The Psychology of Serial Killers

Free Essays on Aging & Mental Healh

Approaches to Aging & Mental Health The behavioral model will focus on the behavior that the person displays. Smyer and Qualls believe that behaviors are â€Å"†¦under direct control of environmental events and cues†¦Ã¢â‚¬  Behaviors do occur from environmental stimuli, but there are internal events that will influence behaviors as well. The behavior model puts an emphasis on scientific research that assesses the individual. The information regarding the behavioral model and elders is varied. There are topics on self-care, health care, social contact, and depression, ect. The behavioral model uses empirical research to assess the individual. â€Å"The empirical results are clear: many behaviors previously believed to be a normal product of aging have been demonstrated to be modifiable by changes in the environmental context.† The patient can benefit if things in the environment are changed. With aging there may be many adaptations that need to be met. The environment may need to be changed to enhance life. Mental health is greatly effected by the environment that an elder has to live in. â€Å"†¦Adults are likely to live in environments and contingency patterns similar to those of the middle adulthood.† Elders may not be able to adapt physically to things that the young can. Having a change in the environment may either help or harm the older person. They may not be able to compensate for the change, or may adapt quite well. Older adults may modify their behavior without realizing it in order to adapt to changes. Smyer and Qualls bring up the point that nursing homes challenge the adaptability and well being of elders. This happens because activities are so structured that they don’t leave room for change. Assessment is used to help evaluate what kinds of interventions need to be used. The therapist will first look at any medical problems the person may have. This is to make sure the problem is not from a disease.... Free Essays on Aging & Mental Healh Free Essays on Aging & Mental Healh Approaches to Aging & Mental Health The behavioral model will focus on the behavior that the person displays. Smyer and Qualls believe that behaviors are â€Å"†¦under direct control of environmental events and cues†¦Ã¢â‚¬  Behaviors do occur from environmental stimuli, but there are internal events that will influence behaviors as well. The behavior model puts an emphasis on scientific research that assesses the individual. The information regarding the behavioral model and elders is varied. There are topics on self-care, health care, social contact, and depression, ect. The behavioral model uses empirical research to assess the individual. â€Å"The empirical results are clear: many behaviors previously believed to be a normal product of aging have been demonstrated to be modifiable by changes in the environmental context.† The patient can benefit if things in the environment are changed. With aging there may be many adaptations that need to be met. The environment may need to be changed to enhance life. Mental health is greatly effected by the environment that an elder has to live in. â€Å"†¦Adults are likely to live in environments and contingency patterns similar to those of the middle adulthood.† Elders may not be able to adapt physically to things that the young can. Having a change in the environment may either help or harm the older person. They may not be able to compensate for the change, or may adapt quite well. Older adults may modify their behavior without realizing it in order to adapt to changes. Smyer and Qualls bring up the point that nursing homes challenge the adaptability and well being of elders. This happens because activities are so structured that they don’t leave room for change. Assessment is used to help evaluate what kinds of interventions need to be used. The therapist will first look at any medical problems the person may have. This is to make sure the problem is not from a disease....

Kant's Prolegomena to any Future Metaphysics Essay

Kant's Prolegomena to any Future Metaphysics - Essay Example For an empiricist, a priori knowledge is impossible because this is beyond experience. However, Kant, an empiricist himself, shows how a priori knowledge is possible. By his definition, a priori which he also terms as analytic, is something that is known not before anything else but in relation to the subject of knowing. Given Kant’s example â€Å"all bodies are extended† where the concept of extension is always related with the concept of bodies is analytic. In contrast with this is the synthetic judgment (by definition of synthesis is adding) and is clearly illustrated in his example â€Å"all bodies have weight† where the concept of weight was observed and was thought of as being added to the concept of bodies. In other words, something known to be innate or built in with the subject of knowing is analytic while something known to be a description of the subject of knowing is synthetic. Synthetic knowledge is also categorized into those arising from experience and those arising from mathematics. As for those from experience, it is obvious that when I experience a cold soda drink, I put the concept of cold, the concept of soda and the concept that the soda can be taken in the liquid form, and together they form the concept of a cold soda drink. This is also similar with mathematics, putting the concept of the number 1 and another number 1, adding them produces the concept of number 2. Since synthetic a priori knowledge is possible, then metaphysics is also possible since this is how metaphysics is to be known. According to Kant, â€Å"space and time†¦ are therefore pure intuitions that lie a priori at the basis of the empirical † (Sect 10). The concept of space and time is different from our conception of cold soda drink or extended bodies where we experience them (see, feel, taste) because unlike bodies and soda drinks that are objects in themselves, time and space are not

The Responsibility of the Auditor for Fraud and Error Lab Report

The Responsibility of the Auditor for Fraud and Error - Lab Report Example This paper discusses the auditor’s responsibility for fraud and error. It studies the link between the objectives of external audit to this responsibility. It draws on relevant auditing standards that provide guidance on the responsibility of the auditor for fraud and error in the financial statements. It also discusses the responsibilities of the business entities’ board of directors and management. Lastly, it provides some discussions on the higher – profiled fraud cases in the past and the effect on the auditing profession of these high – profiled cases. The Glossary to the International Standards on Auditing or ISA (p. 19, IFAC, 2010) officially defines fraud as â€Å"an intentional act†, committed by a certain individual or certain individuals by using deception â€Å"to obtain an unjust or illegal advantage† that inevitably leads to the misstatement of the financial statements. Error, on the other hand, is defined as an â€Å"unintentional misstatement in financial statements† which may include omitting a certain amount or a certain disclosure (p. 18, IFAC, 2010). Both fraud and error may lead to financial statements misstatements. Both of them may lead to restatements misstated financial statements. However, what sets the two apart is whether the financial statements misstatement is deliberate or not, with fraud considered more serious (and illegal) than error. Financial statements fraud is done due to a variety of reasons. Some of the reasons may include trying to obtain new credit or more investments; â€Å"creating favorable stock value†; trying to conceal an inability to improve the performance of the company; increasing management or the board compensation by showing higher earnings; â€Å"obtaining a promotion†¦within the company† and â€Å"hiding improper business transactions† (p. 58, Rezaee and Riley, 2010).  

War Poems Essay Example for Free

War Poems Essay Wars pre-1914 were very different to WW1. Wars such as the Boer War and the Crimean War were fought by soldiers using mainly sabres and muskets. These wars had little in the way of powerful weaponry such as heavy weight machine guns. WW1 also saw the beginning of trench warfare, tanks, planes and gases. Almost all of the poetry written during WW1 was written while the soldiers were on the front lines. Pre-1914 poetry however, was written by poets back in England. Education really developed during the Victorian times and poets were able to read about the wars going on in other countries. New newspapers and magazines were published, inspiring writers and poets to write about the battles. Even though this was a positive thing, the poets of pre-1914 never had the first hand experience that WW1 poets had. The wars occurred because Britain wanted to build up its empire. The Crimean War arose because Britain and France were afraid of Russia’s power over the collapsing Turkish Empire. The allies landed in the Crimea and war broke out. A number of battles took place in various areas of South Africa against Boer settlers. The Boer War was mainly about the gold and diamond deposits. British troops claimed the land of the Orange Free State and Transvaal in 1900, but the Boers fought back. Britain won eventually, after burning farms and moving women and children into ‘concentration camps’. The poem The Charge of the Light Brigade was written by Alfred Tennyson. He was Poet Laureate at the time of the Crimean War, which took place from 1854 to 1856, between the Allies and Russia. Tennyson based his poem on a newspaper article in The Times. The article briefly explained the events that occurred during the Charge of the Light Brigade. The Charge is a well known example of the bravery and foolishness of war. Tennyson presents war in a noble, devoted way. The first lines of The Charge of the Light Brigade are written in dactylic dimeter. Tennyson uses this technique in the first two lines. â€Å"Half a league, half a league, Half a league onward† It sounds like the galloping of horses. It is an effective way of portraying the image of the horsemen riding into battle, creating the relentlessness of the charge. The notion that the horsemen are in danger is quickly introduced by â€Å"valley of Death†. The word ‘Death’ is personified, giving the idea that death is a figure that looms over the valley. This phrase is repeated three times in the poem, showing that death is inevitable. In verse two the rhetorical question is put forward by Tennyson â€Å"Was there a man dismayed?†. The next line reveals a mistake had been made â€Å"Some one had blundered†. In spite of this fact, the soldiers bravery is highlighted by the lines â€Å"Their’s not to make reply, Their’s not to reason why, Their’s but to do and die†, as all six hundred men courageously rode forward. The first few lines in verse three â€Å"Cannon†, and â€Å"Volleyed and thundered† are examples of onomatopoeia. The words are imitating the cannon fire, when they pull back and then the ball explodes out. You can also visualize the horsemen being surrounded by the cannons, and how brave they are to ride into the â€Å"jaws of Death†. The personification of death makes it even more terrifying. The cavalry is slightly glamorized as their sabres are said to have ‘flashed’, making you think they’re new and shining. Tennyson then goes on to explain the smoke, showing his possible naivety about the war, because if the air was smoky the sabres couldn’t possibly have ‘flashed’. This line is also very similar to â€Å"And the regiment blind with dust and smoke† from Vitai Lampada, There is a loose rhyming scheme throughout the poem. This creates a random effect which could be interpreted as the random stabbing of the sabres. At the end of verse four â€Å"Then they rode back but not, Not the six hundred† the repetition of ‘not’ emphasizes the loss of men. The Charge of the Light Brigade is split into six verses, each verse ending with the words â€Å"six hundred†. The repetition of these words highlights how many people risked and lost their lives in the confrontation with the Russians. The fifth is a repeat of verse three up to the line â€Å"While horse and hero fell.† This is a huge contrast to the alternative line â€Å"Boldly they rode and well† in verse three. The dissimilarity shows the turn of events and emotions. Tennyson focuses on the valour of the soldiers in the last verse, ending with â€Å"Noble six hundred†. This is a very patriotic ending, and is similar in that way to Vitai Lampada. Drummer Hodge was written by Thomas Hardy, who wrote some of the best poems about the Boer War, including A Wife In London. Poetry was very prominent during the Boer War 1899-1902. It was published in the popular newspapers and magazines. Unlike The Charge of the Light Brigade, Drummer Hodge takes a very negative out look on war. It is about a young boy from the country who goes to war as the army drummer to motivate the troops. Hardy based the poem on an article he read in his local newspaper. Thinking how sad it was; he based the poem upon this particular individual. The disrespect for the young boy is shown in the first line â€Å"They throw in Drummer Hodge, to rest†. We know they buried Drummer Hodge without a coffin â€Å"Uncoffined just as found†. The idea that he is in the same state as he was when he died is appalling. The unfamiliarity of the land Hodge is buried in is demonstrated by native words like â€Å"kopji† and â€Å"karoo†. These are South African words. Personification is used effectively in the line â€Å"strange-eyed constellations†. This alludes to the feeling that drummer Hodge is being taken care of by the stars. Hardy also expresses the unfamiliarity by referring to the ‘foreign’ stars at the end of each verse. Hardy is trying to emphasis the young boy’s isolation and by using phrases like â€Å"the broad Karoo† a karoo being a vast desert land, he achieves this. Alternate rhyme is used in Drummer Hodge to create a pace and to help get the point across that we are moving forward in time. The same rhyme scheme is used in The Hyaenas, though it doesn’t have the same effect. The lines â€Å"Grow to some southern treereign His star eternally† suggest that Hodge will live on forever in some way or another. This gives a hopeful ending to a poem that is very negative. Another poem that has a particularly negative outlook on war is A Wife In London, also written by Thomas Hardy. This poem depicts the story of a typical war time wife in London, focusing on the human cost of war. We know this immediately from the title. ‘A’ implies that there were more stories of a similar nature that could be told. Hardy describes a desolate wife awaiting news of her husband, fighting in the Boer War. The poem is ironic and shows how war can so harshly affect someone so far from the fighting. A Wife In London is split into two main sections. The first explains the tragedy that took place, the second section is the irony of the story. Much like Drummer Hodge, A Wife In London can also be split into different time frames. The â€Å"tawny vapor† mentioned in the first line, can be compared to the fog and smoke experienced on the battlefield. This implies that though she is far from her husband they are still connected. It could also symbolise the isolating, physical effects that a dense fog would have on you. Pathetic fallacy is used throughout the poem to portray the emotions felt by the wife. Thick fog often has a confusing affect on people and the atmosphere it creates is felt by the reader. In the line â€Å"The street lamp glimmers cold† the lamp going cold could represent the death of her husband and possibly her fading hopes for his return. The use of harsh sounds like ‘cold’ and ‘crack‘ can be compared to the sound of a gun shot. The next verse begins with the use of hard onomatopoeia â€Å"knock cracks†. The harsh sounds are in contrast to the soporific language of the first verse. The telegram tells her that her husband has died in South Africa â€Å"He has fallen in the far South Land†. The dashes could show how she read the telegram. The story then moves on in time â€Å"‘Tis the morrow†, the second section showing the next day. The thick fog that is mentioned, gives the idea that she is confused and isolated from the world around her. The line â€Å"His hand, whom the worm now knows† leaves the distressing image of her husband’s body decaying in the ground with the worms. This is in stark contrast to the next line â€Å"Fresh-firm-penned in highest feather† when he was still alive. The last three lines have a different tone to the rest of the poem. The country setting is in contrast to the initial London scene; the summer weather is in contrast to the tawny fog and the â€Å"new love that they would learn†, shows a feeling of togetherness and hopefulness for the future, which ironically will never be. Unlike A Wife In London, Vitai Lampada is a very nationalistic poem. It was written by Henry Newbolt, the most patriotic poet of his time. The poem was written in 1892, at the end of Queen Victoria’s rein. It is based on the story of a group of public school boys who are initially playing cricket. Time moves on and the same group of boys are fighting to defend the Empire. The title Vitai Lampada meaning the torch of life, reflects the patriotic message the poem gives. The first line of the poem has a calmative effect on the reader with the use of the words â€Å"breathless hush†. The words are referring to the anticipation felt before a cricket match. It could also give a ‘calm before the storm’ effect. The storm being not only the impending cricket match, but also the war. Newbolt uses the cricket match as a synonym for war. He equates valour with sportsmanship with the idea wars could follow game rules. â€Å"An hour to play and the last man in.† tells us that it’s their last chance for victory. The boys are presented as unselfish and patriotic â€Å"And it’s not for the sake of a ribboned coat†. The encouraging line â€Å"Play up! play up! and play the game!† is repeated at the end of each verse. This is a way of showing the willingness of the boys to participate, at the start of the poem in a cricket match and later in battle. Vitai Lampada highlights the fine line between being a teenager happily playing cricket on your school team and then finding yourself on a bloody battlefield defending Queen and Country. None of these boys would have been fully aware of the horrors that they would face, â€Å"The river of death has brimmed his banks† is an example of the hundreds of men that lost their lives in the war. Newbolt uses colour to portray the strong emotion felt by those fighting. ‘Red’ expresses the anger and passion of war in general. Another use of the word red, â€Å"The sand of the desert is sodden red† illustrates the amount of bloodshed caused by war. In the third verse the school is seen as a place of solidity. A place that continues to teach the same moral values throughout time, â€Å"This is the word that year by year, While in her place the school is set.† The line, â€Å"And none that hears it dare forget† could be referring to the many other boys that will go through the school and eventually leave long after the war is over. The boys won’t forget the men that fought and lost their lives in battle. Repetition is used as a way of showing comradeship between the men â€Å"Play up! play up! and play the game!† is the school moto which will see them though life. In Tennyson’s The Charge of the Light Brigade, the use of the repetitious line â€Å"Rode the six hundred† at the end of each verse, also gives a feel of pride and comradeship. The poem that had the most impact on me was A Wife In London. One of the main reasons for this was the fact that it’s from a womans perspective. I can identify more closely to a woman who isn’t taking part in the fighting, as opposed to a man who is fighting in battle. The language used in A Wife In London has a mournful effect on the reader. Although the other poems are strident in their parlance, A Wife In London still manages to be powerful in its over all calming use of language. I particularly like the use of rhyme as I feel it helps the poem flow. Thomas Hardy has structured the poem in a very clever way, using sections to symbolize different times. I thought the metering used throughout the poem complimented the rhyming scheme. The other poems I analysed, The Charge of the Light Brigade and Vitai Lampada were, if Im being honest, much more difficult for me to empathise with. Although I appreciate the sentiment behind the words, I found that ‘flashing sabres’ and ‘sodden red’ dessert sands were ‘not really my cup of tea’. This didn’t make it more difficult for me to anaylse, but it did affect my over all enjoyment. I preferred the more subtle choice of language in the two poems by Thomas Hardy.

The Analysis Of Translation Errors

The Analysis Of Translation Errors Translation is one of the means that people use to other languages betterbecause there are a lot of languages spoken in this world. Since there are so many cultures and ideas shared in this world, Indonesians need to learn other languages and one of them is English. In order to be able to exchange ideas with people in other countries, Indonesians need to be proficient in spoken and written English. However the majority of Indonesian people do not speak English. That is why they have to learn English from the basic. For themtranslation is a necessary skill. One of the problems in translation is that sometimes a translator cannot transfer messages well (CITATION HERE). But because Indonesians lack of translation skills, the writer found that some works of translation do not have the same message as the original writer wants to tell to the target language. Translating a sentence can be challenging,. It should tell the context that the original language wants to tell and it must be of the same meaning. According to Nida, translation is the reproduction in a target language of the closest natural equivalent of the source language message (Nida, 1982, 208). If translators cannot translate the messages accurately, the readers will have difficulty in understanding the messages. To understanding the messages accurately, the translation skill must be taught and mastered. According to Gabrielatos (1998), translation has a long history in English Language Teaching. Many teachers use translation techniques to deliver their teaching materials. Translation is most frequently used as a convenient shortcut when teaching vocabulary, by providing equivalents in the learners mother tongues. The other reason is that a lot of written media, such as books, modules, novels, magazines are translated into English language. Translation skill is a basic skill in English. In order to understand English texts well, a person needs to be able to translate or even master the translation skill. Translation skill is also important for someone who works with TV or movie production. Translation work focuses in the area of education, particularly in higher education. In the Faculty of Letters, students learn the translation skills; they have to take translation class. The Faculty of Letters offers two levels of translation class. In the basic translation class, students learn how to translate English readings or paragraphs to Indonesian. In the more advanced class, students learn to translate Indonesian paragraphs or articles into English Unfortunately, many students cannot master the translation skill well. Due to such problems, the writer is concerned that the work of translation would be seen by the other English learners. They still have to learn that the essence of translation is to translate the sentence thoroughly, not by a word. By seeing the result of translation above, the students still face an ambiguity of Indonesian word, phrase, and sentence. In this study, the writer wants to investigate whether student translations are accurate or not and to find out the most common errors in their translation. FIELD OF THE STUDY This study is in the field of Linguistics SCOPE OF THE STUDY In doing his research, the writer intends to examine the error analysis in translation. He is interested in analyzing the grammatical errors in students translations. However, spelling errors which do not affect the content and the grammar of the text are ignored. PROBLEM FORMULATION In this study, the research problem is content and grammatical errors in translation. This study will address the following research questions: What translation error occurs in the students translation? What type of content and grammatical errors occur in the translation? What is the most dominant errors in translation? OBJECTIVES OF THE STUDY The objectives of this study are as follows: To investigate the kind of translation errors in students translation. To find type of content and grammatical errors occur in the translation. To compare the dominant translation error, whether grammatical or content errors occur in translation. SIGNIFICANCE OF THE STUDY The writer hopes that this analysis can contribute to the discussion of content and grammatical errors in translation. The result of this study will hopefully help English learners to improve their translation skill. If they are aware of the most common mistakes in translation, they will be able to avoid such errors. In addition, this study will provide suggestions and recommendations that learners and teachers can implement. DEFINITION OF TERMS a. Translation error : can not deliver the meaning correctly b. Content error : failed to share ideas from the original text c. Grammatical error : going out from the rule of a grammar in context CHAPTER II REVIEW OF LITERATURE 2.1 Translation Scholars define translation in different ways. Some define the term translation on the basis of the essence and the process of translation. According to Catford, the meaning of translation is the replacement of textual material in one language by equivalent material in another language (Catford, 1965). In Catfords definition, the purpose of translation study is to convey an intended meaning of a material in the source Language (SL) into target Language (TL). So, the meaning in SL has to be equivalent with that in TL. Savory (1968) suggests that Translation is made possibly by an equivalent of thought that lies behind it different verbal expression. This means that the essence of translation lies on the equivalent thought. It means that the main ideas in the source language are the same as those in the target language. Nida and Taber define the meaning of translation by focusing it on the process of translation. They state that Translating consists of reproducing in the receptor language the closest natural equivalent of source language message, first in terms of meaning and secondly in terms of style (1982). Their definition is the complete one. They state that in the TL, the meaning and the style (structure or grammar) must be as natural as possible, so the result of the translation does not look like a translation work. In those definitions, there are three similar ideas. Firstly, there is a process of transferring from one language into another language. The second one is that the meaning has to be retained. The last, the translator must carry the closest equivalent idea in the target language. 2.2 Common Problems in Translation Newmark (1988) and Barnet Stubbs (1980) classify the errors found in translation into the following: Different sense In this category the translation is totally different from the original text in terms of linguistic sense of meaning, be it in the word or sentence level. In this category, the translation is a misstatement of fact. (Newmark, 1988) Less precise or less accurate There is nothing perfect on the works of translation but it must cover the words into an original meaning of a sentence in whole. That is why this category is related to the precision or accuracy of the original text meaning. Misuse of phrases To translate the phrase to an exact word must be selected into several categories, whether the order of a word is accurate or not. In this category, the translation misuse of phrases such as more and more for increasingly, above all for particularly ; job for work; got well for recovered and excessively familiar phrasal verbs (get out of, get rid of) (Newmark,1988). Misuse of formal or official register The translation errors are in the degree of formality, generality, and emotional tone of a text. For instance, decease for death (Barnett Stubbs, 1980) Less coherent The result of the translation does not fit in standard phrases and forms. For example in a narrative, it has formulaic opening (Once upon a time) and a formulaic close (they all lived happily ever after). Less cohesive In this category, the translation error is related to the relation between sentences. The most common forms these take care connectives denoting addition (however, on the contrary), result (therefore, consequently), and other connectives. (Barnett Stubbs, 1980) Added Sometimes, the translation adds additional information which does not exist in the original text. (Barnett Stubbs, 1980) 8. Left out In this category, the translation misses the ideas of the original texts. (Barnett Stubbs, 1980) 2.3 Grammatical Errors Richard (1971) suggests that ultralingual errors are those which reflect the general characteristics of rule learning, such as faulty generalizations, in complete application of rules, and failure to learn conditions under rules apply. This can happen when the subject is going out from the rule of a grammar in context. According to Richards, translation errors can be categorized as follows: Errors in the Production of Verbs Groups In this case, the translation errors are related to the production of verb such as gerunds, infinitives, participles (present/ past), errors in the use of verbs forms after modals, and the production of agreements of verbs with subject. The examples are as follows Errors in the production of tense forms He is speaks French. He did not asks me. Errors in the production of verb forms I enjoy to work. Did you go to shopping? Errors in the use of verb forms after modals She cannot goes. We must worked hard. Errors in the production of agreements of verbs with subjects She go to school everyday. They walks to the market. 2.3.2 Errors in the Distribution of Verb Groups Errors in the distribution of verb groups are classified into the inversion of verb and subject in direct or reported statements, the misuse of present or past participles, and the misuse of subject or objects. The examples are as follows: Errors in the inversion of verb and subject in direct or reported statements: He said that had he worked hard. She asked me whether was she hungry. The misuse of present or past participles The country was discovering by Colombus. I am interested in that. The misuse of subjects or objects Kate is my friend. He is a teacher. Eric is a doctor. I want to marry her. 2.3.3 Miscellaneous Errors Miscellaneous errors are classified into errors in the use of pronouns, errors in the adverbs, errors in the use of adjectives, errors in the use of too or so, errors in the position of words, errors in the use of plural, and errors in the use of conjunctions. The examples are as follows: Errors in the use of pronouns Ann met I at the museum. She walked between Eni and he. Errors in the use of adverbs She sings beautiful. He ran fastly. Errors in the use of adjectives I met a kindly man. She is a beautifully woman. Errors in the use of too or so I am so lazy to stay at home. I am too tired that I cannot work Errors in the position of words She swims often in Tretes. He really is a good architect. Errors in the use of plural Tina bought a watches. There are two dog in his house. Errors in the use of conjunctions Though he is poor, but he is very diligent. Is a lemon sweet but sour? CHAPTER III METHOD OF DATA COLLECTION This chapter contains the method of the study. It consists of methodological approach, source of data, data collection, and data analysis. In conducting this research, the writer uses quantative method. He uses quantative because the data will be in numerical form such as statistics, and percentages. He analyzes sentences, and then he describes and explores the errors and put them in the table in form of percentage. 3.1 Material The sources of data for this study are the students assignments of translation course in the Faculty of Letters Soegijapranata Catholic University. The writer only investigates twenty five assignments to limit the number of data. 3.2 Procedure The writer collects students assignments and randomizes the twenty five of students assignments then analyse the mistakes happen the most. The mistakes can be found in the students assignments, identifying red stripe left by the lecturer. In doing this research, the writer used three steps. In the first place, in order to understand the meaning of the sentences, the writer reads the Indonesian sentences as a whole. After that, he reads the sentence by sentence and compared those sentences with the corresponding English sentences slowly and carefully. Furthermore, he focuses on the errors. He underlines the Indonesian part and the corresponding English error in bold type. There are some steps in the analysis. Firstly, the writer reads the Indonesian and the English sentence by sentence to know whether the content is already the same or not. If he finds out the content errors, he classified it based on the type of content error following Newmark (1988) and Barnett Stubbs classifications (1980). Table 1: Content error No. sentence Indonesian text English text Category Correction After he finishes identifying the content error, he identifies the grammatical error and classifies it into the type of grammatical error following Richards categories (1974). Table 2: Grammatical error No. sentence Indonesian text English text Category Correction For the last part, he deals with the dominant translation error which occurred in the translation class. He makes three tables, they are consists of content error, grammatical error, and types of content and grammatical error and their frequencies.

Aids in the African American Community

In the mind of the public, the AIDS problem is undoubtedly linked to sexual behaviors and possibly perceived to be a result of promiscuity, nonmonogamous sexual activity, and a well-deserved problem that should affect gay and homosexual people.To a certain extent, efforts to combat AIDS in the African-American communities have also been hindered by the fact that we know very little, beyond stereotypes and myths, about the sexuality of African-Americans. These perceptions have provided much of the confusion about what we should do about HIV/AIDS, or for that matter any of the health problems that are at epidemic levels in the African American communities throughout the United States.It has also been the case that several of the important sources of leadership in the African-American communities have utilized the AIDS epidemic to develop and promote extremely conservative religious and moral agendas and punitive responses toward persons who are already considered to be unfit members of the community.For example, during the first wave of the AIDS epidemic there were several stories within the African-American communities across the United States about ministers who were preaching to their congregations about how AIDS is â€Å"God's punishment for homosexual people who sin.†While there is no way to determine the extent of this attitude among African-American ministers and preachers, approximately one-fourth of the sample (28 percent) of African-American college students was in agreement with this belief.â€Å"There is a long history in the United States of African-Americans and other minority groups being devalued and of having their behavior labeled deviant. In the case of AIDS, the victims are further socially ostracized.A prime example is the fact that Haitians were at one time considered a risk group. Because of this, many Haitians lost their jobs and experienced extreme levels of racial discrimination, not because they had AIDS, but because they were H aitians and therefore linked to AIDS† (Moore and LeBaron, 1986).So, it appears that efforts to combat HIV/AIDS have been hindered by (1) our lack of knowledge about the sexuality of African-Americans, (2) research that has not seriously examined the variability of behavior and attitudes within African-American groups, (3) community and religious leaders who view the AIDS problems as punishment from God, (4) our intolerance of gays and bisexuals within the African American community, and (5) the lack of attention directed at the prevention of sexually transmitted diseases prior to the HIV/AIDS epidemic.If one accepts these observations, then what are we to do in order to develop effective and culturally sensitive AIDS-prevention messages that will reach African-Americans, who are not monogamous, are not abstinent, and who do not use IV-drugs.One solution is to make sure that African-Americans have an adequate understanding of the factors associated with the transmission of HIV/ AIDS. Overall, the pattern of the results indicates that African Americans are very knowledgeable about AIDS, but there appears to be a gap between knowledge and risky sexual behaviors.The development of culturally sensitive AIDS-prevention programs for African-American college age adults may be facilitated by considering some of the insights gained from the study.For example, data suggest the gap between knowledge and risky sexual behavior is likely to be filled with different attitudes and beliefs for males versus females, or individuals with multiple versus non-multiple sexual partners, or individuals with or without a history of STDs, or individuals with or without HIV/AIDS. (Nikitta Foston, 2002).Information uncovered by this investigation revealed that males are less knowledgeable about several factors involved in the transmission of AIDS than females. On the other hand, individuals with multiple partners were more likely to believe that AIDS is caused by bacteria or the same virus that causes VD.Knowledge about the factors associated with the transmission of HIV/AIDS was essentially identical for subjects who practiced unprotected anal intercourse and those subjects who did not. Individuals with HIV/AIDS correctly answered only 55 percent of the questions concerning the transmission of AIDS while those not exposed correctly answered 85 percent of the AIDS knowledge questions.These data suggest that educational information and self-assessment instruments may need to be created for and targeted at specific African-American groups rather than rely on a wide-scale mass media campaign to reach all individuals. One way to accomplish this aim may be to create materials that enable African-Americans to actively question and evaluate their own risk.Perhaps one of the problems that has to be overcome in order to implement such a plan is to identify the explicitness needed in the HIV/AIDS prevention messages for African-Americans who are not monogamous and engagin g in risky sexual behaviors (e.g., anal intercourse).The possible means of how to minimize the gap between knowledge and risky behaviors could go on and on, but the one way that is likely to result in a more favorable outcome is to simply ask the people involved to provide solutions. Seldom have we taken this position around a major public health problem, but what can we lose by asking African-Americans to generate solutions to problems that are the focus of so much human suffering.One of the barriers to effective HIV/AIDS education programs in African-American communities is the fact that the people and organizations have not been encouraged to believe that HIV/AIDS prevention would be more effective when planned, executed, and propagated by members of their own community.In other words, African-American community members are not involved in the empowerment process which stresses both individual determinations over one's own life and strong democratic participation in the life of o ne's community. The notion of empowerment presupposes that African-American community members have the competency to intervene on their own behalf but lack the necessary resources.