How Educational Systems Will Operate In Future Essay examples -- Techn

How Educational Systems Will Operate In FutureThe teaching dodge over the last 100 years has largely remained unchanged despite major technological advancements and the changing global economic environment that require clean skills and experiences. Despite numerous pedagogical concepts being introduced in the education system, the traditional mode of instruction has continued to dominate todays classrooms. However, though near educators have been hesitant in adopting technological advancements and applying them in education, the wave of change is inescapable. Future educational systems will have to embrace new ideas in parliamentary law to be more effective in preparing students for the changing global economic demands. This paper reflects on the views of authors of two journal articles on the topic of how educational systems will operate in the future. The main ideas presented in this paper include teachers competencies in preparing students for a knowledge economy and how educ ational computing will operate in the future. According to Andrawes, students need to be equipped with skills needed in accessing and processing the wide array of information made available by the advancing technology. Educators excessively need to equip students with the knowledge of using computers and be familiar with the wide range of technologies (2011). In addition, it is incumbent upon the stakeholders in the education system to incorporate technologies use in the marketplace and the newly emerging ones into the school program. Beyond meeting these recommendations, Andrawes (2011) go further and propose that educational systems need to focus on providing education to people of all ages. In this regard, schools in the future will be continuous and constant facili... ...geluth, 2011).In addition, the instruction function will play a fundamental role in assisting in the developing of new instructional resources and managing a personalized scope of instruction based on the nat ure of each project. Within the instruction function, a fully integrated legal opinion function will provide original tasks aimed at assessing the performance of each student. In addition, the assessment function will be crucial in facilitating prompt feedback and in designing and developing personalized assessment of each student. Besides these primary sextuple functionalities, the PIES will accommodate secondary functions such as information on school personnel, general student data, communication, and PIES administration. Therefore, PIES will be a major development that points to how future educational systems will operate (Aslan & Reigeluth, 2011).

The Odyssey :: essays research papers

During the night Odysseus tosses and turns, worrying aboutthe outcome of his encounter with the suitor. Athena appearsto himin a ambitiousness and promises that he will aid in the struggle.Penelope also unable to sleep and prays to Artemis, beggingthat she be rescued from marriage to another man, even if it essence her death. In the morning Odysseus appeals to Zeusfor a sign of his favor and is answered by the rumbling ofthunder and lightning. Others notice the sign and a generalmood of imminant insecurity sets in. Odysseus observes thebehavior of his servants to identify the faithful. Melanthiusarrives with the goats for the banquet and persists inharasses Odysseus. Eumaeus comes to the place, driving thehogs for the slaughter, demonstrating his goodness. Anotherloyal servant, Philoetius, the chief cowherd, arrives from themainland. The suitors, again plotting to assassinateTelemachus, eventually return to the place. As they lunch,Ctesippus insults Odysseus and throws a hit the books at him.Telemachus is outraged and gives a scolding to the suitors inwhich he lists all the bad stuff they have done.. Hisunexpected boldness shocks the group, but they are rumand laugh at his warnings. , Theclymenus cautions them thata catastrophe is impending in which they will suffer for theirevil ways, but they mock the him until he leaves the palace ina rage. The suitors continue to drink, and dont heed thewarning. New Charters Philoitios - the cattle foremanVocabulary banter v. - to speak to or address in a witty andteasing manner. hopeful adj. - radiant in character orreputation. dregs n. - the most undesirable part stint n. - adefinite quantity of work assigned coverlets n. - bedspreadsaunter v. - to walk about in an idle or leisurely mannerhulking adj. - massive sardonic adj. - disdainfully orskeptically screaming(prenominal) derisively mocking jeered v. - tospeak or cry out with derision or mockery braying v. - tocrush or grind fine epical Conventions Epic Simil ies p. 411 -line 14 as a bitch mounting over her weak, defenselesspuppies growls, facing a stranger, bristling for a showdown-so he growled from his depths, hackles travel at theiroutrage. p.411 - 28 as a cook before some white-hotblazing fire who rolls his sizzling saussage back and fourth,packed with fatand blood- keen to quarrel it quickly, tossing,turning it, this was, that way- so he cast about SupernaturalInvolvment In this book the gods are constantly involved.Once, when Athena visits Odyssues in a dream to retell himthat she favors him. A second time, when they pray to Zeus

The Urban Legend of the Backseat Murderer Essay -- Urban Legends Ghost

The Backseat MurdererA good urban legend is like a good movie. It unfolds perfectly and it appeals to the audiences hopes, fears, and anxieties. The urban legend I am about to describe was told by a first year womanly biology major at the University. She is of Indian descent and both her parents work in the biotechnology field. I collected this story on a sunshine night in the dorm. The fact that it was nighttime helped create the proper mood for the story. It was told in a dimly lit dorm room. The story was told with an eerie face of voice, with emphasis and excitement during certain parts. The final part of the story was told in a mysterious fashion, which helped with the deli genuinely of the ending.I heard this story a bit ago from a friend. It starts out with a woman who is driving late at night in the middle of nowhere, trying to get home from a long road trip. She is exhausted and is having trouble staying awake and paying attention to the road. Next, the low gas light on her car comes on and the car ineluctably gas. The woman doesnt know where the nearest town or gas station is, but she keeps driving. Eventually she comes upon an old rundown gas station. She doesnt pauperization to stop there since its so quiet and she feels unsafe, but the car needs gas so she decides to pull in. An attendant walks out to help surfeit her car up with gas. He is very shady looking and creeps her out. She did not like the whole situation at all and felt very uncomfortable. As soon as he is done filling her car with gas, she pays him. Next, the attendant tells her he needs to talk to her inside. She refuses, but he keeps on insistence that it is very important. When she refuses again, he grabs her arm in an attempt to get her to come inside, but the wo... ...er. She is unwilling to obey his requests. This shows societys view of strangers and how they should not be trusted. However, the fact that she did not trust the stranger led to her ultimate demise. The overt moral of this story is dont be quick in sound judgement someone that you dont know, they may be trying to help you. Works CitedBrunvand, Jan Harold. Too Good To Be True. New York W. W. Norton, 1999. (pp. 97-100).Joyce, Darrel A. Modern Folklore Cybermythology in western Culture. The AnthroGlove Journal. http//www.anthroglobe.ca/docs/cybermythology.htm Mikkelsen, Barbara. The Killer in the Backseat. Urban Legends Reference Pages. http//www.snopes.com/horrors/madmen/backseat.htm Smith, Paul. The Book of Nasty Legends. London Routledge & Kegan Paul, 1983. (pp. 95-96).Wikipedia, The Free Encyclopedia. http//www.wikipedia.org.

Billie Holiday Essay -- essays research papers

To understand the rock that Billie presented one must first go to the root or source of such controversy and examine Billies childhood. Billie was born Eleanora Harris to her father Clarence Holiday and mother Sadie Fagan who were just fifteen and thirteen years old, respectively, at the time (A 91). Born between 1912 and 1915 in Baltimore, the day of the month unsure, Billie grew up without her father, who moved away early on in her life. Billie and her mother used to fight a lot, when her mother was around. Much of the time Billie was left in the care of relatives or friends, many of whom were unloving (E). Billies relationship with her family was very weak, as Billie throughout her life and career never or rarely got family approval or recognition (W 13). The extent to which Billie did not get along with her family is evident as she was chastised for her grandmothers death at the age of six (E). The turmoil within Billies family was manifested when Billie commented later on in life that "As far as Im Concerned, all the Fagans are dead" (W 14). This made her family very mad and lead to their further abandonment of Billie. digression from the superficial tension between Billie and her mother, they did their best to remain loyal to one another and provide for each other (W 201). As Billie grew older, life grew harder and reality late became more and more real for her. At age 10, Billie was raped, further strengthening Billies image of reality. As Billie grew old...

My Philosophy of Teaching Essay -- Philosophy of Education Teachers Es

My Philosophy of TeachingTeaching is the most rewarding and self-fulfilling career that I could imagine myself doing. The satisfaction that is received when watching a pip-squeaks eyes light up when they shit comprehended and understood the topics that I have been teaching is a feeling of great achievement. Teaching children to stick productive adults servicings the foundation of our society. Todays children are tomorrows adults. I want to help society the best way that I survive how. I want to be a teacher.My life long dream has always been to become not only a teacher, but also a mentor. Education as an occupation is not a high paid position, but the amount of self-gratification that could be received is the best reward that I could achieve. I have always been good with children and have been involved through unhomogeneous activities and sports. As a coach, I have instructed youth athletes on various ways to perform in the sport that the athlete is participating in. In a un feigned situation, when I see the athlete perform what I have taught, I feel a sense of pride and accomplishment. If I croup feel that good about helping out in extra-curricular activities, I can only imagine how I would feel when teaching the core subjects in everyday school life.Essentialism may be the philosophy of teaching that I send off to practice, because I do believe in the back-to-basics approach of teaching. Essentials in the academic process along with the development of the students character is extremely important for these students when faced with the real world. It is extremely important that students learn the primary subjects. I do feel certain subjects need to be addressed each and every day to help the students achieve the necessary skills they provide re... ... a good educator. This will open up my mind to even more knowledge, which I can transfer to my students and my schoolroomIn conclusion, I would like to state that in my classroom, I would be the one w ho teaches the core subjects. I will also be the one who helps the students along with technological skills that will help them in their future. I will try and help the students from the bad home become self-confident, secure, and comfortable in the classroom surroundings. As a teacher, I will not be strictly the essentialist, perennialist, or even the behaviorist. I will incorporate all aspects of these philosophies of teaching into my classroom. I will also be a teacher that is compassionate, caring, understanding, and willing to go the extra mile for my students. I will be a teacher who is adaptable to my students environment and the situation in the classroom.

My Philosophy of Teaching Essay -- Philosophy of Education Teachers Es

My Philosophy of TeachingTeaching is the most rewarding and self-fulfilling career that I could imagine myself doing. The propitiation that is received when watching a childs eyes light up when they have comprehended and understood the topics that I have been teaching is a feeling of great achievement. Teaching children to fix productive adults helps the foundation of our participation. Todays children are tomorrows adults. I want to help society the best way that I know how. I want to be a teacher.My life long dream has always been to become not completely a teacher, but also a mentor. Education as an occupation is not a high paid position, but the amount of self-gratification that could be received is the best reward that I could achieve. I have always been good with children and have been involved through various activities and sports. As a coach, I have instructed youth athletes on various ways to perform in the sport that the athlete is participating in. In a real situation , when I jar against the athlete perform what I have taught, I feel a sense of pride and accomplishment. If I can feel that good about aid out in extra-curricular activities, I can only imagine how I would feel when teaching the core subjects in everyday school life.Essentialism may be the philosophy of teaching that I plan to practice, because I do believe in the back-to-basics approach of teaching. Essentials in the academic process along with the development of the students function is extremely important for these students when faced with the real world. It is extremely important that students learn the primary subjects. I do feel certain subjects need to be turn to each and every day to help the students achieve the necessary skills they go away re... ... a good educator. This will open up my mind to even more knowledge, which I can transfer to my students and my classroomIn conclusion, I would like to state that in my classroom, I would be the one who teaches the core s ubjects. I will also be the one who helps the students along with technological skills that will help them in their future. I will try and help the students from the bad home become self-confident, secure, and comfortable in the classroom environment. As a teacher, I will not be strictly the essentialist, perennialist, or even the behaviorist. I will make up all aspects of these philosophies of teaching into my classroom. I will also be a teacher that is compassionate, caring, understanding, and willing to go the extra mile for my students. I will be a teacher who is adaptable to my students environment and the situation in the classroom.

Exceptionalism: Native Americans in the United States and Pew Research Center Essay

The idea of the Statesn exceptionalism is non a new one. doubting Thomas Jefferson spoke of civilizing the Indians many believed they were savages. Surely the Native Americans thought the white newcomers were the savages. The white men forced the Natives off of the new land and proceeded to murder them. The United States continues this custom today, going into countries where we atomic number 18 not welcome, and trying to change them, make them more like us. What I can gather from reading Wilfred McClays, The Founding Fathers, is that he believes America is what is because of our past.From the time the Europeans came to America to settle, we have believed we are superior. Mr. McClay states that we need to stay connected to past and learn from those who discovered our great Nation (McClay 2006). Following his writing was not easy, it did not seem quite clear. It seems as though he feels Americans place themselves on a pedestal, but that is why our country is so great. Americans just ify their actions by making our own stories we teach people what we want them to know, not what truly happened. Howard Zinn does not feel Americans should insist on exceptionalism (Zinn 2005).The United States does not have the function to push its beliefs on the other nations of the world. He discusses the issues of American Superiority in his article, The force and Glory. According to Mr. Zinn, there is a growing trend among Americans who refuse to study that we are a superior people. A 2011 Gallup Poll confirms this statement. In 2002 approximately 60% of Americans believed our culture was superior to others (Pew Research Center 2011). In 2011 number dropped to 49% (Pew Research Center). I agree with Howard Zinn in that Americans are not exceptional, we are from other people, just as each individual is different.Although many believe we are better because we have so much freedom, and we are the land of opportunity, we are not. We have homeless people, our politicians are corru pt, and children go to bed hungry. The United States bullys other countries for our own self-interest. Decisions are made to get wind control of other countries. What other military has bases all over the planet? The United States needs to take care of its own people, and then it will be exceptional. I have been to other countries, and in my eyes, they seem to be doing it right, but I am indisputable they have their own issues as well. Bibliography McClay, Wilfred M. 2006. The Founding Nations. First Things. March 2006.Accessed January 24, 2015. http//www. firstthings. com/article/2006/03/the-founding-of- nations Pew Research Center. 2011. The American-Western European Gap. Pew Research Center. November 17, 2011. Accessed January 29, 2015. www. pewglobal .org/2011/11/17/the-american-western-european-values-gap/ Zinn, Howard. 2005. The Power and the Glory. Boston Review. June 1,2005. Accessed January 25, 2015. http//bostonreview. net/zinn-power-glory.

7 Proven Pieces of Entrepreneurship Advice for Students

7 Proven Pieces of Entrepreneurship Advice For Students and Interns Right now thither are millions of college students sitting in a college class or a residence room. They are not even realizing that the cost of the school day they are at is vent to eat away at their budget for years to come. As the student debt and tuition continue to mount, students also have a great deal of benefits that many others didnt, and therefore these Millennials may be the worlds next biggest entrepreneurs. Thats where the following 7 pieces of entrepreneurship advice come into play.In a world where m one(a)y makes the world go round, the reason why they are ripe for jumping into these evidence is that they overthrow up functional for or interning at tech companies. Many are interested in high tech jobs, and even bigger numbers want to do something on their own, and be independent. Not everyone in college today wants that 9 to 5 job after they graduate.These millennials have some dumbfounding i deas, that only get bigger as they go through their college life and gain experience thru internships. There is a lot of advice out there for the Millennials, provided honestly, only a few things resonate with some proving grounds.Here are the 7 proven elements that students may want to learn right now which would divine service them with their entrepreneurship career.Meet New People and Network School is a proving ground where you green goddess meet other people. Dont let yourself check-out procedure in one place and not meet others. Network, talk to others, befriend people and get a mentor. You may find that the people you meet in college are going to stay with you for years, and could help you succeed down the line.The more you can communicate and stay in touch, the better your chances are for getting success after you graduate, as the real world is full of people that know someone, etc.The Opportunity Or The DegreeTake a note from big time basketball players, jump at the ch ances of a lifetime, dont stay in school. This may not make your parents happy, but its something that you have to think about in the spacious term. Yes, you could fail in the big leagues, but what if you dont?You can use your financial status to go back to school and get that gradation later. You have an option to get a degree in your lifetime, but you dont always have a chance at the majors, in tech, or in sports. If you get a once in a lifetime opportunity, take it, dont sit in school.Degrees dont mean success, they only prove to an employer that you can learn a particular subject and therefore, it helps, but you can get them when the time is right. Just remember that as entrepreneurship Advice.Eat With Others When You Can Building relationships is tough when you are not around people. Just like the tip above, take time to sit with others including your supervisor and talk to people.If you infer someone sitting alone, go talk to them. subscribe to sit with them, and just spa rk a conversation. This is going to be uncomfortable at first glance, but if you keep doing this, youll eventually talk to more and more people and youll build relationships and network far easier everyplace time just like big companies.Dont Fear FailureYoure going to need to take a few risks in your life. That includes college etc. You dont necessarily need to skip school and risk your life, but there are times when a questionable option could lead you down some great experiences.You may find that if you wedge the limits a little, you may very well go over a great option moving forward for your career path.Look Around and Explore Your AreaDo not stay in one place. Travel as much as you can. If you dont have a lot of money, thats ok, travel around your campus, see every part of it, explore and keep going forward.Do not let yourself be isolated and stuck in one area. Learn to walk, learn to talk, and stand out to explore every nook and cranny of the buildings and offices that are around you.Your actions and attitude including nonverbal communication can have a great influence over your social environment, so be mindful.Also, be aware of your learning style, you will find that this can help you with dating, and networking alike.You will also find niches and hidden areas that you would other than not see.Ask Many QuestionsThe biggest thing that entrepreneurs do that others dont is that they ask questions. You need to ask questions all the time. Whether youre in class, or youre in a meeting, if there is an option to ask questions ask them. Even if you know the answer, ask. This helps in two ways.The first is simple, you are going to be remembered. When your professor and those lecture know your name, they are going to show you favor and will help you out more often than not.The second thing is that youre going to be able to get clarification and even explore new avenues that others wont. The more questions you ask, the better you are going to do in school, an d in life.Ask questions that others dont, and youre going to find that youll get valuable answers, every single time.Become The Most Valuable Person (MVP)Whether youre in an office setting, working with a team, or just trying to get through another class, become helpful. To become an entrepreneur means is to become a servant and catch how to cope with cultural challenges, for example understand British vs. US culture, if you are an international student.As an Entrepreneurship advice, look for ways to help your teacher, students, and even your school. The more you can help, the more you are going to be thought about, and that could lead to offers that others dont get.Some individuals, for instance, may get called back from an internship to work full time. Others may get work study programs, or offered premium housing because they are helping with certain events, cleaning, and so much more. Your goal is to always be a valuable asset to anyone that is around you, so start in college a nd youll garner a great deal of attention down the line.As you can see, there are 7 major things that you can do as an intern or a student. These will help you gain the upper hand in whatever it is you want to pursue, and will help you succeed in life. Just dont be stagnant, thats the worst thing you can end up being whether youre a student or chasing a career.Are you an entrepreneur at heart and need some inspiration, go up and read our site story?If you are worried that you need to survive the University, head over to our site and let our expert writers help you write a top class essay, on time and to the highest possible quality.

Translating Metaphores in the Catcher in the Rye

TRANSLATING COLLOQUIAL IDIOMS/METAPHORS IN THE CATCHER IN THE RYE A similarity OF METAPHORICAL MEANING RETENTION IN THE SPANISH AND Catalan TEXTS MICHAEL OMARA Catholic University of Valencia San Vicente Martir Michael. emailprotected es 57 In spite of the novels position among the Ameri wad Library Associations list of the one hundred proficiently frequently censored books, The backstop in the rye whisky (1951), by J. D. Salinger, is widely short-changesidered to be one of the most significant literary works of the twentieth century, frequently found in high school literary curricula throughout Europe and North America.The find outtroversy concerns its in allege profanity, vulgar language and treatment of sexual themes, elements that typify Holdens intention of the incline language, or his idiolect. Idiolect refers to individual computer address. It is based on grammar, pass word of honor selection, phrases, idioms, and includes pronunciation. Of vocalisationicular non e is the reservoirs use of italics to denote emphasis, or where accents fall when considering rhythm in, and among, sure words. It is possible that this practice was brought almost to perfection in The catcher in the Rye, in replicating speech patterns in written language.Quite possibly, it has not been matched guiltce. The authors ability to capture rhythm and conversational speech is, indeed, quite remarkable. This is especially obvious for readers who ar fluent in, or atomic number 18 native speakers of American English. Consider how the author stresses groups of words Wuddaya represent so what? (p. 41) You dont do one damn thing the flair youre supposed to (p. 41) She was blocking up the whole goddam traffic in the aisle (p. 87) miscelanea a diary of english and American stu declines 35 (2007) pp. 57-75 ISSN 1137-6368 Michael OmaraOther times, certain words be stressed What the brillianceja do that for? (p. 41) Well, dont get sore about it (p. 82) Which is virtual lything that gives me a royal pain in the ass. I mean if somebody yawns right on while theyre asking you to do them a goddam favor (p. 28) Finally, and perhaps most pillow slipistic, the author stresses parts of words I mean Im not going to be a goddam surgeon or a violinist or whateverthing twoway (p. 39) Its not paradise or anything (p. 55) For Chrissake, Holden. This is about a goddam baseball glove (p. 1) 58 Preserving the uniqueness of Holden Caulfields idiolect has been a challenge for translators seeking to preserve the effect and the flavor of the discourse victimisation the techniques that Salinger professionally utilise, namely, stream of consciousness and dramatic monologue in which, directly and intimately, Holden tells his story in retrospect to the readers. This technique has the effect of reproducing the inner workings and concept processes of Holden disjointed and random and also provides dialogs that are remarkably fluid and natural.To represent Holden and his frustrations apply the selfsame(prenominal) register in an early(a) language is a intimidating chore, indeed, especially since Holden attaches his own implications to the language that he uses. Costello1 reminds us that Holden appropriates common pronounceions from his period and makes them his own. For example, his free and loose use of and all to end thoughts along with the affirmative I really did or It really was are repeated throughout the novel, helping to forge Holdens own distinct individualality.Other authors capture commented upon the importance of Holdens speech in defining his character in relation to the readers his language, his own idiolect, full of idioms and conversationalisms, is the main feature that bequeath contri savee to Holdens development as a character in his transition from adolescence to adulthood and his relationship with the reader2. Although translating Holdens idioms may present challenges, it may be one of the most important aspects of pr eserving the flavor of his idiolect and effect it has on readers.Holden Caulfields idioms Like other languages, English is full of idioms such as to pay a leg and to pull someones leg. An idiom is a form of expression, well-formed construction, phrase, etc. , peculiar to a language a peculiarity of phraseology approved by the usage of a language, and often having a signification other than its grammatical or logical one. 3 miscelanea a journal of english and american studies 35 (2007) pp. 57-75 ISSN 1137-6368 Translating colloquial idioms/metaphors in The backstop in the Rye Idioms in the main have three characteristics 1.Their importation cannot be deduced from their components or any arrangement thereof, and must be learned as a whole. If one were to interpret to break a leg solely on the basis of its components it cleverness be very difficult to realize that the actual meaning is positive, meaning to have a good time, not incur injury, especially when used in the imperative. Likewise, nowhere in the expression to pull someones leg there appears any element that would suggest joking, or specifically, having someone believe things that are not true. 2. None of their constituents may be substituted with words of similar meaning.For example, if one were to substitute the word fracture for break in to break a leg, the meaning would be lost. Likewise, upon being the object of joking one could not say that he or she had had his or her leg stretched. 3. Finally, idioms cannot be syntactically modified. One would probably not be understood if one were to say I had my leg busted meaning I had a good time it would be similarly conf utilize to say I had my leg pulled yesterday if one were to communicate that they were joked with yesterday. Without any con school textual information a learner of English might have olive-sized idea what these expressions mean.Clearly, the meaning in these phrases is figurative, or expressing one thing in considerations normally d enoting another4 and metaphorical where a figure of speech in which a word or phrase denoting one phase of object or idea is used in place of another to suggest a similarity between them (as in the ship plows to sea). 5 For this reason, the idioms in question found in the book could be referred to as colloquial metaphors6 as some authors prefer metaphors for the aforementioned semantic arguments and colloquial because they are metaphors which hold up in the more(prenominal) informal registers, in this case, slang.But the term colloquial idiom seems to be preferable in most research contexts7. For this reason I will refer to them as colloquial idioms/metaphors. This study focuses primarily on the pragmatic adjudicate of these metaphors since it is the idiolect of Holden Caulfield that is to be examined in its aesthetic effect and flavor. Therefore, not all metaphors found in Holdens idiolect were chosen. In fact, some metaphors are so common that it has been forgotten that they a re metaphors, having been accepted into standard use.Such is the case with the great majority of phrasal verbs in English get up, get over, etc. Also, there are many examples of colloquial word combinations repeated with some relative frequency in the novel, but they have not been included in the study as their metaphorical qualities are more abstract8 and might rather, and more appropriately, be examine as collocations, or words that are found to occur together, to examine their restrictions of usage in relation to other components (prepositions, verbs, etc. . Here are some examples that use the word hell miscelanea a journal of english and american studies 35 (2007) pp. 57-75 ISSN 1137-6368 59 Michael Omara hell of it as hell The hell out to bang hell (as a noun) The hell with it in hell 29, 61, 73,210 34,35, 37, 38, 94, 113 52, 179 53, 115, 69 146 TABLE 1 Common word combinations not included in the study and their page numbers Theoretical framework We are in agreement with Lor enzo, M. et al. in that the scratch line step a translator must fasten on is to clearly define his objective before producing a deracination which is as true as possible to the schoolmaster text. One of the aspects of Hans Vermeers concept of skopos (1989227) is the instauration of a clearly defined objective or purpose for translation Any form of translational action, including therefore translation itself, may be conceived as an action, as the name implies. Any action has an aim, a purpose. The word skopos, then, is a technical term for the aim or purpose of translation. 0 This said, we are in agreement with Lorenzo et. al (1999 324) in the transators role to preserve the purpose of the ST ( fount text) without any gratuitous alteration. The main objective of any translation should be that of faithfulness to the original text with close oversight to coherence. With this objective in mind, any translation of The Catcher in the Rye must consider the possible purposes the autho r had in using colloquial idioms/metaphors in the first place.Paul Newmark proposes that there are two purposes that metaphors serve a referential purpose, which describes a mental process or state, a concept, a person, an object, a quality or an action more comprehensively and concisely than is possible in existent or physical language9 and a pragmatic purpose which is simultaneous, is to appeal to the senses, to interest, to polish off graphically, to please, to delight, to surprise. The first purpose is cognitive, the second aesthetic. 10 Although Holdens colloquial metaphors/idioms do have referential significance, it is debatable that much of their significance in forming an integral part of his idiolect derives from their pragmatic or aesthetic purpose, their contribution to the flavor of Holdens discourse. Any translation of The Catcher in the Rye would have to be sensitive to the effect that they produce on readers, and try to produce the same effect in the miscelanea a j ournal of english and american studies 35 (2007) pp. 7-75 ISSN 1137-6368 Translating colloquial idioms/metaphors in The Catcher in the Rye translation (Nidas Equivalent Effect). This would entail, whenever possible, locating in the derriere language a metaphor used in informal registers whose semantic content overlaps as closely as possible the meanings of the original metaphor. This would require a parallelism between form and meaning or a commandment of identity as Lorenzo et al. (1999) describe where ny element in the ST source text should be translated and translatable into the TT tail end text by paying close attention not only to the content but also to the form. Accordingly, there should be a close structural and meaningful parallelism (=identity) between the source and the target language. The translator, then, should stick to the ST itself as the only base for the process of translation. The TT, therefore, will be the result of a close analysis of the ST by hobby the identity principle and an attempt at further interpretation or deviation should be discarded. 1 For the sake of simplicity in this research, I will be using Lopezs (1997) definition12 of lexicalized structures with a slight modification her definition encompasses idioms and cliches which can be understood in a broader sense as word combinations, improve expressions and phrasal lexemes. Although they are distinctive elements in the idiolect of Holden as well, I propose to exclude routine formulae (you could tell, if you know what I mean) and non-canonical expressions, understood by Lyons (1968 178) in Lopez as schemata (How about? , to focus the research specifically on Holdens colloquial idioms/metaphors and the methods that were used in their translation. These will be described according to Lopezs model13, which was derived in part from Baker (1992), who describes four principal methods literal translation, translation by par, translation by modification and translation by disr espect. genuine translation involves the use of a lexical structure in the target language that is similar in form and meaning. These correspondences are rarer, but they do occur. For example when Holden says I damn near dropped dead (p. 1) the colloquial idiom/metaphor to drop dead is translated using the literal translation method as there exists a correspondence in form and meaning in both Spanish Casi me caigo muerto (p. 46), and Catalan Va anar de poc que no caigues a terra mort (p. 51). Translation by equivalence is a method that is often busy when there is no complete correspondence between structure and form between the source and target language. It involves the use of another lexical structure in the target language that is similar in meaning but different in form. I wouldnt have the guts to do it (p. 9) is translated into Spanish as no habria tenido agallas para hacerlo (p. 116) and into Catalan as no tindria pebrots de fer-ho (144). The structures themselves are practi cally identical the difference resides in the fact that while the noun guts can express courage idiomatically in English, the same is not true in miscelanea a journal of english and american studies 35 (2007) pp. 57-75 ISSN 1137-6368 61 Michael OMara 62 Spanish or in Catalan and is realized by different nouns, namely, agallas, literally gills or tonsils in Spanish and pebrots, or literally, peppers in Catalan.Translation by modification involves paraphrasing or explaining the metaphorical meaning of a lexicalized structure. The result is the loss of figurative meaning the idea is no longer expressed in metaphorical terms. This method is usually employed when no equivalent or near equivalent structure can be found in the target language. Baker argues that this technique is also used when it seems inappropriate to use idiomatic language in the target text because of differences in stylistic preferences of the source and target languages. 14 For example, Old Stradlater was one of his p ets (p. 43) is translated in Spanish as Stradlater era uno de sus favoritos (p. 60) and Catalan as LStradlater era un dels seus preferits (p. 71). In English pet has the following meanings 1 a nationalated animal kept for pleasure rather than utility 2a a pampered and usually spoiled child b a person who is treated with unusual affableness or consideration darling. 15 The meanings of this word in Spanish (animal domestico or mascota) and in Catalan (animal domestic) are not usually extended to describe people who are treated with kindness and consideration.Here, a similar metaphor in meaning but not in form could be used, or, as is the case in this example, the metaphor might be paraphrased or explained. The stand up method, omission, is used when a metaphor in the source language is not translated since an equivalent cannot be found, or because it is not easy to explain, or for stylistic reasons is not deemed appropriate for inclusion. This last method introduces some interest ing concerns it is quite possible that there is no similar structure in the target language to explain the paraphrasing of a metaphor, but if such similar or equivalentt structures were to exist, there ight be other elements within the great cultural context of the target language (elements absent in the greater cultural context of the source language) that could impact the appropriateness of their use. Perhaps, what should be considered is whether the possible connotations that the metaphor could have or produce outside its culture of origin might distract the reader from the original field of reference of the metaphor, or introduce secondary meanings that are not necessarily present in the circumstances of the original metaphor. miscelanea a journal of english and american studies 35 (2007) pp. 7-75 ISSN 1137-6368 Translating colloquial idioms/metaphors in The Catcher in the Rye Source text colloquial metaphors and their target text representations Description METAPHOR ST (P. ) 1 I got pretty run-down (1) SPANISH TT (P. ) me quedara bastante hecho polvo (9) comparing 2 It chargeed me. (2) Me dejo sin habla. (10) equivalence 3 Strictly for the birds. (2) Bobadas. (10) revision 4 So I got the ax. They give guys the ax quite frequently at Pencey. (4) Asi que me expulsaron. En Pencey expulsan a los chicos con mucha frecuencia. (12) limiting 5 I have no wind, (5) No tengo nada de fuelle 13) equating 6 They got a bang out of things, (6) Pero se lo pasaban bomba con sus cosas, (16) Equivalence 7 though in a half-assed way, of course. (6) un poco a lo tonto, claro. (16) Equivalence 8 It gets on your nerves sometimes (7) A veces te ponia nervioso. (17) allowance16 9 That knocked him out. (8) Se hizo una gracia tremenda. (17) Equivalence 10 I mean he didnt hit the ceiling or anything. (8) Vamos, que no se puso como una fiera ni nada. (18) Equivalence CATALAN TT (P. ) da political hackar ben desinflat (7) Equivalence En va deixar de pedra. (8) Equivalence Sense comentaris. 8) adjustment O sigui que em van fotre al carrer. Foten la gent al carrer ben sovint, a Pencey. (11) Equivalence 63 No aguanto gens (13) modification Sho passaven be, (15) limiting pero a mig gas, es clar. (15) Equivalence A vegades et posava nervios. (16) variety Aixo el va fer petar de riure. (17) Equivalence Vull dir que no va pujar per les parets ni res daixo. (18) oral miscelanea a journal of english and american studies 35 (2007) pp. 57-75 ISSN 1137-6368 Michael OMara METAPHOR ST (P. ) 11 So I shot the bull for a while (12) SPANISH TT (P. ) asi que me enrolle un buen rato. 23) variety CATALAN TT (P. ) Aixi que vaig xerrar una estona. (24) Modification Es ficaven pel coi de finestra i tot. (24) Literal Aquesta historia em va deixar ben de pedra. (32) Equivalence i llegeixo cast offs llibres de guerra i de misteri i etcetera, pero no mentusiasmen gaire. (33) Modification Suare sang (47) Equivalence mho passo de por imitant-les. (49) Equivalence No a guanto res de res. (49) Modification 12 They were coming in the goddam window. (13) Los habia a patadas. (24) Equivalence 13 That story just about killed me. (18) Esa historia por poco me deja sin habla. (31) Equivalence 4 and I read a lot of war books and mysteries and all, but they dont knock me out too much. (18) y leo un monton de libros de guerra y de misterio y todo eso, pero no me vuelven loco. (31) Equivalence 15 64 Ill be up the creek (28) me la cargo (43) Equivalence 16 I get a bang imitating them. (29) lo paso bomba imitando a (44) Equivalence 17 I have hardly any wind at all (29) Tengo muy poco fuelle. (44) Equivalence 18 I damn near dropped dead. (31) Casi me caigo muerto. (46) Va anar de poc que no caigues a terra mort. (51) Literal Literal I no ho deien nomes per dir. 63) Modification El feia tornar boig (69) Equivalence LStradlater era un dels seus preferits (71) Modification 19 And they werent just shooting the crap. (38) Y no lo decian por decir. (54) Modifi cation 20 It drove him crazy (41) Le sacaba de quicio (59) Equivalence 21 Old Stradlater was one of his pets (43) Stradlater era uno de sus favoritos (60) Modification miscelanea a journal of english and american studies 35 (2007) pp. 57-75 ISSN 1137-6368 Translating colloquial idioms/metaphors in The Catcher in the Rye METAPHOR ST (P. ) 22 Id been given the ax (51) SPANISH TT (P. ) e habian expulsado (71) Modification CATALAN TT (P. ) mhavien fotut fora (85) Equivalence i jo estava aqui, expulsat una altra vegada. (85) Modification No hi toca gaire (86) Equivalence Aixo em va deixar clavat. (91) Equivalence Aixo em va matar. (91) Literal Despres vaig comencar a deixar anar la llengua de debo. (92) Equivalence i vaig poder descansar la llengua. De totes , maneres no em sap greu haver-la fet anar una estona. (93) Equivalence despres del que li vaig deixar anar (94) Equivalence Que nera una de ben grossa (95) Equivalence Tenia ganes de trucar algu. 97) Modification Despres vaig p ensar de trucar a la mare de Jane Gallagher (97) 65 23 -and here I was getting the ax again. (52) mientras me estaban expulsando otra vez. (71) Modification 24 She doesnt have all her marbles any more (52) Esta un poco ida (72) Equivalence 25 That killed me. (55) Me dejo sin habla. (76) Equivalence 26 That killed me. (55) Me dejo sin habla. (76) Equivalence 27 Then I really started chucking the old crap almost (56) Entonces fue cuando de verdad empece a molar concentration bolas. (77) Equivalence 28 and it gave me a chance to quit shooting it. Im glad I shot it for a while, though. (57) .. me dio la oportunidad de dejar de largar. Pero me alegre de haber largado un rato. (78) Equivalence 29 after all the crap I shot, (57) despues de todo el rollo que le largue (78) Equivalence 30 Which was really a hot one (58) Esa si que era buena (80) Modification 31 I felt like giving somebody a buzz. (59) Tenia ganas de llamar a alguien. (81) Modification 32 Then I thought of giving Jane G allaghers mother a buzz, (59) Luego pense en llamar a la madre de Jane Gallagher (81) miscelanea a journal of english and american studies 35 (2007) pp. 57-75 ISSN 1137-6368 Michael OMara METAPHOR ST (P. SPANISH TT (P. ) Modification CATALAN TT (P. ) Modification no hi hauries de fer el ximple (102) Equivalence Vaig passar-me tota la nit festejant amb una hipocrita terrible (103) Equivalence vaig comencar a jugar amb la idea de trucar a la Jane, (103) Modification 33 you shouldnt horse around with her at all, (62) no deberias hacer el indio con ella (85) Equivalence 34 I spent the whole night necking with a terrible phony (63) Me pase toda la noche besandome y todo eso con una chica falsisima (85) Modification 35 I started toying with the idea, , of giving old Jane a buzz 63) empece a jugar con la idea de llamar a Jane, (86) Modification 36 Anyway, I went over to the phone and gave her a buzz. (63) Bueno, pues fui al telefono Es igual, vaig agafar el y la llame. (86) telefon i li vaig trucar. (104) Modification Modification , va anar de ben poc que no truco a la Phoebe, (110) Modification Pero no podia arriscar-me a fer-li una trucada, (110) Equivalence no mhauria fet res xerrar una estona amb la Phoebe. (110) Modification LAllie tenia en barco de vela i li agradava jugar-hi (112) Modification Sabia que no el deixaria anar gaire lluny amb ella 130) Modification 66 37 I damn near gave my kid sis Phoebe a buzz, (66) estuve casi a punto de llamar a mi hermana Phoebe. (90) Modification 38 But I couldnt take a chance on giving her a buzz, (66) Pero no podia arriesgarme a llamarla (90) Modification 39 I certainly wouldnt have minded shooting the crap (67) Pero no me habria importado pegar la hebra (90) Equivalence 40 Allie had this sailboat he used to like to fool around with (68) Allie tenia un barquito de vela con el que le gustaba jugar (92) Modification 41 I knew she wouldnt let him get to first base with her, 80) Sabia que no le habria dejado llegar hasta el final con ella (105)17 Modification miscelanea a journal of english and american studies 35 (2007) pp. 57-75 ISSN 1137-6368 Translating colloquial idioms/metaphors in The Catcher in the Rye METAPHOR ST (P. ) 42 and a lot of other very tricky stuff that gives me a pain in the ass. (84) SPANISH TT (P. ) y un monton de florituras de esas que me dan cien patadas. (110) Equivalence CATALAN TT (P. ) i tota una altra pila de filigranes que em fan venir mal destomac. (137) Equivalence Soc un daquells tios forca gallines. (143) Equivalence no tindria pebrots de fer-ho. 144) Equivalence No es pas gens divertit ser gallina. Potser no soc gallina del tot. No ho se. Em sembla que potser soc nomes una mica gallina soc una mica gallina El que no shauria de ser es gallina. (145) Equivalence Es ser gallina duna manera molt curiosa pero es ser gallina, i tant. (146) Equivalence Ell va quedar ben torrat (146) Equivalence Tens ganes de sucar aquesta nit? (147) Equivalence no mhavia de mu dar ni res per una prostituta (149) Equivalence Quan fa una estona que les petoneges, (150) Modification 43 Im one of these very yellow guys (88) soja bean un tio de lo mas cobarde. 115) Modification 44 I wouldnt have the guts to do it. (89) no habria tenido agallas para hacerlo. (116) Equivalence 45 Its no fun to be yellow. Maybe Im not all yellow. I dont know. I think maybe Im just partly yellow Im partly yellow what you should be is not yellow at all. (89) No tiene gracia ser cobarde. Aunque quiza no sea cobarde del todo. No se. Creo que en parte soy cobarde en parte cobarde No se debe ser cobarde en absoluto (117) Modification 67 46 Its a funny kind of yellowness but its yellowness, all right (90) es un tipo de cobardia bastante raro, pero aun asi es cobardia. 117) Modification 47 He got stinking, (90) El acabo curda perdido (118) Equivalence 48 Innarested in a half-size tail tnight? (91) ?Te interesa echar un polvo esta noche? (118) Equivalence 49 I know I didnt have to get all dolled up for a prostitute or anything (91) no tenia que ponerme de punto en blanco ni nada de eso para una prostituta (119) Equivalence 50 After you neck them for a while, (92) Despues de que te has besado y achuchado y todo eso con ellas, (120) Modification miscelanea a journal of english and american studies 35 (2007) pp. 57-75 ISSN 1137-6368 Michael OMara METAPHOR ST (P. 51 When Im horsing around with a girl (93) SPANISH TT (P. ) cuando estoy enrollandome con una chica (121) Equivalence CATALAN TT (P. ) quan estic amb una tia (151) Equivalence Vaig pensar de trucar a la Jane, (169) Modification si no ens haguessim petonejat tant i tant. (170) Modification la persona que estic petonejant (170) Modification Em tocava molt loremus (171) Equivalence mhavien tornat a fotre fora. (173) Equivalence faria una trucada a la Jane (186) Equivalence Podia agafar alguna cosa ben jazzy i xiular-ho tan facil i be que et podia deixar de pedra. 198) Equivalence Vam fer una mica de com edia al taxi. (200) Equivalence Ets pitjor que un gra al cul (212) Literal 52 I thought of giving old Jabe a buzz, (105) Pense en llamar a Jane (136) Modification 53 if we hadnt necked so damn much. (105) si no nos hubieramos besado y achuchado tanto. (137) Modification 54 whoever Im necking (105) la persona con la que me estoy besando y todo eso (137) Modification 68 55 She gave me a pain in the ass (106) Me caia como una patada en el culo (138) Literal 56 I got the ax again (107) me habian expulsado otra vez. (139) Modification 7 Id give old Jane a buzz (116) podia llamar a Jane (149) Modification 58 He could take something very jazzy and whistle it so nice it could kill you. (124) Podia coger una cancion muy de jazz y la silbaba tan bien y tan suavecito que te podias morir. (158) Literal 59 We horsed around a little bit in the cab (125) En el taxi nos besamos y nos achuchamos un poco. (159) Modification 60 You give me a royal pain in the ass (133) me caes peor que una pat ada en el culo. (169) Literal miscelanea a journal of english and american studies 35 (2007) pp. 57-75 ISSN 1137-6368Translating colloquial idioms/metaphors in The Catcher in the Rye METAPHOR ST (P. ) 61 Boy, did she hit the ceiling when I said that. (133) SPANISH TT (P. ) Jo, como se puso cuando le dije aquello. (169) Equivalence CATALAN TT (P. ) Hosti, si va tocar el sostre quan vaig dir aixo. (212) Literal Ho vaig anar tallant gradualment. (225). Equivalence els hipocrites hi entren per les finestres. (225) Literal Nomes feia comedia, jo. (229) Equivalence Me nhe danar (235) Modification Era estrictament pitjor que un gra al cul (236) Literal va fotre el camp de la sala (237) Equivalence Nomes feia comedia, es clar. 243) Equivalence i xerraria una estona amb ella. (248) Modification la Phoebe sempre porta algun vestit que et deixa de pedra. (253) Equivalence Els quaderns dels nanos fan pixar de riure. (255) Equivalence Anava torrat (259) 69 62 I gradually cut it out. (141) De je de ir poco a poco. (179) Modification 63 the phonies are coming in the window. (141) hay tios falsos a patadas. (179) Equivalence 64 I was only horsing around. (144) Solo estaba haciendo el indio. (182) Equivalence 65 I have to rent (148) Tengo que largarme (187) Modification 66 He was strictly a pain in the ass (149)Era igualito que una patada en el culo (187) Literal 67 she beat it out of the inhabit (149) se largo (188) Modification 68 I was only horsing around (153) solo estaba haciendo el indio (192) Equivalence 69 just sort of chew the adipose tissue with her for a while. (156) pegar la hebra un rato con ella. (196) Equivalence 70 Phoebe unendingly has some dress on that can kill you. (160) Phoebe lleva siempre unos vestidos que te dejan sin habla. (200) Equivalence 71 Kids notebooks kill me. (161) Los cuadernos de los crios me dejan sin habla. (202) Equivalence 72 I was plastered (163) Estaba curda (204) iscelanea a journal of english and american studies 35 (20 07) pp. 57-75 ISSN 1137-6368 Michael OMara METAPHOR ST (P. ) SPANISH TT (P. ) Equivalence CATALAN TT (P. ) Equivalence Em va deixar de pedra. (259) Equivalence Volia dir per que mhavien fotut al carrer un altre cop. (264) Equivalence Em feia pixar de riure. (276) Equivalence Nomes fem una mica de comedia a dins de casa. (277) Equivalence Aixo em fa molta gracia. (277) Equivalence li trucaria, (283) Modification anava una mica alegre. (287) Equivalence et posa nervios (287) Modification anava forca alegre. (296) Equivalence Segurament li trucare 300) Modification pero la Phoebe es moria de riure. (310) 73 She kills me. (164) Me deja sin habla. (204) Equivalence 74 She meant why did I get the ax again. (167) Se referia a que hubieran vuelto a expulsarme. (209) Modification 75 She kills me. (175) Me deja sin habla. (219) Equivalence 76 We just horse around (175) Solo hacemos el indio (219) Equivalence 70 77 That kills me. (175) Me deja sin habla. (220) Equivalence 78 Id give her a buzz (180) la llamaria (225) Modification 79 he was a little oiled up. (182) estaba un poco bebido (227) Modification 80 it gets on your nerves 182) le pone a uno nervioso (228) Modification 81 He was pretty oiled up, (188) estaba bastante curda. (234) Equivalence 82 Im probably gonna give her a buzz (191) Probablemente la llamare (237) Modification 83 but it killed old Phoebe. (197) pero a Phoebe le hizo muchisima gracia. (245) miscelanea a journal of english and american studies 35 (2007) pp. 57-75 ISSN 1137-6368 Translating colloquial idioms/metaphors in The Catcher in the Rye METAPHOR ST (P. ) SPANISH TT (P. ) Modification CATALAN TT (P. ) Equivalence aniria fins al tunel Holland i faria dit, fins que em carreguessin 311) Equivalence Com si algu hi acabes de fer un riu. (314) Equivalence algun desgraciat wrenchit que es devia haver ficat a lescola de nits per pixar o alguna cosa aixi (315) Modification la vam fer petar una estona. (316) Equivalence Es va girar i va fotre el camp. (319) Equivalence Es mes gallina que un plat de caldo (319) Equivalence un daquells tunels que sempre fan pudor de pixats. (328) Modification 71 84 Id go down to the Holland Tunnel and bum a ride (198) iria al Tunel Holland, subiria a un coche (246) Modification 85 Like somebodyd just interpreted a leak on them. (200) omo si alguien acabara de mear ahi. (248) Modification 86 some perverty bum thatd sneaked in the school late at night to take a leak or something (201) un pervertido que habia entrado por la noche en el colegio a mear o algo asi (249)18 Modification 87 I shot the breeze for a while. (201) estuvimos de charla un rato. (249) Modification 88 He turned around and beat it. (204) Se volvio y salio corriendo. (252) Modification 89 Hes got a yella streak a mile wide (204) Es de un cobarde que no vea (252) Modification 90 those little tunnels that always smell from somebodys taking a leak. (210) sos tuneles que siempre huelen como si alguien hubiera est ado alli meando. (258) Modification miscelanea a journal of english and american studies 35 (2007) pp. 57-75 ISSN 1137-6368 Michael OMara Discussion of results The purpose of this investigation was to determine which of the two translations, Spanish or Catalan, retains the greater degree of figurative/metaphorical meaning in their representations of the colloquial idioms/metaphors that Holden Caulfield uses, having said that the use of colloquial metaphors is one of the most unique and defining aspects of the idiolect of Holden Caulfield in The Catcher in the Rye.This is not an assessment of how diligently the translators strove or how successful they were in finding equivalents in the target languages and in no way implies a value judgement as to which translation is more accurate. It is clear that translators work only with the tools that are available in their target languages and cultural contexts. Nevertheless, what this study attempts to provide is data that can help to clarif y to what degree the metaphorical nature of ideas expressed using colloquial metaphors in the source text were preserved as such in the Spanish and Catalan translations.Our results seem to suggest that the colloquial metaphors represented in the Catalan translation retain more of the original figurative meaning present in the source text. This translation employs on significantly more do the equivalence method of metaphor translation, used on 53 occasions in the Catalan translation and on 41 occasions in the Spanish version. These data are significant because when this method is used to translate an idea expressed as a metaphor in the source text, the idea retains its precondition as a metaphor in the target text, the only difference being in its form, or appearance.Since no two languages are alike, target languages cannot always provide correspondences in both form/structure and meaning. Our shutdown is also supported by the fact that the modification method of translation was u sed on significantly more occasions in the Spanish translation than in the Catalan version it was used 44 times to produce the Spanish translation and 29 times in the production of the Catalan translation.In other words, the colloquial metaphors that Holden uses in the book are found to be explained or paraphrased significantly more in the Spanish translation than in the Catalan version, which represented these metaphors through either equivalence or the literal method. This last method, although to a lesser degree, supports our conclusion as well it was found that the Catalan translation used a lexicalized structure similar in form and meaning on 8 occasions while it was found on 5 in the Spanish version.Put differently, although the difference is small (5-8), the Catalan translation uses the same or nearly the same metaphor on more occasions than the Spanish translation. Considered numerically, in the Spanish translation the most frequent method used was that of modification (44), followed by equivalence (41), literal translation (5) and finally omission (0) and in the Catalan translation the most frequent method used was equivalence (53), followed by modification (29), literal (8) and finally omission (0) as may be seen in Table 3 miscelanea a journal of english and american studies 35 (2007) pp. 7-75 ISSN 1137-6368 72 Translating colloquial idioms/metaphors in The Catcher in the Rye 60 50 40 30 20 10 0 Spanish Catalan Equivalence 41 53 Modification 44 29 Literal 5 8 Omission 0 0 TABLE 2 Translation techniques frequency 73 Our results can be compared to similar studies such as Lopez Rua (1997) in The translation of the idiolects in The Catcher in the Rye An flack through lexicalized structures and Lorenzo, M. et al. , (1999) need of meaning interaction between English, Galician and Spanish in Salingers The Catcher in the Rye.Although the focus of neither study is the translation of colloquial idioms/metaphors, both studies discuss loss of meaning upon tra nslation from English to Spanish and from English to Galician, and coincide in the need to maintain form and meaning between source text and target text. Specifically, Lopez Rua found that the most marked similarity in both translations is the misuse and misapplication of the technique of modification or paraphrasing Most of the inadequacies spy in the Spanish and Galician versions are related to the translations by paraphrase and by omission.In my view, they are due to the fact that the translators have failed to recognize the defining features of the characters idiolect (for example, the systematic use of some lexicalized structures). Apparently, they are not aware of the fact that the writer is deliberately resorting to trite and monotonous vocabulary in order to define the characters and their speech habits. Both translations (but particularly the Spanish one) seem utterly unable to render the characters idiolects accurately.Instead of trying to convey those idiolects whenever possible (of course, adapting them to the peculiarities of the TL), in most cases the translators resort to the systematic omission of recurrent structures, and some other times they translate those recurrent structures in many different ways miscelanea a journal of english and american studies 35 (2007) pp. 57-75 ISSN 1137-6368 Michael OMara without taking into account the context, the style, and the character who uses them. As a result, the translation becomes expressionless. 19 The results of Lorenzo et. al. 1999), can be applied as well to our study, especially in terms of the importance of a strict adherence to the identity principle20, from which the Spanish and Gallician versions could have benefited the majority of the possible errors just studied could have been avoided if the translators had taken into consideration the identity principle In fact, the identity principle, since it is based on the parallelism between form and meaning in the ST and the TT, would have proved a more accurate mechanism when dealing with the process of translation from a given L1 to L2 and L3. 21 Notes 1 See Costello (1959173). 74 2 . See Lorenzo, M. , et al. (1999 324). 8 . Some of these word combinations have been the object of other studies. For example, see Lopez Rua (1997). 9 . See the Oxford English Dictionarys entry for idiom http//dictionary. oed. com/cgi/entry/50111256? single=1&query_ type=word&queryword=idiom&first=1&max_ to_show=10. 4 . explanation provided by Websters New Encyclopedic Dictionary (1994 374). 5 Definition provided by Websters New Encyclopedic Dictionary (1994 630). 3 . See Newmark (1988 104). . Ibid. (1988104). . See Lorenzo, M. , et. al. (1999 .See Lopez Rua (1997 147). . Ibid. (1997 148). . Baker, M. (199274) in Lopez Rua 10 11 324). 12 13 14 The term colloquial metaphor has been used before, especially in online sources Answers. com, etc. It was found to be used in some non-linguistic academic contexts (legal) such as wherefore originalism wont die Common mistakes in competing theories of judicial interpretation, Duke Journal of Constitutional Law and Public Policy, Online Edition, 2007. Duke J. Con. Law & Pub. Poly 230, page 238. 7 . In books that have been make on the subject the term Colloquial idioms seems preferable Ball, W.J. 1972. A Practical Guide to Colloquial Idiom, Wood, F. T. 1976. English Colloquial Idioms, etc. 6 (1997 148). 15 . Definition provided by Websters New Encyclopedic Dictionary (1994 752). 16 . While it is true that both translations of It gets on your nerves sometimes retain figurative/metaphorical meaning, they can be better understood as collocations ponerse (Spanish) and posarse (Catalan) collocate with nervioso (Spanish) and nervios (Catalan) and their accepted use in both standard Spanish and Catalan is fairly widespread.Here they serve to clarify the original metaphor which in English is mostly considered more informal. miscelanea a journal of english and american studies 35 (2007) p p. 57-75 ISSN 1137-6368 Translating colloquial idioms/metaphors in The Catcher in the Rye 17 . The translation of the colloquial metaphor to get to first base with someone here is somewhat inaccurate. The Catalan translation is closer in meaning to the ST, where the metaphor is used in relation to romantic intimacy first base refers to initial contacts such as kissing a homerun generally refers to sexual intercourse. 8 . The absence of a translation for the word bum in the Spanish translation may be considered somewhat inaccurate although the word bum does not form a part of the metaphor itself, it does contribute to the atmosphere in which the metaphor is presented. In this case, the perverty bum was left just as un pervertido in the Spanish translation, omitting the vital bit of information that the person is a bum i. e. a homeless and/or poor person. The Catalan version translates it as a desgraciat or unfortunate, unlucky, or even wretched person.One might suggest that a pervert y bum is more in keeping with the idiolect of Holden than just a pervert. 19 . See Lopez Rua (1997 149). . See Lorenzo, M. et al. (1999 5). . Ibid. (1999329). 20 21 Works cited American Library Association. http//www. ala. org/ala/oif/bannedbooksweek/bbwlinks/100 mostfrequently. htm BAKER, M. 1992. In Other Words A Coursebook on Translation. capital of the United Kingdom Routledge. BALL, W. J. 1972. Practical guide to colloquial idiom. London Longman. COSTELLO, D. P. 1959. The language of The Catcher in the Rye, AmericanSpeech, Vol. 34, no. 3, October172-81. LOPEZ RUA, P. 1997. The translation of the idiolects in The Catcher in the Rye An approach through lexicalized structures. Miscelanea A Journal of English and American Studies, 18 139-158. LORENZO, M. , et. al. 1999. Lack of meaning interaction between English, Galician and Spanish in Salingers The Catcher in the Rye. Estudios de linguistica contrastiva. Universidade de Santiago de Compostela 323-330. MERRIAM-WEBSTER Inc. 1994. Websters New Encyclopedic Dictionary.New York Black Dog & Leventhal. Received 11 June 2007 Revised version 17 January 2008 NEWMARK, P. 1988. A textbook of translation. London Prentice Hall International. OXFORD ENGLISH DICTIONARY http//dictionary. oed. com/cgi/entry/50034626? single=1&query_ type=word&queryword=catharsis&first=1&max _to_show=10 SALINGER, J. D. 1951. The Catcher in the Rye. Boston, MA Little, Brown and Company. . 1990. El vigilant en el camp de segol. Trans. E. Riera & J. Fonalleras. Barcelona Editorial Empuries. . 2006. El guardian entre el centeno.Trans. C. Criado. Madrid Alianza Editorial. SMITH, T. 2007. Why originalism wont die Common mistakes in competing theories of judicial interpretation. Duke Journal of Constitutional Law and Public Policy. Online edition, 159 230-238. VERMEER, H. 2004. Skopos and comission in translational action. In Venuti, L. (ed. ) The translation studies reader. London Routledge. WOOD, F. T. 1976. English colloquial idioms. London Mac millan. 75 miscelanea a journal of english and american studies 35 (2007) pp. 57-75 ISSN 1137-6368

Discuss how and why Age Discrimination Operates in the Workplace Essay

Discuss how and why progress Discrimination Operates in the Work nameIntroductionDiscuss how and why get on Discrimination Operates in the Workplace In the past few decades, science has do great advancements in medicine, nutrition and different human sciences. These advancements draw made it possible for deal to be do by for various diseases and ailments that would have otherwise shortened their productive lifespan. People ar generally living longer than compared to a few decades ago and this has meant that on that point are more people in the general working population that are above the age of 50 (UK count Bureau, 2012) With these higher numbers and wide age gap between people in the same workplaces on that point has arisen the problem of ageism or age disagreement. old age diversity is defined as the unfair treatment of an soulfulness as a extend of their age. It usually happens in workplaces as this is the area in many a(prenominal) societies where people of dif ferent age groups and with wide age gaps are likely to interact. ( get on with UK, 2011) Age unlikeness was defined under the UK Age discrimination Regulations act enacted by the UK parliament in 2006 and later on elaborated in the Equality Act of 2010. These laws were put in place to comfort employees from universe unfairly treated or discriminated on any grounds including age. (The Equality Act 2010 (Commencement No. 9) Order 2012, 2012) It forbids employers, potential employers credit unions and any other individual or championship to refuse services or discriminate against a individual on the basis of theiragebeing or becoming a transsexual personbeing married or in a civil partnershipbeing pregnant or having a childdis susceptibilityrace including colour, nationality, pagan or national originreligion, belief or lack of religion/beliefsexsexual orientation Age discrimination can be directed against individuals of any age, although it is mostly directed at older people. I t can be operated at various levels from interpersonal to the workplace, and is equated to racism or sexism and is equally as damaging. (Age UK, 2011) This is the reason why these legislations were passed as well as similar legislations in other countries across Europe and the world in general. In the UK law however, there is a specific provision for an employer to deny a person employment or terminate their contract. In these cases, the employer has to prove that the action is objectively justifiable import that there are valid and concrete reasons behind the use of age as a factor for employment, promotions or other work related benefits. These reasons essential be fair and be able to stand up to a tribunal (UK government Age discrimination to be outlawed, 2005). The problem of age discrimination in the UK is worrying as the society itself is un get outing to change. A make conducted by the University of Kent with Age UK showed that although more people in the UK and Europe were becoming sensible of age discrimination as a result of legislation and government and NGO campaigns, there was still a problem in their individual attitudes towards the senile, in particular n the workplace. The study, named the European Social Survey, showed that 49.7% of people in the UK would rather work under a qualified 30-year-old boss as opposed to a too qualified 70-year-old boss. This together with responses that show that the average age a person is considered old is 59, while other countries such as Greece considered old age to write down at 68 years. (University of Kent age survey 2012)Evidence According to the 2011 national census, the UK and Wales population had grown to 56.1 million the highest it has ever been. In all the regions except capital of the United Kingdom, 16.6 to 20 percent of the population was made up of people aged 65 and above (Macnicol, 2005). These people are increasely finding themselves in situations where their age is proving to be a hindrance to their social and professional lives. Age discrimination in the workplace is the most predominant form of ageism with the numbers of claims being brought to tribunals increasing steadily since their inception. In 2008/9 there were3800 claims brought forward, this number rose to 5200 in 2009/10 and to 6800 in 2010/11 (Ministry Of Justice, 2011) The upward trend is the opposite of what is being seen for other types of discrimination cases, with the number of unfair dismissal, breach of contract and equal pay all seeing sloughs in their thousands. A report By Age succeed group paints an even grimmer picture of the situation. This report shows that old people in the UK are increasingly being viewed as liabilities and their social standing and image in society, both formal and casual is diminishing. Sampling some of the responses from this report such as the question as to whether Employers dont like having older people on their workforce as it spoils their image shows t hat in every age group sampled, more than 40% agreed with this statement with only the 16-24 age sustain going below this mark slightly at 39%. The table below shows the graphical representation of the results for this question. The percentage number of people who reported being treated unfairly in the year prior to collection of data shows that ageism is the highest occurring reported case of unfair treatment. 29% of respondents said that they had reported an pattern of some wholeness discriminating against them or someone related on basis of age. This has surpassed even gender based discrimination which is at 24%. (Age Concern England, 2008).Age of Discrimination Debate Proponents claim that the elderly are just as capable as the young. So age is not an indicator of inferior ability therefore treating an individual on the basis of their age in unfair and discriminatory. Furthermore, this is inconsistent with principles of equal treatment and non-discrimination which are cent ered on the notion of an individual rights. Therefore, it is important for employers to make their employment decisions based on the suitability to perform their job not age. Age by itself should not the single determinant (Age-discrimination contention has dickens sides, 1998). However, critics argue that the theory of hiring should be based on ones ability. In reality certain abilities are hard to determine whence employer uses age as the proxy. In sports age an indicator of one ability to work with his team mates or extracurricular leadership as a management potential (Anonymous, 2008). Even through, not full proof age gives a clear bearing on other key qualities such as concentration, energy and cognitive abilities. This could be particularly useful for a sales persons who need to have energy and vitality, in addition its important for medical examination practitioner to have high level of fitness and concentration in performing their duties (Age-discrimination delve has tw o sides, 1998). Discriminatory practices in recruitment and promotion causes distress to the economy. Age discrimination reduces the overall productivity due to the fact it prevents job advancement opportunities through ineffectively matching doers talent and the job descriptions. According to study by the Cabinet Office in the UK revealed that lower employment among older people reduce the overall GDP by 16 billion per annum (Age-discrimination grapple has two sides, 1998). Therefore, a higher contribution rates among the elderly leads to better job matching, increased employment rates and enhanced competition among role player this will turn stimulate the labor market leading to increased productivity. The green belief that the economy has few and limited number of jobs, and if older worker die hard the labor market they will negate job opportunities to the younger people or reduce the wages is a fallacy. Studies show that wages are marvelous to drop with projected shortag es, such as in health sector and teaching. But opponents of age claim that laws against age discrimination may simply result to the old people working for higher wages, rather than older people working. Researcher on age discrimination laws in the US showed that the increase in employment rates of older employees is due to staying in their jobs for longer rather than older people working. In addition, an increase in the number of older worker in the short-term will result in market pressures to reduce wages, therefore other existing elderly workers may suffer with wage drop (Age-discrimination debate has two sides, 1998). Supporters argue that having few older worker also increases the amount the government needs to spend on benefits, pensions and decreases the tax base (Age-discrimination debate has two sides, 1998). This strain on the public resources is especially critical in developed countries with an increasing number of their population ageing. This increases the projected dependency ratio and pay-as-you-go constitution of pension schemes. However, it could be argued that the so called benefits for government budget is in fact just a transfer. Governments spend less on health and other benefits and employer is the one who actually pays for them. Therefore, the cost is not strain to the government but the employer. Simply it a transfer from the government to the employers (Age-discrimination debate has two sides, 1998). With limited age discrimination and a mandatory solitude age, employer suffer from a lower turnover and lower recruitment costs and effort. This so because employees work for longer periods than they would otherwise have done before. It is believed that according to DTI estimates that the benefit to businesses could amount to 39m in the first year. On the other hand, discrimination discourages potential elderly talent from applying to the position (Age-discrimination debate has two sides, 1998). Therefore from onset employer has sma ll pool of workers to choose from. The claim that anti-discrimination laws are good for the employer is fallacy and makes no economical or common sense. If hiring and promoting elder worker serve the best interest for the firm therefore why do we need such laws? In actual fact without a mandatory hideaway age, employers are obliged to continue to paying pensions more than they expected increasing the overall operating cost by incurring higher insurance premiums and dear(predicate) healthcare benefits. In addition, firms have limited number of senior positions. In case where such position are all taken by elderly workers firm would be in difficult position to hire or retain younger workers leading to high turnover among younger staff. Firms with no retirement age have no idea when people should leave creating uncertainty in human resource and bottlenecks (Age-discrimination debate has two sides, 1998). Ageism is the most common of discrimination in the workplace today. However, t hrough proper legislation it can help correct this prejudice with other policies that promote equal rights and educate the employers and employees on their rights and obligations and rights. Therefore, by protecting such a group that is disadvantage, we help raise equality in the society (Age-discrimination debate has two sides, 1998). However, anti-discrimination laws have been existent in Australia, Canada and the US but there are no evidence that there has been a significant shift in attitude of the employer toward the elderly workers. In fact, there is strong evidence showing that employers are less likely to employ older worker and younger co-workers become resentful if mandatory retirement ages are not imposed (Age-discrimination debate has two sides, 1998).Conclusion Age discrimination in the work place may be casual or regular and the issues came to the fore front in the late 1960s. it could be perpetuate against seniors or perpetuated based on sexism or racism. However, it is best defined or seen through cardinal aspects. Prejudicial attitudes towards the older people, old age or the aging process itself through various discriminating practices which towards older people as well as some institutional aspects as well as policies that encourage some form of stereo types against the older people. Age discrimination in the work place may manifest in different but subtle forms in the work environment and can be established, promoted or even allowed and encouraged to track down by the workplace management and authority. Henceforth, it is possible to heave in the work place inequality that has been created due to age discrimination However, providing a free discrimination workplace raises a lot of challenges for the employer and employee. Therefore, it may requireChange of attitude, culture and to an extreme confront unacceptable practices that discriminate the elderly. Such practices may range from badgering and possible bullying of the older worke rs which undermine and excludes them firm.Organizational rethinking to accommodate the need of this special group such as the older peopleDevelop polices to protect workers from all forms of discrimination at the work placeEnsure that discrimination polices are enforced and staff are trained on those polices and complaints are dealt with effectively. The coupled Kingdom has recently enacted the UK Employment Equality (Age) Regulations in 2006 developed a number of resources and practical information for the employer to ensure that elderly are not discriminated and vexed therefore, promote good business practices. It also protects and safe guards the elderly worker against workplace discrimination on grounds of age.ReferencesAge Concern England. (2008). How Ageist is Britain. London Age Concern.Age-discrimination debate has two sides. (1998). Orange County Business Journal, 21(16), 35. Retrieved from http//search.proquest.com/docview/211120427?accountid=11243Anonymous (2008). Let ters. The Age (Melbourne, Vic.).p. 14Macnicol, J. (2005). The age discrimination debate in britain From the 1930s to the present. Social Policy and Society, 4(3), 295-302. Retrieved from http//search.proquest.com/docview/221167966?accountid=11243Ministry Of Justice. (2011). Annual Tribunals Statistics, 2010-11. London Ministry of Justice.Moore, S. (2009). No matter what I did I would still end up in the same position age as a factor be older womens experience of labour market participation. Work, Employment & Society, 655-671.Morgan, G. (2012). Achieving age equality in Welsh health and social care services. Generations Review, published online.Porcellato, L. (2010). magnanimous older workers a voice constraints on the employment of older people in the North West of England. Work, Employment & Society, 85- 103.Robertson, G. (2012). Positive ageing from the political to the personal. operative with Older People , 149-153.UK government Age discrimination to be outlawed. (2005, Jul 14). M2 Presswire. Retrieved from http//search.proquest.com/docview/445751217?accountid=11243Source document

Cathay Pacific Essay

HistoryIn 1946 two ex air force pilots Roy Farrell and Sydney de Kantzow founded Cathay Pacific in Hong Kong. Both of them contributed HK$1 so that their new found airway could be registered. Even though at first it was based in Shanghai, both founders shifted to Hong Kong where they established Cathay Pacific.According to Gavin (1988) 1960 was a good and prosperous family for the airline as they bought their rivals Hong Kong Airways. By 1964 it had more hence a million customers. The and by 1967 they were unlimited customers. In the same era it also bought its first run engined aircraft. It was the Convair 880. It seemed as if here was succeeder after success because soon after buying the new aircraft they introduced their international flights.Cathay Pacific seemed to be soaring steep as in 1999 a new target office was established in Hong Kong International Airport. They called it the Cathay City. Till today Cathay Pacific holds his full point up high when it comes to quali ty service and success in the airline industry (Ashok 2003 p110)Part 2SuccessCathays success has based on her wide-range of service all around the realism especially in Asia, and modern management orientation and employees from over ten countries. In every country their service is considered as quality service as they always make the customers journey pleasant one.The reason why Cathaywas so successful is that it has always believed in quality customer care and new strategies. They get by what those successful in the past may not make them successful again as the world keeps changing. They believe that is their employees and human resource which make them successful.Their success lies in the airlines corporate philosophy which is service straight from the heart and determination for constant improvement (Chan 2000 p473). They believe that they have to deliver the dress hat service and fulfil all the requirements of the passengers so that they have a pleasant journeyPart 3Company StructureLike in most organizations here to a fault top management, technical support staff , middle management, administrativesupport staff and technical core are interrelated and serve more then one function.(Daft 2007 p27)The caller-up structure of Cathay Pacific is not a complex one. The guide of the organization is the chairperson this case it is Chris Pratt he joined the company in 1978. Then is the Tony Tyler the executive music director. He directly reports to the chairpersonAll heads of the all the surgical incisions report reports directly to both the chair person and the executive director.John Slosar is the Chief operational Officer he is the head of the most important department which is the operations departmentAfter the operations department the next important department is the Corporate Development department. The head of this department is Ian Shiu,The next important department is the Finance department. The director of this department is James E. Hughes-Hallet tThe next most important department is the Flight Operations department Nick Rhodes is the director of this department.The next most important department is the Sales and Marketing Department. James Barrington is the head of this Department.The next most important department is the force out department. The head of this department is William Chau.The next most important department is the Information Management department. Edward Nicol is the head of this department.The next important department is the Cargo Department. Rupert Hogg is the director of this department.Another important department is the corporate Affairs department. Quince Chong is the head of this department.Yet another important department is the service delivery department Ivan Chu is the head of this department.Last but not least is eth engraining department. The head of this departmentis Christopher GibbsReferencesAshok Ranchhod (2003) CIM Coursebooks 2002-2003 Diploma Case Study Book Analysis and Decision (CIM W orkbooks 2003/04) Butterworth-Heinemann Revised edition p110Chan D (2000) Air wars in Asia competitive and collaborative strategies and tactics in action Journal of Management Development , Vol 19 6 Pp473 488Daft, B.L. (2007) Organisation Theory and Design, 9th. Ed., South-Western p27Gavin little (1988) Beyond Lion Rock The Story of Cathay Pacific Airways Hutchinson Radius.

Challenges Faced By Indias Education System Education Essay

Merely Imagine. A universe where either child participates on a degree bidding system, disputing themselves and others, and accomplishing w agess and awards for victimization themselves, no affair what their societal, economic, or geographic temperament. Every adult male is but the merchandise of his beliefs, and what he thinks, he becomes. It is believed that India is unambiguously positioned to accomplish a most-valuable competitory advantage in the universe economic system by being among the first to implement a level instruction system for its climb large number before the terminal of the following decennary. This end can be accomplished by partnering with engineering science to develop a complete free heart-to-heart beginning instruction solution for its pack and peoples of the universe. For over 3000 old ages the sage on a phase most instructional attack has dominated benignant civilization and instruction theoretical accounts. 1 Education is now emerging as schools, instructors and pupils have begun to use engineering, open to all attack in instruction. Today engineering can play a intense function in making a instruction system converge to unify disparate and staccato instruction systems into a individual planetary acquisition platform.India s instruction system is confronting challenges that may be one of the biggest confronting any state in the twenty-first Century. confront with the fastest population growing and hapless proficient substructure in rural parts, India must happen a cost effectual solution for educating its people. 2 The traditional instruction solution is nt traveling to be equal to get the ruin of the educational challenges it is confronting. Under that theoretical account, India would necessitate to construct new schools, tick and retain instructors, purchase books and collateral supplies, maintain these stuffs current and put in topographic point much bureaucratism that leads to of all time intensifying cost at the fo rfeit to instruction. Therefore, a technological solution for it s full people demands to be identified, actualized and implemented. And most significantly how can we become it for less than it is briefly bing India?The Real ChallengesToday, India s instruction system is designed to overload the scholars with excessively much knowledge or theory and the focal point is to enable them to better their memory accomplishments instead than enabling them to be innovative/creative/ practicable. 3 The current system is designed to make a hierarchal society, with merely a little subdivision hiting really high Markss the balance gets fed up with the humdrum and irrelevant instruction system, coercing them to stop their surveies.India has made elephantine springs in the field of operations of telecommunication and engineering. There is barely any small town in India which is left out from this exhilaration. This engineering has non touched the instruction system to supply outside(a) lear ning installations or online cognition sharing.The urban sectors are more concentrated on, whereas engineering can touch lives and enable instruction across the rural sectors every bit good.The cultural differences between the urban and rural subdivisions of people in India this creates barriers for people in the rural sector, who are more docile in disposition and it flashs great attempts for them to open up, replying in category, or doing their thoughts heardThe entree to uniform instruction content, particularly video and multi-media.content get out enable remotion of disparities. This lead neutralize the sick effects of absentee instructors.Limited entree to engineering, where merely a few can afford.Other ChallengesDespite attempts to integrate all subdivisions of the population into the Indian instruction system, through and through mechanisms such as positive favoritism and non-formal instruction, big Numberss of unvaned people are still without schooling. Although reg istration in primary instruction has increased, it is estimated that at to the lowest degree 35 million, and perchance every bit many as 60 million, kids aged 6-14 old ages are non in school. Severe gender, regional, and caste disparities besides exist. The honcho jobs are the high drop-out rate, particularly after Class 10, low degrees of acquisition and accomplishment, unequal school substructure, ill working schools, high instructor absenteeism, the big run into of instructor vacancies, hapless quality of instruction and unequal financess. Other groups of kids a-at hazard , such as orphans, child-laborers, street kids and victims of public violences and natural catastrophes, do non inevitably hold entree to schools.No Common School SystemFurthermore, there is no common school system alternatively kids are channeled into private, government-aided and authorities schools on the footing of ability to pay and societal category. 4 At the top terminal are English-language school s affiliated to the upscale CBSE ( Central Board of Secondary Education ) , CISCE ( Council for the Indian Schools Certificates Examination ) and IB ( multinational Baccalaureate ) scrutiny boards, offering globally recognized course of studies and course of study. Those who can non afford private schooling attend English-language government-aided schools, affiliated to state-level scrutiny boards. And on the bottom round is ill managed authorities or municipal schools, which cater for the kids of the hapless bulk. Therefore, while instruction for all is safeguarded by the Constitution, and a bulk of people can now entree educational resources, the quality of the instruction that immature people in Indian receive varies widely harmonizing to their agencies and background.Education for all -The Advantages applied science and Learning when in concert allow majorly aid better many of the jobs confronting India by making a complete instruction system -for every pupil, immature or old , rich or hapless, urban or rural.Technology and Learning can enable instruction that is non any longer limited to a peculiar part or age group. It will be larning anything, anytime, and anyplace from multiple governments from the comfort of your place, small town, town, metropolis from any tissue-enabled device.It will be closely playing exciting e-games that emphasize the subjects cardinal number points you merely watched or listened excessively.It will be about pupils being able to gain and pass wages points for accomplishing ends and mileposts, or finishing assignments and linking with others in practical schoolrooms.It will impart a encourageing manus in the procedure of designation of superb planetary pupils populating in small towns of India, based on their ability to interact deep down an intelligent e-learning environment. 5 There will be new functions for schools it can intend the terminal of thoughtless rating trials, classs and opprobrious certifications. Educationa l establishments, schools, colleges that will go the Eden for networking, cognition application and mentoring.There will be shift in acquisition, so will at that place be a revision in the manner schools and colleges operate.Our instructors will go more focussed on learning job work outing techniques, critical thought accomplishments and societal and interpersonal accomplishments.Teachers will no longer necessitate to be experts in capable countries. Alternatively experts will be presenting their idea and thoughts straight to the pupils.Teachers will go more similar wise mans and counsel counsellors to their pupils and as a consequence India will be able to develop more instructors faster, and retain them, assisting to increase the instructor to student ratio in categories.It will so go easy to make and present a complete unfastened course-ware online instruction media solution to any web enabled device.It will supply enormous efficiencies by leting a planetary community of partisa ns, instructors and practicians to develop unfastened class ware.It will extinguish the demand to repeatedly make lesson programs, and local and regional control of educational content will go a thing of the yesteryear.Merely as communities of authors sort out subjects on Wikipedia a community of planetary pedagogues will screen out the order in which acquisition should come on for every topic.There will be more avenues available to more people on occupation supply and professional preparation plans that traditionally were limited to specialised organisations.Some facts about Learning & A TechnologyLearning is a profoundly personal act that is facilitated when larning experiences are relevant, dependable, and prosecuting. During those early yearss of e-learning, we learned the difficult manner that merely constructing a acquisition system that could be accessed over the Internet did non vouch that people would hold much demand for, or involvement in, the classs and plans, irrespec tive of the supplier. 6 We learned that shoveling courseware online did non supply anyone module, pupils, or closing makers with an on-line experience that was much more than boring electronic page-turning. Sometimes we learned the difficult manner that making larning unto othersa- could rapidly de-motivate and withdraw the really people we had hoped to function. Different sorts of larning demand appropriate schemes, tools, and resources. Concrete operational acquisition can be facilitated utilizing representational media, whereas learning complex problem-solving such as executing mathematical process or set downing an aeroplane may be far better served by leting scholars to pattern developing those accomplishments in a safe, riskless practical environment. Having just-in-time entree to information, even in a flat-file, text-based signifier, may be far preferred to holding no entree to any information at all. Questions about media rightness from a pure cognitive position are likel y to be mitigated by aesthetic and experience quality prosodies.More than 20 old ages of empirical grounds underlines that there is no such thing as a one-size-fits-alla- engineering solution for acquisition.Therefore, engineering engages scholars by structuring and forming information, by exposing and present processs and operations. It can assist do a learning experience more memorable and can assist associate new information to that which is already known. 7 Therefore, engineering can assist beef up learner motive, focal point attending, make a learning minute more memorable, or establish the relevance of larning to public presentation the greater is the likeliness that engineering will hold a direct positive consequence on acquisition.Impact On Indian Armed ForcesThese suggested methods will convey in quality work force to execute emphasis full responsibilities and technologically oriented manpower to cover with futurity cahllenges.Indian instruction if improved from grass r oot degree will greatly profit the manner we need to develop work force. It will besides assist us cut down the preparation clip and better soaking up of modern arms.Sometimes deployed armed forces forces wish to foster their instruction, or take to hold a different pick of calling after their responsibility ends. A perfect manner for them to accomplish this mark is through an distance larning plan. This will be good in the sense that they would be on responsibility and can prosecute their instruction without holding to go to regular college classes.Growing picks of colledges foe immature childs gives them and helps armed force forces to prosecute higher surveies which in long tally benefits services.Military proper(a) instruction and preparation is a procedure which intends to set up and better the capablenesss of military forces in their several functions. Military instruction can be voluntary or mandatory responsibility. Before any individual gets authorisation to run proficient equipment or be on the conflict field, they must take a medical and frequently a physical trial. The primary preparation is recruit preparation. Recruit developing efforts to learn the canonical information and preparation in techniques necessary to be an effectual service member. After completing basic preparation, many service members undergo groundbreaking preparation more in line with their chosen or assigned fortes. This scope from developing to surveies of arms. In advanced preparation, military engineering and equipment is frequently taught. Many big states have several military academies, one for each subdivision of the service, that offer college grades in a diverseness of topics, similar to other colleges. However, academy alumnuss normally rank as officers, and as such have many options besides civilian work in their major topic. This in short describes the inservice preparation imparted to all ranks in armed forces. The above mentioned rhythm can be shortened or effi ciency improved if proper instruction is provided to all forces.