extensions, as well as determine exactly what accommodations they should request. Planning for Accommodations Extended time on the ACT can significantly help a student have a better test-taking experience and achieve a stronger score. The self-pacing option can be especially beneficial for a lot of students, as it reduces the stress of time pressure and allows them to divide the material as meets their needs. Since the approval process takes a while, and there's always the chance of getting denied and having to appeal, school coordinators should research accommodations, collect all the relevant documentation, and make their request as early as possible. By planning and preparing, coordinators can make sure students get the extended time they need through National Extended Time or Special Testing to perform their best on the ACT. What's Next? Are you deciding between the ACT and the SAT and wondering how extended time works on the SAT? Check out this article to see the options College Board offers (hint: more options, but no self-pacing). Exactly how long is each section of the ACT? Check out our expert guide on timing and pacing on the ACT. Rumor has it, the ACT has been getting more challenging and fast-paced over the past few years. Is this true or just hearsay? Read more about these claims that the ACT has been getting consistently harder in recent years. Disappointed with your ACT scores? Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically. Have friends who also need help with test prep? Share this article! Tweet Rebecca Safier About the Author Rebecca graduated with her Master's in Adolescent Counseling from the Harvard Graduate School of Education. She has years of teaching and college counseling experience and is passionate about helping students achieve their goals and improve their well-being. She graduated magna cum laude from Tufts University and scored in the 99th percentile on the SAT. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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