Why is breaking into work categories stereotyped by gender so Essay

Why is breaking into work categories stereotyped by gender so difficult - Essay Example Bill Gates or Jack Welch comes immediately to mind. But why don’t people think of women leaders, such as Meg Whitman or Katherine Graham, who are on the same list of top influential and prominent business leaders? Some experts say it is because stereotypes visualize men as a much more natural fit for high ranking leadership positions than women. Gender stereotyping pollutes the workplace. It portrays women as lacking the very qualities that people commonly associate with effective leadership. As a result, they often create false perceptions that women leaders just don’t measure up to men in important ways. Though there are other stereotypes which are present in the workplace where women begin to break into the top ranks or executive positions, but the breaking is slow. No one knows exactly the main reasons for women’s struggle. Some experts say: â€Å"It’s a result of the common excuses for not ‘trusting’ women in the highest leadership situations. They’re not strong enough. They’re too conciliatory; too emotional. They don’t know how to ‘play the game.† Although these reasons seem to be childish, there is an old-fashioned perception of women’s inabilities that is persistent in almost every workplace. Men consider women to be less skilled at problem-solving, one of the qualities most associated wit effective leadership. Because of this stereotyping, people lose faith in women’s problem-solving competence that is why they may be reluctant to follow the directions of women leaders. With their problem-solving skills undermined, women lose interpersonal power. This means that instead of using their credibility or expertise to influence followers, women may have to rely on their status or position to influence others. Being exposed to women leaders doesn’t necessarily lessen stereotyping; often, it reinforces stereotyping, creating even more â€Å"extreme perceptions† of differences between

Music Essays- Rave Culture Music

Music Essays- Rave Culture Music Rave Culture Music Since its emergence in the late 1980s, the subculture referred to as â€Å"rave† has become a significant global youth phenomenon. Postmodern scholars tend to treat the rave subculture as one of disappearance and pleasure. The â€Å"armchair† approach of postmodernists is inherently flawed because it fails to acknowledge the meaningful spiritual experiences of those attending raves. Scott R. Hutson’s â€Å"The Rave: Spiritual Healing in Modern Western Subcultures†introduces an opposing theory that raving is a spiritual practice wherein the symbolic processes embedded in culture create appropriate frameworks for healing. Gilbert Rouget’s conceptualization of trance and how it is managed in the ritual context provide the analytical foundations for this spiritual practice. This paper will analyze the role of the DJ as a leader of a possession trance ritual who â€Å"aided by key symbols, guides the ravers on an ecstatic journey to paradise- a pre-soci al state of non-differentiation and communitas† (Hutson 1999:54). Raves have increasingly become the focus of books, movies, and media coverage, and the culture has been the undercurrent behind some of the latest music and fashion trends. Described by Merchant and McDonald as â€Å"the most vibrant, popular and visible cultural expression of young people† (Merchant and McDonald 1994:16), rave culture has had such an enormous impact on the mainstream youth and popular culture that it is now often considered part of the mainstream. The electronic and rhythmically repetitive nature of the music, the long hours of dancing, the semi-legal secret location, and the ingestion of psychoactive substances, differentiate raves from other youth parties. When combined, these features are specifically designed to promote feelings of connectedness, spirituality, and a state of â€Å"ecstasy† among contemporary youth. At the heart of these proceedings one encounters the individual responsible for the success or failure of the event: the Disc-Jockey or DJ. Using equipment to manipulate the rhythm, sound, and lighting, the DJ guides individuals through a psychological journey of what some have described as healing, identity transformation, and spiritual growth. Get help with your essay from our expert essay writers A small body of recent publications on raves reflects the growing recognition that the rave scene provides a spiritual outlet for many contemporary youth. The DJ’s position within this culture as a spiritual leader and guide has also been noted. What is uncertain, however, is the specific nature of this role. Poschardt contends that the DJ’s tendency toward â€Å"laconic autism† has made him a difficult object of study that has â€Å"remained untouched by academic study† (Poschardt 1995:17). Similarly, Fikentscher observes that â€Å"his gradual rise in the hierarchy of the music industry has not been accompanied by a corresponding growth in academic literature† (Fikentscher 2000:33). Although similarities have been noted between the function of the DJ in the rave culture, and that of the shaman in traditional cultures, a precise and in-depth academic analysis of the DJ’s work is lacking. It is often assumed that what ravers experience during raves is â€Å"ecstasy,† but a definition or thorough investigation of this state of consciousness is lacking. Similarly, references to â€Å"trance† or hypnotic states are also presented as fact but explanations and interpretations of these states and how they are elicited are usually glossed over. Some authors appear to be completely baffled by the altered states of consciousness (ASC’s) encountered at raves, their position clearly illustrates a poor understanding of ASC phenomena. One author explains that â€Å"ravers move in a hypnotic delirium which has been described as a ‘trance dance.’ It is as if some sort of spell has been cast over them causing the throng to lose themselves in their own thoughts while the pounding of the music remains starkly unobtrusive† (MacDonald et al. 1998:243). Postmodern scholars seem to avoid the subject of ASC’s altogether, while acknowledging the ineffable quality of the experience as grounds for its exclusion from academic inquiry. Additionally, the DJ’s expertise and the symbiotic relationship he develops with the dancers has also been neglected, perhaps due to the embodied, performative, and intuitive elements under which these processes are informed. In an attempt to explain this neglect, Gerard states that â€Å"while the dance music press, insider accounts and testimonials from DJs and dancers suggested a fertile ground for investigation, scholars tended to avoid the dialectical possibilities inherent in performance analyses or phenomenologically inspired investigations by simply treating such interactions as somehow ineffable† (Gerard 2004:170). Another embodied element so central to raving is body movement, that is the dance experience, and as Malbon remarks â€Å"I note the reticence and/or inability of both clubbers and academics to discuss dancing† (Malbon 1999:71). It is probable that this reticence is partially rooted in the limitations of an â€Å"armchair† approach. It is obvious that many scholars of rave and club culture have never physically participated in the contexts they are writing about. This armchair methodology is addressed by Gerard and Sidnell who call for an approach that is instead framed in the â€Å"immediate:† Rather than attempting to extricate symbolic meanings or covert subcultural agendas, future studies of contemporary dance music would be best served from the dance floor and not the armchair. If as a number of authors have suggested, these music and dance spaces can be likened to ritual events, we should approach them as such-not by serving enactment from text, as Bruce Kapferer has cautioned, but by framing analysis in the immediate and locally organized contexts of performance (Gerard and Sidnell 2000:36). This paper is an investigation the precise function of the DJ within the rave culture. This involves an investigation of the DJ’s training, of his techniques of the mechanisms involved in inducing altered states of consciousness (ASC’s) in the rave context, of the experience of the participants with these states, and of the relationship between the DJ and rave participants. Much of the DJ’s elevated status and recent success has to do with the artistic license and technological innovations in music production that afford today’s DJs with seemingly limitless opportunities for creative development. This forces the DJ into a role as a paradoxical artist, a meta-musician whose performance is based on prerecorded music. The profession thus questions the traditional notion of live performance and as Poschardt states, â€Å"questions the traditional concept of the artist, blows it apart and re-establishes it in overhauled form† (Poschardt 1995:15-16). An emblematic figure of the postmodern era, the DJ has been likened to a writer, an editor, and even a weaver of mosaics and tapestries. This is largely due to the techniques of mixing, remixing, and sampling, procedures that make each performance spontaneous, unique, unexpected, and thus â€Å"live† as opposed to prerecorded. Combining two records is referred to as mixing, remixing in volves altering and therefore reinterpreting and existing song, and sampling consists of inserting any sound, musical passage, or rhythm into an existing track at any desired point. This is where the creative element and metaphor of the DJ as writer is relevant: I love the idea of continuous sampling: like remixing everything as you go so writing is like that. Just like you’re probably going to do edits, cuts and splice when you’re editing this tape, I mean you do that with language, even when you’re speaking, you’re always picking and choosing what words you’re using, the way you’re going to describe something so everything is a mix. I’m mainly a writer, DJ’ing to me†¦ every DJ is a writer, you’re using the urban landscape as your book, as your novel, as your text, so everything is writing (‘DJ Spooky’ in Reiss 1999). The ability to create new sounds and sample virtually anything also emphasizes the freedom of the artist. While there are â€Å"DJ schools,† information resources on the internet, and technical manuals available to those entering the DJ profession, most DJs are self-taught and the process of learning and refining skills for oneself seems to be the ultimate rite of passage into the trade. For the most part, DJs seem to frown upon professional schools that offer courses in DJ’ing, feeling that these schools are no more than the product of a recent fad. Most seemed to agree that experience and intuition are the greatest tools for learning available to an amateur, and these cannot be acquired in an academic institution. The notion of being self taught still allows DJs to be influenced by others or to have their careers assisted along the way. Fikentscher characterizes DJ’ing as an oral tradition where knowledge is passed down to new artists from the DJs that come before them (Fikentscher 2000:44). Like raves, DJs on the rise develop a following through word of mouth and the circulation of their music. At clubs and raves, the local and unknown DJs are given the opportunity to spin in the peripheral rooms while the headliner DJs spin in the main room. Through this kind of exposure, a DJ can develop a following and eventually graduate to the central room which houses the best lighting and sound equipment. DJs have also been known to collaborate with other musicians in producing records, and even tour with other DJs thus picking up techniques along the way. A DJ must have an extensive knowledge of music tracks and remember such details as the rhythm, the vocals, and key structure, so that the current song will be complementary to the track that it is being combined or sampled with. Just as many ravers note an alteration in the way they perceive Techno music through continued participation in the subculture, DJs also identified a change in their musical perception that is oriented toward the more technical aspects of the music. Evidence for this kind of neural entertainment is supported by the finding that the analytic left brain tends to dominate musical processing in trained musicians, whereas for the untrained it is the right hemisphere that dominates (Wilkinson 2000:1). While there has been considerable discussion surrounding MDMA or Ecstasy use as a prerequisite for fully understanding and appreciating electronic music, in contrast to the majority of rave-goers who advocate drug use to â€Å"get into† the music, all of the DJs interviewed in a study by Dr. Melanie L. Takahashi disagreed with this view. Although a majority had tried MDMA or other dance related drugs, the sentiment that the music combined with the skill of the DJ in its own right were enough to elicit an ASC appeared to dominate. The DJ’s adeptness for musical perception and producing musical triggers for trance states could explain the incongruity between DJs’ and participants’ views concerning drug use. All subjects interviewed performed their sets without taking drugs, the reason given being that these substances would negatively affect the concentration required to perform a live show. Instrumentalists of possession rituals are reported to not ingest psychoactives or enter into trance during performances for similar reasons. According to Rouget, â€Å"to do so would be incompatible with their function, which is to provide for hours on end and sometimes on several consecutive days, music whose execution must continuously adapt itself to the circumstances† (Rouget 1985:103-104). Rouget argues that these musicians must therefore be external to the cult, such that they are not vulnerable to the music, or they must be experienced adepts who are able to withstand the effects of the music (Rouget 1985:104). As the DJ is given the power to introduce the participants to an experience, it becomes increasingly important for the DJ to sustain the integrity of that experience. In Gerard’s 2004 article â€Å"Selecting Ritual: DJs, Dancers and Liminality in Underground Dance Music,† Gerard describes the importance of flow by framing the dance experience, and the process of mixing, as conduits for â€Å"liminality† as defined by Victor Turner (Turner 2003:176). The DJ employs what Gerard coins as â€Å"techniques of liminality† which create periods of uncertainty for the dancers following the resolution. When the flow is interrupted by poor mixing â€Å"the flash of spontaneous communitas is potentially threatened; dancers are often drawn out of their ecstatic state; they return to an increased awareness of both setting and self, and sometimes abandon the dance floor† (Gerard 2004: 176). In order to avoid losing experiential integrity, DJs function in a manner similar to instrumentalists in possession rituals by developing an intimate and symbiotic relationship with the dancers. The dancers’ ability to achieve an â€Å"ecstatic† state is dependent on the DJ’s stage presence, his proficiency in intuitively â€Å"reading† and responding to the crowd, and his ability to form a temporary bond with the dancers. Without these skills, the techniques of trance induction on their own right are generally inadequate for eliciting what participants call an â€Å"ecstatic† state. In ceremonial possession, the notion of performance is a central element to the ritual. Instrumentalists perform for an audience, and irrespective of an individual’s familiarity with the music, the trance state is only induced within the ritual context in the presence of others. Furthermore, additional aspects of raves that are paired with the music (i.e. lighting, psychoactives) are generally absent at home even though they play an important role in trance induction. Also absent outside of the rave context is the interpersonal relationship between the DJ and the participants. Similarly on the subject of possession rituals, Rouget emphasizes the importance of the connection between the instrumentalists and the dancers, stating â€Å"in order to induce trance in a particular person the priests and musicians establish a special relationship with him, make him an object of their ‘solicitude,’ address themselves to him in an exclusive way, and become at the same time very attentive to what he himself is feeling† (Rouget 1985:112). At raves, participants recognize that a DJ must be selfless in order to establish this special bond. Although most DJs have a general idea of the style of music and the songs that they will play, it is accepted that flexibility is more important, and this is particularly relevant for touring DJs who must also adapt to regional differences in music taste: I know the records that are good to start the evening, but I don’t prepare my set in advance. I watch and I react. I try to adapt. Every city is influenced by the people who initially created the scene. You have to adapt and still be true to yourself. In Germany, I play techno. In Belgium and Switzerland, it’s more funky tech house. In Spain, it’s predominantly techno, except in Barcelona and Ibiza where it’s house (‘Jack de Marseille’ in Huegli 2002:69). The active role of the crowd in shaping the mood and atmosphere of the party also favors a more spontaneous approach. It is believed that DJs who prioritize the tastes of the crowd over their own, are humble DJs and that this quality is a precondition to a â€Å"people’s DJ† (Brewster and Broughton 1999:11-12). Cues indicating a DJ’s humbleness that were remarked upon, are gestures suggesting appreciation and gratitude toward the crowd such as bowing, clapping, eye-contact, and smiling. These gestures also play an important role in breaking the artist/spectator barrier and this strengthens, and reifies the connection between the DJ and the dancers. Breaking the barrier between the artist and participant is another reason why DJ booths are centrally located at raves. It is important that the DJ see the dancers so that he can respond to them, and it is equally important for the participants to be in close physical proximity to the DJ, so that his personality and presence are able to come through: I don’t feel like I have to hide and say, â€Å"No one should see me when I DJ. It’s all about the music.† Bullshit! People always need someone they can connect to and they can identify with. I always felt that I could bring the music across in a more convincing way by using my personality. Because I give people an honest feeling. The most important thing is to see people standing happily on the dance floor in the end (Sven Vath in Huegli 2002:18). All of these factors are conducive to breaking the barrier between the DJ and the dancers. The communication that occurs between the two is much more than music, lyrics, and the dance movements, or what Rouget refers to as the â€Å"level of the code† (Rouget 1985:113). In reference to possession rituals, communication is established â€Å"at the personal level, the emotional level of direct person-to-person relationships† (Rouget 1985:113). The active role of the dancers also reinforces the dismantling of the barrier between the performer and audience, and this is where the concept of the feedback loop between the DJ and participants is relevant. As DJ Spooky puts it, â€Å"the DJ/audience relationship is like a symbiosis you know, it’s like a biological structure you know, I mean it’s like you are sending out information and pulses that the crowd in a way then sends back to you, and like you’re like a focal point of the energy of these gathered people† (Reiss 1999). There is also an emotional element involved in this symbiotic relationship which targets the DJ with responsibility for the emotions of the crowd of dancers. The DJ’s emotional state can be transmitted to the crowd through his music and consequently impacts the condition of the dancers. A DJ’s seeming lack of enthusiasm, his failure to make eye-contact, smile, or dance are indicators suggesting that he isn’t having a good time, and this has consequences on the crowd. While the crowd is sensitive to these nonverbal indicators of the DJ’s affective state, the DJ’s mental state can influence his choice of music, and this too will impact the experience of the dancers. While electronic music has been accused by some of being repetitive, bland, and even minimal, there is a strong correlation between the genres of Techno music and affect. For example, Terrorcore, Industrial Hardcore, Jungle, and Drum n’ Bass, are noted for bringing out aggressive and negative emotional states in some individuals. Bold, militant rhythmic patterns, sounds of machinery, people screaming, and vocals with coarse language, are the kinds of sounds attributed to some of these music styles. It is generally felt that the people who are looking to experience negativ e and aggressive states seek out these types of events. In contrast, Trance, House, and Happy Hardcore, are generally characterized by warm melodic styles and positive lyrics that are noted for engendering such feelings as love, a sense of well-being, connectedness, and spirituality among participants. Depending on his mood, the DJ can choose tracks with vocals and melodies that accentuate positive themes, or tracks with sounds and lyrics that concentrate on the darker aspects of life. This is why a participant’s sense of trust in the DJ is so important. It becomes evident that there is a shared feeling of uncertainty arising from the inability to pinpoint the DJ’s intentions: I realized that the DJ had POWER over me. I was basically prostituting for the DJ: I was a slave to what he had (the promise of the climax) and he was flexing his power and tweaking with me to see how much I could stretch myself out for it. It really scared me†¦ I think some DJs definitely hold the power of a cult in their turntables and in their speakers, and it’s really not something that I want to get down on my knees for. Just a thought, I’m not bagging here. I still think rave is one of the best things the 20th century has to offer, but I think that if left unchecked, it could turn on us (cited in Takahashi and Olaveson 2003:86). At raves, the trance state is very much dependent on the individual’s willingness to let go and trust the DJ in allowing him to guide the nature of his or her experience. One DJ regards the dancers as having a responsibility to meet him half way, â€Å"As long as they are open for a while and let themselves go, they have the opportunity to feel things the way I intended them to† (Heiko Laux, in Huegli 2002). Here again, the similarities between possession rituals and raves are apparent. Rouget characterizes the relation of the possessee to the musicians as â€Å"the submission of the former to the latter† (Rouget 1985:112). The following description of the ndop ceremony highlights many of these striking resemblances including the instrumentalist’s ability to observe and respond to the dancers’ movements, and the bond established between the two: In fact, a close interpersonal relationship develops at this point between drummer and possessee. The drummer takes charge of her, so to speak. Keeping very close to her, never leaving her side, concentrating on her slightest movements, incessantly observing her behavior in order to: speed up the tempo, or, on the contrary, relax it; select the necessary types of beat; and adjust the intensity of the stroke. Communicating the rhythm of the dance to her, he holds the possessed woman in his sway and leads her into the ever more violent whirlwind of his music. But if he is able to lead her in this way, and finally guide her where he wishes, it is because he has been able to establish a close understanding with her. It is because he can follow her that he is able to dominate her and impose his will upon her. He is the master of the game, but within a dialogue. He speaks music and she replies dance (Rouget 1985:112). The theme of submission is also apparent in possession ceremonies in relation to the spirit beings that possess cult members. In the case of Haitian Vodou, for example, Bourguignon highlights extreme passivity as one of the prerequisites for trance induction: However, one aspect of submission-dominance seems of importance in relation to possession trance: in person, as we have seen, is said to be â€Å"mounted† by the spirit, to be his â€Å"horse.† The personality of the individual, one of his souls called â€Å"gros bon ange,† is displaced and the body is taken over by the spirit. In other words, there is total subjection to the spirit and total submission to him (or her). The spirit, as a powerful superhuman entity, can do as he pleases, both with the horse he has mounted and with other human beings present. We thus have an expression of extreme passivity in this interpretation of possession trance (Bourguignon 1976:40). At raves, references to the power of music in directing the body are reminiscent of possession’s horse and rider metaphor. According to Sylvan, these accounts of submitting to the music â€Å"suggest a trance state very similar to possession, in which music becomes the rider and the body becomes the horse, but without reference to any specific possessing spirit† (Sylvan 2002:129). In the rave locale, the DJ is equally influenced by the emotions of the crowd, where participant feedback is transmitted at the visceral level. While it is not unusual for participants to demonstrate their admiration for a DJ by whistling or chanting his name, for the most part, crowd feedback is nonverbal. Occurring as sets of coordinated body techniques that all ravers seem to intuitively know and all DJs can follow, these moves are acquired at the corporal level and most ravers seem to be unconscious or unaware of these movements. The responses to the DJ are well coordinated from an observer’s point of view. Fikentscher calls the sum of individual dancing bodies the â€Å"collective performance† wherein the bodies of the dancers can potentially unite to form â€Å"one musical instrument† (Fikentscher 2000:58-59). As McCall suggests, this process is mediated by dancers’ observation of subconscious cues. These cues create a system where â€Å"people are helping each other dance without knowing it, feeding off the collective anticipation for that moment of synergy where it feels like utter madness: cheers, claps, whistles, hands in the air. Suddenly everyone is dancing in unison† (McCall 2001:93). When the dancers are in sync with one another, the boundaries between individuals seem to vanish as the crowd appears to function as one organism (McCall 2001:95). This process of synchronization also encompasses the entry into a collective psychic space. In Music and Trance: A Theory of the Relations Between Music and Possession, Rouget emphasizes that rituals of possession are embedded within rich cultural traditions wherein trance is a learned and culturally patterned process. In these traditions, the musical motifs, instruments, and dance steps are localized to specific gods and myths, and thus the music operates as â€Å"the principal means of socializing trance† (Rouget 1985:323). Rouget argues that it is the possessee’s ability to identify emotionally with the music and dancing as signifiers of cultural knowledge, that enables him to enter the trance state. This is where electronic music departs from possession music. Although raves are emotionally charged events, the music and dance movements are not rooted in a specific cultural tradition other than rave. Nevertheless, there is an inherent power in the music to evoke extraordinary states of consciousness and this is where the universal agents involved in trigger ing trance are paramount. DJs have not only utilized these mechanisms to induce trance among participants, but the available technology in sound and music production has given artists the means to refine these practices into a science of precision. To a certain extent, these technological advancements compensate for the lack of cultural signifiers, as DJs have access to a range of equipment that is clearly absent in ceremonial possession. Electronic music producers are creating works that are intended to elicit specific states in the brain, and advancements in sound and visual effects at raves create the optimal listening environment for these tracks. Even though the sophisticated scripted process of initiation as observed in ceremonial possession is lacking at raves, these features when combined with the DJ’s proficiency in track selection and crowd interaction, and the learning on the part of participants in recognizing and responding to the DJ’s cues, account for the ASC’s that people are reporting at raves. Many DJs as well as experienced rave participants have developed their senses in such a way that they perceive Techno music differently than those who have never been exposed to it. This shift in musical perception is a learned by-product of repeatedly exposing the auditory system to new stimuli, and this transition is a key part of the scripted process as well as a prerequisite to ASC induction. For DJs and their fans, listening entertainment is only a small part of the electronic music scene. Specifically, the tones, frequencies and beats of electronic music are designed by producers and further refined by DJs to target the body in precise ways. Electronic music is intended to be physically experienced and this is evinced by the fact that many veterans of the rave scene describe the music as having a three-dimensional vibrational quality that transcends the traditional way music is perceived. The body-centered quality of the music is deeply intrinsic to electronic music culture and this is the common thread that links the numerous classifications of rave music. Computer technology has provided the DJ with the power to totally control the means of perception at raves. Whereas â€Å"the tonalities and structures of traditional music are limited by the parameters of the instruments on which they are played† electronic music â€Å"sets tonality loose releasing creativity from the discipline-and exclusivity-of musicianship† (Hemment 1997:29). As Gauthier remarks, â€Å"Techno becomes a presence that cannot be ignored-more, it is a shock whose intensity is only matched by the body’s urge to give in to it, an aggression made positive through the festive context† (Gauthier 2004:75). The dominance of the music is also supported by the high volume of the music. According to Fikentscher, this ensures the authority of the DJ as the music establishes â€Å"absolute priority over other acoustic phenomena: conversation, handclapping, foot stomping, yelling, whistling† (Fikentscher 2003:85). Some electronic musicians are even experimenting with sounds that go beyond the human auditory range. Fritz argues that sounds that vibrate through the body without being heard â€Å"may be partly responsible for the powerful emotional response people have when listening to rave music† (Fritz 1999:78). While the majority of DJs are not necessarily versed in the scientific literature on trance states, or use scientific language to describe what they do, there is an underlying intuitive knowledge of what works with the crowd at raves. Rouget observes that an interruption in the music’s flow is used cross-culturally to induce trance. Such catalysts as the acceleration of tempo, the crescendo in volume, the use of polyrhythm, rhythmic changes such as syncopation, and even a brief cessation of the music, are techniques that interrupt the music’s flow, triggering trance (Rouget 1985:80-84). Rouget notes that most possession ceremonies begin slowly, gradually intensifying throughout the evening with the onset of possession being the climax of the event (ibid 1985:80-84). The methods implemented by instrumentalists in interrupting the music’s flow function to intensify the sound and atmosphere of possession rituals. With electronic music, the idea of tension and releas e is a built-in characteristic of all classifications of rave music. Thus while Trance, Jungle, and House may differ with regard to tempo, meter, instrumentation, and use of lyrics, the same techniques of building tension are employed by DJs in all three genres. As Reynolds notes â€Å"rave music has always been structured around the delay of climax† and the anticipation of a â€Å"plateau of bliss that can be neither exceeded nor released† (Reynolds 1994:56). This paper examined the role of the electronic music DJ, and how DJ’ing has evolved into an art-from as well as a science. Technology has played a pivotal role in shaping the development of rave culture. At its core, the music that binds this global culture together is created, exchanged, performed, and experienced through computer-mediated technology. According to Wilson, â€Å"a reverence to and celebration of technology, and an implicit and explicit belief in ‘progress through technology,’† is one of the underlying doctrines of rave culture (Wilson 2003:386). As Gauthier remarks in reference to rave culture, â€Å"technology is synonymous with possibility, and stands as a prerequisite for creation, gathering and effervescence† (Gauthier 2004:71). Raves would be crippled without technology and this reinforces Reynolds’ point that rave music is not about â€Å"what the music ‘means’ but how it works† (Reynolds 1998:9). The DJ is the expert in knowing how electronic music works. His expansive knowledge of repertoire, aptitude for musical memory, technical prowess at the turntable, charismatic presence on stage, and ability to interact with, read, and manipulate the crowd, have awarded him the power to take his dancers on what participants have described as an â€Å"ecstatic† journey.

Road Traffic Injuries in Cameroon Essay -- Transportation, Social Issu

It is estimated that almost 16 000 people die every day from all types of injuries throughout the world (1). Injuries account for 12% of the global burden of disease. They are the third most important cause of overall mortality and the leading cause of death among 1–40-year-olds (2). Road traffic accidents (RTA) are responsible for the highest number of injuries worldwide. According to data published by the World Health Organization (WHO) road traffic injuries account for around 25% of all injury related deaths (1). The report portrayed road transport crashes as a leading cause of injury related morbidity and mortality the world over. The World Bank and WHO estimates reveal that about 1.2 million people die each year and as many as 50 million sustain injuries as a result of road transport accidents. This represents about 25% of all injury related deaths worldwide. Developing countries account for up to 85% of all road traffic deaths world wide; 90% of global disability adjuste d life years lost (DALY); and 96% of global traffic related child mortality. Most of these victims are the poor masses that commute as passengers in public transport vehicles, cyclist or pedestrians and users of vans, coaches and minibuses (1, 3, and 4). The actually numbers of road deaths are unknown. This is as a result of variations and limitations in RTI data collection; analysis, differences in interpretation and underreporting. Road traffic related deaths account for over 50% of deaths are among young adults in the age range of 15–44 years (5); and are the second leading cause of death among children aged 5–14 years, and young people aged 15–29 years worldwide. It is projected that without a major improvement on prevention strategies and policies, ... ... healers. The bulk of non-profit facilities are operated by the Catholic and Protestant Health Services: the former operate 179 facilities (including 8 hospitals) with a staff of 1,315 and the latter122 health facilities (including 24 hospitals) with a staff of 2,633 (World Bank op cit); there were roughly 200 for-profit clinics (Deschamps, 1996; p. 2) and a few thousand traditional healers (Lantum, 1996; personal communication). The plethora of health care providers and institutions means a wide variety of sources making it difficult to identify all cases of road traffic related injury reported or treated. Some victims of RTI injuries may not show up in hospitals or report to the police as they may prefer to seek alternative treatment and as Dixey (1999) argues the health help seeking behavior of a people maybe informed by the believe of disease and causation.

Classroom Behavior Managment: Common Mistakes Essay

Mistakes are common in the classroom, but there are tips on how to manage your classroom that will eliminate the chaos and help your students learn. Prevention is an effective form of behavior management. From the beginning you need to establish a set of rules and regulations so that the students know your expectations. There are twelve common classroom behavior management mistakes, but are followed by suggestions as to what we should do instead. The systems should be able to meet the changing needs of the classroom and students. The first few mistake rules are basic concepts that teachers need to know. One is being able to define misbehavior by its function not by how it looks. Number two and three is to assess the behavior directly instead of asking a question or approaching the problem in a different way instead of trying harder for it to work. Number four is to set and establish classroom rules right away, but do not have too many because it makes it more difficult for both the teacher to enforce and students to comply. The fifth one is to treat some behaviors as â€Å"can’t dos† like lack of skills not all as â€Å"won’t dos† as in lack of motivation. Number six is an easy fix by planning transition time appropriately instead of lack of planning. Number seven has true knowledge by ignoring wisely instead of ignoring all or nothing at all. Make sure to understand what you should ignore and what you should not. Number eight moves onto misuse and overuse of time out. The student’s reinforcement opportunities are withdrawn when in time out. Moving onto number nine is that you should have clear expectations of your students that you reinforce consistently. Your students are more likely to obey when the teacher is consistent than when they are inconsistent. Number tens mistake is not including others in your management efforts. The classroom will be more effective if parents, students and others are involved. Number eleven and twelve are about using academic instruction as a tool and taking the misbehavior professionally not personally. A brief review on the common mistakes is useful for developing a comprehensive behavior management plan. Reflection: I enjoyed reading this article because the main thing I look for when I go into my field experiences is the different classroom settings and figuring out how each classroom is run differently. Teachers have their own behavior management techniques and they all handle situations differently. This article is really going to help me in my future because I now know the common mistakes teachers make and I can look for them when I am in my fields. I thought that this article was well written and gave just enough information and examples for each mistake. What I think is most important is prevention because if you can stop it before it starts then hopefully you illuminate the problem all together. I really do believe in getting the ground rules set early so that the students know your expectations. You should not over load them with tons of rules but if you have a good set of four to six rules that could govern classroom situations then I believe that you will have less behavioral problems. I think that this article is worthwhile and I would recommend it to other teachers because maybe by me passing on this article I could help another teacher get their class behavior under control. Some teachers are old fashioned and need new direction and passing an article on like this one could be beneficial for any teacher. I really thought that this article was knowledgeable. I learned more than I thought I would and any teacher would benefit from reading and applying this to their classroom.

Sugar And Children

Hypothesis – The more sugar that a child consumes, the less attentive the child will be. If too much sugar is consumed the child may become very active for a short time then crash. ï‚ ·Independent Variable – In safe dosses increase the amount of sugar the children consume in a given time period before having them take a short test to track their attention. ï‚ ·Dependent Variable – Have each of the children take a short test to determine how their attention was affected with each dosage of sugar. ï‚ ·Confounding Variable – List any and all affects that may not be a result of the sugar consumption.Survey Methodï‚ ·Random Sample – Allow at random a few different children from the population of children to take part in the survey. If you must recruit children for the survey then do it in a manner that will get an average of the complete population of children. Such as selecting a child from every five children alphabetically.ï‚ ·Biasing à ¢â‚¬â€œ Avoid asking questions that forces the children to fit your preconceived notion or interpretation. Do not use questions such as: Do you not feel that too much sugar causes you to lose concentration or your attention when taking a test. Instead reword it like this: How do you feel that the consumption of sugar affects your attention when taking a test. Set up questions to obtain the child’s grade and their preferences of sweets like how many and what product they consume. Compare and ContrastBoth Methods offer valuable insight to our original question. Survey Method will allow you to effectively gain data at a much faster pace. Experimental Method allows for a controlled environment and establishes a cause and effect from your experiment. While the Survey Method is a very fast way to gain insight, it is sometimes hard to refrain from showing bias in your questioning especially if an outcome is already interpreted. It is also hard to guarantee a true average of the tota l population of children when doing the Survey Method. In my opinion the Experimental Method is clearly the better choice for it establishes the extent of which sugar consumption affects the child’s attention and is done in a controlled environment.

Saying So-so; Mediocre in Mandarin Chinese

Saying So-so; Mediocre in Mandarin Chinese The rules of etiquette in Chinese culture state that compliments must be rejected. Therefore, if someone tells you that you speak Mandarin well, a good way of responding would be, â€Å"Not at all, my Mandarin is very poor.† One way of saying this is with the Mandarin Chinese phrase mÇŽmÇŽhÃ… «hÃ… «. This could be prefaced with nÇŽli nÇŽli, which means â€Å"where?†- as in, â€Å"Where is my good Mandarin? I don’t see it.† MÇŽmÇŽhÃ… «hÃ… « is made up of four Chinese characters: é © ¬Ã© © ¬Ã¨â„¢Å½Ã¨â„¢Å½/é ¦ ¬Ã© ¦ ¬Ã¨â„¢Å½Ã¨â„¢Å½ (the second is traditional Chinese). The first two characters mean â€Å"horse† and the second two characters mean â€Å"tiger.† This makes the phrase very easy to remember, but why does â€Å"horse horse tiger tiger† mean â€Å"mediocre?† It’s neither one nor the other- it’s so-so, mediocre. Example of Mama Huhu Click on the links to hear the audio. NÇ  de guà ³yÇ” shuÃ…  de hÄ›n hÇŽo.ä ½  Ã§Å¡â€žÃ¥Å"‹è ªÅ¾Ã¨ ª ªÃ¥ ¾â€"Ã¥ ¾Ë†Ã¥ ¥ ½Ã¤ ½  Ã§Å¡â€žÃ¥â€º ½Ã¨ ¯ ­Ã¨ ¯ ´Ã¥ ¾â€"Ã¥ ¾Ë†Ã¥ ¥ ½Your Mandarin is very good.NÇŽli nÇŽli - mÇŽmÇŽ hÇ”hÇ”.å“ ªÃ¨ £ ¡Ã¥â€œ ªÃ¨ £ ¡ é ¦ ¬Ã© ¦ ¬Ã¨â„¢Å½Ã¨â„¢Å½Ã¥â€œ ªÃ©â€¡Å'å“ ªÃ©â€¡Å' é © ¬Ã© © ¬Ã¨â„¢Å½Ã¨â„¢Å½Not at all- it’s very bad. It should be noted that this phrase is very common in many beginner textbooks, but that few native speakers actually use it and it might come across as a bit strange or out-dated. Its a little bit similar to textbooks in English as a second language having its raining cats and dogs because its a cute expression that students like, but very few people actually say that. Its fine to use, of course, but dont be surprised if you dont hear other people saying it all the time.

7 Highest Paying Bachelor Degrees

7 Highest Paying Bachelor Degrees Everybody wants to go straight from school into a high-paying career. The trouble is, how can we maximize our chances? The best bet would be to choose a degree that syncs up nicely with the highest-paying careers out there. That way you’ll be set up with the most relevant skills right out of the gate. Here are 7 highest paying bachelor degrees that can steer you into a good job.1. Health Care AdministrationThe health care industry is always at the top of the heap: there’s lots of growth and lots of jobs, many high-paying. Training resources are widely available, and the demand for this kind of work just keeps increasing.You’ll have a relatively easy time finding employment once you’re finished with school. If you’re not ready to commit yet, try a couple of classes in anatomy, statistics, accounting, or physiology and see what you think.2. Computer ScienceNo matter what field you want to end up in, a degree in computer science can really set you up t o stand out at the forefront of the technological vanguard. Whether it’s web building or design, software engineering, A.I., you’ll already have a major foundation laid towards building your career.Most jobs requiring a comp sci degree also pay very well. Try a class or two in computer engineering, computer math, or digital system design if you’re not sure.3. Civil EngineeringYou like to build things, design things, dream big. Fix problems that befuddle everybody else! Make the world a better, more ergonomic place? The country is in sore need of an infrastructure reboot, so jobs requiring a civil engineering degree are going to spike. Good to get in early doors! Try a couple of courses in dynamics, engineering economics, or fluid mechanism for a start. There are lots of others, depending on your school’s catalogue.4. NursingLike Health Care Administration, no matter what you do with a degree in nursing, you’re almost guaranteed a well-paying job. N urses are the backbone of the whole industry. They’re the ones doing 90% of the patient care.If you like all things medicine and really enjoy helping people, try a few courses in chemistry, physiology, anatomy, psychology, or mental health and see if you’d like to pursue more.5. AccountingEverybody needs an accountant–from individuals to small businesses to huge corporations. If you’re good at math and financial systems, this might be a great opportunity for you. The further up the ladder you go as an accountant, the higher the pay. There are lots of accounting courses, and courses on tax and business law that can help you decide if you feel the call.6. PsychologyEven as our reliance on technology increases, there is still a high demand for understanding human behavior. You don’t necessarily have to be a shrink if you get a degree in psychology; you could work for large corporations, in HR, or in industrial relations†¦ the sky’s the lim it. The more emphasis is placed on marketing trends and analysis, the more the demand for those with psychological training will increase.Try out some neuroscience, with some statistical methods, and some perception vs. sensation classes to see how it feels to you.7. Business AdministrationIf you have a bit of the entrepreneurial spirit, this might be a great degree for you. Certainly it will stand you in good stead if you’d like to create and build your own business one day. This degree will give you the planning experience and knowledge to back up all your dreaming and big ideas. Start with classes in financial or operations management, systems and accounting, and other business and marketing topics to prepare yourself.

Identifying and Controlling Powdery Mildew on Trees

Identifying and Controlling Powdery Mildew on Trees Powdery mildew is a common disease that appears as a white powdery substance on a tree  leaf surface. The powdery appearance comes from millions of tiny fungal spores, which are spread in air currents to cause new infections. Powdery mildew attacks all kinds of landscape plants, including trees. Fortunately, although the disease is disfiguring, it rarely kills a tree.   Almost any tree species can be affected by powdery mildew, but the most common are maple, basswood, dogwood, lilac, magnolia, crabapple, catalpa, and oaks.   Identification Powdery mildew disease  is caused by many different species of fungi, with Erysiphe cichoacearum reported to be the most common culprit.   According to the University of Minnesota:   Powdery mildew appears as superficial growth on plant surfaces and is seen as white to gray powdery spots, blotches or felt-like mats on leaves, stems, and buds.Infected plants may appear to be sprinkled with baby powder or covered in cobwebs.The disease is often most severe on young leaves, water sprouts, and green shoots.Once severely infected, leaves may turn yellow and fall prematurely during the growing season.In some plants, leaves turn purple to red around the infection.In late summer/early fall, tiny round orange to black balls form within white fungal mats.Most prevalent when outdoor conditions consist of cool temperatures with high humidity; however, it can be seen in warm, dry conditions as well.The disease is most severe on plants or plant parts in shaded areas with poor air movement (interior or lower branches). Biology of the Fungus Some powdery mildew fungi survive winter inside structures known as chasmothecium, which contain the spores. In spring, the chasmothecium rupture to release spores that are then spread by the wind. Other species of powdery mildew survive the winter as a dormant fungus in the infected buds or shoot tips. In spring, these spores start new infections on new plant growth. As the growing season progresses, news spores are produced and transferred to new plants on the wind.   Prevention Powdery mildew is rarely a tree killer,  but it can disfigure specimens in the landscape. It is a product of moist conditions and is usually seen in the wetter spring and fall seasons. In many  areas, powdery mildew is virtually unavoidable during the most humid parts of the period from spring through fall. Once dryer weather returns, the fungus usually retreats. It may not be necessary to treat the fungus at all, but certain measures may prevent it from becoming prevalent. This humidity-loving fungus can be controlled only if moisture can be controlled. Dont plant trees in heavily-shaded areas and provide plenty of space for air movement and growing room. Prune trees and shrubs to improve air movement between the branches. Additional methods for controlling powdery mildew: Choose disease-resistant varieties whenever possible. Mildew-resistant cultivars are available for many plants.Do not overcrowd plants. Adequate spacing improves air circulation and reduces powdery mildew infection.Prune the tree or shrub to increase light penetration and improve air circulation throughout the canopy. But avoid excessive pruning of infected plants- do your pruning during inactive periods.  Avoid fertilizing trees and shrubs when they are suffering from powdery mildew. Fertilizing stimulates new growth and may hasten the spread of the fungal infection.  Do not compost infected branches or leaves. The spores will remain in the compost and may infect other plants.   Controlling Powdery Mildew Commercial fungicides will kill powdery mildew, but many experts advise using these toxic chemicals only on specimen plants that are highly prized since the fungus rarely kills trees.   Chemical fungicide treatments that kill powdery mildew include : Thiophanate methylChlorothalonilSulfur (but not for sulfur-sensitive plants such as viburnum)Potassium bicarbonate Sulfer is perhaps the most common fungicide for powdery mildew. Spray wettable sulfur onto affected leaves at the recommended rate specified by the label. Sulfur may injure tender foliage, especially in hot weather, so be careful. Do not use sulfur on walnuts, as injury may occur. Where important plants have a history of powdery mildew infection, treat them preemptively, before the fungus appears.   A somewhat effective non-chemical treatment is to spray the plants with a mixture of household baking soda and water.

Swear Essay Example | Topics and Well Written Essays - 500 words

Swear - Essay Example I did notice though that so many people employ profane words as part of their basic English. I find the practice in general to be offensive and also to be a sure sign of ignorance. One can walk a city street anywhere and hear phrases peppered with the "F-bomb" and what not. For example "I need cash but I can't find a F------ ATM machine". I go about my daily business without having to caution myself in cursing thus this assignment was not one that I found to be challenging. I did note however, that I was intensely alert to those cursing around me. I wonder what would happen if people actually listened to themselves speak. We have a moment, and only a fleeting one after that first impression, to alter it. After one looks at us, they hear us speak. We usually use our voices to deliver a message to others. That message can be taken as true or false. That message can be delivered by one who is deemed intelligent or intellectually challenged. Cursing by no means conveys an intelligent thought. Some think that by adding a curse word they are delivering the word to follow it with an emphasized delivery, but it is not so. People like myself do not find ourselves amused or threatened by one who curses. Curse words are nothing more than wasted air and their effect can only be described as revolting. I don't have to refrain from cursing because I find the practice to be disgusting and a sign of stupidity.

Presidential Commission in 1991 and the Uniform Determination of Death Research Paper

Presidential Commission in 1991 and the Uniform Determination of Death Act - Research Paper Example The Presidential Commission and the UDDA came up with two concepts related to the definition of death. On one hand, the first whole-brain concept asserts that death occurs when the lungs, heart and the brain undergo an irremediable functional breakdown (Ascension Health, 2012). These organs are closely correlated to each other. Therefore, if one of the organs stops functioning, the others cannot function. On the other hand, the second whole-brain definition of death points out that the functioning of the entire brain is the hallmark of existence. This is because the brain is the regulator of bodily activities. Therefore, when the brain does not function an individual is considered dead (Cohen, Rubenstein, & Jackson, 2006). The President’s Commission highlighted that the brain-death criterion was not a new way of defining death (Cohen, Rubenstein, & Jackson, 2006). This commission involved a group of medical consultants who came up with the brain-death concept. Furthermore, the criterion of brain death can be confused with various conditions including metabolic intoxication, hypothermia and drug intoxication. Therefore, the medical unit is usually advised to be extremely cautious when dealing with the young children and individuals in shock. Contrarily, the Presidential Commission did not include the Uniform Determination of Death Act in the diagnosis of brain death. Recent studies prove that most states around the world have already adopted the brain death concept and criterion. However, the determination of brain death varies in most countries, based on certain cultural and religious views. In the past, human beings usually died from apnea after severe head injuries. However, emergency health care can allow them to be placed on lifesaving machines in order to reverse the action (Ascension Health, 2012). In this context, the criteria used for brain death includes the absence of motor responses, corneal reflexes,

The Case for the Metropolitan Insurance Essay Example | Topics and Well Written Essays - 750 words

The Case for the Metropolitan Insurance - Essay Example But what good is the image when it is not properly stored Documentum serves as the file cabinet where the documents and images are arranged and stored. The introduction of the document imaging system and the establishing of the database Documentum has provided opportunities in to cut down costs in aspects of the business' operations. They are enumerated and discusses as follows: documents coming in everyday. One can just imagine the volume of storage space occupied by the microfiche images and equipment. File Cabinets, indexing materials and rooms must be provided for the storage of the images. Since microfiche images are not considered as "legal archives", there is really a need to provide storage and indexing mechanism for the paper documents. File folders, envelopes, cabinets, rooms and indexing materials represent a rather large cost to the business. Added to this is the labor cost associated with the people employed to attend and safeguard the documents and images. The Imaging system eliminated the need for microfiche images and paper document storage. Because of this, there is no more need to purchase filing and indexing materials. Provision for storage space such as rooms is no longer necessary. Furthermore, the pre-existing materials and rooms can be sold or used in other business works. ... Added to this is the labor cost associated with the people employed to attend and safeguard the documents and images. The Imaging system eliminated the need for microfiche images and paper document storage. Because of this, there is no more need to purchase filing and indexing materials. Provision for storage space such as rooms is no longer necessary. Furthermore, the pre-existing materials and rooms can be sold or used in other business works. The Metropolitan can also cut down labor costs as the system does not require many filing personnel. b. Maintenance Costs Paper documents and microfiche images can be corroded by environmental elements thereby reducing it to a useless material. This problem becomes more important since the insurance business operates in a very wide time frame. This temporal criterion makes it imperative that the documents are properly maintained. Furthermore, insects or animals may reside in the file cabinets and consume/ruin records. There is a need to purchase chemicals to prevent corrosion and animal destruction. Maintenance personnel must also be properly trained for them to be able to protect the documents. All of these represent a large capital cost for Metropolitan. Since the document's images are stored in the computerized database and since this is considered "legal archives", the paper documents need not be thoroughly taken cared of. Environmental and animal concerns are also eliminated. These improvements lessen the need for chemicals and maintenance personnel. 3B. Explain how the System shortens cycle time. The system also shortened cycle time because it eliminated the need for manual imaging of the pertinent documents. It can even image

The History of the Management in Business Essay

The History of the Management in Business - Essay Example Porter’s Five Force model is a set of analytic techniques to develop a strategy by looking at five competitive forces to position an organization and its activities so that its product or service is different and cannot be imitated by rivals or potential rivals. Of these, three forces are acting on Kao’s failure to grow its Western markets: bargaining power of buyers (Kao’s cheap image and reputation as a novice), threat of substitutes, and intensity of rivalry (competitors better at marketing high-end/high priced products). Porter then recommends that an organization choose one of three generic strategies – over-all cost leadership, differentiation, or focus – so it can compete and achieve sustainable profitability. How can we explain Kao’s success in cost leadership and differentiation? An explanation is its value chain, a framework introduced by Porter to analyze an organization’s internal capability to support and reinforce a chose n generic strategy. Kao’s internal capabilities and competencies (as we shall next see) helped it succeed in two generic strategies, although its failure to make buyers want its product means that it needs to make adjustments. Kao can satisfy the buyer’s bargaining power by improving its image through advertising and marketing, minimise the threat of substitutes by introducing quality but lower-priced products using its cost leadership and product differentiation advantages, and match the intensity of the rivalry.... buyers (Kao's cheap image and reputation as a novice), threat of substitutes (similar products familiar to the market), and intensity of rivalry (competitors better at marketing high-end/high priced products). Porter then recommends that an organisation choose one of three generic strategies - over-all cost leadership, differentiation, or focus - so it can compete and achieve sustainable profitability. How can we explain Kao's success in cost leadership and differentiation An explanation is its value chain, a framework introduced by Porter5 to analyse an organisation's internal capability to support and reinforce a chosen generic strategy. Kao's internal capabilities and competences (as we shall next see) helped it succeed in two generic strategies, although its failure to make buyers want its product means that it needs to make adjustments. Kao can satisfy the buyer's bargaining power by improving its image through advertising and marketing, minimise threat of substitutes by introdu cing quality but lower-priced products using its cost leadership and product differentiation advantages, and match the intensity of rivalry by deploying trained managers who know the culture to market products in the west. Using the so-called RBV (resource-based view) of strategy, which proposes that competitive advantage can stem from firm-specific skills and resources6, we see Kao as a collection7 of productive resources8 (brand name, quality products, employee loyalty), capabilities9 (unique combination of cross-functional business processes, Hansha information system, the way its workers interact, and how its management leads by example), and competences10 (intuitive learning environment and long-term focus). Kao must use these resources, capabilities, and competences in developing

Burial at Thebes Essay Example | Topics and Well Written Essays - 1500 words

Burial at Thebes - Essay Example Heaney’s work followed the same storyline of Sophocles’ work, but in an all new structure and sentences, giving his own interpretations to certain events and decisions of the characters. As Heaney wrote this work in 2003, the year of Iraq War, there is view that he seems to be influenced by the War to come up with his own interpretation of Antigone. â€Å"(He) wrote in 2003, believing that "with the White House and the Pentagon in cahoots, determined to bring the rest of us into line over Iraq, the passion and protest of an Antigone were all of a sudden as vital as oxygen masks". (Spencer 2007). Apart from these reflections, this work and the conflicts between the main characters seems to be relevant to the current times across different culture. As in Sophocles’s Antigone, The Burial at Thebes is about life, fight and death of Antigone and the events surrounding it, with the conflicts between the characters leading to a tragic end. The title of the play in a wa y recalls the punishment meted out to Antigone in the cave of Thebes, where she was buried alive. After her two brothers, Eteocles and Polyneices, die in the Thebes’ civil war, both were given contrasting ‘burials’, based on the allegiance. â€Å"The tragedy is multiplied when not only Polyneices is felled in the war, but also Antigone’s other brother, Eteocles, perishes on the opposing side -- Creon’s side. ... Already tainted by her heritage, Antigone wants to give some honour to his dead brother, although he was considered as the traitor of Thebes by the King Creon. This sets the stage for the major conflict between Antigone and her future father-in-law Creon. Antigone has been betrothed to Creon’s son Haemon, and that does not prevent her from fighting for her dead brother. On the other hand, Creon by placing his kingdom and his policies regarding traitors over his soon-to-be daughter-in-law’s dead brother, denies her wish. With both of them not willing to give in from their Stated positions, it leads to further deterioration of their relationship. This conflict between daughter-in-law and father-in-law, although not a common occurrence, happens in cultures all over the world. Stereotypically, mother-in-laws and daughter-in-laws are considered to be ‘sworn enemies’, who both indulge in conflicts quite often, with the father-in-law being the silent spectator. Ho wever, sometimes, conflicts could arise between them and that could come into the public domain, if anyone one of them is a public figure. This has happened in the case of Chairman of the family bench at Worcester Magistrates Court, Richard Westcott, whose daughter-in-law, Sarah complained that he physically assaulted him during a scuffle. Sarah had a fight with her husband and Richard’s son, Edward, when it was alleged that his father-in-law, wanting to protect his son, intervened and physically assaulted her although she had baby in her hand. The court heard she later told police: â€Å"I was hit on my upper body and Daniel was hit on the side. I'm a doctor and I'm worried about Daniel's arm. I was hit at least seven times.† (Dolan 2007). Her complaint against Richard

'To tackle the fight against trafficking, we need to concentrate on Essay

'To tackle the fight against trafficking, we need to concentrate on state intervention and stricter border controls'. Discuss - Essay Example This however is not usually the case as sexual exploitation is the first harsh condition they encounter before being sneaked into the desired and promised country due to lack of proper travel documentation. Human trafficking is majorly carried out by agents whom according to Agustin (2005) may be governmental, religious, nongovernmental, academic or even medical groups and organizations (Agustin, 2005, pg. 100). These groups and organizations operate on a legitimate basis upfront but carry out the illegal immigration and human trafficking as a form of black market business hence making it harder for immigration authorities to detect them. Even with the strict immigration laws being enforced in some European countries like Germany and even UK, illegal immigrants still find their way inside those nations. According to statistics provided by the United Nations, there are over 175 million people who cross borders on a yearly basis and majority of them do so illegally without being detect ed or through fraudulent means. Human trafficking is a global affair and it has been able to rise due to the fact that it is intertwined with issues of international crime, corruption deals (conducted through unscrupulous immigration officials), coercion and even lack of stringent state laws concerning immigration or even border patrol. The lack of anti-trafficking statutes in most states contributes to the increasing trafficking of people. This is evident in even famous place like New York City in United States of America. This lack of laws provides a leeway for the agents to ferry the illegal immigrants from Latin nations like Mexico, through US and finally finding themselves in European nations like France. Testimonies have been provided by the trafficked people especially women who are illegally or even legally assisted to migrate into European nations through the promise of being enrolled into the domestic labour market of that country. However on reaching their destination, th e domestic labour market turns out to be a thriving sex industry where sexual exploitation is the order of the day under organized pimps and even in brothels. Those lucky to enter the domestic labour market do so as helps or by providing cheap labour services and even in these places, they are still sexually exploited (Long, 2004, pg. 18). Some critics argue that it is easy to prevent such sexual exploitation that happens through the cover of provision of domestic labour market but it is not so easy. This is because the trafficking that takes place under this front has legal cover ups as mentioned earlier of legitimate organizations whose side business is trafficking of people without the knowledge of the authorities. It is evident that trafficking moves from the South towards the North and it heavily consists of women. According to feminists and especially the African feminists, women are the most negatively affected by development policies and measures taken by their countries, fo r example those that follow conditions dictated by International Monetary Fund (IMF) and the World Bank in order to grant loans and financial aid to these countries. These Bretton Woods financial organizations demand (as one of their conditions) restructuring which in short means cutting some of

Burial at Thebes Essay Example | Topics and Well Written Essays - 1500 words

Burial at Thebes - Essay Example Heaney’s work followed the same storyline of Sophocles’ work, but in an all new structure and sentences, giving his own interpretations to certain events and decisions of the characters. As Heaney wrote this work in 2003, the year of Iraq War, there is view that he seems to be influenced by the War to come up with his own interpretation of Antigone. â€Å"(He) wrote in 2003, believing that "with the White House and the Pentagon in cahoots, determined to bring the rest of us into line over Iraq, the passion and protest of an Antigone were all of a sudden as vital as oxygen masks". (Spencer 2007). Apart from these reflections, this work and the conflicts between the main characters seems to be relevant to the current times across different culture. As in Sophocles’s Antigone, The Burial at Thebes is about life, fight and death of Antigone and the events surrounding it, with the conflicts between the characters leading to a tragic end. The title of the play in a wa y recalls the punishment meted out to Antigone in the cave of Thebes, where she was buried alive. After her two brothers, Eteocles and Polyneices, die in the Thebes’ civil war, both were given contrasting ‘burials’, based on the allegiance. â€Å"The tragedy is multiplied when not only Polyneices is felled in the war, but also Antigone’s other brother, Eteocles, perishes on the opposing side -- Creon’s side. ... Already tainted by her heritage, Antigone wants to give some honour to his dead brother, although he was considered as the traitor of Thebes by the King Creon. This sets the stage for the major conflict between Antigone and her future father-in-law Creon. Antigone has been betrothed to Creon’s son Haemon, and that does not prevent her from fighting for her dead brother. On the other hand, Creon by placing his kingdom and his policies regarding traitors over his soon-to-be daughter-in-law’s dead brother, denies her wish. With both of them not willing to give in from their Stated positions, it leads to further deterioration of their relationship. This conflict between daughter-in-law and father-in-law, although not a common occurrence, happens in cultures all over the world. Stereotypically, mother-in-laws and daughter-in-laws are considered to be ‘sworn enemies’, who both indulge in conflicts quite often, with the father-in-law being the silent spectator. Ho wever, sometimes, conflicts could arise between them and that could come into the public domain, if anyone one of them is a public figure. This has happened in the case of Chairman of the family bench at Worcester Magistrates Court, Richard Westcott, whose daughter-in-law, Sarah complained that he physically assaulted him during a scuffle. Sarah had a fight with her husband and Richard’s son, Edward, when it was alleged that his father-in-law, wanting to protect his son, intervened and physically assaulted her although she had baby in her hand. The court heard she later told police: â€Å"I was hit on my upper body and Daniel was hit on the side. I'm a doctor and I'm worried about Daniel's arm. I was hit at least seven times.† (Dolan 2007). Her complaint against Richard

The War on Democracy Movie Review Example | Topics and Well Written Essays - 1000 words

The War on Democracy - Movie Review Example The media announced Chavez’s resignation although no such move had been made. On the morning of 12th April 2002, Pedro Comino, a businessman, was sworn in as the new President without any elections. The American media and White House spokespersons supported the anti-Chavez picture. However, the Venezuelan masses took offensively to the new plutocratic government. Massive people protests ensued and hundreds of thousands of Venezuelans surrounded the presidential palace. With the people’s support, the Presidential Guard retook the presidential palace again. Chavez sees the 2002 coup d’Ã ©tat as the acid test of democracy where the poor masses took to the streets in order to defend Chavez and democracy.The US government not only knew about the coup but it also backed the coup through covert funding under the umbrella of U. S. Aid and the National Endowment for Democracy. Some 2 million dollars were distributed in order to make the coup a success. The Venezuelan sit uation makes it clear that the government of the United States protects its interest at the cost of everything else. Latin American politics was and has been the United States centric. Moves in Washington to protect American interests on the South American continent, the Central American region and the Caribbean are undeniable. The United States has benefited from the cheap oil, gas and other mineral wealth from these regions but the people of these regions have suffered without a doubt. The rising poverty levels, the hoards of people living below the poverty line. and the dictatorial governments supported by the United States have all made the situation worse. The intrusion of the United States government in Latin American political affairs is not new by any means. The CIA removed the Albeniz government in Guatemala in the fifties. The CIA and anti-government factions ran an all out political and military campaign to oust and exile the President. After the ouster, U. S. Vice Presid ent Richard Nixon flew into Guatemala to congratulate the new dictator. This is comparable to the Espionage activities diverted against Cuba soon after Castro’s revolution. The four and a half decades long economic war against Cuba by the United States is unquestionable. The ordinary people in Cuba have suffered more than the Castro

Translation Shifts In Students Translated Texts English Language Essay

Translation Shifts In Students Translated Texts English Language Essay People living in this world are divided by their cultures. Language as the part of culture holds an important role in peoples lives because it enables people to express their ideas either by talking or writing to others. In the earlier times, people did not seem to have problems related to the communication since they only needed to communicate with people in the same community who had good knowledge of the language they used. However, along with the growth of the age marked by the advance of communication devices and the needs of people to communicate to others outside their communities, the problem of communication starts to occur since people have to communicate with others having different languages in terms of its grammatical structures, its vocabularies, and even its spellings. It causes difficulties for people who are not accustomed to those differences. In order to solve the problems between two different languages, people use translation. Basically, translation is a tool to deliver meaning from source language (SL) to target language (TL). To make sure the meaning is perfectly delivered, a translator must re-construct the text by translating the words from SL to TL and arrange them based on the structures of sentence in TL so the structures are suitable with TL and there will be no loss of meaning. Knowing the importance to master translation skills, universities in Indonesia open a subject studying translation, and one of them is Translation Skill subject in English Department State University of Jakarta focusing on studying translation between English and Indonesian languages. In this Translation Skill subject, besides studying the theories related to translation such as the process, the methods, and the strategies of translation, students also conduct the activity of translating, that is to translate texts from English to Indonesian language and vice versa. In order to become a professional translator, students do not only have to master proper knowledge concerning translation theories but also they have to able to translate different kinds of text from foreign languages, in this case, English to Indonesian language in a proper form which means that the text can be read easily and its meaning remains intact. However in the implementation, students may face problems especially related to the different structures between English and Indonesian because indeed, as Moentaha (2006:12) states, every language has its specific grammatical and lexical systems. Actually, there many strategies, procedures, and techniques provided by translation experts to solve difficulties in translating as well as to prevent any distortions of meaning and errors which may be conducted by a translator especially students of English Department as novice translators, and one of them is translation shift. Catford (1965:73) defines translation shift as the departures from formal correspondence in the process of going from the SL to the TL. The shift can occur when a translator is translating a text from SL to TL by concerning some adaptations namely structural adaptation which causes the shift of form and semantic adaptation which causes the shift of meaning (Nida and Taber, 1969:105). Shifts are categorized into two major types, namely level shifts, the different level of equivalence between SL and TL items and category shifts, the departure of formal correspondence which are divided into four categories namely structure shifts, unit shifts, class shifts, and intra-system shifts (Catford, 1965:76). Studying those shifts in translation raises the curiosity of the writer to find out the types of shifts which occur in English Department students translated texts as well as the patterns of shift the students use to solve different structures between English and Indonesian language. Research Questions The questions to be answered in this study are: What type of shifts occurs in students translated texts? What shifts do dominantly occur in students translated texts? What pattern of shifts used by students to bridge the different grammatical structures between English and Indonesian? What pattern of shifts does dominantly occur in every type of shifts? Purpose of the Study The study aims at discovering the types of translation and classifying patterns of shifts occurring when students translate a text from English to Indonesian. From those kinds of translation shift and its patterns, the study also aims at figuring out the kinds of translation shift which dominantly occur in the translated text and the patterns of shift which are dominantly used by students to bridge the different grammatical structure between English and Indonesian. Limitation of the Study The study will focus on analyzing translation shifts occurring in thirty-five translated texts randomly taken from midterm test on Translation 2 subject conducted by students of English Literature Study Program English Department State University of Jakarta. The writer will use the theory of translation shifts provided by John Cunnison Catford in his book A Linguistic Theory of Translation dividing shifts into five categories namely level shifts, structure shifts, class shifts, unit shifts, and intra-system shifts. Significance of the Study Besides can enrich the field of translation in English Department State University of Jakarta, this study is expected to enhance the ability of English Department students as novice translators to translate texts from English to Indonesian as equivalent as possible by concerning the shifts they can use to solve different structures between English and Indonesian. CHAPTER 2 LITERATURE REVIEW This chapter consists of definition of translation, process of translation, method of translation, definition of translation shifts, types of translation shifts, and the use of midterm test on Translation 2 subject as the source of data. 2.1. Definition of Translation Translation rises as an activity to translate message from source language containing meaning and words, and to reproduce them in a target language which can be understood by its readers. Although the elements of translation source text, meaning or information, and target text are agreed by translation experts proven by the presence of those elements in their definitions of translation, they have different ways to express the definition of translation. Catford (1978:20) defines translation as the replacement of textual material in one language (SL) by equivalent textual material in another language (TL). From the phrase equivalent textual material above, it can be figured out that the main thing which should be replaced is the information. In other words, a translator has to be capable of replacing the information in source text with equivalent information in target text. Another definition of translation is also presented by Nida (1969:12) stating that translation consists of reproducing in the receptor language the closest natural equivalence of the source language message, first in terms of meaning and secondly in terms of style. On that definition, Nida explains clearly that the main activity a translator has to do is to convey the message from source language to target language as natural as possible by regarding its meaning and style. Besides meaning and style, there is another thing which should be considered by translators if they want to create a good translation the intention of the source texts author. The concept is derived from Newmark (1988:5) who states that translation is rendering the meaning of a text into another language in the way that the author intended the text. Therefore, before translating a text, a translator has to read the whole text to understand the intention of STs author in making the text. In other words, a translator is like a bridge connecting the intention of STs author to the readers of target text. A balance between forms of language and structures of meaning which creates a complete package of a proper translation is delivered by Larson (1984:3) who states: Translation is transferring the meaning of the source language into the receptor language. This is done by going from the form of the first language to the form of a second language by way of semantic structure. It is meaning which is being transferred and must be held constant. On that definition, the first activity translators have to do is to transfer the meaning constantly from SL to TL continued by delivering it in the appropriate form of TL to prevent any loss or distortion of meaning. 2.2. Process of Translation Before explaining the process of translation deeper, one thing to be considered is the meaning of process. Oxford Advance Learners Dictionary (2000:1050) provides three definitions of process and the first one is appropriate with translation defining process as a series of things that are done in order to achieve a particular result. Another definition of process is also provided by Kamus Besar Bahasa Indonesia (2002:899) defining process as rangkaian tindakan, pembuatan, atau pengolahan yang menghasilkan produk. Two definitions of process above can be concluded that to achieve certain goals, there are a series of actions should be conducted. The same matter also occurs in translation when a translator has to undergo a series of processes to translate texts from SL to TL as stated by translation experts below. Larson (1988:3) provides three steps to produce a translation. First thing translators need to do is to learn the lexicons, grammatical structures, communication circumstances, and cultural contexts from source language continued by analyzing the SL texts to find out its meaning. Finally, the meaning is re-expressed using the lexicons and grammatical structures of target language and its cultural contexts as drawn on the figure below: Figure 1 SOURCE LANGUAGE TARGET LANGUAGE Text to be translated Discover the meaning Meaning Re-express the meaning Translation In line with Larson, Nida and Taber (1982:33) also draws a figure to explain that translation has to undergo three processes namely analysis, transfer, and restructuring called Three Stages of Process as shown below: A (Source) (Analysis) X Y (Restructuring) B (Receptor) (Transfer) Figure 2 On the first stage namely analysis stage, the message in language A is analyzed in terms of its grammatical relationships as well as its meaning and combination of words in the form of X. Secondly, on the transfer stage, those analyzed materials are transferred in the mind of the translator from language A to language B in the form of Y. Finally, on the restructuring stage, the transferred materials are restructured in order to make the final message fully acceptable in the receptor language. Moreover, Newmark (1988:19) divides the process of translation into four levels namely the textual level, the referential level, the cohesive level, and the naturalness level. On the textual level, translators have to find the equivalence of SL grammar in TL, translate its lexical units, and put them in the appropriate form of TL sentences. However, there are some words having more than one meaning including idioms and figurative expressions in the source text and these are the task of translators in the referential level, to define the real meaning behind those expressions and put those meaning in the appropriate expressions in the target text. To link the textual and referential level, translators should advance to the next level namely cohesive level. In this level, translators use connective words which can unite the text such as conjunctions, enumerations, reiterations, definite articles, general words, referential synonyms, and punctuation marks (Newmark, 1988:23). In other wor ds, to secure the meaning of the text, translators have to secure its form first because if the sentences in the text are not linked together, the readers will not get the meaning of the text. Finally, on the last level, focusing on constructing translated texts, translators have to make sure that their translated texts make sense and read naturally for a certain kind of situation because the translated texts seem natural in one context, may not seem natural in other contexts. Nothing translators can do other than to read their whole translated texts, underline some unnatural expressions, and replace them with the more natural ones. 2.3. Method of Translation In their attempt to distinguish between methods, strategies, and techniques, Molina and Albir (2002:507) define methods of translation as the way of a particular translation process that is carried out in terms of translators objective, i.e., a global option that affects the whole texts and their definition is strengthened by Newmark (1988:81) stating that translation methods relate to whole texts, while translation procedures are used sentences and the smaller units of language. It can be concluded that the result of translated texts is determined by the methods of translation used by translators because the aim and the intention of translators will affect the overall result of their translated texts. Newmark (1988:45) draws the methods of translation in the form of a V diagram dividing them into SL emphasis such as word-for-word translation, literal translation, faithful translation, as well as semantic translation, and TL emphasis such as adaptation, free translation, idiomatic tr anslation, as well as communicative translation. 2.3.1 Word-for-Word Translation This method is used on the pre-translation phase where the TL words are directly put below the SL words as so called interlinear translation. Cultural words are translated literally out of the context. Translators only need to find the equivalent words from SL to TL but the position of those SL words remains intact in TL to understand the mechanism of TL and as Catford states (1965:25) to illustrate in a crude way differences structure between SL and TL for further studies. 2.3.2 Literal Translation This method of translation is between word-for-word and free translation where the words are still translated out of context as in word-for-word translation but then they are placed based on the grammatical structure of TL. 2.3.3 Faithful Translation In faithful translation, translators try to reproduce the contextual meaning of SL to TL and place them based on the grammatical structure of TL. Cultural words are translated but its grammatical and lexical abnormality still occurs. Faithful here means the translation attempt to be completely faithful to the intentions and text-realisation of the SL writer. 2.3.4 Semantic Translation This method of translation produces a more natural translation than the previous method since in semantic translation, the aesthetic element is taken into consideration and cultural words in SL are translated into its cultural equivalent in TL. Semantic translation is more flexible than faithful translation which Newmark (1988:46) says as an uncompromising and dogmatic method. 2.3.5 Adaptation Adaptation as the freest form of translation is commonly used in translating poetries and script of plays where cultural conversions occur from SL to TL without changing the themes, characters, or plot of SL. Therefore, if translators want to adapt a script of play, for example, they have to maintain the characters and plot of the script while adapting only its dialogues from SL to TL. 2.3.6 Free Translation In this method, the content of source text takes more priority than its form so paraphrase is commonly used to assure the message from source text can be clearly delivered to the readers of target text. 2.3.7 Idiomatic Translation When translators reach this method, their translations will not sound like translated texts anymore since in this method, the message is reproduced in TL with more natural and familiar expressions sometimes using colloquialisms and idioms which do not exist in SL. 2.3.8 Communicative Translation This method prioritizes the elements of communication such as purpose of translation and readership (Machali, 2000:55), so translators have to translate the contextual meaning of SL both its language and its content to be acceptable and understandable for readers of TL who expect no difficulties in reading translated texts. 2.4 Definition of Translation Shifts As stated on the scope of study, the writer will use the theory of translation shifts provided mainly by Catford added with some other explanations from Newmark as well as Vinay and Darbelnet. Catford (1965:73) defines translation shifts as the departures from formal correspondence in the process of going from SL to TL. Items which can be shifted are grammar as Newmark (1988:55) states shift is translation procedure involving a change in grammar from SL to TL, and word-class as Vinay and Darbelnet (1958:64) state transposition is the replacement of one word-class by another without changing the meaning of the message. Newmark (1988:85) states at least four reasons behind the occurrence of shifts. The first one is when SL and TL have different language systems so the shifts occur automatically and translators have no options but to undergo those shifts as in the translation of English plural words A pair of glasses to Indonesian singular words Sepasang kacamata and the position of adjectives as in A beautiful woman translated into Wanita cantik (Hartono, 2009:28). Another reason is when the grammatical structures of SL do not exist in TL, for example the initial position of verb in Indonesian sentences which is not familiar in English sentences except in imperative sentences. Therefore, it uses common structures of sentence as in the translation of Telah disahkan penggunaannya to Its usage has been approved (Hartono, 2009:29). Further, shifts also occur where literal translation is grammatically possible but may not accord with natural usage in the TL so it is the matter of naturalness between SL a nd TL, for example the change of word-class from noun to verb as in the translation of The pursuits of an intellectual life to Mengejar kehidupan intelektual. The last, shifts occur to replace virtual lexical gap by a grammatical structure, for example the change from phrase to clause as in the translation of The man with blue jacket is Mr. Green to Lelaki yang memakai jaket biru adalah Tuan Green (Hartono, 2009:30). 2.5 Types of Translation Shifts There are five types of shifts provided by Catford (1965:73) divided into two major types namely level shifts, and category shifts consisting of structure shifts, class shifts, unit shifts, and intra-system shifts. 2.5.1 Level Shifts Level shift occurs when an item at one linguistic level in SL has its translation equivalent at different level in TL (Catford, 1965:73). The only possible level shift in translation is the shift from grammar to lexis and vice versa as in the translation between English This text is intended for. to French Le present Manuel sadresse a. From the example above, level shift occurs when English this as a term in grammatical system of deictic is translated to French le present as a modifier consisting an article + a lexical adjective. Another example is from English He is eating a noodle soup translated to Indonesian Dia sedang makan mie rebus where a grammatical structure of English present continuous tense (is + V-ing) is translated to Indonesian lexicon sedang. 2.5.2 Category Shifts Oxford Advanced Learners Dictionary (2000:196) defines category as a group of people or things with particular features in common. Catford (1965:76) states category shift refers to some shifts which share a particular feature departures from formal correspondence in translation. Category shifts is divided into four types namely structure shifts, class shifts, unit shifts, and intra-system shifts. 2.5.2.1 Structure Shifts Structure shifts grammatically occur at any ranks of language where words, phrase, clauses, or sentences in SL has its translation equivalent with the same rank in TL so only their structures are different. Catford (1965:77) gives an example of structure shifts in clause rank from English clause The man is in the boat. to Gaelic clause Tha an duine anns a bhata. where their subjects are highlighted, their predicators are italicized and their adjuncts are underlined. A shift of structure occurs since the subject and the predicator of English clause exchange their position when the clause is translated to Gaelic so the structure S-P-A in English is switched into P-S-A in Gaelic. Another structure shift also occurs at phrase rank from A beautiful woman with adjective + noun in English to wanita yang cantik with noun + adjective in Indonesian. 2.5.2.2 Class Shifts Class shifts occur when the translation equivalent of a SL item is a member of a different class from the original item. An example given by Catford (1965:79) clearly shows a change of class from English phrase A white house to French phrase Une maison blanche where the English adjective white as a modifier (M) has its equivalence in French adjective blanche as a qualifier (Q) although both of them are adjectives, they possess different functions as a modifier in English and as a qualifier in French. A change of class also occurs when an English clause They insist on higher wages is translated into an Indonesian clause Mereka menuntut kenaikan gaji. The example shows that the English adjective of comparative higher changes to Indonesian noun kenaikan. 2.5.2.3 Unit Shifts Unit shifts occur when the translation equivalent of a unit at one rank in the SL is a unit at different rank in the TL. An example comes from the translation of English clause My father is very nice to Indonesian clause Ayahku sangat baik where a phrase in SL my father has a word ayahku in TL as its equivalence. 2.5.2.4 Intra-System Shifts Intra-system shifts are departures from formal correspondence where (a term operating in) one system in the SL has its translation equivalent (a term operating in) a different non-corresponding system in the TL, the shifts occur internally within a system. Vinay and Darbelnet in Catford (1965:80) give examples of the system related to the singular and plural form of words between English and French. An English singular word advice has translation equivalent a French plural word des concils and vice versa, a French singular word le pantalon has translation equivalent an English plural word trousers. 2.6 Midterm Test on Translation 2 Subject as the Source of Data Translation Skill is one of the subjects provided by English Department State University of Jakarta divided into two subjects taken continuously in different semesters namely Translation 1 in the fourth semester and Translation 2 in the fifth semester. Both subjects have four credits and are held twice a week. The purpose of this subject is to prepare reliable translators who can translate various kinds of texts including legal and non-legal text from English to Indonesian and vice versa. To reach its goal, students are not only given theories of translation such as definition, process, and various strategies to produce adequate translation, but they are also assigned to translate various kinds of texts to train their translation skill and to apply the theories they are studying. In the middle of the meetings, Translation 2 holds midterm test on November 2nd 2012 which consists of two parts. On the first part, students are given two texts and they have to choose the types of those texts whether persuasive, descriptive, or expository as well as to give their reasons regarding their choices. What will be analyzed by the writer is the second part of the test where students have to translate two texts from English to Indonesian titled The Meaning of English Literature and Enhancing the Role of Forests in Adapting to Climate Change as clearly, naturally, and accurately as possible. Although this is a midterm test, students are still allowed to open their dictionaries but it only helps them to find the lexical meaning of words. They still have to pay more attention to find its contextual meaning and to adjust their translations in the appropriate structures of Indonesian language using the strategies they have learnt so far, and one of the strategies may be transla tion shifts. Translated texts from midterm test are chosen as the source of data because during midterm test, students are translating the texts more carefully and more seriously to produce clear, natural, and accurate translations in order to obtain proper score. It comes better possibility to produce better translation. CHAPTER 3 RESEARCH METHODOLOGY This chapter consists of theoretical framework, research method, data and source of data, data collection procedures, and data analysis procedures. 3.1. Theoretical Framework Following up the definition of translation by Larson who states translation is to transfer the meaning and to change the form of texts from SL to TL, the writer will conduct a study about translation shift in students translated texts. Catford (1965:73) defines translation shifts as the departures from formal correspondence in the process of going from SL to TL. In other words, there will be some changes of form when a text is translated from SL to TL. Newmark (1988:85) states shifts occur when SL and TL have different language systems, when the grammatical structures of SL do not exist in TL, when literal translation is grammatically possible but may not accord with natural usage in the TL, and when translators want to replace virtual lexical gap by a grammatical structure. The translated texts are taken from English Department State University of Jakarta students answer sheets of Translation 2 midterm test and those translated texts will be analyzed using the theories of translatio n shifts by Catford who divided shifts into five categories namely level shifts, structure shifts, class shifts, unit shifts, and intra-system shifts. The writer chooses to analyze translated texts from midterm test because during midterm test, students will be more serious and more careful in doing their tests to obtain proper score so the possibility to produce better translation is higher. 3.2 Research Method In this study, the writer will use descriptive analysis as the method of the study. Kountur (2004:105) defines descriptive as a kind of research which gives descriptions or analyses over a situation as clearly as possible without manipulating the objects being observed. Therefore, in descriptive analysis method, the writer will describe the data and continued by analyzing them as Ratna (2010:53) states that descriptive analysis method is conducted by describing facts followed by analyses providing sufficient understanding and explanation. 3.3 Data and Sources of Data Thirty-five translated texts in Indonesian language from midterm test on Translation 2 subject will be used as the source of data. The analysis will be focused on the words, phrases, and clauses in the texts as the data. 3.4 Data Collection Procedures Data collection is a process of recording an event and gathering pertinent information (La Pierre and Zimmerman, 1997:39). In this study, the writer will collect the data using following procedures: Asking for permission from the lecturers of Translation 2 subject to borrow answer and question sheets. Copying the answer and the question sheets. Reading two English texts in the question sheet. Reading two translated texts written in Indonesian from students answer sheets. Underlining words, phrases, and clauses where translation shifts occur to be categorized and analyzed later. 3.5 Data Analysis Procedures After collecting the data, the writer will analyze them using the procedures below: Drawing a table consisting of English items, Indonesian items, and types of shift columns as following: English Items Indonesian Items Level Shifts Category Shifts Structure Shifts Class Shifts Unit Shifts Intra-system Shifts Name of Students: Filling English and Indonesian Items columns with the words, phrases, or clauses from both versions of texts to be analyzed. Determining the patterns of shift on the types of shift columns as shown below: English Items Indonesian Items Level Shifts Category Shifts Structure Shifts Class Shifts Unit Shifts Intra-system Shifts They insist on higher wages Mereka menuntut kenaikan gaji Adjective to Noun Listing the types and the patterns of shift used by every student as shown below: Student A Types of Shift Amount Patterns of Shift Amount Level Shifts 14 Grammar to Lexis 14 Structure Shifts 10 Adj+N to N+Adj 10 Class Shifts 12 Adjective to Noun 9 Noun to Adjective 3 Unit Shifts 11 Word to Phrase 4 Phrase to Word 7 Intra-System Shifts 15 Plural to Singular 15 Stating the dominant types and patterns of shift. For example, the table above shows that the dominant type of shift is intra-system shifts while the dominant patterns of shift are grammar to lexis from level shifts, Adj+N to N+Adj from structure shifts, Adjective to Noun from class shifts, Phrase to Word from unit shifts, and Plural to Singular from intra-system shifts.