Narrative Communities in Translation Studies Essay Example for Free

Narrative Communities in Translation Studies Essay An elaborate network of translators, called Babels, volunteers from all over Europe, sat in little boxes translating the cries against imperialism, capitalism, colonialism and occupation into English, French, Spanish, German,Turkish, Kurdish, Arabic and Ð ° plethora of other languages including Euskera. It has been suggested by the Fisher that communication transactions are responsible for the co-constitution of the communities, in which a story with the coherence and fidelity for the life is co-authored by the participants. In this regard, two types of community have been suggested by the Fisher. Concession or conformity creates the first type of community, and election or conversion creates the second type of community. In this regard, in the world of translation, concession or conformity has created a number of examples of communities. Today, several professional and academic associations are boasted by most countries, whether in professional or academic circles, by which different types of platforms for the conduction of communication transactions for the support of such communities are provided by it. See more: what is a narrative essay However, the most urgent needs of our time are responded by the emerging pattern of communities arguably, as civility, intellectual, and moral forms of community are sustained by their potential. Members of these translation communities recognize that the concrete experiences of our lives cannot be changed without simultaneously changing the narratives that underpin them. Such translators also recognize that the intersections between the narratives of our lives and those of other peoples in other parts of the world are much denser and more heavily mediated today than at any other time in history. Today s conflicts reverberate across the planet and, almost without exception, are played out in the international arena. The Middle East and Chechen conflicts, for instance, cannot be resolved by appealing only to local constituencies in the United States, Israel, Palestine, or Russia, to suggest obvious examples. Competing narratives of such conflicts circulate in all the widely spoken and many of the less widely spoken languages of the world-largely in and through translation. Already Ð ° number of communities by election or conversion are operating in the world of professional translation and interpreting, as І noted at the beginning of this article. For example, Traduttori par la Pace/Translators for Peace describes itself as Ð ° free association of translators from all countries and of all nationalities . . . established in order to publish, as tar as possible in every language and by whatever channel, every message against: war in general; and in particular, against the use of war as Ð ° means of resolving international disputes. The association is based in Italy with some 3UO members, mostly Italian; Italian is the main language of the discussion group. It was founded in 1999 at the start of the war in Kosovo. one of the founding members, Andrea Spila, explains the origins of the group as follows. Translators for Peace were established with the intent of translating articles and documents which did not appear in the Italian press at the time. Five years (and many wars) later we are working in Ð ° different way. our activity is mainly to help civil society organizations to spread their peace message and we help them by translating their documents/websites etc. and by supplying interpreters for conferences, meetings etc. We also translate documents we believe people should know, for example we translated the documents of the neo-con organization Project for Ð ° New American Century because it describes exactly what is happening now, I. e. US supremacy worldwide by means of preventive war. ECOS, Traductores e Interprets por la Solidaridad, was set up in 1998 by members of the staff at the Faculty of Translation and Interpreting at the University of Granada, Spain, and is still based there. The association offers volunteer translation and interpreting for NGos, social forums, and other nonprofit organizations, but most of its work comes from NGos in Granada, including anti-cancer groups, the Granada section of the Human Rights Association of Andalusia, and AKIBA (the association of support for Black Africa) The aim of ECOS is to work for Ð ° better quality of life for certain social sectors, and to struggle against the injustices of the established system. Its founders also believe that translators and interpreters must be trained for society and not just for the market. In addition to volunteer translation and interpreting, members of the association also organize talks to raise awareness about contemporary social questions, including fair trade and the situations in Iraq and the Middle East. Babels are Ð ° larger and more structured community of volunteer translators and interpreters. Its activist profile is broader than that of Translators for Peace and other existing associations in the field. The groups agenda is not restricted to the issues pertaining to war, and both the range of activities undertaken and the locations of activity are more varied. Moreover, the composition of the group itself is broader, with members in many different parts of the world. The plural form Babels is meant to underline the supranational character of the association, as their website indicates. Babels was set up in September 2oo2 by Ð ° group of activists linked to the French branch of the alternative globalization network, ATTAC, to meet the translation and interpreting needs of the European Social Forum (ESF) in Florence. The groups debut in Florence featured 35o volunteer translators and interpreters working without Ð ° budget and without even basic facilities such as computers and telephones. The success and dedication of the group and their effective participation in the conferences opposing the G8 in Evian and Annemasse in May and June 2oo3, however, convinced the Paris ESF organizers to give them decent facilities and the relatively large sum of ? 2oo,ooo to prepare for the next forum. This investment seems to have paid off because the Paris ESF held in 2oo3 was serviced by more than 1ooo Babelitos drawn from Ð ° volunteer pool four times that number. By the time the London ESF was held in october 2oo4, the Babels database included over 7ooo volunteers representing 63 languages.

Parallels between The Movie, The Matrix and Platos Allegory Of The Cav

Parallels between The Movie, "The Matrix" and Plato's Allegory Of The Cave In Book VII of The Republic, Plato tells a story entitled "The Allegory Of The Cave." He begins the story by describing a dark underground cave where a group of people are sitting in one long row with their backs to the cave's entrance. Chained to their chairs from an early age, all the humans can see is the distant cave wall in from of them. Their view of reality is soley based upon this limited view of the cave which but is a poor copy of the real world. In addition to the chained people, there are other people in the cave. Plato refers to them as the puppet-handlers and they are the ones holding those in the cave captive. (It is important to realize that the prisoners do not realize this--in fact, the prisoners do not even realize that they are being held captive since this existence is all they have ever known.) Walking behind the prisoners, the puppet-handlers hold up various objects found in the real world. Due to a fire that is burning the mouth of the cave, the prisoners are able to see the objects and each other only as distorted, flickering shadows on the cavern wall in front of them. Unfortunately, the prisoners can not see the actual objects or the puppet-makers because they are unable to turn their heads. From childhood, "...their legs and necks [have been] in bonds so that they are fixed, seeing only [what is] in front of them.... As Plato goes on to later explain, "the truth would be literally nothing but the shadows of the images." The movie, "The Matrix," parallels Platos's Allegory Of The Cave in a number of ways. Similar to the prisoners of the cave, the humans trapped in the matrix (the cave) only see what the machines (the modern day puppet-handlers) want them to see. They are tricked into believing that what they hear in the cave and see before them is the true reality that exists. Furthermore, they accept what their senses are telling them and they believe that what they are experiencing is all that really exists--nothing more. However, Neo is forced to face a painful truth when he is removed from the pod that has kept him trapped in the virtual reality of the matrix. Neo discovers that what he has been presented with his entire life is only reflections, or merely shadows of the truth. This theme is carried throughout the movie as we see ... ...yone to take them out of the cave. They would fight to stay in the cave because it is the only world they have ever known and it is where they feel safe. In "The Matrix," Cypher kills several people in his quest to go back to the matrix (the cave). Morpheus tells Neo the same thing in regard to the humans still plugged or trapped in the world of the matrix. "You have to understand, most of these people are not ready to be unplugged [forced out of the matrix--the cave]. And many of them are so inert, so hopelessly dependent on the system that they will fight to protect it." Society's Role In Our Lives In conclusion, Plato's story of the cave brings up many philosophical points and most importantly, addresses the issue of society's role in our lives. To some degree, we are all influenced by the thoughts and actions of others; however, at the same time, we have the ability to question, draw our own conclusions, and ultimately make our own choices. As Trinity tell Neo, "The Matrix can not tell you who you are." By being courageous enough to turn around and take the red pill, we, just like Neo and the Freed Man, are making the first step towards personal independence.

Cuban Missile Crisis and Cold War Assignment Essay

During the 1960’s, one of the most thing that the American government and the American people had to face was the Cold War. People who grew up during the 1950’s, 60’s, and 70’s would have talked about the war like it was an everyday thing. But, as the years and decades have gone by people have might have a different option and some might not even know or remember what it was. Interviewing 3 people will show what the average citizen knows or remembers about the Cold War. During the interviews, I asked 3 questions that would help me find this answer. They included, what words or phrases come to mind when you think of the term Cold War? Did you ever study the Cold War in school? If so, what are some aspects of the Cold War that you remember? Who were the parties involved in the Cold War? Can you name any key events that we mainly associate with the Cold War? The first person that was interviewed said the first word that came to mind when asked about the Cold War was the Cuban missile crisis. This person did study the Cold War in school and remembered that the United States was trying to keep most of the things discrete when it came to the political side of the war. The parties involved according to this person were the United States and the Soviet Union. Some of the key events that were associated were of course the Cuban Missile Crisis, the dealership of arms at the time, and the nuclear weapons involved. This person remembered a key point in the Cold War but, did not remember in detail what was taught in school. The second person that was interviewed stated the key things that came to mind about the Cold War, was the Soviet Union. They also mentioned that the Soviet Union had fallen after the Cold War. This person has also studied the Cold War in school and remembered that it lasted a long time and was after WWII. This person said the parties that were involved were the Soviet Union and the United States. The key elements that most people would relate to the Cold War were the length of the war and that it cost the United States so much money. They stated that the war was over a 4 decade period and said it cost upward to 8 trillion dollars and countless numbers of lives lost. This person knew about the cold war but only remembers a little of what was taught from school. The final person that was interviewed, stated that the first thing that came to mind when asked about the Cold War was the war was based the state of military rivalry and political tensions. The war consisted of the United States government and the government of the Soviet Union. The United States lost many lives in the hundreds throughout the long drawn out war. The person stated that they did study the Cold War in school and can remember how controversial it was for the American people and also with the government. The individual stated that the two parties they can think have been the United States and the Soviet Union. Finally, a key element of the war that was known across the United States was that the war had the complications of nuclear weapons and the countries trying to become a leader in arms dealing. Basically, see who had the most weapons and the more military firepower and power overall. This person had more knowledge as far as the understanding and remembrance of the Cold War. After conducting the interviews about the Cold War, there are some similarities to what the people who were interviewed had said. The definition of the Cold War was similar to the one given at the beginning of the assignment. All of the definitions of what the cold war was about and what were the key elements have to do with the political issues and the issues of the American people. This shows that people were divided in deciding if the Cold War was the right way to go. There was a lot of tension and cautiousness about the topic of the Cold War.

The Use Of Simulation As A Method Of Effectively Transfer...

This study validated the use of simulation as a method of effectively transfer learning into competencies, building teamwork and basic organizational skills. Limitations to this study is the small sample size, evaluation tool, and no evaluation of participants experiences of past simulation exposure. The literature review stated that the use of up to fifty percent as a clinical experience had no impact on NCLEX-RN past rates. Therefore this study could be used by educators as evidence for future training to ensure competencies of APRN. Forneris, Neal, Tiffany, Kuehn, Meyer, 2015, replicated the Dieifurest’s findings using a structured debriefing model to enhance reasoning scores in pre-licensed nursing programs. Only a few studies have been performed to measure debriefing techniques. Dreifuerst, 2012, model of Debriefing for Meaningful Learning (DML) required six components to aid the facilitator in a guided debriefing. The debriefing is an active process that engages, explores, explains, elaborates, evaluates, and improves learner’s thinking. The DML was structured to enhance clinical reasoning skills. This multi-sight study asked two questions. Does the DML model of debriefing increase the development of clinical reasoning skills compared to the traditional unstructured methods of debriefing? Second, the students’ perception of a quality debriefing. Clinical reasoning was measured using the Health Science Reasoning Test (HSRT), and the Debriefing Assessment forShow MoreRelatedTraining Performance Appraisal Career Management6842 Words   |  28 Pagesfield of human resource management, training and development is the field concerned with organizational activity aimed at bettering the performance of individuals and groups in organizational settings. 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