Power Of the Mass Media During the 1960s Essay Example | Topics and Well Written Essays - 500 words

Power Of the Mass Media During the 1960s - Essay Example This movement took place from around 1955 until 1968. During this time racism had been a huge part of American history. Racism and the life of African Americans were changing. The Civil Rights Movement helped move along this change and help to create a better life for African Americans. The media was a very powerful player in voicing the rights of African Americans which contributed to the Civil Rights Movement. Churches, African American owned businesses and television shows teamed together to show as many as possible about the movement. Many would voice over the media and attempt to end racism and encourage the end of slavery. The mass media dramatically played a role in changing the perception of the public and how they felt toward African Americans. Just like the Civil Rights Movement, Vietnam is a large part of American history and has been historically discussed in the mass media. Vietnam happened roughly from 1955 to 1975. During this time many Americans were needed to join the Army and fight in Vietnam. Some were pro to joining while others were against war. This part of history and how the media portrayed Vietnam is perfect for describing how the media changes the public’s perception and influences decisions. During the Vietnam War many were influenced to join. The media portrayed the war in so many different ways. The media made many young men believe everything would be taken care of if they were to enlist. The media dramatically influenced the public’s decisions to join. Not all mass media influence was to join the war. Many other forms of media encouraged young men to skip the war and fight for freedom and peace. This was a big way for media to encourage peace and many avoided the draft and were influenced by anti-war media. When pictures began to come up showing the negative effects of war the media thrived on the photos and they helped the media to change the perception of war through the use of

Public Health and Health Care Paper Essay Example | Topics and Well Written Essays - 1250 words

Public Health and Health Care Paper - Essay Example Generally, the private sector in any health care system of a nation consists of diverse nongovernmental institutions of varying scale and scope. Public health is basically financed with government’s funds solicited from tax revenues. In the United States, â€Å"the public sector includes official (or governmental) agencies, voluntary agencies, and nonprofit agencies.† (Delaune & Ladner, 2006, 60) This essay is hereby written with the objective of describing public health and its role in the delivery of health care services. It aims to describe a selected public agency and determine its contribution to the core functions of public health. The essay will also examine specific ways the agency influences the workplace and health care provider. Finally, the roles of the agency workers are to be identified, including specific responsibilities, competencies, and skills. At the top of the hierarchy in the public sector’s delivery of health care is the U.S. Department of Health and Human Services (DHHS) which is the sole governing body tasked with the responsibility of delivering health care services to the public. Next in line are state departments of health which vary in providing health care to their constituents. The state departments of health eventually relegate and coordinate health activities of local health units. A report from the USDHHS on Public Health in America proffered the public health sector’s vision as â€Å"healthy people in healthy communities† with the mission of â€Å"promoting physical and mental health and preventing disease, injury and disability†. (DHHS, n.d., 21) The national governing body ensures that its role in the delivery of health care services to the public encompasses the following core functions, to wit: â€Å"prevents epidemics and the spread of disease; protects against environmental hazards; prevents injuries; promotes and encourages healthy behaviors; responds to disasters

Evaluate to what extent intellectual property law adequately protects Essay - 1

Evaluate to what extent intellectual property law adequately protects the rights of enteratinment business personalities(real persons only) - Essay Example Intellectual property law mainly covers copy right law. Copyright is a measure of protection that deals with published and unpublished literary, scientific and artistic works, whatever the form of expression, provided such works are fixed in a tangible or material form 1. Copyright laws provide the creator the exclusive right to reproduce, prepare derivative works, distribute, perform and display the work publicly. Hence the violation of copy right becomes severe challenge for persons of entertainment industry. The main challenges are in the form of theft of ideas, violation of intellectual property law i.e. infringement of trade mark and copy right leading to the injustice to the genuine artists (Maskus, 2000 and Peter Drahos, 2006). Fortunately there have been some legal instruments in the world which provide optimum justice to the genuine artists. Intellectual property law is one of the most crucial instrument which certainly protects the rights of the artists in the entertainment industry (Robert M. Sherwood, 1990 and Brainbridge David,2006). The introduction of intellectual property law has been done keeping these things in to consideration. However one must question oneself regarding the efficacy of this intellectual property law in the context of protection of the interests of the artists in entertainment industry. Taking these above points in view, the present study has been conducted with the following objectives: The different aspects of the copy right law and trade mark have to be analyzed relating to their role in balancing mechanism between the right of privacy of artists and the right of freedom of information of media. There is a lot of probability of having conflict with implementation of intellectual property law in case of licencing and sponsiorship which is quire common in both sports and entertainment industry. The regulation of intellectual property in cases of

Consent searches in the Fourth Amendment Essay Example for Free

Consent searches in the Fourth Amendment Essay The Fourth Amendment provides provisions that protect citizens from searches and seizures that are unreasonable. However, the individuals may waive their rights by consenting to searches. This essay is aimed at listing (Zalman, 2010), describing and explaining the rules regarding consent searches and providing a case study to illustrate the rules. When the court is called up on to determine whether consent was given for a search, it puts into consideration several issues. The first is that it considers the age, background and mental capacity of the subject. When the officer is seeking consent from the subject, he or she should not show weapons as that is considered to be coercive. In short, the officer should not use aggression to get the consent (Stephens Glenn, 2006). The other rule is founded in the case Monroe v. Pape (1961) and which is based on the time the consent is sought. The rule requires officers to desist from seeking consents at night. Attempting to conduct a search at night is seen as evil and in a most obnoxious form (Zalman, 2010). Conclusion In conclusion, the law provides a waiver for the rights of protection from searches and seizures and the Fourth Amendment. However, the rules that govern such a waiver are so strict such that, an officer may find himself in breach easily if care is not exercised. These rules cover issues such as the mental capacity, age, time of getting the consent and the manner of soliciting such consent. As mentioned, care has to be exercised or otherwise the search constitutes a breach. References Zalman, M. (2010). Criminal Procedure : Constitution and Society, Sixth Edition. Prentice Hall.Hess, K. Orthman, C. H., Cho, H. (2014). Introduction to Law Enforcement and Criminal Justice. Cengage Learning. Top of Form Stephens, O. H., Glenn, R. A. (2006). Unreasonable searches and seizures: Rights and liberties under the law. Santa Barbara, Calif. [u.a.: ABC-Clio. Bottom of Form Source document

The relationship between education and development

The relationship between education and development Development, which implies positive values, has been the concern of mankind from time immemorial. Many renowned thinkers devoted efforts to understand development better consequently theories of development have emerged. Ingemar Fagerlind and Lawrence J. Saha (1983) cited at least four clusters of development theories, namely, the (i) classic cyclical theory, which includes the Greek and Roman views of the never ending cycles of growth and decay of all material things, including nations and civilization; (ii) Augustinian Christian theory, which represented the views of doomsdayer who sees the world as heading toward major catastrophe, including the threat from a nuclear war or the explosion of the population bomb; (iii) linear theory, represented by optimists who see development as a never-ending progress; and (iv) cyclical linear theory which combines the essence of the conflict orientation of the cyclical theory and the optimistic orientation of the linear theory. By and large, people who see a dynamic interactive relationship between education and development are advocates of the linear model theory. Within this model, however, are three groups of social scientists, namely, the so called structural functionalists (e.g. Talcott Parsons and Robert Merton), the human capitalist theories (e.g. Theodore Schultz), and the modernization theorists (Alex Inkeles). The human capitalist theory and to a certain extent the modernization theory constitute the framework for building cases to show that education enhances development. The human capital theory postulates that the most efficient path to national development lies in the improvement of a countrys population. And of course, educators and almost all socio-economic planners are convinced that the best way to improve the population is through various forms of education and training Those who think of education as crucial to development also draw inspiration from the modernization theory. Alex Inkeles and his colleagues think that to modernize is to develop. Society cannot develop unless its population holds modern attitudes and values. They see a direct relationship between education and socio-economic development, in that education brings about a change in outlook in the individual which promotes productivity and work efficiency. Education has a modernizing influence on values, beliefs and behaviours which make human beings more development-oriented. Viewed from the modernization theory, education is called upon to re-orientate and/or suppress beliefs, attitudes and values which tend to obstruct the initiation of the modernization process. EDUCATION, DEVELOPMENT AND HUMAN CAPITAL THEORY S.G. Strumlin first attempted to quantify the role of education in economic growth in 1925. It was not until the late 1950s and early 1960s that interest in the study of the nature of the changes occurring in the different sectors of the economy in the United States of America pushed economists to search for explanations. Some of these economists such as Denison and Solow found out that a large part of growth in Gross National Product (GNP) in the United States over the first half of the 20th Century remained unexplained when they tried to attribute the growth to conventional economic factors. Even after taking into account increases in real physical capital like equipment, structures and the like, and total number of hours worked, a large residual still remained to be explained. However, they came to realize that important qualitative changes in the labour force had occurred. People were more productive for each hour they worked because of the greater skills and knowledge they posse ssed. The assumption was made that formal education was instrumental to these high levels of productivity that they were observing in the economy. Economists such as Schults and Becker, and economists of education such as Welch and Hoffman explained a part of the residual by what they called Human Capital of which education through formal schooling was considered a major factor. It is the view of Fagerlind and Saha that one of the first systematic articulations of the Human Capital Theory occurred in 1960 in Theodore Schultzs Presidential Address to the American Economic Association on the topic investment in Human Capital. In the address, Schultz suggested that education-was not to be viewed simply as a form of consumption but rather as a productive investment. He also argued that an educated population provided the type of labour force necessary for industrial development. Proponents of Human Capital Theory assume that formal education is highly instrumental to the improvement of the productive capacity of a population. The improvements of the productive capacity of the human work force in this sense is a form of capital investment. Human capital theorists postulated that the most efficient path to national development lies in the improvement of human capital through education. They also contended that the two pre-conditions for economic growth and development in any nation were investment in education and improvement in technology. Klees and Wells put this argument as follows: Human Capital Theory considers educational activities explicitly as investment that contribute to efficiency now and growth over time. From this perspective, education develops an individuals productive skills and therefore yields benefits over time to the individual and to the society as a whole. Thus we can evaluate, at least in part, the relative worth of allocating resources to educational activities compared to other alternative uses of these resources by examining educational costs and benefits. This framework has provided the basis for a considerable amount of educational resource and policy through the developed and developing world. This orientation championed by Schultz and Associates dominated the thinking in Economics of Education throughout the sixties. It formed the basis for manpower planning models used in forecasting educational enrollments required for specific development needs. Human Capital Theory also gave economists the conceptual tools with which to link man -power demands, their changes over time in response to economic growth and the educational system; and to incorporate them into elaborate national development plans and growth targets. Four manpower planning strategies or guidelines emerged from Human Capital research. They are the Social Demand Approach, the Manpower Requirements Analysis, the Cost-Benefit or Rate of Return Analysis and the Optimum Allocation of Resources Method. The social demand approach assumes that education is a social good. It is believed that its expansion as the demand arises will eventually result in benefits for the society. Therefore the state should bear the costs of educational expansion. Demographic data and social conditions are used in planning educational provisions when using this approach. Manpower require-ments for certain economic production targets can be estimated and produced through the formal education system. Planning education using this technique involves estimating skill requirements for certain occupational categories needed for economic development over a period of time. In cost-benefit analysis, estimates of the costs of acquiring various levels and kinds of education and the benefits associated with each kind and level are made. The assumption is that the value of the ratios so estimated would guide planners in decision-making with respect to the kinds of education to be offered or changed. In so doing, competitive rates of return on investment in education relative to other investment portfolios in the conventional capital markets can be maintained. The method used in optimum allocation of resources is to describe the principal relationships between education and other sectors of the economy and then to allocate resources optimally, given some objective functions and constraints. In general, linear programming techniques are used to derive the education production functions. In most developing countries, the manpower requirements approach was used as a guideline to relate educational planning to economic needs. A survey in 76 countries in 1968 showed that 65 of them had educational plans modeled after the manpower needs of the country. How-ever, as Sobel pointed out, protagonists of the manpower planning approach subsequently developed systematic mathematical models integrating manpower needs and educational planning which resulted in a proliferation of single-occupation studies in virtually all societies by each university or national university system, governmental manpower department, education ministry or vocational training department. Linear programming techniques were used to combine rates of return or cost-benefit analyses approaches with manpower requirements techniques to generate models of demand for education from the expected level and distribution of output in a given economy. These were done in an effort to ascertain whether the resultant manpower and education mix would maximize the growth of Gross National Product, maximize the excess of benefits over the costs of education. Most of the research findings showed that in country after country, a correlation exists between levels of education and subsequent lifetime earnings. In a comprehensive research study, Psacharopoulos standardized 53 rate of return studies for 32 different countries and sought to determine what generalizations could be made from the results. Some of the findings are as follows: * rates of return are generally higher in less developed countries; * primary education tends to yield the highest returns; * returns to human capital exceed those on physical capital in underdeveloped countries but roughly equal those on physical capital in developed countries; and * differences in per capita income can be explained better by differences in human than in physical capital. This theoretical orientation of the Human Capital Theory, as Kless and Wells point out provided a basic justification for large public expenditure on the expansion of formal school systems in developing countries. Its appeal was based on the presumed economic returns to investment in education both at the macro and micro levels. Thus governments intensified efforts to invest in Human Capital so as to achieve rapid economic growth and development.The obvious policy implication for most governments given the results of such empirical research was to expand enrollments and to provide for a longer period of schooling in order to maximize the benefits from schooling. In Africa, a Conference of African States on the development of Education in Africa was organized by the United Nations Economic Commission for Africa and the United Nations Educational, Scientific and Cultural Organization (UNESCO) from May 15 25, 1961. The Conference, as Thompson noted, firmly grasped the concept that education was an investment in productivity and urged that educational provision should be planned continuously in relation to manpower needs at all times. EDUCATION, DEVELOPMENT AND MODERNITY THEORY Another dimension from which the relationship between education and development was vigorously examined and explicated during the 1960s was in the social psychological and sociological formulations of modernity theory. Modernity theorists argued that modernization is essentially a social-psychological process through which a country becomes modern only after its population has adopted modern attitudes, values and beliefs. They tried to show that there were causal links between modernizing institutions, modern values, modern behaviour, modern society and economic development. They maintained that the creation of modern values can be planned. Particular social institutions like the school, the family, the media and the workplace were identified as being of extreme importance in the emergence of modem values. However, most modernity theorists placed considerable emphasis on education because the school was perceived as a major agent in producing the skilled manpower and the modem attitudes and values necessary for the existence of a modern society. In the early postà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬World War II era, approximately twenty societies were regarded as highly modernized and roughly another ten to twenty were depicted as having passed a threshold on the path to modernization. Definitions of modernized varied. Some noted structural features, such as levels of education, urbanization, use of inanimate sources of energy, and fertility. Others pointed to attitudes, such as secularization, achievement orientation, functional specificity in formal organizations, and acceptance of equality in relationships. Conscious of the ethnocentric nature of many earlier explanations for growth in national power and income, social scientists in the 1950s and 1960s generally omitted cultural traits associated closely with Western history from definitions of modernity. Yet, given the rhetoric of the Cold War and a preoccupation with democracy in U.S. national identity, political institutions became a central factor in many definitions. The theory of modernization normally consists of three parts: (1) identification of types of societies, and explanation of how those designated as modernized or relatively modernized differ from others; (2) specification of how societies become modernized, comparing factors that are more or less conducive to transformation; and (3) generalizations about how the parts of a modernized society fit together, involving comparisons of stages of modernization and types of modernized societies with clarity about prospects for further modernization. Actually, reasoning about all of these issues predated postwar theory. From the Industrial Revolution, there were recurrent arguments that a different type of society had been created, that other societies were either to be left permanently behind or to find a way to achieve a similar transformation, and that not all modernizing societies had equal success in sustaining the process due to differences in economic, political, and other institutions. In the middle of the 1950s, these themes acquired new social science and political casting with the claim of increased rigor in analysis. (Modernization Theory Defining Modernization Theory Modernization Theory Modernization theory is a description and explanation of the processes of transformation from traditional or underdeveloped societies to modern societies. In the words of one of the major proponents, Historically, modernization is the process of change towards those types of social, economic, and political systems that have developed in Western Europe and North America from the seventeenth century to the nineteenth and have then spread to other European countries and in the nineteenth and twentieth centuries to the South American, Asian, and African continents (Eisenstadt 1966, p. 1). Modernization theory has been one of the major perspectives in the sociology of national development and underdevelopment since the 1950s. Primary attention has focused on ways in which past and present premodern societies become modern (i.e., Westernized) through processes of economic growth and change in social, political, and cultural structures. In general, modernization theorists are concerned with economic growth within societies as indicated, for example, by measures of gross national product. Mechanization or industrialization are ingredients in the process of economic growth. Modernization theorists study the social, political, and cultural consequences of economic growth and the conditions that are important for industrialization and economic growth to occur. Indeed, a degree of circularity often characterizes discussions of social and economic change involved in modernization processes because of the notion, embedded in most modernization theories, of the functional compatibility of component parts. Although, there are many versions of modernization theory, major implicit or explicit tenets are that (1) societies develop through a series of evolutionary stages; (2) these stages are based on different degrees and patterns of social differentiation and reintegration of structural and cultural components that are functionally compatible for the maintenance of society; (3) contemporary developing societies are at a premodern stage of evolution and they eventually will achieve economic growth and will take on the social, political, and economic features of western European and North American societies which have progressed to the highest stage of social evolutionary development; (4) this modernization will result as complex Western technology is imported and traditional structural and cultural features incompatible with such development are overcome. For example, in the social realm, modern societies are characterized by high levels of urbanization, literacy, research, health care, secularization, bureaucracy, mass media, and transportation facilities. Kinship ties are weaker, and nuclear conjugal family systems prevail. Birthrates and death rates are lower, and life expectancy is relatively longer. In the political realm, the society becomes more participatory in decision-making processes, and typical institutions include universal suffrage, political parties, a civil service bureaucracy, and parliaments. Traditional sources of authority are weaker as bureaucratic institutions assume responsibility and power. In the economic realm, there is more industrialization, technical upgrading of production, replacement of exchange economies with extensive money markets, increased division of labor, growth of infrastructure and commercial facilities, and the development of large-scale markets. Associated with these structural changes are cultural changes in role relations and personality variables. Social relations are more bureaucratic, social mobility increases, and status relations are based less on such ascriptive criteria as age, gender, or ethnicity and more on meritocratic criteria. There is a shift from relations based on tradition and loyalty to those based on rational exchange, competence, and other universally applied criteria. People are more receptive to change, more interested in the future, more achievement-oriented, more concerned with the rights of individuals, and less fatalistic. Educational Reform and Human Capital Development. Aga Khan University Examination Board (AKU-EB) is a Federal Board of Intermediate and Secondary Education established by Aga Khan University (AKU) in response to demand from schools for more appropriate school examinations. AKU-EB was founded in August 2003. It offers examination services to both Secondary School Certificate (SSC) and Higher Secondary School Certificate (HSSC) throughout Pakistan. Its primary purpose is to improve the quality of education by making examinations of reputable standard more accessible to Pakistani students and having them increasingly valued by leading higher education institutions in and outside the country. In 2000, AKU-BOT approved the recommendation of the task force to establish and examination board. Its principal aim was to offer high quality public examinations using modern methods of assessment to test achievement within the national curriculum in order to enhance the quality of education. AKU-EB from the beginning was envisaged as a small undertaking which would be able to serve as a role model to have positive impact in field of education. There has been great amount of funds poured in to AKU EB. Besides AKU, USAID supported through the Governments Educational Sector Reforms throughout Pakistan . After the initial start-up period of five years, the University expects to become solely responsible for AKU-EBs financial affairs. The general objective of the AKU-EB is to design and offer high quality public examinations in English and Urdu based on the national curriculum for secondary and higher secondary education. It also arranges training sessions for teachers to develop appropriate learning materials to prepare teachers and students for the new examination system. It is intended to serve as a model of internationally recognized good practice in order to enhance the countrys capacity for educational assessment and tests, and therefore to improve the quality of education in schools, and through them, the quality of education in the national universities. The concept of human capital and education revolutions intertwined because formal education is an important factor in human capital formation. One of the objectives of AKU EB is to improve school environment by improving their curriculum by changing assessment strategy. Generally an individualà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s levels of human capital are raised producing better school results. Hence this effect the policy making in public and privte sector involved in educational reforms. Education is an investment in human capital, that is, in the skills and knowledge that produce a return to the individual in the form of higher earnings. Education also has social returns or spillovers. The presence of educated workers in a region enhances the earnings of those who, regardless of their own educational level, work with or near educated workers. I would be interested to know about how AKU EB is measuring its impact on schools and teachers. How it can be explained by human capital development theory perspective? How is it investing in building infra structure and equiopment and training? What are individual and social returns of AKU EB efforts? And what are its effects on changing other local boardsà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢ assessment strategies and curricula. How are teachers and parents looking at AKU EB as source of human capital development?

Understanding The Theory Of Translation Cultural Studies Essay

Understanding The Theory Of Translation Cultural Studies Essay Theory of translation is a concept that exists in every section of mankind because of diversity and differences that results from variance in cultural values, religious beliefs language, practices and other fundamentals that defines a specific community or a group of people in relationship with the other. Translation is communication of meaning from one source language to another equivalent target language with the basis of retaining its original meaning and context (Nida, Taber, 2003). Theory of translation is a very critical discourse in any society since time immemorial. The process of translation is crucial for a various purposes, including literature studies, traveling and law enforcements, quality translation services are also important o the business industry. With the advancing technology that makes it easy to communicate and work with people from all over the globe and a growing worldwide consciousness, more and more business organizations are going global. According to Venuti (2004), translation is derived from the Latin trans-and fero which means to carry across and it reaches back to the ancient Greeks after the appearance of written literature (Venuti, 2004). In the west the hallmark of translation began in the 3rd and 1st century when Septuagint, which is a collection of Jewish scriptures were translated into koine Greek in Alexandria and it arose because of the dispersed Jews who had forgotten the tenets of their ancestral language and they preferred the Greek version (translation) of their scripture. This scenario greatly concretes the significance and contribution of translation and the framework of theory of translation. In Asia translation has been a very paramount activity in the spreading of Buddhism which have had a great impact on communities in terms of religious beliefs and cultural practices. Arabs is also another section of mankind that has reinforced the concept of theory of translation which they undertook when they conquered the Greek world and made Arabic versions of their philosophical and scientific work. The advent of industrial revolution that began in the mid 18th century necessitated the essence of business documentation and it resulted in the development of specialties and formalized schools and professional associations for translation. Engineers in the 1940s sought to automate translation by mechanically coming up with human translator (Venuti, 2004). Theory of translation is comprised of various dimensions for instance literary, religious historic among others; literary translation is the translation of common literary works like short stories, plays, poems and others. In the r eligious perspective, the bible was translated to Latin by Saint Jerome who is regarded as the greatest translator in history and this initiative is highly of Christianity. The protestant reformation saw translation of the bible into European local languages, which resulted in a greatest impact on the western Christianity and beliefs because it culminated to the split of into Roman Catholicism and Protestantism. From the historical arguments above its premise the inference that theory of translation exists and it plays a key role in the frameworks of relationships between communities, countries, races, creed and this will enable them to understand and appreciate each other for the development of mankind. It is a basic reality and common sense to everyone that we were born and accustomed into radically different social systems and cultures comprising of different and distinct languages. This diversity calls for a bridge that can connect us into one setup that understands and embraces each other. This phenomenon has triggered scholars and other Linguistic researchers to argue that theory of translation is a paramount element in the Earth whereby the inhabitants emanates from radically diverse backgrounds. The relevance of translation is multifaceted and multidimensional and its significance in the international perspective of being a socio-cultural bridge between countries and communities have grown exponentially especially in the contemporary world whereby the world has become a global village and things are fast moving ahead globally not only societies are supposed to interact with each other more closely but individuals also need to contact with members from other societies in different parts of the world. Theory of translation and its significance caters to the needs and therefore, it has become a facility that satisfies individual, societal, and national needs. In theory and practice of translation, there are considerable variations in the types of translations produced by translators. Some translators deal with only two languages and are competent in both. Others work from their first language to their second language targeted language, and still others from their second language to their first language called back- translation. Depending on these matters of language proficiency, the procedures used will vary from one project to the other. Many scholars and literary giants have argued that the theory plays an important role in enriching the target language that a translator wish to translate from source language. This is because in some instances, the target language lacks terms that are found in source language hence resulting in borrowing of terms (Nida, Taber, 2003). This phenom enon has enriched many languages in the world which is a very positive discourse in the lingual aspects. Another point that depicts and justifies the existence of theory of translation is the dynamism in the global business environment. This is because, in order to share information with your potential clients and prospects, it is good to inform them using anecdotes and terminologies that they understand and accustomed to because they will feel secure and familiar which, in the long run will results in good business relationships (Nida, Taber, 2003). It is an initiative that most multinational companies have embraced when venturing into foreign markets. Through the auspices of translation, that global interaction has been enhanced and it has offered opportunities for people to undergo socio-cultural survey of various languages and literature. it has also given opportunity for the establishment of some kind of relevance in the literary criticism which is a very critical intellectual venture. In schools and colleges there has been an embracement of dramas and music festivals that are act ivities that portrays and expose other communities cultures, traditions and languages, which involves translation and other devices that carry across information. These arts and activities create peeping into diversified lingual, cultural and literary contents of the source culture or language exuding the nature and niceties of that translated language culture. According to Robinson (2003), information on the new development in communication and technology involves the structures of translation in keeping the science community and population abreast on the latest discoveries in various fields of knowledge (Robinson, 2003). Under theory of translation, the translator plays a pivotal role in executing and structuring of the theory. Theorists have posited that there are some fundamental attributes that a translator should posses so that the theory of translation remains relevant in the contemporary world. The translator must be having adequate knowledge of the source culture or language that he or she intends to translate; he or she must be having a profound understanding of the etymological and idiomatic correlation between the two languages or cultures that he or she is dealing with (Robinson, 2003). In the framework of this theory, the systems and individuals of translating must be able to read, understand and retain the authors ideas and d eliver accurately, fully and without exclusion, an ideal translation is accurate as terms of meaning and natural as to the receptor language forms are used. An intended audience who is unfamiliar with the source text will readily understand it. The success of a translation is measured by certain parameters in determining how closely it measures up to these ideals. The ideal translation should be: Accurate: reproducing as exactly as possible the meaning of the source text. Natural: natural forms of the receptor language must be used in a way that is appropriate to the kind of text being translated. Communicative: all aspects of the meaning must be expressed in a way that is readily understandable to the targeted audience. Though the theory of translation in a very critical aspect in current human spheres there are some shortcomings that results from it in that during the process of translation there are some details that might get distorted and limit the transference of facts

Plagiarism - An Ever-increasing Problem Essay -- Exploratory Essays

Plagiarism - An Ever-increasing Problem Plagiarism has been a problem to academic institutions for centuries. Plagiarism basically means taking credit for somebody else’s work. The technical definition of plagiarism, as used by State University, is presenting work done (in whole or in part) by someone else as if it were one's own. Dishonest practices that go hand in hand with plagiarism include faking or falsification of data, cheating, or the uttering of false statements by a student in order to obtain unjustified concessions. In the past, plagiarism had been limited by the availability of information that is worth plagiarizing, either in area libraries, in newspapers and magazines, or even in academic files maintained by campus organizations (fraternities). Now, with the wealth of information available on the Internet only a â€Å"click† away, plagiarism has become an ever-increasing problem. When you think about it, getting enough information to do a paper is as easy as â€Å"click†, copy, p aste, print, and then you are done. Not all cases of plagiarism are as harsh as copying and submitting an entire document, but in reality, plagiarism is plagiarism. It is so easy to just forget about giving credit where credit is due that sometimes the work is handed in and the credit is given to the student. By doing this, the crime of plagiarism has been executed and the punishments could be severe. Punishments or repercussions could range from getting a zero on the paper to as severe as getting kicked out of university. Not to mention the possibility of criminal charges. Throughout this â€Å"age of the internet,† that we live in, plagiarism has the possibility to affect everyone. There are websites that are dedicated explicitly ... ... employers for five years after the incident. If ethics are not a good enough reason for a person to refrain from plagiarizing, the combination of ethics and possible punishment should be. Besides providing ways to plagiarize and telling of the possible repercussions of plagiarism, the Internet also provides us with some ways to detect plagiarism. Sites like Plagiarism.org and Turnitin.com have dedicated themselves to detecting and stopping online plagiarism. They hope to complete an online database that will contain thousands of documents that can be cross-referenced to determine if the report has been plagiarized. They hope that this will prevent papers from Internet sites ever being used to obtain a course requirement. With enough cooperation from enough institutions (colleges, universities, high schools) these hopes may become a reality in the future. Plagiarism - An Ever-increasing Problem Essay -- Exploratory Essays Plagiarism - An Ever-increasing Problem Plagiarism has been a problem to academic institutions for centuries. Plagiarism basically means taking credit for somebody else’s work. The technical definition of plagiarism, as used by State University, is presenting work done (in whole or in part) by someone else as if it were one's own. Dishonest practices that go hand in hand with plagiarism include faking or falsification of data, cheating, or the uttering of false statements by a student in order to obtain unjustified concessions. In the past, plagiarism had been limited by the availability of information that is worth plagiarizing, either in area libraries, in newspapers and magazines, or even in academic files maintained by campus organizations (fraternities). Now, with the wealth of information available on the Internet only a â€Å"click† away, plagiarism has become an ever-increasing problem. When you think about it, getting enough information to do a paper is as easy as â€Å"click†, copy, p aste, print, and then you are done. Not all cases of plagiarism are as harsh as copying and submitting an entire document, but in reality, plagiarism is plagiarism. It is so easy to just forget about giving credit where credit is due that sometimes the work is handed in and the credit is given to the student. By doing this, the crime of plagiarism has been executed and the punishments could be severe. Punishments or repercussions could range from getting a zero on the paper to as severe as getting kicked out of university. Not to mention the possibility of criminal charges. Throughout this â€Å"age of the internet,† that we live in, plagiarism has the possibility to affect everyone. There are websites that are dedicated explicitly ... ... employers for five years after the incident. If ethics are not a good enough reason for a person to refrain from plagiarizing, the combination of ethics and possible punishment should be. Besides providing ways to plagiarize and telling of the possible repercussions of plagiarism, the Internet also provides us with some ways to detect plagiarism. Sites like Plagiarism.org and Turnitin.com have dedicated themselves to detecting and stopping online plagiarism. They hope to complete an online database that will contain thousands of documents that can be cross-referenced to determine if the report has been plagiarized. They hope that this will prevent papers from Internet sites ever being used to obtain a course requirement. With enough cooperation from enough institutions (colleges, universities, high schools) these hopes may become a reality in the future.