Wednesday, December 25, 2019

Schizophreni A Mental Disorder - 904 Words

Schizophrenia is a chronic mental illness that affects approximately 1% of people around the world, and more than two million citizens in the U.S. alone (Dryden-Edwards). This illness is seen to affect men more often than woman. Schizophrenia is one of many psychotic mental disorders and usually presents with symptoms including behavior, thought, and social issues. Many people would describe schizophrenia more simply as a mental disorder that is characterized by abnormal social behavior which leaves the sufferer with a hard time differentiating things that are real from things that are hallucinations. There are five different types of schizophrenia that are all categorized differently due to the different symptoms the person experiences. The five different types of schizophrenia are: Paranoid schizophrenia, Disorganized schizophrenia, Catatonic schizophrenia, Undifferentiated schizophrenia, and Residual schizophrenia. Though all different types of schizophrenia have unique symptoms, Undifferentiated schizophrenia contains all of the symptoms from every type of schizophrenia put together. Before people put a name to this illness is was deemed a separate mental illness by Emile Kraepelin, a German physician, in 1887. Rather than schizophrenia, Dr. Kraepelin referred to this mental disorder as â€Å"dementia praecox and manic depression†. Though there was not a specific name for this illness recorded symptoms similar to those of schizophrenia can be traced as far back as 2000Show MoreRelatedSchizophreni A Mental Disorder1048 Words   |  5 Pages Schizophrenia is in a mental disorder classification on its own. Schizophrenia is said to possibly date as far back as Egyptian times. Although it may date back to ancient times, the first belief was that the person was possessed by a demon or was being punished for not obeying the God’s wishes. Schizophrenia has not always had that name. The term used before Eugene Bleuber renamed it was called dementia praecox. Arnold Pick was actually the first one to name the disorder dementia praecox but wasRead MoreSchizophreni A Mental Disorder Essay1427 Words   |  6 PagesIntroduction Schizophrenia is a mental disorder that often appears in someone’s early adulthood stage, but it can emerge at any point of time in life. This disorder affects the brain and is considered as psychosis, which is a type of mental illness that makes people with it unable to differentiate between reality and imagination. The first person to identify schizophrenia as a mental illness was German physician Dr. Emile Kraepelin in 1887 and categorized it as dementia that occurs early in lifeRead MoreSchizophreni A Mental Disorder Essay1278 Words   |  6 PagesSchizophrenia is a mental disorder that takes over a patient’s body and mind. Schizophrenia’s causes and mechanisms remain poorly understood, and the most common treatments do little to restore patients health (Kurtz 7). Schizophrenia affects the person’s brain and ability on to think and function. People with Schizophrenia have voices inside their heads telling them to do things they don t want to. People with schizophrenia are not eligible to control the things they do or say. Schizophrenia isRead MoreSchizophreni A Distinct Mental Disorder862 Words   |  4 PagesSchizophrenia Deemed as the disorder with no preference, schizophrenia has followed mankind since the times of Ancient Egypt (2000, Okasha) under the broad term of â€Å"madness† yet it was not officially recognized until 1887 when Dr. Emile Kraepelin issued it a distinct mental disorder (2012, Burton). Widely thought to be a split personality disorder, it has in fact nothing to do with multiple personality conditions but instead, schizophrenia is an extreme thought disorder that causes disconnected thoughtsRead MoreSchizophreni A Severe Mental Disorder2078 Words   |  9 PagesDefinition Schizophrenia is a severe mental disorder characterized by some, but not necessarily all, of the following features: emotional blunting, intellectual deterioration, social isolation, disorganized speech, behavior delusions, and hallucinations. Delusions are beliefs that are not true, like people are trying to hurt them, believing other people can read their mind, or they have special abilities or powers. Hallucinations are hearing voices that are not there. People with schizophrenia mayRead MoreSchizophreni A Severe Mental Disorder2469 Words   |  10 PagesDefinition Schizophrenia is a severe mental disorder characterized by some, but not necessarily all, of the following features: emotional blunting, intellectual deterioration, social isolation, disorganized speech, behavior delusions, and hallucinations. Delusions are beliefs that are not true, like people are trying to hurt them, believing other people can read their mind, or they have special abilities or powers. Hallucinations are hearing voices that are not there. People with schizophreniaRead MoreSchizophreni A Severe And Disabling Mental Disorder924 Words   |  4 PagesSchizophrenia is a severe and disabling mental disorder, affecting approximately one percent of the world s adult population. Researcher say there are several of causes for this disorder, for instance genetics, substance use, or even the environment. As research began we found that, â€Å"schizophrenia can occur at any age, the average age begin in the late teens to the early 20s for men, and the late 20s to early 30s f or women† (NAMI). As said this disorder can go both ways with either women or men

Tuesday, December 17, 2019

Dear Mama Analysis of Rap Lyrics as Poetry - 2070 Words

An ode can be defined as a ceremonious lyric poem on an occasion of dignity in which personal emotion and universal themes are united (Ode, 2012). While hip-hop is known for its violent, masculine, and often, misogynistic lyrics, Dear Mama (1995), the first single from Tupac Shakurs album, Me Against the World (1995), can be considered to be a modern ode. Tupac Shakur, also known as 2Pac, one of hip-hops most influential rappers, intended to pay homage to his mother through this song and frequently referenced it in many of his later songs. Dear Mama (1995) contains many elements that allow its lyrics to be analyzed from a literary perspective including tone, theme, and lyrical style. Edward G. Armstrong (2001) has argued that rap is dependent on lyrical content and that rappers avoid using metaphors and word play, instead choosing to transmit their message directly and foregoing any subtleties that may be implied through the lyrics (p. 99). Armstrong (2001) contends that through anal ysis of rap lyrics, the narrator provides the listener with a first-person perspective of modern urban life (p. 99). Whereas many rappers have exploited the hard and violent lifestyle to which they have been continuously exposed to in their music, often through the celebration of misogyny and violence, Shakurs Dear Mama (1995) not only pays tribute to his mother, but also to the countless mothers who have made sacrifices for their children. As Armstrong argues rap music is mostlyShow MoreRelatedTupac: The Words of an Inspirational Lyricist Essay1238 Words   |  5 Pagesdrive a fancy car and speak of nothing but glory? I beg to differ; it depends on the person of whom they are trying to inspire that is why I believe Tupac Shakur is an inspirational icon to underprivileged individuals. Tupac Shakur, through his music, poetry, and political views, inspires young disadvantaged people to recognize that there is life for them outside of the ghetto, poverty, drugs and other adversities. He speaks of poverty, teenage pregnancies, single parenting, self-esteem and an array of

Monday, December 9, 2019

Can Music Influence the World free essay sample

So, lets start off with the definition of music. What is it? Music is an art of sound in time that expresses ideas and emotions in significant forms through the elements of rhythm, melody, harmony, and color. Some types of music can be appealing to different people such as: D Electronic Music: Music created within a computer or synthesizer. C] Pop: Music with a story behind it, usually containing romance. 0 Rock: Hard guitar, and hard drumming, you have without a doubt heard rock before. Chapel: Vocals, no music, but singing. Some chapels are very good and can influence people as well. With these kinds of music in mind, it is to the second question we turn to: When did music start, since when did it exist? Music has been around for a long time. Since before the Egyptians, and the Greeks, there was music. Music was popularized around the Classical era, by Mozart, Beethoven and similar other composers. We will write a custom essay sample on Can Music Influence the World? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Now the last question we must answer to gain knowledge of the main question Can music influence the world? : Will we ever run out of new music? This question may seem very Less, but in reality this makes a huge impact. The answer is: Yes, we will eventually run out of new music. Why? Because the number of possible five-minute audio files is a number that is 63 million digits long, but mind-flowingly FINITE, not infinite. What does this mean? This means if humanity lasts for long enough, say a couple 100,000 more years, we will eventually run out of new music, therefore music can no longer influence us as all possible music has been written How is this possible? How fast will we run out of new music?Well, if oh were to get one hundred composers, sit them down and tell them to write 100 new melodies every second, they would write every possible one in a mere 248 years. . However new music is not created that fast, so we still have a couple hundred-thousand years of new music. So back to the main question: Can music influence the world? . Well, lets start with a similar question: Can music influence society? Well Yes, it definitely can, as rock music influenced teenagers around the asss and asss, it is definitely possible in the modern era. Can music influence the world? though. Most of it, not all of it, we need to take into account that some music will not be heard by everyone in the world. Take Kananga Style for example, as of March 8th 2013, gingham Style has received a massive 1. 4 BILLION views. Which is arguably the most viewed video ever published on the web. BUT, not everyone has in fact, heard Kananga Style.. . Yet. So this means that music can influence the world not as a whole, but in parts, for example, Korea and America the west and the middle-east, but not Australia or Indonesia, or Germany.

Sunday, December 1, 2019

The Best Approach in Learning an Example of the Topic Education and science by

The Best Approach in Learning by Expert TheSmartwriter | 21 Dec 2016 There are varieties of learning and teaching approaches and techniques nowadays. In different education levels and academes, each teachers, instructors, and professors has their own preference of strategy in teaching the students. In this case, they may assume that the strategies they are using are the one they think is most effective for the student to learn. Need essay sample on "The Best Approach in Learning" topic? We will write a custom essay sample specifically for you Proceed However, not all assumed strategies of these teachers, instructors, professors succeeded, such that, t5he students learned their lessons very well. There are times that in a class, there are only few who could understand the style of the teacher, or in worse case scenario, there could be no one who understand the teacher. It is probably because the persity of the human being. Each student has his or her own uniqueness of understanding and learning. Could you think of teaching 30 students in a class with different attitudes, races, and cultures? It might be really hard for the teacher to adapt to each of the students for in fact, the teacher only encounters the students first time in his class. In a class whose students are from different walks of life, it is hard to use only one strategy, what if the majority could not adapt to this learning strategy? The lessons being taught by the teacher is useless because the students do not learn what the teacher wants them to learn. Amidst this dilemma are the established and emerging different approaches in learning and teaching. These strategies are for the instructors to use and to be their pattern and guide in teaching the students in their class. Some of the instructional strategies are the direct instructional strategies, indirect instructional strategies, interactive instructional strategies, independent study instructional strategies, and experiential instructional strategies. These are only common instructional strategies. There are still research-based strategies and approach that are newly discovered and experimented in different academes in the world. Each of the strategies has different characteristics, methods, and applications. Not to deal too much with each of one, one of these strategies could be considered as the best for some particular circumstances and situations. If I would to use an instructional strategy, I would prefer the indirect instructional strategy. This strategy is centralized to students in terms of the way of teaching. It could be considered as combined interactive and conventional way of learning. The attitudes and interpersonal skills of the students are being developed. The long-term memory learning and retention of concepts could also attain when the indirect instructional strategy is applied into teaching. One specific form of indirect strategy is the concept mapping. It is done to correlate the different ideas and concepts being discussed. The relationship of those subject matter are clearly shown by doing different activities so that the students will be able easily understand the relationships of the concepts. Aside from that bunch of ideas could be summarized and recap for a review for the students. In terms of solving problem approach, it could be a group or partner work for the first round of the exercise. After the output of a team work, then, it could already be an inpidual work. This time, this is to test their ability and what they have really learned, and if they have really learned the lesson being discussed. In this case, the decision-making of the students could be tested such that participation and exchange of ideas, from pros and cons, could also be manifested and attained. Aside from concept mapping and problem solving, another way of indirect instructional strategy is the relative discussion. It is also a way of teamwork or working with partner to discuss the specific topic that is still needed for further elaboration. This is also to tackle the vague part of their previous discussion so as to make it clear. Another one, which also falls under the indirect instructional strategy, is the concept attainment. This time, the process of teaching is inductively given, in such a way that there are specific examples given on the discussion for clearer understanding of the lesson. It is also way of developing the understanding skills of the students in particular topics. This could also be related to the Elaboration Theory of Sequencing. It is a way of ensuring the students knowledge about the subject matter through giving different examples related to only one topic. This show the trickery and persity of the subject that should be understood by the learner. In this case, I would prefer this strategy because it is a merge of interactive and theoretical way of learning things. An inpidual involved in this way of teaching would not only develop his general knowledge but would also develop his potential as a member of the society. It is because one learns how to adapt with different people. He learns how to communicate and work with other students. While the social skill of the person is being developed, the independency also matters in this kind of strategy. One is only dependent on himself of understanding the lesson no matter how group mates or partner he has. It is because the group and partner work is only for a while and not permanently done, so, one is automatically out of choice but to understand the lesson himself. Moreover, the indirect instructional strategy is a good way of testing how the students learned the lesson. It is not an ordinary lecture type such that the teacher would spoon-feed almost all the information to the student. In this way, the students enhance their reasoning skill and critical thinking towards a particular topic or discussion. They are tend to be more depth, unlike other students who think a box is just a box, nothing more, nothing less. Students are also enhancing their expression and communication skills. This is to say that they should know how to express their ideas while others could comprehend what he is saying. In expressing your ideologies and ideas, you should straight to the pint and be specific and use the most appropriate word in speaking. All these skills of the students could be developed using the indirect instructional strategy. In a nutshell, this type of instructional strategy, the teacher or instructor would only guide and facilitate the students as they learn the topic. The students are the ones who are the main element of this strategy and the instructors as the support character. This is a good way of teaching and learning for me, since I could see the essence of working and socializing with other people, because in the world of professional, this is what we must have, the social ability. There are particular situations and circumstances that the indirect instructional strategy is most effective to use. One example is when there is less bond and unity of students in the class. Since this strategy is particular with group work and partnership, then, the tendency of the students is to learn to communicate and work with his other classmates. This is to show them and to teach them the values, interpersonal skills, and attitude, in such a way that the concept of needing others help is present and clearly shown. Another situation is that when students do not clearly understand the subject matter. Some students are shy of asking question to the instructor of facilitator during the discussion. It might be an intuition of them that they would appear funny or maybe they are shame of not understanding the lesson. As a result, they just tend to keep it, though they do not really understand the lesson. Indirect instructional strategy is the best way to use to elaborate more and discuss further the lessons that are did not understand fully by the students. There is such relative discussion with group of other students. In this case, one would not be shy of asking question because they are all students and are in the same level. The questions could also be addressed by the group and not by an inpidual alone. However, like other strategies, it has also some negative sides and disadvantages. For example, one of these is the student might dominate the class alone since it is a student-centered strategy. In this case, the teacher should be sensitive enough to monitor the students class while the discussion is ongoing. Another one disadvantage is that the students would not always click each others attitudes and views. Since the indirect instructional strategy has more group work and partner works, there could be some arguments and conflict between the students with different views. In the first case, the outcome of any discussion and activity might not be so good instead of working it very well since the members of the group who work are not vibes with each other. This is to say that one person would not always go along with the other person. Students in the group might not like each other or the other member of the group. The tendency of this scenario is that the student who is being disliked by the group might isolate himself from the other students, such that the effect is not good psychologically and emotionally. In the second case, ideology of one could be different from the ideology of the other. In this case, it could ignite arguments and conflicts between the member of the group or between the partners. It is not always an assurance that the members of the group or the partners would always click on what they are doing. It could start a gap between students if they would not take it professionally. In these cited disadvantages, the teacher or instructor should always be sensitive, vigilant, and alert of the status and what is happening to the students to avoid such conflict and misunderstanding in the class. Therefore, when using this indirect approach, there should always be guidelines to follow. The different methods I have metioned before, I would use that in every specific circumstances like what I have also presented in the first part of the paper. To use this strategy, the class that I would handle, I should also observe first if they really fit to this strategy. Any instructor should know first the pre-requisite of the strategy that he would use, and that pre-requisite are the students that the instructor would be handling. Reference: Retrieved August 15, 2007 from the Worl Wide Web: http://www.sasked.gov.sk.ca/docs/physed/physed2030/instruction.html Retrieved August 15, 2007 from the EDPY 489 Module on the World Wide Web: http://www.quasar.ualberta.ca/edpy489/modules/edpy489_10_Strategies.htm

Tuesday, November 26, 2019

Biography of Tamerlane, 14th Conqueror of Asia

Biography of Tamerlane, 14th Conqueror of Asia Tamerlane (April 8, 1336–February 18, 1405) was the ferocious and terrifying founder of the Timurid empire of Central Asia, eventually ruling much of Europe and Asia. Throughout history, few names have inspired such terror as his. Tamerlane was not the conquerors actual name, though. More properly, he is known as Timur, from the Turkic word for iron. Fast Facts: Tamerlane or Timur Known For: Founder of the Timurid Empire (1370–1405), ruled from Russia to India, and from the Mediterranean Sea to Mongolia.Birth: April 8, 1336 in Kesh, Transoxiana (present-day Uzbekistan)Parents: Taraghai Bahdur and Tegina BegimDied: February 18, 1405 at Otrar, in KazakhstanSpouse(s): Aljai Turkanaga (m. about 1356, d. 1370), Saray Mulk (m. 1370), dozens of other wives and concubinesChildren: Timur had dozens of children, those who ruled his empire after his death include Pir Muhammad Jahangir (1374–1407, ruled 1405–1407), Shahrukh Mirza (1377–1447, r. 1407–1447), and Ulegh Beg (1393–1449, r. 1447–1449). Amir Timur is remembered as a vicious conqueror, who razed ancient cities to the ground and put entire populations to the sword. On the other hand, he is also known as a great patron of the arts, literature, and architecture. One of his signature achievements is his capital in the city of Samarkand, located in modern-day Uzbekistan. A complicated man, Timur continues to fascinate us some six centuries after his death. Early Life Timur was born on April 8, 1336, near the city of Kesh (now called Shahrisabz), about 50 miles south of the oasis of Samarkand, in Transoxiana.  The childs father Taraghai Bahdur was the chief of the Barlas tribe; Timurs mother was Tegina Begim. The Barlas were of mixed Mongolian and Turkic ancestry, descended from the hordes of Genghis Khan and the earlier inhabitants of Transoxiana. Unlike their nomadic ancestors, the Barlas were settled agriculturalists and traders. Ahmad ibn Muhammad ibn Arabshahs 14th-century biography, Tamerlane or Timur: The Great Amir, states that Timur was descended from Genghis Khan on his mothers side; it is not entirely clear whether that is true. Many of the details of Tamerlanes early life are from a spate of manuscripts, dozens of heroic tales written from the early 18th through 20th centuries, and stored in archives across Central Asia, Russia, and Europe. In his book The Legendary Biographies of Tamerlane, historian Ron Sela has argued that they were based on ancient manuscripts but serve as a manifest against the corruption of rulers and officials, a call to respect Islamic traditions, and an attempt to situate Central Asia within a greater geopolitical and religious sphere.   The tales are full of adventures and mysterious happenings and prophecies. According to those tales, Timur raised in the city of Bukhara, where he met and married his first wife Aljai Turkanaga. She died about 1370, after which he married several of the daughters of Amir Husayn Qara’unas, a rival leader, including Saray Mulk.  Timur eventually collected dozens of women as wives and concubines as he conquered their fathers or erstwhile husbands lands. Disputed Causes of Timurs Lameness The European versions of Timurs name- Tamerlane or Tamberlane- are based on the Turkic nickname Timur-i-leng, meaning Timur the Lame.  Timurs body was exhumed by a Russian team led by archaeologist Mikhail Gerasimov in 1941, and they found evidence of two healed wounds on Timurs right leg. His right hand was also missing two fingers. The anti-Timurid author Arabshah says that Timur was shot with an arrow while stealing sheep. More likely, he was wounded in 1363 or 1364 while fighting as a mercenary for Sistan (southeastern Persia) as stated by contemporary chroniclers Ruy Clavijo and Sharaf al-Din Ali Yazdi. Transoxianas Political Situation During Timurs youth, Transoxiana was riven by conflict between the local nomadic clans and the sedentary Chagatay Mongol khans who ruled them. The Chagatay had abandoned the mobile ways of Genghis Khan and their other ancestors  and taxed the people heavily in order to support their urban lifestyle. Naturally, this taxation angered their citizens. In 1347, a local named Kazgan seized power from the Chagatai ruler Borolday. Kazgan would rule until his assassination in 1358. After Kazgans death, various warlords and religious leaders vied for power. Tughluk Timur, a Mongol warlord, emerged victorious in 1360. Young Timur Gains and Loses Power Timurs uncle Hajji Beg led the Barlas at this time  but refused to submit to Tughluk Timur. The Hajji fled, and the new Mongol ruler decided to install the seemingly more pliable young Timur to rule in his stead. In fact, Timur was already plotting against the Mongols. He formed an alliance with the grandson of Kazgan, Amir Hussein, and married Husseins sister Aljai Turkanaga. The Mongols soon caught on; Timur and Hussein were dethroned and forced to turn to banditry in order to survive. In 1362, the legend says, Timurs following was reduced to two: Aljai and one other. They were even imprisoned in Persia for two months. Timurs Conquests Begin Timurs bravery and tactical skill made him a successful mercenary soldier in Persia, and he soon collected a large following. In 1364, Timur and Hussein banded together again and defeated Ilyas Khoja, the son of Tughluk Timur. By 1366, the two warlords controlled Transoxiana. Timurs first wife died in 1370, freeing him to attack his erstwhile ally Hussein. Hussein was besieged and killed at Balkh, and Timur declared himself the sovereign of the whole region. Timur was not directly descended from Genghis Khan on his fathers side, so he ruled as an amir  (from the Arabic word for prince), rather than as khan.  Over the next decade, Timur seized the rest of Central Asia as well. Timurs Empire Expands With Central Asia in hand, Timur invaded Russia in 1380. He helped the Mongol Khan Toktamysh retake control and also defeated the Lithuanians in battle. Timur captured Herat (now in Afghanistan) in 1383, the opening salvo against Persia. By 1385, all of Persia was his.   With invasions in 1391 and 1395, Timur fought against his former protege in Russia, Toktamysh. The Timurid army captured Moscow in 1395.  While Timur was busy in the north, Persia revolted. He responded by leveling entire cities  and using the citizens skulls to build grisly towers and pyramids. By 1396, Timur had also conquered Iraq, Azerbaijan, Armenia, Mesopotamia, and Georgia. Conquest of India, Syria, and Turkey Timurs army of 90,000 crossed the Indus River in September  1398 and set upon India. The country had fallen to pieces after the death of Sultan Firuz Shah Tughluq (r. 1351–1388) of the Delhi Sultanate, and by this time Bengal, Kashmir, and the Deccan each had separate rulers. The Turkic/Mongol invaders left carnage along their path; Delhis army was destroyed in December and the city was ruined. Timur seized tons of treasure and 90 war elephants  and took them back to Samarkand. Timur looked west in 1399, retaking Azerbaijan and conquering Syria. Baghdad was destroyed in 1401 and 20,000 of its people were slaughtered. In July 1402, Timur captured early Ottoman Turkey and received the submission of Egypt. Final Campaign and Death The rulers of Europe were glad that the Ottoman Turk sultan Bayazid had been defeated, but they trembled at the idea that Tamerlane was at their doorstep. The rulers of Spain, France, and other powers sent congratulatory embassies to Timur, hoping to stave off an attack. Timur had bigger goals, though. He decided in 1404 that he would conquer Ming China. (The ethnic-Han Ming Dynasty had overthrown his cousins, the Yuan, in 1368.) Unfortunately for him, however, the Timurid army set out in December during an unusually cold winter. Men and horses died of exposure, and the 68-year-old Timur fell ill. He died on February 17, 1405 at Otrar, in Kazakhstan. Legacy Timur started life as the son of a minor chieftain, much like his putative ancestor Genghis Khan. Through sheer intelligence, military skill, and force of personality, Timur was able to conquer an empire stretching from Russia to India and from the Mediterranean Sea to Mongolia. Unlike Genghis Khan, however, Timur conquered not to open trade routes and protect his flanks, but to loot and pillage. The Timurid Empire did not long survive its founder  because he rarely bothered to put any governmental structure in place after he destroyed the existing order. While Timur professed to be a good Muslim, he obviously felt no compunction about destroying the jewel-cities of Islam and slaughtering their inhabitants. Damascus, Khiva, Baghdad...these ancient capitals of Islamic learning never really recovered from Timurs attentions. His intent seems to have been to make his capital at Samarkand the first city in the Islamic world. Contemporary sources say that Timurs forces killed about 19 million people during their conquests. That number is probably exaggerated, but Timur does seem to have enjoyed massacre for its own sake. Timurs Descendants Despite a death-bed warning from the conqueror, his dozens of sons and grandsons immediately began to fight over the throne when he passed away. The most successful Timurid ruler, Timurs grandson Ulegh Beg (1393–1449, ruled 1447–1449), gained fame as an astronomer and scholar. Ulegh was not a good administrator, however, and was murdered by his own son in 1449. Timurs line had better luck in India, where his great-great-grandson Babur founded the Mughal Dynasty in 1526. The Mughals ruled until 1857 when the British expelled them. (Shah Jahan, the builder of the Taj Mahal, is thus also a descendant of Timur.) Timurs Reputation Timur was lionized in the west for his defeat of the Ottoman Turks. Christopher Marlowes Tamburlaine the Great and Edgar Allen Poes Tamerlane are good examples. Not surprisingly, the people of Turkey, Iran, and the Middle East remember him rather less favorably. In post-Soviet Uzbekistan, Timur has been made into a national folk hero. The people of Uzbek cities like Khiva, however, are skeptical; they remember that he razed their city and killed nearly every inhabitant. Sources Gonzlez de Clavijo, Ruy. Narrative of the Embassy of Ruy Gonzalez De Clavijo to the Court of Timour, at Samarcand, A.D. 1403–1406. Trans. Markham, Clements R. London: The Hakluyt Society, 1859.Marozzi, Justin. Tamerlane: Sword of Islam, Conqueror of the World. New York: HarperCollins, 2006.Sela, Ron. The Legendary Biographies of Tamerlane: Islam and Heroic Apocrypha in Central Asia. Trans. Markham, Clements R.  Cambridge: Cambridge University Press, 2011.  Saunders, J. J. History of the Mongol Conquests. Philadelphia: University of Pennsylvania Press, 1971.

Saturday, November 23, 2019

Weapons of World War II - The Technology of Warfare

Weapons of World War II - The Technology of Warfare World War II Leaders People | World War II 101 Weapons of World War II It is often said that few things advance technology and innovation as quickly as war. World War II was no different as each side worked tirelessly to develop more advanced and powerful weapons. During the course of the fighting, the Axis and Allies created increasingly more advanced aircraft which culminated in the worlds first jet fighter, the Messerschmitt Me262. On the ground, highly effective tanks such as the Panther and T-34 came to rule the battlefield, while at sea equipment such as sonar helped negate the U-boat threat while aircraft carriers came to rule the waves. Perhaps most significantly, the United States became the first to develop nuclear weapons in the form of the Little Boy bomb which was dropped on Hiroshima. Aircraft - Bombers Photo Gallery: World War II Bombers Avro Lancaster - Great Britain Boeing B-17 Flying Fortress - United States Boeing B-29 Superfortress - United States Bristol Blenheim - Great Britain Consolidated B-24 Liberator - United States Curtiss SB2C Helldiver - United States De Havilland Mosquito - Great Britain Douglas SBD Dauntless - United States Douglas TBD Devastator - United States Grumman TBF/TBM Avenger - United States Heinkel He 111 - Germany Junkers Ju 87 Stuka - Germany Junkers Ju 88 - Germany Martin B-26 Marauder - United States Mitsubishi G3M Nell - Japan Mitsubishi G4M Betty Japan North American B-25 Mitchell - United States Aircraft - Fighters Photo Gallery: American Fighters of World War II Bell P-39 Airacobra - United States Brewster F2A Buffalo - United States Bristol Beaufighter - Great Britain Chance Vought F4U Corsair - United States Curtiss P-40 Warhawk - United States Focke-Wulf Fw 190 - Germany Gloster Meteor - Great Britain Grumman F4F Wildcat - United States Grumman F6F Hellcat - United States Hawker Hurricane - Great Britain Hawker Tempest - Great Britain Hawker Typhoon - Great Britain Heinkel He 162 - Germany Heinkel He 219 Uhu - Germany Heinkel He280 - Germany Lockheed P-38 Lightning - United States Messerschmitt Bf109 - Germany Messerschmitt Bf110 - Germany Messerschmitt Me262 - Germany Mitsubishi A6M Zero - Japan North American P-51 Mustang - United States Northrop P-61 Black Widow - United States Republic P-47 Thunderbolt - United States Supermarine Spitfire - Great Britain Armor A22 Churchill Tank - Great Britain M4 Sherman Tank - United States M26 Pershing Tank - United States Panther Tank - Germany Ordnance QF 25-pounder Field Gun - Great Britain Little Boy Atomic Bomb - United States Tiger Tank - Germany Warships Admiral Graf Spee - Pocket Battleship/Heavy Cruiser - Germany - Pocket Battleship/Heavy Cruiser - Germany Akagi - Aircraft Carrier - Japan USS Alabama (BB-60) - Battleship - United States USS Arizona (BB-39) - Battleship - United States USS  Arkansas (BB-33) - Battleship - United States HMS Ark Royal - Aircraft Carrier - Great Britain USS Bataan (CVL-29) - Aircraft Carrier - United States USS (CVL-24) - Aircraft Carrier - United States USS (CV-20) - Aircraft Carrier - United States Bismarck - Battleship - Germany USS ​Bon Homme Richard (CV-31) - Aircraft Carrier - United States USS Bunker Hill (CV-17) - Aircraft Carrier - United States USS Cabot (CVL-28) - Aircraft Carrier - United States USS  California (BB-44) - Battleship - United States USS Colorado (BB-45) -   Battleship - United States USS Enterprise (CV-6) - Aircraft Carrier - United States USS Essex (CV-9) - Aircraft Carrier - United States USS Franklin (CV-13) - Aircarft Carrier - United States USS Hancock (CV-19) - Aircraft Carrier - United States Haruna - Battleship - Japan HMS Hood - Battlecruiser - Great Britain USS Hornet (CV-8) - Aircraft Carrier - United States USS Hornet (CV-12) - Aircraft Carrier - United States USS  Idaho (BB-42) - Battleship - United States USS Independence (CVL-22) - Aircraft Carrier - United States USS Indiana (BB-58) - Battleship - United States USS Indianapolis (CA-35) - Cruiser - United States USS Intrepid (CV-11) - Aircraft Carrier - United States USS Iowa (BB-61) - Battleship - United States USS Langley (CVL-27) - Aircraft Carrier - United States USS Lexington (CV-2) - Aircraft Carrier - United States USS Lexington (CV-16) - Aircraft Carrier - United States Liberty Ships - United States USS Maryland (BB-46) - Battleship - United States USS Massachusetts (BB-59) - Battleship - United States USS  Mississippi (BB-41) - Battleship - United States USS Missouri (BB-63) - Battleship - United States HMS Nelson - Battleship - Great Britain USS Nevada (BB-36) - Battleship - United States USS New Jersey (BB-62) - Battleship - United States USS  New Mexico (BB-40) - Battleship - United State USS  New York (BB-34) - Battleship - United States USS North Carolina (BB-55) - Battleship - United States USS  Oklahoma (BB-37) - Battleship - United States USS Pennsylvania (BB-38) - Battleship - United States USS Princeton (CVL-23) - Aircraft Carrier - United States PT-109 - PT Boat - United States USS Randolph (CV-15) - Aircraft Carrier - United States USS Ranger (CV-4) - Aircraft Carrier - United States USS San Jacinto (CVL-30) - Aircraft Carrier - United States USS Saratoga (CV-3) - Aircraft Carrier - United States Scharnhorst - Battleship/Battlecruiser - Germany USS Shangri-La (CV-38) - United States USS South Dakota - Battleship - United States USS  Tennessee (BB-43) - Battleship - United States USS  Texas (BB-35) - Battleship - United States USS Ticonderoga (CV-14) - Aircraft Carrier - United States Tirpitz - Battleship - Germany USS Washington (BB-56) - Battleship - United States HMS Warspite - Battleship - Great Britain USS Wasp (CV-7) - Aircraft Carrier - United States USS Wasp  (CV-18) - Aircraft Carrier - United States USS West Virginia - Battleship - United States USS Wisconsin (BB-64) - Battleship - United States Yamato - Battleship - Japan USS Yorktown (CV-5) - Aircraft Carrier - United States USS Yorktown (CV-10) - Aircraft Carrier - United States Small Arms M1903 Springfield Rifle - United States Karabiner 98k - Germany Lee-Enfield Rifle - Great Britain Colt M1911 Pistol - United States M1 Garand - United States Sten Gun - Great Britain Sturmgewehr STG44 - Germany

Thursday, November 21, 2019

Course Pak Articles Spring 2013 Term Paper Example | Topics and Well Written Essays - 2000 words

Course Pak Articles Spring 2013 - Term Paper Example This holding environment is of great importance for lesbians in the society in the sense that it acts as a therapeutic holding environment. In this environment, a lot of healing and progress takes place and hence it acts as a safe psychological place for therapy. In these holding environments, deep connections are established where unconscious communication can be established. This is as determined by scharff and scharff in the year 1991(Sussal, (n.d). In the social context, the approach used by the author in couple’s therapy is with psychoanalytical approaches. In the psychoanalytical approaches, stresses affecting the lesbian couples are addressed with regard to their past and the present. This approach is effective in the sense that the problems facing the lesbian couples are addressed at their roots and hence workable solutions are determined. The use of the psychoanalytical approach to couples therapy is effective to the lesbian couples because lesbian couples are more likely to be exposed to social discriminations as they go about their lives. Hence, this form of therapy according to the author is effective in curing cases of homophobia among lesbians, which is considered a sickness (Sussal, (n.d). Couple’s therapy with lesbians employs the use of repressed ego systems. The use of repressed ego systems has improved the relations between lesbian couples. This is because it assists couples in overcoming the fears intimacy because of experiences of rejection and frustration. Fairburn determined this theory in the year 1954 in what was known as anti-libidinal ego. This theory determined that split off ego is resident in the unconscious and affects how lesbians relate to each other as a couple and towards the outside world (Sussal, (n.d). Sex therapy is inclusive as part of couple’s therapy with lesbians. This is because just as is the case with heterosexuals, lesbians have their share of

Tuesday, November 19, 2019

Argumentative Analysis Essay Example | Topics and Well Written Essays - 1000 words

Argumentative Analysis - Essay Example Starting with the hypothesis of having unlimited time, Marvell tells the woman in the poem that he would take forever to love her. He tells her that her refusal would not matter then, even if she refused â€Å"Till the conversion of the Jews† (Marvell), because he would have ample time to win her affections – time being infinitely available to him. Moreover, Marvell states, he would have taken to just praise the lady and her magnificent attributes. However, he soon comes back to reality, telling the lady that in actuality such timelessness is not available to them both. Thereby, Marvell â€Å"reverses his logic and tries to make the real world with limited time seem problematic and even repulsive to the mistress† (Stephens 1).  With this repulsion for time lost, Marvell points out the logical that they should take the opportunity now, when they have the chance and the time, to love each other. Marvell says that as they do not have a say in how this world operat es, with regard to time, they do have a choice as to how they live their life, in his own words, â€Å"Thus, though we cannot make our sun / Stand still, yet we will make him run† (Marvell). Although the poem is based around a sexual premise – a man asking his mistress to make love to him – the underlying theme of Marvell’s work is simply this: we are time-bound beings, and if we do not make the most of what we have today, we will not only waste the opportunities afforded to us, but we shall also regret our passiveness later on. As he says, â€Å"The grave’s a fine and private place, / But none, I think, do there embrace† (Marvell), i.e. when an opportunity is lost forever, you cannot get it back. Certainly, we are limited beings, forced to follow the laws of nature. The passage of time is one such law of nature we cannot overcome or change. We are, all of us,

Sunday, November 17, 2019

Translation Technique by Molina and Albir Essay Example for Free

Translation Technique by Molina and Albir Essay Cet article a pour objectif de cerner la notion de technique de traduction entendue comme un des instruments d’analyse textuelle qui permet d’etudier le fonctionnement de l’equivalence par rapport a l’original. Nous rappelons tout d’abord les differentes definitions et classifications qui ont ete proposees ainsi que les confusions terminologiques, conceptuelles et de classification qui en ont decoule. Nous donnons ensuite notre definition de la technique de traduction en la differenciant de la methode et de la strategie de traduction et proposons une approche dynamique et fonctionnelle de celleci. Pour terminer, nous definissons chacune des diverses techniques de traduction existantes et en presentons une nouvelle classification. Cette proposition a ete appliquee dans le cadre d’une recherche sur la traduction des elements culturels dans les traductions en arabe de Cent ans de solitude de Garcia Marquez. ABSTRACT The aim of this article is to clarify the notion of translation technique, understood as an instrument of textual analysis that, in combination with other instruments, allows us to study how translation equivalence works in relation to the original text. First, existing definitions and classifications of translation techniques are reviewed and terminological, conceptual and classification confusions are pointed out. Secondly, translation techniques are redefined, distinguishing them from translation method and translation strategies. The definition is dynamic and functional. Finally, we present a classification of translation techniques that has been tested in a study of the translation of cultural elements in Arabic translations of A Hundred Years of Solitude by Garcia Marquez. MOTS-CLES/KEYWORDS translation technique, translation method, translation strategy, translation equivalence, functionalism 1. TRANSLATION TECHNIQUES AS TOOL FOR ANALYSIS: THE EXISTING CONFUSIONS The categories used to analyze translations allow us to study the way translation works. These categories are related to text, context and process. Textual categories describe mechanisms of coherence, cohesion and thematic progression. Contextual categories introduce all the extra-textual elements related to the context of source text and translation production. Process categories are designed to answer two basic questions. Which option has the translator chosen to carry out the translation project, i. e. , which method has been chosen? How has the translator solved the problems that have emerged during the translation process, i. e. , which strategies have been chosen? However, research (or teaching) requirements may make it important to consider textual micro-units as well, that is to say, how the result of the translation Meta, XLVII, 4, 2002 01. Meta 47/4. Partie 1 498 11/21/02, 2:15 PM translation techniques revisited 499 functions in relation to the corresponding unit in the source text. To do this we need translation techniques. We were made aware of this need in a study of the treatment of cultural elements in Arabic translations of A Hundred Years of Solitude1. Textual and contextual categories were not sufficient to identify, classify and name the options chosen by the translators for each unit studied. We needed the category of translation techniques that allowed us to describe the actual steps taken by the translators in each textual micro-unit and obtain clear data about the general methodological option chosen. However, there is some disagreement amongst translation scholars about translation techniques. This disagreement is not only terminological but also conceptual. There is even a lack of consensus as to what name to give to call the categories, different labels are used (procedures, techniques, strategies) and sometimes they are confused with other concepts. Furthermore, different classifications have been proposed and the terms often overlap. This article presents the definition and classification of translation techniques that we used in our study of the treatment of cultural elements in Arabic translations of A Hundred Years of Solitude. We also present a critical review of earlier definitions and classifications of translation techniques. 2. THE DIFFERENT APPROACHES TO CLASSIFYING TRANSLATION TECHNIQUES 2. 1. Translation Technical Procedures in the Compared Stylistics. Vinay and Darbelnet’s pioneer work Stylistique comparee du francais et de l’anglais (SCFA) (1958) was the first classification of translation techniques that had a clear methodological purpose. The term they used was ‘procedes techniques de la traduction. ’ They defined seven basic procedures operating on three levels of style: lexis, distribution (morphology and syntax) and message. The procedures were classified as direct (or literal) or oblique, to coincide with their distinction between direct (or literal) and oblique translation. Literal translation occurs when there is an exact structural, lexical, even morphological equivalence between two languages. According to the authors, this is only possible when the two languages are very close to each other. The literal translation procedures are: †¢ †¢ †¢ Borrowing. A word taken directly from another language, e. g. , the English word bulldozer has been incorporated directly into other languages. Calque. A foreign word or phrase translated and incorporated into another language, e. g. , fin de semaine from the English weekend. Literal translation. Word for word translation, e. g. , The ink is on the table and L’encre est sur la table. Oblique translation occurs when word for word translation is impossible. The oblique translation procedures are: †¢ †¢ 01. Meta 47/4. Partie 1 Transposition. A shift of word class, i. e. , verb for noun, noun for preposition e. g. , Expediteur and From. When there is a shift between two signifiers, it is called crossed transposition, e. g. , He limped across the street and Il a traverse la rue en boitant. Modulation. A shift in point of view. Whereas transposition is a shift between grammatical categories, modulation is a shift in cognitive categories. Vinay and Darbelnet 499 11/21/02, 2:15 PM 500 Meta, XLVII, 4, 2002 †¢ †¢ postulate eleven types of modulation: abstract for concrete, cause for effect, means for result, a part for the whole, geographical change, etc. , e. g. , the geographical modulation between encre de Chine and Indian ink. Intravaia and Scavee (1979) studied this procedure in depth and reached the conclusion that it is qualitatively different from the others and that the others can be included within it. Equivalence. This accounts for the same situation using a completely different phrase, e. g. , the translation of proverbs or idiomatic expressions like, Comme un chien dans un jeu de quilles and Like a bull in a china shop. Adaptation. A shift in cultural environment, i. e. , to express the message using a different situation, e. g. cycling for the French, cricket for the English and baseball for the Americans. These seven basic procedures are complemented by other procedures. Except for the procedures of compensation and inversion, they are all classified as opposing pairs. †¢ †¢ †¢ †¢ †¢ †¢ †¢ 01. Meta 47/4. Partie 1 Compensation. An item of information, or a stylistic effect from the ST that cannot be reproduced in the same place in the TT is introduced elsewhere in the TT, e. g. , the French translation of I was seeking thee, Flathead. from the Jungle Book Kipling used the archaic thee, instead of you, to express respect, but none of the equivalent French pronoun forms (tu, te, toi) have an archaic equivalent, so the translator expressed the same feeling by using the vocative, O, in another part of the sentence: En verite, c’est bien toi que je cherche, O Tete-Plate. Concentration vs. Dissolution. Concentration expresses a signified from the SL with fewer signifiers in the TL. Dissolution expresses a signified from the SL with more signifiers in the TL, e. g. , archery is a dissolution of the French tir a l’arc. Amplification vs. Economy. These procedures are similar to concentration and dissolution. Amplification occurs when the TL uses more signifiers to cover syntactic or lexical gaps. According to Vinay and Darbelnet, dissolution is a question of langue and adaptation of parole, e. g. , He talked himself out of a job and Il a perdu sa chance pour avoir trop parle. The opposite procedure is economy, e. g., We’ll price ourselves out of the market and Nous ne pourrons plus vendre si nous sommes trop exigeants. Reinforcement vs. Condensation. These are variations of amplification and economy that are characteristic of French and English, e. g. , English prepositions or conjunctions that need to be reinforced in French by a noun or a verb: To the station and Entree de la gare; Shall I phone for a cab? and Voulez-vous que je telephone pour faire venir une voiture? Mallblanc (1968) changed Vinay and Darbelnet’s reinforcement for over-characterization, because he found it was more appropriate for the traits of French and German. He pointed out that German prepositions, such as, in can be translated into French as dans le creux de, dans le fond de, or, dans le sein de. Explicitation vs. Implicitation. Explicitation is to introduce information from the ST that is implicit from the context or the situation, e. g. , to make explicit the patient’s sex when translating his patient into French. Implicitation is to allow the situation to indicate information that is explicit in the ST, e. g. , the meaning of sortez as go out or come out depends on the situation. Generalization vs. Particularization. Generalization is to translate a term for a more general one, whereas, particularization is the opposite, e. g. , the English translation of guichet, fenetre or devanture by window is a generalization. Inversion. This is to move a word or a phrase to another place in a sentence or a paragraph so that it reads naturally in the target language, e. g. , Pack separately †¦ for convenient inspection and Pour faciliter la visite de la douane mettre a part †¦. 500 11/21/02, 2:15 PM translation techniques revisited 501 Table 1 Vinay and Darbelnet’s translation procedures Borrowing Bulldozer (E) ? Bulldozer (F) Calque Fin de semaine (F) ? Week-end (E) Literal translation L’encre est sur la table (F) ? The ink is on the table (E) Transposition Defense de fumer (F) ? No smoking (E) Crossed transposition He limped across the street (E) ? Il a traverse la rue en boitant (F) Modulation Encre de Chien (F) ? Indian Ink (E) Equivalence Comme un chien dans un jeu de quilles (F) ? Like a bull in a china shop (E) Adaptation Cyclisme (F) ? Cricket (E) ? Baseball (U. S) Compensation I was seeking thee, Flathead (E) ? En verite, c’est bien toi que je cherche, O Tete-Plate (F) Dissolution Tir a l’arc (F) ? Archery (E) Concentration Archery (E) ? Tir a l’arc (F) Amplification He talked himself out of a job (E) ? Il a perdu sa chance pour avoir trop parle (F) Economy Nous ne pourrons plus vendre si nous sommes trop exigeants (F) ? We’ll price ourselves out of the market (E) Reinforcement Shall I phone for a cab? (E) ? Voulez-vous que je telephone pour faire venir une voiture? (F) Condensation Entree de la garde (F) ? To the station (E) Explicitation His patient (E) ? Son patient / Son patiente (F) Implicitation Go out/ Come out (E) ? Sortez (F) Generalization Guichet, fenetre, devanture (F) ? Window (E) Particularization Window (E) ? Guichet, fenetre, devanture (F) Articularization. In all this immense variety of conditions,†¦ (E) ? Et cependant, malgre la diversite des conditions,†¦ (F) Juxtaposition Et cependant, malgre la diversite des conditions,†¦ (F) ? In all this immense variety of conditions,†¦ (E) Grammaticalization A man in a blue suit (E) ? Un homme vetu de blue (F) Lexicalization Un homme vetu de blue (F) ? A man in a blue suit (E) Inversion Pack separately [†¦] for convenient inspection (E) ? Pour faciliter la visite de la douane mettre a part [†¦] (F) 2. 2. The Bible translators From their study of biblical translation, Nida, Taber and Margot concentrate on questions related to cultural transfer. They propose several categories to be used 01. Meta 47/4. Partie 1 501 11/21/02, 2:15 PM 502 Meta, XLVII, 4, 2002 when no equivalence exists in the target language: adjustment techniques, essential distinction, explicative paraphrasing, redundancy and naturalization. 2. 2. 1. Techniques of adjustment Nida (1964) proposes three types: additions, subtractions and alterations. They are used: 1) to adjust the form of the message to the characteristics of the structure of the target language; 2) to produce semantically equivalent structures; 3) to generate appropriate stylistic equivalences; 4) to produce an equivalent communicative effect. †¢ †¢ †¢ Additions. Several of the SCFA procedures are included in this category. Nida lists different circumstances that might oblige a translator to make an addition: to clarify an elliptic expression, to avoid ambiguity in the target language, to change a grammatical category (this corresponds to SCFA’s transposition), to amplify implicit elements (this corresponds to SCFA’s explicitation), to add connectors (this corresponds to SCFA’s articulation required by characteristics of the TL, etc. ). Examples are as follows. When translating from St Paul’s Epistles, it is appropriate to add the verb write in several places, even though it is not in the source text; a literal translation of they tell him of her (Mark I:30) into Mazatec would have to be amplified to the people there told Jesus about the woman, otherwise, as this language makes no distinctions of number and gender of pronominal affixes it could have thirty-six different interpretations; He went up to Jerusalem. There he taught the people some languages require the equivalent of He went up to Jerusalem. Having arrived there, he taught the people. Subtractions. Nida lists four situations where the translator should use this procedure, in addition to when it is required by the TL: unnecessary repetition, specified references, conjunctions and adverbs. For example, the name of God appears thirty-two times in the thirty-one verses of Genesis. Nida suggests using pronouns or omitting God. Alterations. These changes have to be made because of incompatibilities between the two languages. There are three main types. 1) Changes due to problems caused by transliteration when a new word is introduced from the source language, e. g., the transliteration of Messiah in the Loma language, means death’s hand, so it was altered to Mezaya. 2) Changes due to structural differences between the two languages, e. g. , changes in word order, grammatical categories, etc. (similar to SCFA’s transposition). 3) Changes due to semantic misfits, especially with idiomatic expressions. One of the suggestions to solve this kind of problem is the use of a descriptive equivalent i. e. , a satisfactory equivalent for objects, events or attributes that do not have a standard term in the TL. It is used for objects that are unknown in the target culture (e. g., in Maya the house where the law was read for Synagogue) and for actions that do not have a lexical equivalent (e. g. , in Maya desire what another man has for covetousness, etc. ) Nida includes footnotes as another adjustment technique and points out that they have two main functions: 1) To correct linguistic and cultural differences, e. g. , to explain contradictory customs, to identify unknown geographical or physical items, to give equivalents for weights and measures, to explain word play, to add information about proper names, etc. ; 2) To add additional information about the historical and cultural context of the text in question. 01. Meta 47/4. Partie 1 502 11/21/02, 2:15 PM translation techniques revisited 503 2. 2. 2. The essential differences Margot (1979) presents three criteria used to justify cultural adaptation. He refers to them as the essential differences. 1) 2) 3) Items that are unknown by the target culture. He suggests adding a classifier next to the word (as Nida does), e. g. , the city of Jerusalem or, by using a cultural equivalent (similar to the SCFA procedure of adaptation), e. g. , in Jesus’ parable (Matthew 7:16) to change grapes / thorn bushes and figs / thistles for other plants that are more common in the target culture. However, he warns the reader that this procedure is not always possible. Taber y Nida (1974) list five factors that have to be taken into account when it is used: a) the symbolic and theological importance of the item in question, b) its fequency of use in the Bible, c) its semantic relationship with other words, d) similarities of function and form between the two items, e) the reader’s emotional response. The historical framework. Here Margot proposes a linguistic rather than a cultural translation, on the grounds that historical events cannot be modified. Adaptation to the specific situation of the target audience. Margot maintains that the translator’s task is to translate and that it is up to preachers, commentarists and Bible study groups to adapt the biblical text to the specific situation of the target audience. He includes footnotes as an aid to cultural adaptation. 2. 2. 3. The explicative paraphrase Nida, Taber and Margot coincide in distinguishing between legitimate and illegitimate paraphrasing. The legitimate paraphrase is a lexical change that makes the TT longer than the ST but does not change the meaning (similar to the SCFA amplification / dissolution. The illegitimate paraphrase makes ST items explicit in the TT. Nida, Taber and Margot agree this is not the translator’s job as it may introduce subjectivity. 2. 2. 4. The concept of redundancy According to Margot (1979), redundancy tries to achieve symmetry between ST readers and TT readers. This is done either by adding information (grammatical, syntactic and stylistic elements, etc. ) when differences between the two languages and cultures make a similar reception impossible for the TT readers, or by suppressing information when ST elements are redundant for the TT readers, e. g. , the Hebrew expression, answering, said that is redundant in some other languages. This procedure is very close to SCFA’s implicitation / explicitation. 2. 2. 5. The concept of naturalization This concept was introduced by Nida (1964) after using the term natural to define dynamic equivalence (the closest natural equivalent to the source language message). Nida claims that naturalization can be achieved by taking into account: 1) the source language and culture understood as a whole; 2) the cultural context of the message; 3) the target audience. This procedure is very close to SCFA’s adaptation. 01. Meta 47/4. Partie 1 503 11/21/02, 2:15 PM 504 Meta, XLVII, 4, 2002 Table 2. The Bible translators’ proposals Classifier The city of Jerusalem Alteration Messiah (E) ? Mezaya (Loma) Cultural equivalent grapes / thorn bushes and figs / thistles ? other plants that are more common in the target culture Equivalent description Synagogue ? The house where the law was read (Maya) Footnotes 2. 3. Vazquez Ayora’s technical procedures Vazquez Ayora (1977) uses the term operative technical procedures, although he sometimes refers to them as the translation method. He combines the SCFA prescriptive approach with the Bible translators, descriptive approach and introduces some new procedures: †¢ †¢ Omission. This is to omit redundancy and repetition that is characteristic of the SL, e. g. , to translate The committee has failed to act by La comision no actuo, omitting the verb to fail and avoiding over-translation: La comision dejo de actuar. Desplacement and Inversion. Displacement corresponds to SCFA’s inversion, where two elements change position, e. g. , The phone rang and Sono el telefono. Table 3 Vazquez Ayora’s contribution Omission The committee has failed to act (E) ? La comision no actuo (Sp) Inversion The phone rang (E) ? Sono el telefono (Sp) 2. 4. Delisle’s contribution. Delisle (1993) introduces some variations to the SCFA procedures and maintains the term procedure for Vinay and Darbelnet’s proposals. However, for some other categories of his own, he introduces a different terminology, e. g. , translation strategies, translation errors, operations in the cognitive process of translating†¦ He lists several of these categories as contrasting pairs. In his review of Vinay and Darbelnet, he proposes simplifying the SCFA dichotomies of reinforcement/condensation and amplification/economy and he reduces them to a single pair, reinforcement/economy. Reinforcement is to use more words in the TT than the ST to express the same idea. He distinguishes three types of reinforcement: 1) dissolution; 2) explicitation (these two correspond to their SCFA homonyms); and 3) periphrasis (this corresponds to SCFA’s amplification). Economy is to use fewer words in the TT than the ST to express the same idea. He distinguishes three types of economy: 1) concentration; 2) implicitation (these two correspond to their SCFA homonyms and are in contrast to dissolution and explicitation); and concision (this corresponds to SCFA’s economy and is in contrast to periphrasis). 01. Meta 47/4. Partie 1 504. 11/21/02, 2:15 PM translation techniques revisited 505 The other categories Delisle introduces are: †¢ †¢ †¢ Addition vs. Omission. He defines them as unjustified periphrasis and concision and considers them to be translation errors. Addition is to introduce unjustified stylistic elements and information that are not in the ST, omission is the unjustifiable suppression of elements in the ST. Paraphrase. This is defined as excessive use of paraphrase that complicates the TT without stylistic or rhetorical justification. It is also classified as a translation error. Delisle’s paraphrase and addition coincide with Margot’s illegitimate paraphrase. Discursive creation. This is an operation in the cognitive process of translating by which a non-lexical equivalence is established that only works in context, e. g. , In the world of literature, ideas become cross-fertilized, the experience of others can be usefully employed to mutual benefit is translated into French as, Dans le domaine des lettres, le choc des idees se revele fecond; il devient possible de profiter de l’experience d’autrui. This concept is close to Nida’s alterations caused by semantic incompatibilities and transliteration. Table 4 Delisle’s contributions Dissolution Reinforcement Explicitation Periphrasis (+) Addition (–) Paraphrase (–) Concentration Economy Implicitation Concession (+) Discursive creation Omission (–) Ideas become cross-fertilized (E) ? Le choc des idees se revele fecond (F) 2. 5. Newmark’s procedures Newmark (1988) also uses the term procedures to classify the proposals made by the comparative linguists and by the Bible translators, as well as some of his own. These are: †¢ †¢ †¢ 01. Meta 47/4. Partie 1 Recognized translation. This is the the translation of a term that is already official or widely accepted, even though it may not be the most adequate, e. g., Gay-Lussac’s Volumengesetz der Gase and Law of combining volumes. Functional equivalent. This is to use a culturally neutral word and to add a specifying term, e. g. , baccalaureat = French secondary school leaving exam; Sejm = Polish parliament. It is very similar to Margot’s cultural equivalent, and in the SCFA terminology it would be an adaptation (secondary school leaving exam / parliament) with an explicitation (French/ Polish). Naturalization. Newmark’s definition is not the same as Nida’s. For Nida, it comes from transfer (SCFA’s borrowing) and consists of adapting a SL word to the phonetic and morphological norms of the TL, e.g. , the German word Performanz and the English performance. 505 11/21/02, 2:15 PM 506 Meta, XLVII, 4, 2002. Translation label. This is a provisional translation, usually of a new term, and a literal translation could be acceptable, e. g. , Erbschaftssprache or langue d’heritage from the English heritage language. Newmark includes the option of solving a problem by combining two or more procedures (he called these solutions doubles, triples or quadruples). Newmark also adds synonymy as another category. Table 5 Newmark’s procedures Recognized translation Volumengesetz der Gase (G) ? Law of combining volumes (E). Functional equivalent Baccalaureat (F) ? Baccalaureat, secondary school leaving exam (E) Naturalization Performance (E) ? Performanz (G) Translation label Heritage language (E) ? Langue d’heritage (F) 3. CRITICAL REVIEW OF TRANSLATION TECHNIQUES As we have seen, there is no general agreement about this instrument of analysis and there is confusion about terminology, concepts and classification. The most serious confusions are the following. 3. 1. Terminological confusion and over-lapping terms Terminological diversity and the overlapping of terms make it difficult to use these terms and to be understood. The same concept is expressed with different names and the classifications vary, covering different areas of problems. In one classification one term may over-lap another in a different system of classification. The category itself is given different names, for example, Delisle uses procedure, translation strategy, etc. 3. 2. The confusion between translation process and translation result This confusion was established by Vinay y Darbelnet’s pioneer proposal, when they presented the procedures as a description of the ways open to the translator in the translation process. Nevertheless, the procedures, as they are presented in the SCFA do not refer to the process followed by the translator, but to the final result. The confusion has persisted and translation techniques have been confused with other translation categories: method and strategies. In some of the proposals there is a conceptual confusion between techniques and translation method. Vinay y Darbelnet introduced the confusion by dividing the procedures following the traditional methodological dichotomy between literal and free translation. As they worked with isolated units they did not distinguish between categories that affect the whole text and categories that refer to small units. Furthermore, the subtitle of their book, Methode de traduction, caused even more confusion. In our opinion (see 4. 1. ), a distinction should bemade between translation method, that is part of the process, a global choice that affects the whole translation, and translation techniques that describe the result and affect smaller sections of the translation. 01. Meta 47/4. Partie 1 506 11/21/02, 2:15 PM translation techniques revisited 507 The SCFA use of the term procedures created confusion wirh another category related to the process: translation strategies. Procedures are related to the distinction between declarative knowledge (what you know) and procedural or operative knowledge (know-how) (Anderson 1983). Procedures are an important part of procedural knowledge, they are related to knowing how to do something, the ability to organise actions to reach a specific goal (Pozo, Gonzalo and Postigo 1993). Procedures include the use of simple techniques and skills, as well as expert use of strategies (Pozo y Postigo 1993). Strategies are an essential element in problem solving. Therefore, in relation to solving translation problems, we think a distinction should be made between techniques and strategies. Techniques describe the result obtained and can be used to classify different types of translation solutions. Strategies are related to the mechanisms used by translators throughout the the whole translation process to find a solution to the problems they find. The technical procedures (the name itself is ambiguous) affect the results and not the process, so they should be distinguished from strategies. We propose they should be called translation techniques. 3. 3. The confusion between issues related to language pairs and text pairs Vinay y Darbelnet’s original proposal also led to a confusion between language problems and text problems. Their work was based on comparative linguistics and all the examples used to illustrate their procedures were decontextualized. In addition, because they gave a single translation for each linguistic item, the result was pairs of fixed equivalences. This led to a confusion between comparative linguistic phenomena (and the categories needed to analyse their similarities and differences) and phenomena related to translating texts (that need other categories). The use of translation techniques following the SCFA approach is limited to the classification of differences between language systems, not the textual solutions needed for translation. For example, SCFA’s borrowing, transposition and inversion, or, Vazquez Ayora’s omission, should not be considered as translation techniques. They are not a textual option open to the translator, but an obligation imposed by the characteristics of the language pair. 4. A DEFINITION OF TRANSLATION TECHNIQUES Our proposal is based on two premises: 1) the need to distinguish between method, strategy and technique; 2) the need for an dynamic and functional concept of translation techniques. 4. 1. The need to distinguish between method, strategy and technique We think that translation method, strategies and techniques are essentially different categories. (Hurtado 1996). 4. 1. 1. Translation method and translation techniques. Translation method refers to the way a particular translation process is carried out in terms of the translator’s objective, i. e. , a global option that affects the whole text. There are several translation methods that may be chosen, depending on the aim of 01. Meta 47/4. Partie 1 507 11/21/02, 2:15 PM 508 Meta, XLVII, 4, 2002 the translation: interpretative-communicative (translation of the sense), literal (linguistic transcodification), free (modification of semiotic and communicative categories) and philological (academic or critical translation) (see Hurtado Albir 1999: 32). Each solution the translator chooses when translating a text responds to the global option that affects the whole text (the translation method) and depends on the aim of the translation. The translation method affects the way micro-units of the text are translated: the translation techniques. Thus, we should distinguish between the method chosen by the translator, e. g. , literal or adaptation, that affects the whole text, and the translation techniques, e. g. , literal translation or adaptation, that affect microunits of the text. Logically, method and functions should function harmoniously in the text. For example, if the aim of a translation method is to produce a foreignising version, then borrowing will be one of the most frequently used translation techniques. (Cf. This has been shown in Molina (1998), where she analyses the three translations into Arabic of Garcia Marquez’s A Hundred Years of Solitude. Each translation had adopted a different translation method, and the techniques were studied in relation to the method chosen). 4. 1. 2. Translation strategy and translation techniques Whatever method is chosen, the translator may encounter problems in the translation process, either because of a particularly difficult unit, or because there may be a gap in the translator’s knowledge or skills. This is when translation strategies are activated. Strategies are the procedures (conscious or unconscious, verbal or nonverbal) used by the translator to solve problems that emerge when carrying out the translation process with a particular objective in mind (Hurtado Albir 1996, 1999). Translators use strategies for comprehension (e. g. , distinguish main and secondary ideas, establish conceptual relationships, search for information) and for reformulation (e. g. , paraphrase, retranslate, say out loud, avoid words that are close to the original). Because strategies play an essential role in problem solving, they are a central part of the subcompetencies that make up translation competence. Strategies open the way to finding a suitable solution for a translation unit. The solution will be materialized by using a particular techniqu.

Thursday, November 14, 2019

The Tragedy of Domestic Violence :: Violence Against Women Essays

Domestic Violence towards women is a problem that is often overlooked by Society. Violence is defined by the Webster's Dictionary (p.755) as: 1. Physical force employed so as to damage or injure. 2. As an instance of violent action. If this is the case than why is it that so many women are beaten by loved ones each year and little or nothing is done to correct this violent and hostile situation? In this paper I will attempt to answer this question along will a slue of others which place women in these war zones each day. "The battered women is pictured by most people as a small, fragile, haggard person who might once have been pretty. She has several small children, no job skills, and is economically dependent on her husband. It is frequently assumed that she is poor and from a minority group. She is accustomed to living in violence, and her fearfulness and passivity are emphasized above all. Although some battered women do fit this description, research proves it to be false stereotype.''(Walker p.18) In fact most batte red women have highly lucrative jobs such as doctors or lawyers, Corporation executives and nurses. Most are heavy set women whose assets are controlled by there husbands and cannot defend themselves physically. Battered women are found in all racial, rel igious and ethical backgrounds as well as age groups and educational levels. ''Who are battered women? If you are a women, there is a 50 percent chance it could be you!''(Walker p.19) Statistical data on battered women is difficult to find because most records are buried in medical records, domestic disturbance calls to the police or the records of social service agencies. During my research I found that characteristics in numerous c ategories for both the batterer and battered were the same. Here is a list of those categories that were the same or in a similar fashion the same for both individuals. Commonly shared characteristics between Battered and Batterer. 1. Has low self-esteem. 2. Believes all myths about battering relationships. 3. Is a traditionalist about the home, strongly believes in family unity and his or her roles in the family unit. As with the women all racial, religious, educational levels equally represent the men, cultures socioeconomic groups. "Batterers typically deny that they have a problem, although they are aware of it; and they become enraged if their women should reveal t he true situation." (Walker p.36) "Researchers Eisenberg and Micklow found 90 percent of the batterers in their study had been in the military. Twenty five percent received dishonorable discharges.

Tuesday, November 12, 2019

Person centred approaches in adult social care settings Essay

Assignment composition Assignment overview In this assignment you will demonstrate your knowledge of person-centred care. You will explore what is meant by the term ‘consent’, define person-centred values, and consider how active participation can be used to best effect. You will consider how risk assessments can support informed choices and examine the factors that contribute to the well being of individuals using the service. see more:why person centred values are important and how they influence social care work Tasks There are three tasks to this assignment. A Information leaflet B Short answer questions C Case studies Task B Short answer questions Bi- Describe two ways of finding out about the history, preferences, wishes and needs of an individual using the service. If the resident is unable to talk about themselves and what they want then a good way of finding out is to talk to family and friends. They will have important information about the resident that may help you communicate with that person. If the service user can speak for themselves then the staff can sit down and talk to find out more about their needs, preferences and their history. Bii- Describe two ways of making sure that the history, preferences, wishes and needs of an individual using the service are recognised in support or care plans. The service user could write down their wishes and needs, if they are able to read and write. With the help of the staff the service user could add extras like favourite music, colour, type of outfit, favourite food, activity and so on. Biii- Explain how a care plan helps social care workers to work in a person centred way. Whoever carry’s out the service users care plan should have complete understanding of the plan themselves. The care plan is the most important thing to have knowledge about as this is the most valuable piece of information with the service users needs, wishes and preferences. Biv- Define what is meant by the term â€Å"active participation†. 1. Promoting there independence 2. Enjoy day to day life without any struggle 3. To help the service user with whatever they ask as you are the only help they may have. Bv- Give two examples of active participation, explaining how the individual using the service may benefit from being fully involved. Getting them to plan a day out themselves, this will help a service feel more independent and happy. To help them promote there independence this will help the service user get to know what is happening where they live and get more social. Bvi- Using the table below, describe three examples of barriers to active participation and how each can be overcome. Barrier How it can be overcome Lack of understanding Speak loud and clear Hearing aid Interpreter Lack of teamwork Staff to report of concerns Social workers, docs, nurses or/and staff to discuss any issues with the service user Meetings to be made to keep up to date with service user Feeling excluded Service user to help create care plan Conversations with the service user about anything Service user to attend the staff meetings to be more involved Bvii- Describe two ways of encouraging active participation. Collecting leaflets and showing them to the service user to try and get them involved in activities in the community. Take the service user to volunteer in a shop or event. Bviii- Explain how the identity of an individual using the service is linked to their well being. Moving into a care home is a big thing and a service user could be very alone and afraid of what it may be like so staff should always make any service user feel loved and unforgotten to protect them from losing there identity. Bix- Explain how the self esteem of an individual using the service is linked to their well being. Every service user should be treated for respect and confidence, if you do this then that persons self esteem will be very good and this will help the person feel welcome and able to speak to any of the staff about any problems, fears, wishes and preferences. Bx Describe two attitudes or approaches which could promote the well being of an individual using the service. Service users should all be given the right to choose what they want and how they want it. Just like you or I would like a hot cop of tea with 2 sugars, you wouldn’t forget your own sugar so you shouldn’t forget theirs. Staff should be up to date with their training so they can see and learn the service users wishes and preferences. Bx Describe two attitudes or approaches which could promote the well being of an individual using the service. Staff need to understand the service users way of life. Whether that is its religion, choice of food, type of clothing. To understand all this it is vital that the staff read the service users care plan. Bxi Identify two ways of making sure an individual’s physical environment promotes their well being. When it is time for a meal the staff should know how that service user would like there meal. Some could be a vegan or a vegetarian. Some may just not like a kind of meat, veg, or fruit. Involving the service user in making the meal is also a great way in  promoting the service users well being as this will make them feel involved in something and know what they are putting in there mouths. Bxii Identify two ways of working that promote an individual’s social and emotional well being. All staff should understand the users support plan. This is so the staff can understand what the user needs. Example- What kind of communication or if they need assistance with eating. Task C Case study one Marcus Thompson is 18 and has learning disabilities. He is moving from children’s social care to adult social care and has to decide whether he wants to remain at home with his family or move to supported housing. You are his support worker and think he would be better off living away from his family who sometimes try to do too much for him. Ci Identify ways of helping Marcus to make an informed choice. You could propose to Marcus if he would like to visit the support housing to see if it is the kind of thing he would prefer. He could stay a night or just spend the day. You could also bring Marcus to speak to some of the other service users and ask questions about the support housing. Cii Explain why it is important that you do not let your own view influence Marcus’ final decision. It is important because it is not he going into support housing it is someone else. Marcus could maybe love being looked after by his family and want to be around them. But he may want a bit more independence. This is why it is important to make sure Marcus knows that it is completely up to him, its his decision. Case study two Mr Mistry has recently been discharged from hospital after a serious fall. He wants to continue living at home, but there is some pressure on him from his family to move to live with them, or to move to a supported environment.  They believe they have the support of the medical profession in this. Ciii Explain how a thorough risk assessment might help Mr Mistry make up his mind about what he wants. If a thorough risk assessment is carried out and explained deeply to Mr Mistry, then he may then realise that he does need more help than he thinks and may consider help. Some people don’t like to admit they need extra help, which is why it is important the whole situation is explained so the user knows what could happen. Civ Explain why Mr Mistry may choose to take a risk and live alone in his home. Mr Mistry may choose to live at home because he likes his independence and making his own decisions. He has probably lived their his whole life, moving away to get looked after by your family or care staff may be sound scary to some who has done everything themselves. Cv Describe ways of helping Mr Mistry question or challenge decisions made by his family or other professionals with which he does not agree. Staff should set up a meeting for professionals, family and of course Mr Mistry to attend and discuss what he wants. Mr Mistry can still make his own decisions.

Sunday, November 10, 2019

Thermal Coating

Among the components exposed to heat load, piston of internal combustion engine is subject to maximum thermal stress. The large temperature gradient the piston will cause structural deformation deterioration of lubricant and increase the clearance between the cylinder liner and piston there by causing more noise, vibration degrees in the engine service life, the non- uniform temperature gradient arise owing damage of piston especially crown region. Experimental study is conducted on single cylinder 5hp diesel engine in order to find the improved performance when a ceramic coating is given especially in the piston crown.Among the ceramics, Yttria partially stabilized Zirconia (YPSZ) is being favoured for diesel engines since its co efficient of thermal expansion is close to those of metals used in piston. This avoids problems relating to difference in thermal expansion between metallic and thermal parts which also increases its durability. Compared to the conventional engine (without coating over the piston crown) the modified engine (with ceramic coating over the piston crown) did not produce any observable knock in the engine, no significant wear of piston crown.Various graphs are drawn to check the improved performance of the engine when it is at with and without ceramic coating on the piston crown, and found that there is 5-6% decrease in SFC, 4-5% increase in brake thermal efficiency and 8-9% increase in mechanical efficiency. INTRODUCTION: Thermal barrier coatings were originally developed for air craft engine applications in 1940; only recently have they been modified and tested for use in diesel engines.Although diesel engines has greater compressive loads and more frequent thermal shocks, in additional, diesel TBC’s must cope with contaminants (Sodium, Vanadium, Sulphur ) often found in lower grade fuels. If these difference in engine operating conditions are ignored when choosing and applying a T. B. C premature failure of the coating can result . Diesel TBC’s are coating systems metallic bond coat and ceramic topcoat applied by the plasma thermal spray process; control of total coating thickness is critical. If not maintained within 0. 8mm, spallation of the coating can occur due to uneven heating and cooling of the process of the topcoats, Robotic thermal spraying provides the required thickness and compare values with established standards. Basically, there are three techniques of thermal spraying. The basic principle is the same for all (i. e. ) material is melted and propelled as finely atomized towards the target as the particle strike the surface they flatten and form thin platelets that conform and adhere to the irregularity of the prepared surface and to each other.The three techniques differ essentially in the fuel and the method of heating/ melting used. These differences give to the advantage and limitations which to considerable extent govern their range of applications. Thermal spraying infact is a grou p of processes i. e. , 1. Surface preparation and 2. Thermal spraying Both are basically important as far as quantity of the coating is concern. Coating of a material on a substance is made to serve in the specific environment and service conditions.It is possible only if the coating is adherent to the surface of the component, on which it is sprayed, tthroughout its useful life. If the coating flakes off or leaves the surface, the entire effort will go waste. The adhesion and other properties of the coating mainly depend on the surface condition of the substrate.

Thursday, November 7, 2019

Writers Block 13 Strategies That Work - Freewrite Store

Writers Block 13 Strategies That Work - Freewrite Store With that in mind - here are 14 of our favorite tips for curing writer's block. We’ve all been there. The right words won’t come out, if any at all, and you don’t have a creative cell left in your brain - you’re ready to call it a day. Of course, I’m talking about the dreaded  writer’s block. Writer’s block can be stressful when you have writing tasks that need to get done. Writer’s block is a myth Gasp! It cannot be true. If writer’s block is a myth, then explain what I’m feeling right now? When you attack it from the root cause, you realize writer’s block stems from four underlying causes. These four underlying causes were detailed by  Jerry Jenkins, famed author of the  Left Behind  series.   The Four Root Causes Of Writer's Block Fear - Fear can be paralyzing. The thought that  you’re  not good enough and that your work won’t be accepted. Procrastination - Nobody’s better at putting of deadlines than writers.  Set  your deadlines in stone and keep your daily workload manageable. Perfectionism - Perfectionism  can  be a good trait during the editing process; however, it is not as valuable while  writing. Distractions - In today's day and age, it’s nearly impossible to avoid distractions. So what can you do about writer’s block? Now that you know the four root causes of writer’s block, you can take some  actionable  steps to eliminate it from your writing for good. If you’re anything like me, you could probably relate to all four of the root causes. As you read along, you’ll find that more than a few of these actionable tips apply to you. With that in mind - here are 14 of our favorite tips for curing writer's block. 1. Writing Prompts If you aren’t familiar with writing prompts, they are simply guided writing assignments designed to stimulate your imagination and get the creative juices flowing. Put simply, writing prompts get you writing.   It may not be the topic you originally set out to write about, but it may help you find your muse. If you’re stuck finding a topic to write about, or lost finding a fresh idea to attack the blank page, writing prompts may be a good habit to implement into your writing routine.   The right prompt can open up new ideas.  They can illuminate new  ways of looking at things you aren’t able to see on your own. You can find writing prompts a variety of ways. Many are  free online, you can  buy a book of them, or come up with them yourself. Write them down to use at a later time.  You can even have writing prompts sent to your inbox, with Writing Time Fridays! Join here to receive a great writing prompt emailed or texted to you on Friday at 12pm EST. This is a great way to carve out time for writing and get inspired. You can dedicate time for writing on Friday, like we do at Astrohaus, or you can wait and use the prompt over the weekend. Related:  Writing Habits to Jumpstart Your Creativity and Keep You Focused    2. Don’t Be a Perfectionist   Does this sound like you? You want everything to be perfect before you ever begin writing. Every pen stroke must be streaked with gold. You try to formulate the perfect passage in your head, but you never do, so you revert to underlying cause #2, procrastination.   Perfectionism will only hinder your good writing. I’ve written a number of blog posts over the years. If there’s one thing I’ve learned, nobody ever sees my first drafts. It sounds obvious, but nothing bad will come from writing words down. If you don’t like what you wrote, delete it. Leave the self-criticism for editing. 3. Stop Writing Sometimes,  It’s just not the right time to write. Your ideas may need a few more moments to formulate in your mind.   Surely, writing isn’t the only thing you ever do. You also need to eat, sleep, read, exercise, and interact with other people.   Even if writing is at the top of your to-do-list. Doing anything else, would be more beneficial than beating yourself up while staring at a blank page.   In a infamous  New Yorker  article, Ferris Jabr references overwhelming evidence that taking a walk can help you think through problems and be creative. Source: Elements of Walking Helps Us Think It’s ok to not always be writing, or thinking about your writing. 4. Change Your Writing  Medium Stuck in the mud? Try using Google Docs or Evernote instead of Word.  Put down the computer all together and try out your grandfather’s typewriter. What’s been most beneficial to me is freewriting in a journal or a piece of scrap paper. Any idea that comes to mind goes down on the paper. Often times, it doesn’t make any sense. 5. Eliminate Distractions This is one of the four core causes of writer’s block. In a world where we are faced with distractions left and  right, we no longer get to sit  in our log cabin in the woods and write in a quiet room. You have to take extra steps to create a distraction free environment in your mind.   5 Easy ways to eliminate distractions -  Turn off your cell phone- Unplug from the internet- Clean your desk- Let everyone know to leave you alone- Dim the light I’ve been using  Sprinter  by Astrohaus to focus on my writing. I even used it while writing this article.   6. Create A Schedule Every morning, I do two things. I wash my face, then I sit down at my desk and open my daily planner. I don’t check my phone, I don’t look at any emails, and I don’t talk to ANYONE. The second thing I do each morning is plan out my day. To paraphrase Jim Rohn, â€Å"If you don’t build a plan for your life, someone else will.†Ã‚   I plan my day down to the second, then I execute. It’s easy to say you†ll just get around to it, but taking the extra steps to plan out exactly when and for how long you’ll be writing, you’re that much more likely to do it.   Sometimes, you just have to put your head to the grindstone and write. If you’ve already done this before, then first address the root causes of writer’s block found above. If a pilot called his boss and said, â€Å"I have flyers block.† He would be laughed off the phone and probably told to hang up his wings. So, why do writers get to have writer’s block? 7. Find Some Inspiration Jack London once said, â€Å"You can’t wait for inspiration. You have to go after it with a club.†Ã‚   Put bluntly, refusing to write until you feel inspired it futile - at best. As a professional writer, you can’t afford to wait several days to find your muse. The world isn’t waiting for you. Related: 25 writing tips from authors 8. Keep A Journal Journaling aids in fostering your creativity and helps develop ideas. Similar to freewriting or writing prompts, journaling literally opens a book of ideas. Turn your thoughts and feelings into words. What do you journal about? I like to journal about my goals and the things/people I’m thankful for  each day. As a part of my morning routine, I write down my goals  Ã‚  and three people I’m thankful for. It’s not uncommon for writer’s to keep journals with them at all times. Sometimes inspiration strikes at the most unlikely and inconvenient times. Bottle that muse, and save it for later. â€Å"Always carry a notebook. And I mean always. The short-term memory only retains information for three minutes; unless it is committed to paper you can lose an idea forever.† -  Will Self 9. Go Outside I don’t just mean writing outside, but turning off your writing brain completely..   Nature offers an immediate boost to your mental and physical well-being. Sometimes, you have to slow down to speed up. A few benefits of going outside are: - Relieve stress- Improve short-term memory- Eliminate fatigue- Improve focus- Decrease blood pressure Combined, all of these things can help get the creative juices flowing. Maybe while you’re outside, you’ll find your inspiration.   10. Change Your Writing Space If venturing outside isn’t enough, maybe you need to change your work setting. Rotating your workspaces can increase your productivity and open yourself up to new ideas. Try a coffee shop, a library, bookstore, a park, or just a different room. Cultivate multiple spaces around you that foster your creativity and productivity . 11. Use Freewrite Every element of the Freewrite is designed to help you find your flow state and stay there. It works perfectly indoors or out, online or offline. Double your hourly word count, meet deadlines on time, and write better content. The Freewrite allows writers like you to create drafts without being distracted by notifications or the infinite possibilities on the internet. When it’s time to write, you can just write. If you're interested, you can head over to  the Freewrite store to learn more. 12. Create A Routine Ok, so you’ve burned through the previous eleven suggestions. You found one that worked, but it didn’t work the second time. What now?   You have to create a routine. As I mentioned in tip #6, I follow a strict morning schedule to get myself aligned with the tasks of the day. After journaling and planning my day, I spend 30 minutes on personal development. Today, I learned about copywriting from the legend Gary Bencivenga. I improved my craft and found some inspiration to apply to my writing. Lastly, that brings us to the granddaddy of them all... 13. Start Writing   You’ve exhausted every option on this list and have nothing left. Here’s the foolproof way to cure your writer’s block.   It’s this simple. Just start writing. You already know this, but evidently, the things that are easy to do are also easy not to do. It starts with one word, then another.   Solution   Personally, how did I cure my writer’s block? The root cause of my writer’s block was perfectionism. I expected myself to churn at a Pulitzer worthy 2,000 word article in less than an hour. Only once I embraced my full inner creativity was I able to write to free myself from the never-ending stuckness of writer’s block. My only hope is that after reading this tips, you are able to address your underlying cause of why you’re stuck so you can ditch writer’s block forever! Carlton Clark loves to write about business, baseball, and popular culture. A writer, marketer, and entrepreneur. At the age of 14, he founded the media company  ballplayerplus.com. Currently, Carlton helps businesses share their stories through social media and blogging. When he’s not writing or creating content, Carlton coaches youth baseball at his local high school and plays guitar. You can find him online on Instagram @itscarltonclark, and on Twitter @carlton_mukasa