The World Phone Hacking Scandal Media Essay

The World Phone Hacking Scandal Media Essay The phone hacking scandal and the subsequent public inquiries exposed how journalists from News of the World (NoW) had been employing illegal reporting techniques to gather information for news with no regards to journalism ethics. The implications of the scandal and the inquiries on public relations and media relations is more on the ethical part. Similar to the media industry, ethical behavior is also important in the public relations profession that includes media relations. Public relations can be explained as the ethical and strategic management of communications and relationships to build and develop coalitions and policy, identify and manage issues and to create and direct messages to achieve sound outcomes within a responsible framework with media relations being more specific. Media relations is a part of public relations that deals mostly with the relationships of an organization with the media. Media relations also determine how the organization gets its messages across to the target audience. Media relations what message the organization wants to send, who to send it to, where to send it and when to send it and if possible without paying directly for it through advertising. In most countries, public relations practiotioners are members of professional public relations institutes and/or associations such as the Chartered Institute of Public Relations (CIPR) of the United Kingdom, the Public Relations Institute of Australia (PRIA), the Institute of Public Relations Malaysia (IPRM) and the International Public Relations Association (IPRA). These institues and/or associations all have established a set of code of ethics which not only provide an ethical framework for the activities of the profession but is also central in maintaining the professional standards in the public relations profession. Membership of these institutes are given after the applicants pass the assestment tests and members of these public relations institutes are required to follow the set of code of ethics. Members who have breached the code of ethics can be reported to the institues and they will be investigated and pinalized. In the wake of the NoW phone hacking scandal, there are concerns in the United Kingdom (UK) about ethics and privacy arising especially from the flow of information between the government and the press. According to the report from Elizabeth Filkins inquiry, the main concern being improper disclosure of information to the media. The government and the media interacts with each other on many levels. These unregulated interactions causes information to flow outside of the government causing problems. Improper disclosure can be broken down into a few kinds. They are improper disclosure for personal advantage, improper disclosure for trading and improper disclosure cause of bribery or financial rewards. Improper disclosure for personal advantage is where civil servants deliberately leak information for various kinds of improper personal benefits such as a sense of power and control, professional advantage during employment with the government or to gain future employment elsewere by providing exclusive information. According to a statement by Kit Malthouse who is a British assembly member, there is an odd kind of fascination with knowing its them that put the information on the newspapers, this knowledge gives them a sense of power. Trading is another kind of improper disclosure of information where inappropriate information is given to the media in order to dilute or prevent the publication of other information which might be damaging to some civil servants or those with senior positions in the government. Although there are proper and ethical negotiations with the media to prevent the publishing of information which might obstruct an ongoing investigation, cause harm to members of the public or civil servants or to ensure accuracy in reporting but these negotiations often have to include unethical placing of materials or offering of exclusive information to the media in return to bury the harmful information. Quoting Nick Davies, a freelance journalist, you get the Press Officer who says, well, if I give Reporter A a particular story exclusively, then next week Reporter A will do me a favour. These kinds of behaviours conflict between what the public needs and what the Press Officer wants causing information t hat are not supposed to be known to the media to be leaked out. Bribery and financial rewards is the most common and prevalent cause of information leak. From her questioning, Filkin found out that NoW journalists have been paying civil servants especially the Metropolitan Police Service for information. The demand for exclusive government information is high especially information on police work. Police information is a commodity that is very valuable to journalists and much of it is of interest and enjoyment of the public. This demand coupled with no proper guidelines in place in regards to what is acceptable in dealing with the media leads to the unstoppable and untracable leakage of information to the media. Disaffected staffs is also another cause for improper information disclosure. Staffs that are disaffected or in dispute with the organization can become a source of improper and damaging disclosures to the media. Quoting from Filkins report, a Thomas Lund-Lack has leaked a highly confidential Counter Terrorism report to the Sunday Times. Lund-Lack has served with the British police force ethically for 34 years before being given a role in the Special Branch as a member of police staff. When integorated Lund-Lack cited that the reasons leaking the information as being annoyed by his workplace, and becoming more and more angry about the ineffectiveness of the Counter Terrorism Command. He felt that what he has done was legally wrong but was morally justified in bringing his concerns into the publics attention. Another main concern of the flow of information between the government and the press lies in the relationships the government have with the press. It is known that the government has not given equal access to all parts of the media for a number of years and that relationships between press members have been developed selectively. Journalists develop close relationships with senior government members because if you are nice to them chances are you are going to get more stories than youre not. This often leads to private news briefings during drinking sessions in clubs. This has lead to a culture where media contacts are close aquaintaces and their hospitality is a norm. It is also not uncommon for civil servants to have friends or family members working with the media. There friends and family members that when they acquired some exculsive information, they pass the information on to the media. With regards to the concerns expressed in the UK about the flow of information between the government and the press in the light of the ongoing News Limited controversy, practice and ethics of media relations are being questioned due to the similar nature of the public relations industry with the media industry. As a part of public relations, media relations is also bound to the code of ethics of the public relations profession. There is a set of common ethical practice that is generally adopted and followed by media relations practitioners in dealing with information. Before using any information, media relations practitioners must first make sure that whether the information acquired is confidential. If the information is not confidential then the practitioner can proceed with the information. If confidential information is given on the record then the practitioner is also allowed to used the information. However if the confidential information is obtained off the records, the practitioner is discouraged from using the information based on the ethical obligations of the public relations profession. Media relations practitioners are required to exercise caution when talking and/or writing about a person or an organization. This is not only to maintain the accuracy of the subject but also to avoid inadvertently defaming someone or an organization. Practitioners are also required to not dissiminate false and misleading information and/or claims. Media relations pratitioners must obtain permission for any materials that they use to acknowledge the owners of the materials and to avoid copyright infringement. Practitioners are also required to get permission to use personal information and/or images in public. Practitioners must also immediately correct any errors that occur in the course of carrying out their duty such as media using the material you provided wrongly. Ethics is a standard of conduct that indicate how one should behave based on moral duties and virtues. Who determines these ethical obigations? Ethical obligations are determined not only by a persons own values but it is also influenced by the organization a person is working with and the client the person is dealing with. Each organization has its own set of ethics that it enforces and every client has a different ethics expectation. When faced with ethical problems, the practitioner is encouraged to discuss with the employer and/or the client to reach an agreeable ethics standpoint. Ethical obligations are also determined by the industry a person is working in such as the code of ethics of the public relations industry. The code of ethics is to safeguard the credibility and legitimacy of the profession. Another factor that influences ethical obligations is the society. An ethical media relations practitioner should alwaysput the public interests before his/her owns or the clients. Besides code of conducts, public relations and media relations practitioners also acknowledge the existence of a set of universal values and embracing them in carrying out their duties to uphold the standards of practice and professional conduct on the part of public relations practitioners. The set universal values are: honesty, integrity, fidelity, fairness, transparency, accountability, confidentiality, and accuracy and most if not all of them can be found in the code of ethics of the many public relations institutions. The ethics pyramid is a structural approach to checking ethics by Tilley. It is used to examine the ethicality of behaviours and actions. It is divided into four stages: ethical baseline, ethical intent, ethical means and ethical end. Media relations practitioners are encouraged to usethis pyramid to examinie ethics. The the first stage at the bottom part of the pyramid is the ethical baseline. This stage is where the media relations practitioner carries out research on the ethics and expectations of the stakeholders. The second stage is the ethical intent stage where the practitioner plans and choose ethical principles for virtues, rules and outcomes. This is also the stage where the practitioner create measurable objectives and discuss and agree the shared ethical objectives with the client. The third stage, ethical means is assessing the tactical objectives and choosing ethical tactics to employ and deciding the means to use to communicate with others. The final stage, the ethical ends is where the practitioner assess strategic ethics objectives for evaluation and check and report ethics outcomes.

Waterfall Model Lifecycle Model Information Technology Essay

Waterfall Model Lifecycle Model Information Technology Essay Waterfall approach was first Process Model to be introduced and followed widely in Software Engineering to ensure success of the project. In The Waterfall approach, the whole process of software development is divided into separate process phases. The phases in Waterfall model are: Requirement Specifications phase, Software Design, Implementation and Testing Maintenance. All these phases are cascaded to each other so that second phase is started as and when define set of goals are achieved for first phase and it is signed off, so the name Waterfall Model. All the method and process undertaken in Waterfall Model are more visible. Waterfall Model lifecycle modelE:PROGECTpicture]water fall model.JPG Figure 1. : Waterfall Model lifecycle model The stages of The Waterfall Model are Problem definition In this section, you give a short, general description of the system To be analyzed. This should contain a very short description of the Organization or the company for which the analysis is to be done as Well the reasons and advantages why the computerization is needed. The environment of the analysis being done is to come out clearly in This section Requirement Analysis All possible requirements of the system to be developed are captured in this phase. Requirements are set of functionalities and constraints that the end-user (who will be using the system) expects from the system. The requirements are gathered from the end-user by consultation, these requirements are analyzed for their validity and the possibility of incorporating the requirements in the system to be development is also studied. Finally, a Requirement Specification document is created which serves the purpose of guideline for the next phase of the model. System Design Before a starting for actual coding, it is highly important to understand what we are going to create and what it should look like? The requirement specifications from first phase are studied in this phase and system design is prepared. System Design helps in specifying hardware and system requirements and also helps in defining overall system architecture. The system design specifications serve as input for the next phase of the model. Testing As specified above, the system is first divided in units which are developed and tested for their functionalities. These units are integrated into a complete system during Integration phase and tested to check if all modules/units coordinate between each other and the system as a whole behaves as per the specifications. After successfully testing the software, it is delivered to the customer Implementation On receiving system design documents, the work is divided in modules/units and actual coding is started. The system is first developed in small programs called units, which are integrated in the next phase. Each unit is developed and tested for its functionality; this is referred to as Unit Testing. Unit testing mainly verifies if the modules/units meet their specifications. Maintenance This phase of The Waterfall Model is practically never ending phase (Very long). Generally, problems with the system developed (which are not found during the development life cycle) come up after its practical use starts, so the issues related to the system are solved after deployment of the system. Not all the problems come in picture directly but they arise time to time and needs to be solve hence this process is referred as Maintenance. Advantages of the waterfall model The advantage of waterfall development is that it allows for departmentalization and managerial control. A schedule can be set with deadlines for each stage of development and a product can proceed through the development process like a car in a carwash, and theoretically, be delivered on time. Development moves from concept, through design, implementation, testing, installation, troubleshooting, and ends up at operation and maintenance. Each phase of development proceeds in strict order, without any overlapping or iterative steps. Needless to mention, it is a linear model and of lessons, linear models are the most simple to be implemented. The amount of resources required to implement this model is very minimal. One great advantage of the waterfall model is that documentation is produced at every step of the waterfall model development. This makes the understanding of the product designing procedure simpler. After every major stage of software coding, testing is done to test the correct running of the code. Prototyping Throw-away prototyping Throwaway or Rapid Prototyping refers to the creation of a model that will eventually be discarded rather than becoming part of the finally delivered software. After preliminary requirements gathering is accomplished, a simple working model of the system is constructed to visually show the users what their requirements may look like when they are implemented into a finished system. C:Documents and SettingsNIFRASDesktop1.JPG Figure 1.1: throw away proto typing Incremental Prototyping The final product is built as separate prototypes. At the end the separate prototypes are being merged in an overall design. C:Documents and SettingsNIFRASDesktop3.JPG Figure 1.2: Incremental Prototyping Evolutionary Prototyping Evolutionary Prototyping (also known as breadboard prototyping) is quite different from Throwaway Prototyping. The main goal when using Evolutionary Prototyping is to build a very robust prototype in a structured manner and constantly refine it. The reason for this is that the Evolutionary prototype, when built, forms the heart of the new system, and the improvements and further requirements will be builtC:Documents and SettingsNIFRASDesktop2.JPG Figure 1.3: Evolutionary Prototyping Advantages of prototyping Proto types make an ideal tool for defending discussing user interaction User can understand a prototype far easier than most of the standard base of communicating requirements in the form of the model Prototypes very quickly resolve misunderstanding between biasness manager analysis Disadvantages of proto typing Leads to implementing and then repairing way of building systems. Practically, this methodology may increase the complexity of the system as scope of the system may expand beyond original plans. The Spiral Model The spiral model, also known as the spiral lifecycle model, is a systems development method (SDM) used in information technology (IT). This model of development combines the features of the prototyping model and the waterfall model. The spiral model is intended for large, expensive, and complicated projects. The steps in the spiral model can be general as follows The new system requirements are define in as much detail as possible. This generally involves interviewing a number of users representing all the outside or internal users and other aspects of the existing method. A preliminary design is created for the new system. A first prototype of the new system is constructed from the preliminary design. This is usually a scaled-down system, and represents an approximation of the characteristics of the final product. A second prototype is evolved by a fourfold procedure: evaluating the first prototype in terms of its strengths, weaknesses, and risks; defining the requirements of the second prototype planning and designing the second prototype constructing and testing the second prototype. At the customers option, the entire plan can be aborted if the risk is deemed too great. Risk factors might involve development cost overruns, operating-cost miscalculation, or any other factor that could, in the customers judgment, result in a less-than-satisfactory final product. The existing prototype is evaluated in the same manner as was the previous prototype, and, if necessary, another prototype is developed from it according to the fourfold procedure outlined above. The preceding steps are iterated until the consumer is satisfy that the developed Prototype represents the finishing product desired. The final system is constructed, based on the refined prototype. Advantages of spiral model The spiral model is a realistic approach to the development of large-scale software products because the software evolves as the process progresses. In addition, the developer and the client better understand and react to risks at each evolutionary level. The model uses prototyping as a risk reduction mechanism and allows for the development of prototypes at any stage of the evolutionary development. It maintains a systematic stepwise approach, like the classic life cycle model, but incorporates it into an iterative framework that more reflect the real world. Disadvantages of spiral model      1. Highly customized limiting re-usability      2. Applied differently for each application      3. Risk of not meeting budget or schedule      4. Risk of not meeting budget or schedule C:Documents and SettingsAdministratorDesktopspiral model.png Figure 1.4: spiral model Rapid Application Development (RAD) Methodology what is RAD? RAD (rapid application development) is a concept that products can be developed faster and of higher quality through: Gathering requirements using workshops or focus groups Prototyping and early, reiterative user testing of designs The re-use of software components A rigidly paced schedule that defers design improvements to the next product version Less formality in reviews and other team communication Advantages of RAD Early visibility Greater flexibility Standardized look and feel Increased user involvement Buying may save money compared to building Disadvantages of RAD This method may not be useful for large, unique or highly complex projects This method cannot be a success if the team is not sufficiently motivated and nor is unable to work cohesively together. Success depends on the extremely high technical skills of the developers. C:Documents and SettingsNIFRASDesktopproto type.jpg Figure 1.4: RAD model Dynamic System Development Method Dynamic System Development Method is another approach to system development, which, as the name suggests, develops the system dynamically. This methodology is independent of tools, in that it can be used with both structured analysis and design approach or object-oriented approach. Advantages of DSD An importance on testing is so strong that at least one tester is expected to be on each project group Sets stakeholder expectations from the starts of the project that not all requirements will make it into the final deliverable Has specific approach to determining how important each requirements is to iteration Disadvantages of DSD Access to material is controlled by a consortium, and fees may be charged just to access the reference material Probably the most heavy weight project compared in this surveyC:Documents and SettingsAdministratorDesktopdynamic-system-development-method.jpg figure1.2.1: DSD method During the below given reasons I have chosen Waterfall Model for this project It is a linear sequential model It is very simple model to implement Easy to use It is the first model. It needs very few resources to implement Suitable for small projects Water fall model: This is very simple model. It moves like water fall from top to down of SDLC. The drawback of this model is ineffectiveness of verification and Validation activities. TASK 02 The water fall modelE:PROGECTpicture]water fall model.JPG The water fall stages Problem definition Requirement analysis System design Coding testing Implementation Maintenance 1. Problem definition In this section, you give a short, general description of the system to be analyzed. This should contain a very short description of the Organization or the company for which the analysis is to be done as Well the reasons and advantages why the computerization is needed. The environment of the analysis being done is to come out clearly in this section 2. Requirement Analysis All possible requirements of the system to be developed are captured in this phase. Requirements are set of functionalities and constraints that the end-user (who will be using the system) expects from the system. The requirements are gathered from the end-user by consultation, these requirements are analyzed for their validity and the possibility of incorporating the requirements in the system to be development is also studied. Finally, a Requirement Specification document is created which serves the purpose of guideline for the next phase of the model. 3. System Design Before a starting for actual coding, it is highly important to understand what we are going to create and what it should look like? The requirements specifications first phase are studied in this phase and system design is prepared. From System Design helps in specifying hardware and method requirements and also helps in defining overall system architecture. The system design specifications serve up as input for the next phase of the model. 4. Coding Testing As specified above, the system is first divided in units which are developed and tested for their functionalities. These units are integrated into a complete system during Integration phase and tested to check if all modules/units coordinate between each other and the system as a whole behaves as per the specifications. After successfully testing the software, it is delivered to the customer 5. Implementation On receiving system design documents, the work is divided in modules/units and actual coding is started. The system is first developed in small programs called units, which are integrated in the next phase. Each unit is developed and tested for its functionality; this is referred to as Unit Testing. Unit testing mainly verifies if the modules/units meet their specifications. 6. Maintenance This phase of (The Waterfall Model) is in effect never finish phase (Very long). Commonly, difficulty with the system developed (which are not found during the development life cycle) come awake later than its practical use start, so the issues related to the system are solved after deployment of the system. Not all the problems come in images directly but they arise time to time and needs to be solve hence this process is referred as Maintenance. 7. Specification Specification is the first step in the process. In this stage, companies find a problem they want to join and think of a viable result. They then write down the solution on paper and move on to the next stage in the waterfall standardization Testing includes verification and validation 1. Verification: Are we building the product right. 2. Validation: Are we building the right product 1. Validation Am I building the right product? Determining if the method complies with the requirements. And perform functions for which it is intended and meets and is performed at the finish of the project. Am I accessing the right data (in terms of the Data? Required to satisfy the requirement) High level activity Performs after a work product is produced against Established criteria ensuring that the product integrates correctly into the environment. Determination of correctness of the final software Product by a development project with respect to the user Needs and requirements. 2. Verification Am I building the product right? The review of interim work steps and interim Deliverables during a project to ensure them are Acceptable. To determine if the system is consistent, Adheres to standards, uses reliable techniques and prudent Practices, and performs the selected functions in the correct manner. Am I accessing the data right (in the right place; in? The right way) Low level activity Performed during development on key artifacts, like Walkthroughs, reviews and inspections, mentor feedback, Training, checklists and standards. My Opinion about This Task with Victoria Hospital The Victoria Hopital has some problems. The 1st problem is the victoria Hospital at presnt does not use Computer and not asystem to save data and details Appointment details, patient detail and payment detail. 2nd problem is cant V.H take a details in time of important.That problam is some time May be loss detail in physical fils so the V.H is face these problems becaus we can analysis requirements to the V.H those are need to V.H a good system to save details datas secent is the method should preparednes easy good to hendal to the operaters. 3rd problem is the implementations should have to a good system. 4th is give a good knowledge to operates.these implementations are want to V.H those are A Server Machine 5clients, 1GB Ram, or 512MB ,Laser Printer Dot matrix printer Bar code reader and the knowledge given by system supporters to Operater. Want to Operaters condect with system supporters and the system supporters must mainten the problems of system in time ofcoming problems. TASK 03 Data flow diagram Data flow diagrams can be use to provide an understandable representation of any business function. The system starts with an overall image of the business and continues by analyzing each of the functional areas of interest. This analysis can be carried out to precisely the level of detail required. The technique exploits a system called top-down expansion to conduct the analysis in a targeted way. C:Documents and SettingsAdministratorDesktopdfdg.JPG Figure 1.2.2: data flow diagram Process Processes show a transformation or manipulation of data flows within the system. The symbol used is a rectangular box which contains 3 descriptive elements: Firstly an identification number appears in the upper left hand corner. This is allocated arbitrarily at the top level and serves as a unique reference. Secondly, a location appears to the right of the identifier and describes where in the system the process takes place. This may, for example, be a department or a piece of hardware. Finally, a descriptive title is placed in the centre of the box. This should be a simple imperative sentence with a specific verb, for example maintain customer records or find driver. Data flow A data flow shows the flow of information from its source to its destination. A data flow is represented by a line, with arrowheads showing the direction of flow. Information always flows to or from a process and may be written, verbal or electronic. Each data flow may be referenced by the processes or data stores at its head and tail, or by a description of its contents. External entity An external entity is a source or destination of a data flow which is outside the area of study. Only those entities which originate or receive data are represented on a business process diagram. The symbol used is an oval containing a meaningful and unique identifier. Data storage A data store is a holding place for information within the system: It is represented by an open ended narrow rectangle. Data stores may be long-term files such as sales ledgers, or may be short-term accumulations: for example batches of documents that are waiting to be processed. Each data store should be given a reference followed by an arbitrary number. DFD context level diagram (0 level diagram) E:my project level df (1).jpg Figure 2.2.1: DFD context level diagram DFD 1st level E:PROGECTdrawing diagram dfdDrawing2.jpg Figure 2.3.1: DFD 1st level E:my project level df (5).jpg Figure 2.3.2 E:PROGECTdrawing diagram dfdDrawing4.jpg Figure 2.3.3 E:PROGECTdrawing diagram dfdDrawing5.jpg C:Documents and SettingsALLAHDesktop level df (11).jpg Entity relationship diagram C:Documents and SettingsAdministratorDesktopdfd4.JPG Entity A person, place, object events about which we need to compare store data are called as entities E.g. students, book, department Relational ship A relationship captures how two or more entities are related to one another. Relationships can be thought of as verbs linking two or more nouns. Relationships are represented as diamonds, connected by lines to each of the entities in the relationship. Relationship instance-link between entities (corresponds to primary key-foreign key equivalencies in related tables) Relationship type-category of relationshipà ¢Ã¢â€š ¬Ã‚ ¦link between entity types Attributes Attributes are the properties of entities relationship in other attributes is used to describe entities relationship in the ER diagram an entity has many attributes there for it needs to identifier. A key is attributes, group of attributes which we can use to identify an entity uniquely. Entity types E:my projectpicture]dd.jpg ERD diagram for Victoria hospital system D:tt.JPG Appointment to Patient One patient must have one appointment this is called one to one relationship and this is mandatory One appointment must have one patient this is called one to one relationship and this is mandatory Appointment to GP One GP have many appointments this is called one to many relationship and this is optional One appointment must have one GP this is called one to one relationship and this is mandatory Appointment to nurse One nurse have many appointments this is called one to many relationship and this is optional One appointment have many nurse this is called one to many relationship and this is optional Appointment to treatment One treatment have many appointments this is called one to many relationship and this is optional One appointment have many treatment this is called one to many relationship and this is optional Treatment to clinic One treatment have many clinic this is called one to many relationship and this is optional One clinic have many treatment this is called one to many relationship and this is optional E:my project1235.jpg TASK 4 Requirement specification NO Requirements BSO 1 BSO2 BSO3 BSO4 BSO5 1 Register patient Æ’Â ¼ â‚ ¬Ã‚  Ã†â€™Ã‚ ¼ â‚ ¬Ã‚  Ã†â€™Ã‚ ¼ â‚ ¬Ã‚  Ã†â€™Ã‚ ¼ â‚ ¬Ã‚  Ã†â€™Ã‚ ¼ 2 Invoice the patient Æ’Â ¼ â‚ ¬Ã‚  Ã†â€™Ã‚ ¼ â‚ ¬Ã‚  Ã†â€™Ã‚ ¼ â‚ ¬Ã‚  Ã†â€™Ã‚ ¼ â‚ ¬Ã‚  Ã†â€™Ã‚ ¼ 3 Inquiring handling â‚ ¬Ã‚  Ã¢â€š ¬Ã‚  Ã†â€™Ã‚ »Ã¢â€š ¬Ã‚  Ã¢â€š ¬Ã‚   â‚ ¬Ã‚  Ã†â€™Ã‚ » â‚ ¬Ã‚  Ã†â€™Ã‚ » â‚ ¬Ã‚  Ã†â€™Ã‚ ¼ â‚ ¬Ã‚  Ã†â€™Ã‚ ¼ 4 Accept patient ordering Æ’Â ¼ â‚ ¬Ã‚  Ã†â€™Ã‚ ¼ â‚ ¬Ã‚  Ã†â€™Ã‚ ¼ â‚ ¬Ã‚  Ã†â€™Ã‚ ¼ â‚ ¬Ã‚  Ã†â€™Ã‚ ¼ 5 printing debater report Æ’Â ¼ â‚ ¬Ã‚  Ã†â€™Ã‚ ¼ â‚ ¬Ã‚  Ã†â€™Ã‚ ¼ â‚ ¬Ã‚  Ã†â€™Ã‚ ¼ â‚ ¬Ã‚  Ã†â€™Ã‚ ¼ 6 Medical laboratories Æ’Â » â‚ ¬Ã‚  Ã†â€™Ã‚ » â‚ ¬Ã‚  Ã†â€™Ã‚ ¼ â‚ ¬Ã‚  Ã†â€™Ã‚ ¼ â‚ ¬Ã‚  Ã†â€™Ã‚ ¼ 7 Arrange the delivery Æ’Â ¼ â‚ ¬Ã‚  Ã†â€™Ã‚ » â‚ ¬Ã‚  Ã†â€™Ã‚ » â‚ ¬Ã‚  Ã†â€™Ã‚ » â‚ ¬Ã‚  Ã†â€™Ã‚ » 8 Printing a patient report Æ’Â » â‚ ¬Ã‚  Ã†â€™Ã‚ ¼ â‚ ¬Ã‚  Ã†â€™Ã‚ ¼ â‚ ¬Ã‚  Ã†â€™Ã‚ » â‚ ¬Ã‚  Ã†â€™Ã‚ ¼ Business system option (BSO) The set of Business System Options which is compiled so that a selection can be made. The selected Business System Option is a description of a chosen system development direction. The description documents the system boundary, inputs, outputs and the transformation taking place within the boundary. Essentially, the description is textual with supporting products such as Data Flow Diagrams, a Logical Data Structure and a Work Practice Model Technical system option (TSO) The set of Technical System Options which has been developed so that the system development direction can be chosen. Each option documents the functions to be incorporated and details implementation requirements. Each description is textual with some planning information. Functional elements are taken directly from the Requirements Specification Logical System Specification NO requirement TSO1 TSO2 TSO3 TSO4 TSO5 1 Visual basic 2007 Æ’Â ¼ Æ’Â ¼ Æ’Â ¼ Æ’Â » Æ’Â » 2 Windows 2003 Æ’Â ¼ Æ’Â » Æ’Â ¼ Æ’Â ¼ Æ’Â ¼ 3 Java J2SE Development Kit (JDK) 5.0 Æ’Â » Æ’Â » Æ’Â ¼ Æ’Â » Æ’Â ¼ 4 CCT camera Æ’Â » Æ’Â ¼ Æ’Â » Æ’Â » Æ’Â ¼ 5 A Server Machine Æ’Â ¼ Æ’Â ¼ Æ’Â » Æ’Â » Æ’Â ¼ 6 Firefox 9.02 latest version Æ’Â » Æ’Â » Æ’Â ¼ Æ’Â ¼ Æ’Â ¼ 7 5 clients,1GB Ram,80GB Æ’Â ¼ Æ’Â » Æ’Â » Æ’Â ¼ Æ’Â ¼ 8 SQL Server Æ’Â ¼ Æ’Â » Æ’Â » Æ’Â » Æ’Â ¼ 9 Windows 2007 Æ’Â » Æ’Â » Æ’Â ¼ 10 Laser Printer Æ’Â ¼ Æ’Â ¼ Æ’Â ¼ Æ’Â ¼ Æ’Â ¼ 11 Scanner Æ’Â ¼ Æ’Â » Æ’Â ¼ Æ’Â » Æ’Â ¼ 12 Credit Card reader Æ’Â ¼ Æ’Â ¼ Æ’Â ¼ Æ’Â ¼ Æ’Â ¼ 13 JDBC 3.0 compliant driver Æ’Â » Æ’Â ¼ Æ’Â ¼ Æ’Â » Æ’Â ¼ 14 IIS Server Æ’Â » Æ’Â » Æ’Â ¼ Æ’Â » Æ’Â ¼ 15 Dot matrix printer Æ’Â ¼ Æ’Â ¼ Æ’Â » Æ’Â » Æ’Â ¼ 16 Wi5 connection Æ’Â » Æ’Â » Æ’Â ¼ Æ’Â » Æ’Â ¼ 17 Win 2003 server Æ’Â ¼ Æ’Â ¼ Æ’Â ¼ Æ’Â ¼ Æ’Â ¼ 18 Barcode reader Æ’Â » Æ’Â ¼ Æ’Â » Æ’Â » Æ’Â » 19 Credit card Æ’Â ¼ Æ’Â » Æ’Â ¼ Æ’Â » Æ’Â ¼ . TASK 5 Fact-finding technique Interviews Questionnaires Observations Sampling Record-searching Fact-finding technique Fact-finding is a main activity in system investigation. In this chapter, the functioning of the method is to be understood by the system analyst to design the proposed system. Different methods are used for this and these are known as fact-finding techniques. The analyst needs to fully understand the current system. The analyst wants data about the requirements and demands of the project undertaken and the technique employed to gather this records are identified as fact-finding techniques. Various kinds of techniques are used and the most popular with them are interviews, questionnaires, record reviews, case tools and also the personal observations made by the analyst himself. Each of these techniques is additional dealt in next pages. Two people can go into the same area to gather facts and experience entirely different results. One spends weeks and gets incomplete and misleading data. The other is finished in a few hours and has complete and solid facts. This session outlines some of the things a person can do to achieve the latter. It covers: Interviews Interviewing is the one of the most common method in fact finding. It bring the analysis Into a direct contact with the users where he gets an opportunity to listen in to the opinion (advantage disadvantages) about the existing system also to identify the issues propose solutions the new system Interview is a very effective fact finding techniques. But the main problem is that it requires a lot of resources, especially time. So it is very important to plan the interview before hand the analysis is required to have considerable amount of skills Interview needs a start from the top level management to get permission also get an overview idea about the total system. Then the interview process can be move to which will provide more more specific details Interviews are not required to find out how exactly a system should work, but it needs to deter mine the needs of the users that we have to satisfy with a new system. The success of the interview depends upon the skills of the interviewer the preparation for the interview. Choose the person who is mostly appropriate for the interview Preparation for the interview Setting a proper date, and time ,venue the topic Correct sequence of questions These factors should include in an interview plan before conducing it. There are 3 types of questions usually asked in an interview Open questions Closed questions Probes questions Open question general questions that relates with the personal view on the subject Example-  Ã‚   what do you think of .?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   What is your opinion of ?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   How could . be improved. Advantages   Puts the interviewee at ease.   Permits extra questioning into area that was not anticipated during interview scheduling.   Provide detail. Disadvantages   interview may get off the track (i.e. the interviewer lose control of the interview) can be time-consuming, particularly if the interviewer is experience Closed question > question that is needed direct answer

Golfing Happiness Essay -- Happiness Essays, Essay About Myself

For someone who claims to be a golfer, shooting a score in the mid 90's is not something to tell my friends about. Golf is a sport of honor, and to alert your friends to such a poor round would be like admitting your girlfriend dumped you, and it wasn't a "mutual decision." However, there is a single instance in which I don't care what the scorecard reflects: playing with Nick. Though some golfers prefer playing in tournaments with new, shiny drivers and caddies at their beck and call, I'll take a round of golf with Nick, on perhaps the worst golf course known to man, Hillcrest Golf Club, over playing in any country-club tournament. Now, you've got to understand my friend Nick. He already scored perfectly on the PSAT Math section his sophomore year, has a workaholic lawyer for a dad, and recently informed his parents that in lieu of attending college he wants to become a postman...he already owns the perfect vehicle for the job: a broken-down 1982 Jeep CJ5. His meteoric rise from hapless hacker at the local par-3 course to All-Region Golf Team honors is also noteworthy. One must also take into account the misery that is Hillcrest Golf Club. Only here can someone find golfers so drunk they spin doughnuts on the 14th green and crash their cart into the lake. As a tractor pulled the cart from its watery grave, one of the men was heard to say to his rescuers, "Hey, I don't see my driver in my bag, ya'll better find it." Nor would you find male golfers over two hundred fifty pounds with no shirt on wearing cutoff jean shorts at many other golf courses. As you can see, it is no light claim to say I would rather play here than a well-groomed country club. Almost every summer morning at the crack of dawn, Nick rolls up our b... ...ame I can neither pronounce nor spell. Our conversation at T.J.'s is not restricted to golf, as it would be in fancy clubhouses after tournaments, but rather open to any subject we care to discuss, from Chemistry class next year to the best Steve Miller Band song. Finally, the experiences and times Nick and I share together are more valuable to me than any golden trophy. Some of the funniest and most relaxing times in my life have come out on the links with Nick. We don't care about the score, our shots, or even the round. Nor do we care if the course has only two cuts of grass: rough and green. So even though I'll never win one of those shiny first place trophies playing with Nick, the first call I make every summer I go home is the same number, and when I hear Nick's familiar voice, I smile just anticipating the sound of his CJ reverberating up the driveway.

A Mother Critical Analysis Essay -- essays research papers fc

A Mother’ ‘A Mother’ is one of the short stories that is part of James Joyce’s literary masterpiece Dubliners. The themes that run through this short story, and indeed the book itself, are: Simony, Gnomon and Paralysis. ‘A Mother’ is written in third person omniscient narration and focuses mainly on the point of view of Mrs Kearney. Who is, as I will try to justify further on, a serial simoniac and a victim of social convention. The first example of Mrs Kearney’s simony is her marriage to Mr Kearney, a bootmaker, who is far older than her. She married, not for love, but in order to keep her status in society respectable: â€Å"her friends began to loosen their tongues about her she silenced them by marrying† (pg 153) Another example of Mrs Kearney’s simony is when she manipulates Mr Holohan into signing into a contract with her daughter. She plies him with alcohol and lends a friendly hand in drawing up the terms of the contract. I believe that when Mrs Kearney is being said to have â€Å"slipped the doubtful items in between the old favourites† (pg 155) as she and Mr Holohan are placing the performers in order for the concert, that Joyce is also hinting that this is what Mrs Kearney had done with the contract. She has confused Holohan with drink so that she can secure a high price for her daughter’s part in the concert. This story is full of the theme of the gnomon also. In the beginning we learn that Mr and Mrs Kearney have two daughters, yet we never learn the younger daughter’...

United Kingdom of Britain and Northern Ireland

Great Britain is made up of three countries, England, Scotland and Wales. It is an island off the coast of north–west of Europe. Britain is part of the United Kingdom of Britain and Northern Ireland. The capital is London. There are many different landscapes in Britain, from high mountains to rolling hill sand valleys. Places like Wales, the Lake District and northwest Scotland have high mountains and steep slopes made out of solid rocks. This landscape was made millions of years ago during the ice ages, when moving glaciers of ice made deep valleys, steep mountain slopes and long lakes. The southern and eastern parts of Britain are made up of smaller rocks that have weathered and become fertile farmland. The highest point is Ben Nevis – 1343 metres above sea level and the lowest point is Holme Fen – 3 metres below sea level. The population is 57,970,200 people, the population density at 239 people per square km. 92% of British people live in urban areas while only 8% live in rural areas. Great Britain is completely surrounded by sea, isolating it from the rest of Europe. No part of Britain is far from the sea, which is an important resource for fishing, tourism and ports. Britain†s rivers provide drinking water for towns, and irrigate farmers† crops. However rivers can cause floods. The northern and western portions are mountainous. The highlands – the Pennine Chain, forms the backbone of northern England. Rolling plains occupy most of central and eastern England. The western part of the central region is known as the Midlands. To the east lies The Fens, a marsh area. To the south, an elevated plateau slopes upward. The terrain of Scotland is mountainous but is divided into three regions, from north to south: the Highlands, the Central Lowlands, and the Southern Uplands. The Highlands occupy more than a half of Scotland, the most rugged region on the island of Great Britain. Wales has an irregular coastline and many bays; the biggest is Cardigan Bay. Except for narrow and low coastal areas, mainly in the south and west, Wales is mostly mountainous. Great Britain has quite cool summers and mild winters. The weather changes from day to day. The climate is temperate – the country does not have long periods when it is hot or cold. Western parts of Britain receive more rain and snow during the year than south and east. This is because southwesterly winds bring water from the Atlantic Ocean to the west, which falls as rain where it meets the mountains on land. There are large amounts of water in this area and a shortage in the south and the east. Britain†s climate is getting warmer. Average temperatures have risen 0.5 °c since 1850. This is enough to start the polar ice caps melting. If the ice caps continue to melt, large areas of southern and eastern England will be permanently flooded. The mean annual temperature ranges between 11.1 °c in the south and 8.9 °c in the northeast. Fogs, mists, and overcast skies are frequent, particularly in the inland regions. Like the climate of the rest of Great Britain, Scotland is influenced by the surrounding seas. As a result, extreme changes are rare and temperate winters and cool summers are the major climate features. Low temperatures are common in the winter season. Precipitation ranges from about 3810mm annually in the western Highlands to about 635mm annually in eastern areas. The climate of Wales, is a lot like England†s, it is mild and moist. Annual rainfall changes with elevation, ranging from about 762 mm in coastal regions to more than 2540 mm in the Snowdon massif. As a result of the relative warmth of the nearby seas, England has a moderate climate. Precipitation is heaviest during October, it averages about 760 mm annually in most of England. England has some agricultural and mineral resources but must rely on imports of both. Approximately two-fifths of the land area is arable, and the richest soils are found in the east. The soil is generally rocky and infertile, except for that of the Central Lowlands. Much of the soil of Wales is of infertile rocky or leached types. The most fertile soils are in the southeast and in a few coastal areas. Only about 8.5% of Britain land is forested, and half of this was planted forty years ago. Britain†s natural forest cover has been cut down over hundreds of years, especially in the 18th and 19th century. The most common species of trees indigenous to Scotland are oak and conifers mainly fir, pine, and larch. Large forested areas are rare, and woodlands are in the southern and eastern Highlands. Vegetation in the elevated regions consists largely of heather, ferns, mosses, and grasses. Practically all of the cultivated plants of Scotland were imported from America and Europe. More than 3/4 of the land is used for agriculture; farming and grazing occupy the same amount of land. The most important crops are wheat, oats, and potatoes. Other crops include barley, turnips, and fruit. Wales has ferns and mosses in low-lying, wet areas. Grasslands are mainly at higher elevations. Crops include barley, oats, potatoes, and hay. Less than 10% of the land is under cultivation, and about 40% are in grazing land. Forests cover only about 4% of the land, but government reforestation programs are increasing in the area. England used to be heavily forested, mainly oak and beech in the lowlands and pine and birch in the mountains. Woodlands now make-up less than 4% of the total land area. Many types of fruit trees grow in England, including the cherry, apple, and plum trees. Gorse is a common shrub. Many varieties of wildflowers also grow here. During the eighteenth century, Britain gained an empire by colonising parts of North America, Africa and Asia. By the nineteenth century, England was bringing back much wealth from these colonies. The trade in slaves and other goods from the colonies supplied the money to build the factories and the machines of Britain†s Industrial Revolution. The country developed heavy industries like coal mining, iron and steel manufacturing, engineering and shipbuilding. However in the twentieth century other countries revolutionised and began to compete with Britain in the overseas markets – so British exports declined. From the 1950†³s on, many former Britain colonies in Africa and Asia became independent and made their own industries, this affecting Britain†s imports and exports. All over Britain factories, mills etc closed. By the 1990†³s the worst of the decline had finished and Britain began to concentrate on new hi-tech and service industries. In the last 25 years, microelectronics has become one of the fastest growing sectors of Britain industry. It is a new phase of industrial growth which scientists call re-industrialisation. The future for Britain as a manufacturing nation looks good and it depends on whether it can develop and specialise in hi-tech industries such as aerospace, computers, electronics, telecommunications and biotechnology. The private car is the most popular form of transport for most British people. The British rail company is becoming more modernised – with new high-speed rail services. Air transport in Britain is also important and very popular. The British industry is now more efficient and competitive in the world markets because of the government†s actions of new industrial growth in depressed areas and growth of service industries – in financial, shopping and transport. Telecommunications are administered by British Telecom. 29.5 million telephones were in use in the mid-1980s, giving Britain one of the world's largest telecommunications systems. In the 1980s 15 commercial program companies gave the television on a basis; satellite-broadcasting services have also been introduced. Four television channels are broadcasted at the moment and soon a fifth. 50 commercial firms in the main cities run local radio stations. 124 daily and Sunday newspapers and more than 1000 weekly newspapers are published in Great Britain. 15 London newspapers circulate nationwide, and 6 of them have daily circulations of more than 1 million. Britain is a constitutional monarchy – the queen is the head of the state but politics is controlled by their parliament. There are two houses of Parliament – The House of Commons – who are elected by the public and The House of Lords – made up of peers. The main British political parties are Labour, Conservative and Liberal Democrat. There are also Welsh and Scottish parties who want to be separate from England. The political party system has existed since the 17th century. Several parties win seats in Commons, but Great Britain has worked as a two-party system for more than a century. The majority party forms His or Her Majesty's Government, and the second party is officially known as His or Her Majesty's Own Loyal Opposition. The opposition leader is paid a salary from public funds for that role. Britain has a long history as a great political and powerful country. Britain is trying to rebuild its economy by regaining its political importance. Great Britain is primarily an industrial and commercial nation. It has major industries like transportation, communications, steel, petroleum, coal, gas and electricity. It is a world leader in international trade, it imports foodstuffs and materialism, and exports finished and manufactured goods. Gross Domestic Product – $1,018,000,000,000 (US) Gross Domestic Product per capita – $17,690 (US) Money – pound sterling. One pound = 100 pence. Chief Economic Products – agriculture, fishing, mining, manufacturing. Employment Breakdown – 58% Trades and Services 2% Agriculture, Forestry, Fishing Education is very important to everyone in Britain. All children have to go to school once they turn five, and must attend till they turn sixteen. Two education systems exist – one is free and funded by the government and the other is private where parents pay school fees for children†s education. Students can continue their education at colleges at higher levels or universities – there are 46 universities. The government is trying to encourage more students to go into higher education. Religion – The Church of England has the most members, 54%, in Great Britain. Most members, however, live in England. The second biggest religion, is the Roman Catholic Church (13%). Catholics are spread throughout the country. Other religions include Protestantism (which includes the religions of Wales and Scotland), Islam, Judaism, Hinduism, and Sikhism. Health – General physicians in Great Britain are part of the National Health Service, although some also have private patients. The service provides full, free medical care to all people. Family Life – Most British people live in houses and 15% live in flats. In the last five years many people have been moving out of towns and cities to live in the countryside because of the urban problems like crime, traffic and air pollution.

Translating Metaphores in the Catcher in the Rye

TRANSLATING COLLOQUIAL IDIOMS/METAPHORS IN THE CATCHER IN THE RYE: A COMPARISON OF METAPHORICAL MEANING RETENTION IN THE SPANISH AND CATALAN TEXTS MICHAEL O’MARA Catholic University of Valencia San Vicente Martir Michael. [email  protected] es 57 In spite of the novel's position among the American Library Association's list of the one hundred most frequently censored books, The Catcher in the Rye (1951), by J. D. Salinger, is widely considered to be one of the most significant literary works of the twentieth century, frequently found in high school literary curricula throughout Europe and North America.The controversy concerns its alleged profanity, vulgar language and treatment of sexual themes, elements that typify Holden's use of the English language, or his idiolect. Idiolect refers to individual speech. It is based on grammar, word selection, phrases, idioms, and includes pronunciation. Of particular note is the author’s use of italics to denote emphasis, or wher e accents fall when considering rhythm in, and among, certain words. It is possible that this practice was brought almost to perfection in The Catcher in the Rye, in replicating speech patterns in written language.Quite possibly, it has not been matched since. The author’s ability to capture rhythm and colloquial speech is, indeed, quite remarkable. This is especially obvious for readers who are fluent in, or are native speakers of American English. Consider how the author stresses groups of words: â€Å"Wuddaya mean so what? † (p. 41) â€Å"You don't do one damn thing the way you're supposed to† (p. 41) â€Å"She was blocking up the whole goddam traffic in the aisle† (p. 87) miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Michael O’MaraOther times, certain words are stressed: â€Å"What the hellja do that for? † (p. 41) â€Å"Well, don't get sore about it†¦ † (p. 82) â€Å"Which is som ething that gives me a royal pain in the ass. I mean if somebody yawns right while they’re asking you to do them a goddam favor† (p. 28) Finally, and perhaps most characteristic, the author stresses parts of words: â€Å"I mean I’m not going to be a goddam surgeon or a violinist or anything anyway† (p. 39) â€Å"It's not paradise or anything†¦ † (p. 55) â€Å"For Chrissake, Holden. This is about a goddam baseball glove† (p. 1) 58 Preserving the uniqueness of Holden Caulfield's idiolect has been a challenge for translators seeking to preserve the effect and the flavor of the discourse using the techniques that Salinger originally used, namely, stream of consciousness and dramatic monologue in which, directly and intimately, Holden tells his story in retrospect to the readers. This technique has the effect of reproducing the inner workings and thought processes of Holden —disjointed and random— and also provides dialogs that are remarkably fluid and natural.To represent Holden and his frustrations using the same register in another language is a daunting chore, indeed, especially since Holden attaches his own meanings to the language that he uses. Costello1 reminds us that Holden appropriates common expressions from his period and makes them his own. For example, his free and loose use of â€Å"and all† to end thoughts along with the affirmative â€Å"I really did† or â€Å"It really was† are repeated throughout the novel, helping to forge Holden's own distinct personality.Other authors have commented upon the importance of Holden’s speech in defining his character in relation to the readers: â€Å"†¦ his language, his own idiolect, full of idioms and colloquialisms, is the main feature that will contribute to Holden’s development as a character in his transition from adolescence to adulthood and his relationship with the reader†2. Although translating Hold en's idioms may present challenges, it may be one of the most important aspects of preserving the flavor of his idiolect and effect it has on readers.Holden Caulfield's idioms Like other languages, English is full of idioms such as â€Å"to break a leg† and â€Å"to pull someone's leg†. An idiom is a form of expression, grammatical construction, phrase, etc. , peculiar to a language; a peculiarity of phraseology approved by the usage of a language, and often having a signification other than its grammatical or logical one. 3 miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Translating colloquial idioms/metaphors in The Catcher in the Rye Idioms generally have three characteristics: 1.Their meaning cannot be deduced from their components or any arrangement thereof, and must be learned as a whole. If one were to interpret ‘to break a leg’ solely on the basis of its components it might be very difficult to realize tha t the actual meaning is positive, meaning to have a good time, not incur injury, especially when used in the imperative. Likewise, nowhere in the expression ‘to pull someone’s leg’ there appears any element that would suggest joking, or specifically, having someone believe things that are not true. 2. None of their constituents may be substituted with words of similar meaning.For example, if one were to substitute the word ‘fracture’ for ‘break’ in to ‘break a leg’, the meaning would be lost. Likewise, upon being the object of joking one could not say that he or she had had his or her leg ‘stretched’. 3. Finally, idioms cannot be syntactically modified. One would probably not be understood if one were to say ‘I had my leg broken’ meaning ‘I had a good time’; it would be similarly confusing to say ‘I had my leg pulled yesterday’ if one were to communicate that they were joke d with yesterday. Without any contextual information a learner of English might have little idea what these expressions mean.Clearly, the meaning in these phrases is figurative, or â€Å"expressing one thing in terms normally denoting another†4 and metaphorical where â€Å"a figure of speech in which a word or phrase denoting one kind of object or idea is used in place of another to suggest a similarity between them (as in the ship plows to sea)†. 5 For this reason, the idioms in question found in the book could be referred to as colloquial metaphors6 as some authors prefer: metaphors for the aforementioned semantic arguments and colloquial because they are metaphors which exist in the more informal registers, in this case, slang.But the term ‘colloquial idiom’ seems to be preferable in most research contexts7. For this reason I will refer to them as colloquial idioms/metaphors. This study focuses primarily on the pragmatic purpose of these metaphors since it is the idiolect of Holden Caulfield that is to be examined in its aesthetic effect and ‘flavor’. Therefore, not all metaphors found in Holden's idiolect were chosen. In fact, some metaphors are so common that it has been forgotten that they are metaphors, having been accepted into standard use.Such is the case with the great majority of phrasal verbs in English: ‘get up’, ‘get over’, etc. Also, there are many examples of colloquial word combinations repeated with some frequency in the novel, but they have not been included in the study as their metaphorical qualities are more abstract8 and might rather, and more appropriately, be studied as collocations, or words that are found to occur together, to examine their restrictions of usage in relation to other components (prepositions, verbs, etc. . Here are some examples that use the word ‘hell’: miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137- 6368 59 Michael O’Mara hell of it as hell The hell out to bang hell (as a noun) The hell with it in hell 29, 61, 73,210 34,35, 37, 38, 94, 113 52, 179 53, 115, 69 146 TABLE 1: Common word combinations not included in the study and their page numbers Theoretical framework We are in agreement with Lorenzo, M. et al. in that the first step a translator must take is to clearly define his objective before producing a translation which is as true as possible to the original text. One of the aspects of Hans Vermeer’s concept of skopos (1989:227) is the establishment of a clearly defined objective or purpose for translation: Any form of translational action, including therefore translation itself, may be conceived as an action, as the name implies. Any action has an aim, a purpose. The word skopos, then, is a technical term for the aim or purpose of translation. 0 This said, we are in agreement with Lorenzo et. al (1999: 324) in the transators’ role to â€Å"preserve t he purpose of the ST (source text) without any gratuitous alteration. The main objective of any translation should be that of faithfulness to the original text with close attention to coherence. With this objective in mind, any translation of The Catcher in the Rye must consider the possible purposes the author had in using colloquial idioms/metaphors in the first place.Paul Newmark proposes that there are two purposes that metaphors serve: a referential purpose, which describes â€Å"a mental process or state, a concept, a person, an object, a quality or an action more comprehensively and concisely than is possible in literal or physical language†9 and a pragmatic purpose â€Å"which is simultaneous, is to appeal to the senses, to interest, to clarify â€Å"graphically†, to please, to delight, to surprise. The first purpose is cognitive, the second aesthetic. 10 Although Holden's colloquial metaphors/idioms do have referential significance, it is arguable that much o f their significance in forming an integral part of his idiolect derives from their pragmatic or aesthetic purpose, their contribution to the flavor of Holden's discourse. Any translation of The Catcher in the Rye would have to be sensitive to the effect that they produce on readers, and try to produce the same effect in the miscelanea: a journal of english and american studies 35 (2007): pp. 7-75 ISSN: 1137-6368 Translating colloquial idioms/metaphors in The Catcher in the Rye translation (Nida's Equivalent Effect). This would entail, whenever possible, locating in the target language a metaphor used in informal registers whose semantic content overlaps as closely as possible the meanings of the original metaphor. This would require a parallelism between form and meaning or a principle of identity as Lorenzo et al. (1999) describe where: †¦ ny element in the ST [source text] should be translated and translatable into the TT [target text] by paying close attention not only to t he content but also to the form. Accordingly, there should be a close structural and meaningful parallelism (=identity) between the source and the target language. The translator, then, should stick to the ST itself as the only base for the process of translation. The TT, therefore, will be the result of a close analysis of the ST by following the identity principle and an attempt at further interpretation or deviation should be discarded. 1 For the sake of simplicity in this research, I will be using Lopez’s (1997) definition12 of lexicalized structures with a slight modification: her definition encompasses idioms and cliches which can be understood in a broader sense as ‘word combinations’, ‘fixed expressions’ and ‘phrasal lexemes’. Although they are distinctive elements in the idiolect of Holden as well, I propose to exclude routine formulae (you could tell, if you know what I mean) and non-canonical expressions, understood by Lyons ( 1968: 178) in Lopez as ‘schemata’ (How about†¦? , to focus the research specifically on Holden's colloquial idioms/metaphors and the methods that were used in their translation. These will be described according to Lopez’s model13, which was derived in part from Baker (1992), who describes four principal methods: literal translation, translation by equivalence, translation by modification and translation by omission. Literal translation involves the use of a lexical structure in the target language that is similar in form and meaning. These correspondences are rarer, but they do occur. For example when Holden says â€Å"I damn near dropped dead† (p. 1) the colloquial idiom/metaphor â€Å"to drop dead† is translated using the literal translation method as there exists a correspondence in form and meaning in both Spanish â€Å"Casi me caigo muerto† (p. 46), and Catalan â€Å"Va anar de poc que no caigues a terra mort† (p. 51). Trans lation by equivalence is a method that is often employed when there is no complete correspondence between structure and form between the source and target language. It involves the use of another lexical structure in the target language that is similar in meaning but different in form. â€Å"I wouldn’t have the guts to do it† (p. 9) is translated into Spanish as â€Å"no habria tenido agallas para hacerlo† (p. 116) and into Catalan as â€Å"no tindria pebrots de fer-ho† (144). The structures themselves are practically identical; the difference resides in the fact that while the noun ‘guts’ can express courage idiomatically in English, the same is not true in miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 61 Michael O’Mara 62 Spanish or in Catalan and is realized by different nouns, namely, ‘agallas’, literally ‘gills’ or ‘tonsils’ in Spanish and ‘p ebrots’, or literally, ‘peppers’ in Catalan.Translation by modification involves paraphrasing or explaining the metaphorical meaning of a lexicalized structure. The result is the loss of figurative meaning; the idea is no longer expressed in metaphorical terms. This method is usually employed when no equivalent or near equivalent structure can be found in the target language. Baker argues that this technique is also used when â€Å"it seems inappropriate to use idiomatic language in the target text because of differences in stylistic preferences of the source and target languages†. 14 For example, â€Å"Old Stradlater was one of his pets†¦ (p. 43) is translated in Spanish as â€Å"Stradlater era uno de sus favoritos†¦ † (p. 60) and Catalan as â€Å"L'Stradlater era un dels seus preferits†¦ † (p. 71). In English ‘pet’ has the following meanings: â€Å"1: a domesticated animal kept for pleasure rather than utility; 2a: a pampered and usually spoiled child; b: a person who is treated with unusual kindness or consideration: darling†. 15 The meanings of this word in Spanish (animal domestico† or â€Å"mascota†) and in Catalan (â€Å"animal domestic†) are not usually extended to describe people who are treated with â€Å"kindness and consideration†.Here, a similar metaphor in meaning but not in form could be used, or, as is the case in this example, the metaphor might be paraphrased or explained. The last method, omission, is used when a metaphor in the source language is not translated since an equivalent cannot be found, or because it is not easy to explain, or for stylistic reasons is not deemed appropriate for inclusion. This last method introduces some interesting concerns: it is quite possible that there is no similar structure in the target language to explain the paraphrasing of a metaphor, but if such similar or equivalentt structures were to exist, there ight be other elements within the greater cultural context of the target language (elements absent in the greater cultural context of the source language) that could impact the appropriateness of their use. Perhaps, what should be considered is whether the possible connotations that the metaphor could have or produce outside its culture of origin might distract the reader from the original field of reference of the metaphor, or introduce secondary meanings that are not necessarily present in the circumstances of the original metaphor. miscelanea: a journal of english and american studies 35 (2007): pp. 7-75 ISSN: 1137-6368 Translating colloquial idioms/metaphors in The Catcher in the Rye Source text colloquial metaphors and their target text representations: Description METAPHOR ST (P. ) 1 †¦ I got pretty run-down†¦ (1) SPANISH TT (P. ) †¦ me quedara bastante hecho polvo†¦ (9) Equivalence 2 It killed me. (2) Me dejo sin habla. (10) Equivalence 3 Strictly for the birds. (2) Bobadas. (10) Modification 4 So I got the ax. They give guys the ax quite frequently at Pencey. (4) Asi que me expulsaron. En Pencey expulsan a los chicos con mucha frecuencia. (12) Modification 5 I have no wind,†¦ (5) No tengo nada de fuelle†¦ 13) Equivalence 6 They got a bang out of things,†¦ (6) Pero se lo pasaban bomba con sus cosas,†¦ (16) Equivalence 7 †¦ though – in a half-assed way, of course. (6) †¦ un poco a lo tonto, claro. (16) Equivalence 8 It gets on your nerves sometimes (7) A veces te ponia nervioso. (17) Modification16 9 That knocked him out. (8) Se hizo una gracia tremenda. (17) Equivalence 10 I mean he didn't hit the ceiling or anything. (8) Vamos, que no se puso como una fiera ni nada. (18) Equivalence CATALAN TT (P. ) †¦ d'acabar ben desinflat†¦ (7) Equivalence En va deixar de pedra. (8) Equivalence Sense comentaris. 8) Modification O sigui que em van fotre al carrer. Foten la gent al carrer ben sovint, a Pencey. (11) Equivalence 63 No aguanto gens†¦ (13) Modification S'ho passaven be,†¦ (15) Modification †¦ pero a mig gas, es clar. (15) Equivalence A vegades et posava nervios. (16) Modification Aixo el va fer petar de riure. (17) Equivalence Vull dir que no va pujar per les parets ni res d'aixo. (18) Literal miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Michael O’Mara METAPHOR ST (P. ) 11 So I shot the bull for a while (12) SPANISH TT (P. ) †¦ asi que me enrolle un buen rato. 23) Modification CATALAN TT (P. ) Aixi que vaig xerrar una estona. (24) Modification Es ficaven pel coi de finestra i tot. (24) Literal Aquesta historia em va deixar ben de pedra. (32) Equivalence †¦ i llegeixo molts llibres de guerra i de misteri i etcetera, pero no m'entusiasmen gaire. (33) Modification â€Å"Suare sang†¦ † (47) Equivalence †¦ m'ho passo de por imitant-les. (49) Equivalence No aguanto res de res. ( 49) Modification 12 They were coming in the goddam window. (13) Los habia a patadas. (24) Equivalence 13 That story just about killed me. (18) Esa historia por poco me deja sin habla. (31) Equivalence 4 †¦ and I read a lot of war books and mysteries and all, but they don't knock me out too much. (18) †¦ y leo un monton de libros de guerra y de misterio y todo eso, pero no me vuelven loco. (31) Equivalence 15 64 â€Å"†¦ I'll be up the creek†¦ † (28) â€Å"†¦ me la cargo†¦ † (43) Equivalence 16 I get a bang imitating them. (29) †¦ lo paso bomba imitando a†¦ (44) Equivalence 17 I have hardly any wind at all (29) Tengo muy poco fuelle. (44) Equivalence 18 I damn near dropped dead. (31) Casi me caigo muerto. (46) Va anar de poc que no caigues a terra mort. (51) Literal Literal I no ho deien nomes per dir. 63) Modification El feia tornar boig†¦ (69) Equivalence L'Stradlater era un dels seus preferits†¦ (71) Modification 19 A nd they weren't just shooting the crap. (38) Y no lo decian por decir. (54) Modification 20 It drove him crazy†¦ (41) Le sacaba de quicio†¦ (59) Equivalence 21 Old Stradlater was one of his pets†¦ (43) Stradlater era uno de sus favoritos†¦ (60) Modification miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Translating colloquial idioms/metaphors in The Catcher in the Rye METAPHOR ST (P. ) 22 I'd been given the ax†¦ (51) SPANISH TT (P. ) †¦ e habian expulsado†¦ (71) Modification CATALAN TT (P. ) †¦ m'havien fotut fora†¦ (85) Equivalence †¦ i jo estava aqui, expulsat una altra vegada. (85) Modification No hi toca gaire†¦ (86) Equivalence Aixo em va deixar clavat. (91) Equivalence Aixo em va matar. (91) Literal Despres vaig comencar a deixar anar la llengua de debo. (92) Equivalence †¦ i vaig poder descansar la llengua. De totes , maneres no em sap greu haver-la fet anar una estona. (93 ) Equivalence †¦ despres del que li vaig deixar anar†¦ (94) Equivalence Que n'era una de ben grossa†¦ (95) Equivalence Tenia ganes de trucar algu. 97) Modification Despres vaig pensar de trucar a la mare de Jane Gallagher†¦ (97) 65 23 -and here I was getting the ax again. (52) †¦ mientras me estaban expulsando otra vez. (71) Modification 24 She doesn't have all her marbles any more†¦ (52) Esta un poco ida†¦ (72) Equivalence 25 That killed me. (55) Me dejo sin habla. (76) Equivalence 26 That killed me. (55) Me dejo sin habla. (76) Equivalence 27 Then I really started chucking the old crap around (56) Entonces fue cuando de verdad empece a meter bolas. (77) Equivalence 28 †¦ and it gave me a chance to quit shooting it. I'm glad I shot it for a while, though. (57) .. me dio la oportunidad de dejar de largar. Pero me alegre de haber largado un rato. (78) Equivalence 29 †¦ after all the crap I shot, (57) †¦ despues de todo el rollo que le largue†¦ (78) Equivalence 30 Which was really a hot one†¦ (58) Esa si que era buena†¦ (80) Modification 31 I felt like giving somebody a buzz. (59) Tenia ganas de llamar a alguien. (81) Modification 32 Then I thought of giving Jane Gallagher's mother a buzz,†¦ (59) Luego pense en llamar a la madre de Jane Gallagher†¦ (81) miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Michael O’Mara METAPHOR ST (P. SPANISH TT (P. ) Modification CATALAN TT (P. ) Modification †¦ no hi hauries de fer el ximple†¦ (102) Equivalence Vaig passar-me tota la nit festejant amb una hipocrita terrible†¦ (103) Equivalence †¦ vaig comencar a jugar amb la idea de trucar a la Jane,†¦ (103) Modification 33 †¦ you shouldn't horse around with her at all,†¦ (62) †¦ no deberias hacer el indio con ella†¦ (85) Equivalence 34 I spent the whole night necking with a terrible phony†¦ (63) Me pase toda la noche besandome y todo eso con una chica falsisima†¦ (85) Modification 35 I started toying with the idea,†¦ , of giving old Jane a buzz†¦ 63) †¦ empece a jugar con la idea de llamar a Jane,†¦ (86) Modification 36 Anyway, I went over to the phone and gave her a buzz. (63) Bueno, pues fui al telefono Es igual, vaig agafar el y la llame. (86) telefon i li vaig trucar. (104) Modification Modification †¦ , va anar de ben poc que no truco a la Phoebe,†¦ (110) Modification Pero no podia arriscar-me a fer-li una trucada,†¦ (110) Equivalence †¦ no m'hauria fet res xerrar una estona amb la Phoebe. (110) Modification †¦ L'Allie tenia en barco de vela i li agradava jugar-hi†¦ (112) Modification Sabia que no el deixaria anar gaire lluny amb ella†¦ 130) Modification 66 37 †¦ I damn near gave my kid sister Phoebe a buzz,†¦ (66) †¦ estuve casi a punto de llamar a mi hermana Phoebe. (90) Modification 38 But I couldn't tak e a chance on giving her a buzz,†¦ (66) Pero no podia arriesgarme a llamarla†¦ (90) Modification 39 †¦ I certainly wouldn't have minded shooting the crap†¦ (67) Pero no me habria importado pegar la hebra†¦ (90) Equivalence 40 Allie had this sailboat he used to like to fool around with†¦ (68) Allie tenia un barquito de vela con el que le gustaba jugar†¦ (92) Modification 41 I knew she wouldn't let him get to first base with her,†¦ 80) Sabia que no le habria dejado llegar hasta el final con ella†¦ (105)17 Modification miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Translating colloquial idioms/metaphors in The Catcher in the Rye METAPHOR ST (P. ) 42 †¦ and a lot of other very tricky stuff that gives me a pain in the ass. (84) SPANISH TT (P. ) †¦ y un monton de florituras de esas que me dan cien patadas. (110) Equivalence CATALAN TT (P. ) †¦ i tota una altra pila de filigranes que em fan venir mal d'estomac. (137) Equivalence Soc un d'aquells tios forca gallines. (143) Equivalence †¦ no tindria pebrots de fer-ho. 144) Equivalence No es pas gens divertit ser gallina. Potser no soc gallina del tot. No ho se. Em sembla que potser soc nomes una mica gallina†¦ soc una mica gallina†¦ El que no s'hauria de ser es gallina. (145) Equivalence Es ser gallina d'una manera molt curiosa†¦ pero es ser gallina, i tant. (146) Equivalence Ell va quedar ben torrat†¦ (146) Equivalence Tens ganes de sucar aquesta nit? (147) Equivalence †¦ no m'havia de mudar ni res per una prostituta†¦ (149) Equivalence Quan fa una estona que les petoneges,†¦ (150) Modification 43 I'm one of these very yellow guys (88) Soy un tio de lo mas cobarde. 115) Modification 44 I wouldn't have the guts to do it. (89) †¦ no habria tenido agallas para hacerlo. (116) Equivalence 45 It's no fun to be yellow. Maybe I'm not all yellow. I don't know. I think maybe I'm j ust partly yellow†¦ I'm partly yellow†¦ what you should be is not yellow at all. (89) No tiene gracia ser cobarde. Aunque quiza no sea cobarde del todo. No se. Creo que en parte soy cobarde†¦ en parte cobarde†¦ No se debe ser cobarde en absoluto; (117) Modification 67 46 It's a funny kind of yellowness†¦ but it's yellowness, all right (90) †¦ es un tipo de cobardia bastante raro, pero aun asi es cobardia. 117) Modification 47 He got stinking,†¦ (90) El acabo curda perdido†¦ (118) Equivalence 48 Innarested in a little tail t'night? (91) ?Te interesa echar un polvo esta noche? (118) Equivalence 49 I know I didn't have to get all dolled up for a prostitute or anything†¦ (91) †¦ no tenia que ponerme de punto en blanco ni nada de eso para una prostituta†¦ (119) Equivalence 50 After you neck them for a while,†¦ (92) Despues de que te has besado y achuchado y todo eso con ellas,†¦ (120) Modification miscelanea: a journal of e nglish and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Michael O’Mara METAPHOR ST (P. 51 When I'm horsing around with a girl†¦ (93) SPANISH TT (P. ) †¦ cuando estoy enrollandome con una chica†¦ (121) Equivalence CATALAN TT (P. ) †¦ quan estic amb una tia†¦ (151) Equivalence Vaig pensar de trucar a la Jane,†¦ (169) Modification †¦ si no ens haguessim petonejat tant i tant. (170) Modification †¦ la persona que estic petonejant†¦ (170) Modification Em tocava molt l'oremus†¦ (171) Equivalence †¦ m'havien tornat a fotre fora. (173) Equivalence †¦ faria una trucada a la Jane†¦ (186) Equivalence Podia agafar alguna cosa ben jazzy†¦ i xiular-ho tan facil i be†¦ que et podia deixar de pedra. 198) Equivalence Vam fer una mica de comedia al taxi. (200) Equivalence Ets pitjor que un gra al cul†¦ (212) Literal 52 I thought of giving old Jabe a buzz,†¦ (105) Pense en llamar a Jane†¦ (136) Mo dification 53 †¦ if we hadn't necked so damn much. (105) †¦ si no nos hubieramos besado y achuchado tanto. (137) Modification 54 †¦ whoever I'm necking†¦ (105) †¦ la persona con la que me estoy besando y todo eso†¦ (137) Modification 68 55 She gave me a pain in the ass†¦ (106) Me caia como una patada en el culo†¦ (138) Literal 56 I got the ax again (107) †¦ me habian expulsado otra vez. (139) Modification 7 †¦ I'd give old Jane a buzz†¦ (116) †¦ podia llamar a Jane†¦ (149) Modification 58 He could take something very jazzy†¦ and whistle it so nice†¦ it could kill you. (124) Podia coger una cancion muy de jazz†¦ y la silbaba tan bien y tan suavecito†¦ que te podias morir. (158) Literal 59 We horsed around a little bit in the cab†¦ (125) En el taxi†¦ nos besamos y nos achuchamos un poco. (159) Modification 60 You give me a royal pain in the ass†¦ (133) †¦ me caes peor que una patad a en el culo. (169) Literal miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368Translating colloquial idioms/metaphors in The Catcher in the Rye METAPHOR ST (P. ) 61 Boy, did she hit the ceiling when I said that. (133) SPANISH TT (P. ) Jo, como se puso cuando le dije aquello. (169) Equivalence CATALAN TT (P. ) Hosti, si va tocar el sostre quan vaig dir aixo. (212) Literal Ho vaig anar tallant gradualment. (225). Equivalence †¦ els hipocrites hi entren per les finestres. (225) Literal Nomes feia comedia, jo. (229) Equivalence Me n'he d'anar†¦ (235) Modification Era estrictament pitjor que un gra al cul†¦ (236) Literal †¦ va fotre el camp de la sala†¦ (237) Equivalence Nomes feia comedia, es clar. 243) Equivalence †¦ i xerraria una estona amb ella. (248) Modification †¦ la Phoebe sempre porta algun vestit que et deixa de pedra. (253) Equivalence Els quaderns dels nanos fan pixar de riure. (255) Equivalence Anava torrat†¦ (259) 69 62 I gradually cut it out. (141) Deje de ir poco a poco. (179) Modification 63 †¦ the phonies are coming in the window. (141) †¦ hay tios falsos a patadas. (179) Equivalence 64 I was only horsing around. (144) Solo estaba haciendo el indio. (182) Equivalence 65 I have to tear†¦ (148) Tengo que largarme†¦ (187) Modification 66 He was strictly a pain in the ass†¦ (149)Era igualito que una patada en el culo†¦ (187) Literal 67 †¦ she beat it out of the room†¦ (149) †¦ se largo†¦ (188) Modification 68 I was only horsing around†¦ (153) †¦ solo estaba haciendo el indio†¦ (192) Equivalence 69 †¦ just sort of chew the fat with her for a while. (156) †¦ pegar la hebra un rato con ella. (196) Equivalence 70 Phoebe always has some dress on that can kill you. (160) Phoebe lleva siempre unos vestidos que te dejan sin habla. (200) Equivalence 71 Kids’ notebooks kill me. (161) Los cuadernos de los crios me dejan sin habla. (202) Equivalence 72 I was plastered (163) Estaba curda (204) iscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Michael O’Mara METAPHOR ST (P. ) SPANISH TT (P. ) Equivalence CATALAN TT (P. ) Equivalence Em va deixar de pedra. (259) Equivalence Volia dir per que m'havien fotut al carrer un altre cop. (264) Equivalence Em feia pixar de riure. (276) Equivalence Nomes fem una mica de comedia a dins de casa. (277) Equivalence Aixo em fa molta gracia. (277) Equivalence †¦ li trucaria,†¦ (283) Modification †¦ anava una mica alegre. (287) Equivalence †¦ et posa nervios†¦ (287) Modification †¦ anava forca alegre. (296) Equivalence Segurament li trucare†¦ 300) Modification †¦ pero la Phoebe es moria de riure. (310) 73 She kills me. (164) Me deja sin habla. (204) Equivalence 74 She meant why did I get the ax again. (167) Se referia a que hubieran vuelto a expulsarme. (209) Modif ication 75 She kills me. (175) Me deja sin habla. (219) Equivalence 76 We just horse around†¦ (175) Solo hacemos el indio†¦ (219) Equivalence 70 77 That kills me. (175) Me deja sin habla. (220) Equivalence 78 †¦ I'd give her a buzz†¦ (180) †¦ la llamaria†¦ (225) Modification 79 †¦ he was a little oiled up. (182) †¦ estaba un poco bebido†¦ (227) Modification 80 †¦ it gets on your nerves†¦ 182) †¦ le pone a uno nervioso†¦ (228) Modification 81 He was pretty oiled up,†¦ (188) †¦ estaba bastante curda. (234) Equivalence 82 I'm probably gonna give her a buzz†¦ (191) Probablemente la llamare†¦ (237) Modification 83 †¦ but it killed old Phoebe. (197) †¦ pero a Phoebe le hizo muchisima gracia. (245) miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Translating colloquial idioms/metaphors in The Catcher in the Rye METAPHOR ST (P. ) SPANISH TT (P. ) Modificat ion CATALAN TT (P. ) Equivalence †¦ aniria fins al tunel Holland i faria dit, fins que em carreguessin†¦ 311) Equivalence Com si algu hi acabes de fer un riu. (314) Equivalence †¦ algun desgraciat pervertit que es devia haver ficat a l'escola de nits per pixar o alguna cosa aixi†¦ (315) Modification †¦ la vam fer petar una estona. (316) Equivalence Es va girar i va fotre el camp. (319) Equivalence Es mes gallina que un plat de caldo†¦ (319) Equivalence †¦ un d'aquells tunels que sempre fan pudor de pixats. (328) Modification 71 84 I'd go down to the Holland Tunnel and bum a ride†¦ (198) †¦ iria al Tunel Holland, subiria a un coche†¦ (246) Modification 85 Like somebody'd just taken a leak on them. (200) †¦ omo si alguien acabara de mear ahi. (248) Modification 86 †¦ some perverty bum that'd sneaked in the school late at night to take a leak or something†¦ (201) †¦ un pervertido que habia entrado por la noche en el colegio a mear o algo asi†¦ (249)18 Modification 87 †¦ I shot the breeze for a while. (201) †¦ estuvimos de charla un rato. (249) Modification 88 He turned around and beat it. (204) Se volvio y salio corriendo. (252) Modification 89 He's got a yella streak a mile wide (204) Es de un cobarde que no vea†¦ (252) Modification 90 †¦ those little tunnels that always smell from somebody's taking a leak. (210) †¦ sos tuneles que siempre huelen como si alguien hubiera estado alli meando. (258) Modification miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Michael O’Mara Discussion of results The purpose of this investigation was to determine which of the two translations, Spanish or Catalan, retains the greater degree of figurative/metaphorical meaning in their representations of the colloquial idioms/metaphors that Holden Caulfield uses, having said that the use of colloquial metaphors is one of the most unique an d defining aspects of the idiolect of Holden Caulfield in The Catcher in the Rye.This is not an assessment of how diligently the translators strove or how successful they were in finding equivalents in the target languages and in no way implies a value judgement as to which translation is more ‘accurate’. It is clear that translators work only with the tools that are available in their target languages and cultural contexts. Nevertheless, what this study attempts to provide is data that can help to clarify to what degree the metaphorical nature of ideas expressed using colloquial metaphors in the source text were preserved as such in the Spanish and Catalan translations.Our results seem to suggest that the colloquial metaphors represented in the Catalan translation retain more of the original figurative meaning present in the source text. This translation employs on significantly more occasions the equivalence method of metaphor translation, used on 53 occasions in the Catalan translation and on 41 occasions in the Spanish version. These data are significant because when this method is used to translate an idea expressed as a metaphor in the source text, the idea retains its status as a metaphor in the target text, the only difference being in its form, or appearance.Since no two languages are alike, target languages cannot always provide correspondences in both form/structure and meaning. Our conclusion is also supported by the fact that the modification method of translation was used on significantly more occasions in the Spanish translation than in the Catalan version: it was used 44 times to produce the Spanish translation and 29 times in the production of the Catalan translation.In other words, the colloquial metaphors that Holden uses in the book are found to be explained or paraphrased significantly more in the Spanish translation than in the Catalan version, which represented these metaphors through either equivalence or the literal method . This last method, although to a lesser degree, supports our conclusion as well: it was found that the Catalan translation used a lexicalized structure similar in form and meaning on 8 occasions while it was found on 5 in the Spanish version.Put differently, although the difference is small (5-8), the Catalan translation uses the same or nearly the same metaphor on more occasions than the Spanish translation. Considered numerically, in the Spanish translation the most frequent method used was that of modification (44), followed by equivalence (41), literal translation (5) and finally omission (0); and in the Catalan translation the most frequent method used was equivalence (53), followed by modification (29), literal (8) and finally omission (0) as may be seen in Table 3: miscelanea: a journal of english and american studies 35 (2007): pp. 7-75 ISSN: 1137-6368 72 Translating colloquial idioms/metaphors in The Catcher in the Rye 60 50 40 30 20 10 0 Spanish Catalan Equivalence 41 53 Modification 44 29 Literal 5 8 Omission 0 0 TABLE 2: Translation techniques: frequency 73 Our results can be compared to similar studies such as Lopez Rua (1997) in â€Å"The translation of the idiolects in The Catcher in the Rye: An approach through lexicalized structures† and Lorenzo, M. et al. , (1999): â€Å"Lack of meaning interaction between English, Galician and Spanish in Salinger’s The Catcher in the Rye†.Although the focus of neither study is the translation of colloquial idioms/metaphors, both studies discuss loss of meaning upon translation from English to Spanish and from English to Galician, and coincide in the need to maintain form and meaning between source text and target text. Specifically, Lopez Rua found that the most marked similarity in both translations is the misuse and misapplication of the technique of modification or paraphrasing: Most of the inadequacies detected in the Spanish and Galician versions are related to the translations by paraphrase and by omission.In my view, they are due to the fact that the translators have failed to recognize the defining features of the characters’ idiolect (for example, the systematic use of some lexicalized structures). Apparently, they are not aware of the fact that the writer is deliberately resorting to trite and monotonous vocabulary in order to define the characters and their speech habits. Both translations (but particularly the Spanish one) seem utterly unable to render the characters’ idiolects accurately.Instead of trying to convey those idiolects whenever possible (of course, adapting them to the peculiarities of the TL), in most cases the translators resort to the systematic omission of recurrent structures, and some other times they translate those recurrent structures in many different ways miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Michael O’Mara without taking into account the context, the styl e, and the character who uses them. As a result, the translation becomes expressionless. 19 The results of Lorenzo et. al. 1999), can be applied as well to our study, especially in terms of the importance of a strict adherence to the identity principle20, from which the Spanish and Gallician versions could have benefited: the majority of the possible errors just studied could have been avoided if the translators had taken into consideration the identity principle†¦ In fact, the identity principle, since it is based on the parallelism between form and meaning in the ST and the TT, would have proved a more accurate mechanism when dealing with the process of translation from a given L1 to L2 and L3. 21 Notes 1 See Costello (1959:173). 74 2 . See Lorenzo, M. , et al. (1999: 324). 8 . Some of these word combinations have been the object of other studies. For example, see Lopez Rua (1997). 9 . See the Oxford English Dictionary’s entry for ‘idiom’: http://dictionar y. oed. com/cgi/entry/50111256? single=1&query_ type=word&queryword=idiom&first=1&max_ to_show=10. 4 . Definition provided by Webster's New Encyclopedic Dictionary (1994: 374). 5 Definition provided by Webster's New Encyclopedic Dictionary (1994: 630). 3 . See Newmark (1988: 104). . Ibid. (1988:104). . See Lorenzo, M. , et. al. (1999: .See Lopez Rua (1997: 147). . Ibid. (1997: 148). . Baker, M. (1992:74) in Lopez Rua 10 11 324). 12 13 14 The term ‘colloquial metaphor’ has been used before, especially in online sources: Answers. com, etc. It was found to be used in some non-linguistic academic contexts (legal) such as â€Å"Why originalism won't die – Common mistakes in competing theories of judicial interpretation†, Duke Journal of Constitutional Law and Public Policy, Online Edition, 2007. Duke J. Con. Law & Pub. Pol'y 230, page 238. 7 . In books that have been published on the subject the term ‘Colloquial idioms’ seems preferable: Ball, W.J. 1972. A Practical Guide to Colloquial Idiom, Wood, F. T. 1976. English Colloquial Idioms, etc. 6 (1997: 148). 15 . Definition provided by Webster's New Encyclopedic Dictionary (1994: 752). 16 . While it is true that both translations of â€Å"It gets on your nerves sometimes† retain figurative/metaphorical meaning, they can be better understood as collocations —†ponerse† (Spanish) and â€Å"posarse† (Catalan) collocate with â€Å"nervioso† (Spanish) and â€Å"nervios† (Catalan)— and their accepted use in both standard Spanish and Catalan is fairly widespread.Here they serve to clarify the original metaphor which in English is generally considered more informal. miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Translating colloquial idioms/metaphors in The Catcher in the Rye 17 . The translation of the colloquial metaphor â€Å"to get to first base† with someone here is somewhat in accurate. The Catalan translation is closer in meaning to the ST, where the metaphor is used in relation to romantic intimacy: first base refers to initial contacts such as kissing; a â€Å"homerun† generally refers to sexual intercourse. 8 . The absence of a translation for the word â€Å"bum† in the Spanish translation may be considered somewhat inaccurate: although the word â€Å"bum† does not form a part of the metaphor itself, it does contribute to the atmosphere in which the metaphor is presented. In this case, the â€Å"perverty bum† was left just as â€Å"un pervertido† in the Spanish translation, omitting the vital bit of information that the person is a â€Å"bum† i. e. a homeless and/or poor person. The Catalan version translates it as a â€Å"desgraciat† or unfortunate, unlucky, or even wretched person.One might suggest that a â€Å"perverty bum† is more in keeping with the idiolect of Holden than just a â€Å"perv ert†. 19 . See Lopez Rua (1997: 149). . See Lorenzo, M. et al. (1999: 5). . Ibid. (1999:329). 20 21 Works cited American Library Association. http://www. ala. org/ala/oif/bannedbooksweek/bbwlinks/100 mostfrequently. htm BAKER, M. 1992. In Other Words: A Coursebook on Translation. London: Routledge. BALL, W. J. 1972. Practical guide to colloquial idiom. London: Longman. COSTELLO, D. P. 1959. â€Å"The language of The Catcher in the Rye,† AmericanSpeech, Vol. 34, no. 3, October:172-81. LOPEZ RUA, P. 1997. â€Å"The translation of the idiolects in The Catcher in the Rye: An approach through lexicalized structures†. Miscelanea: A Journal of English and American Studies, 18: 139-158. LORENZO, M. , et. al. 1999. â€Å"Lack of meaning interaction between English, Galician and Spanish in Salinger’s The Catcher in the Rye†. Estudios de linguistica contrastiva. Universidade de Santiago de Compostela: 323-330. MERRIAM-WEBSTER Inc. 1994. Webster's New Encyclope dic Dictionary.New York: Black Dog & Leventhal. Received: 11 June 2007 Revised version: 17 January 2008 NEWMARK, P. 1988. A textbook of translation. London: Prentice Hall International. OXFORD ENGLISH DICTIONARY: http://dictionary. oed. com/cgi/entry/50034626? single=1&query_ type=word&queryword=catharsis&first=1&max _to_show=10 SALINGER, J. D. 1951. The Catcher in the Rye. Boston, MA: Little, Brown and Company. —. 1990. El vigilant en el camp de segol. Trans. E. Riera & J. Fonalleras. Barcelona: Editorial Empuries. —. 2006. El guardian entre el centeno.Trans. C. Criado. Madrid: Alianza Editorial. SMITH, T. 2007. â€Å"Why originalism won't die – Common mistakes in competing theories of judicial interpretation†. Duke Journal of Constitutional Law and Public Policy. Online edition, 159: 230-238. VERMEER, H. 2004. â€Å"Skopos and comission in translational action†. In Venuti, L. (ed. ) The translation studies reader. London: Routledge. WOOD, F. T. 1 976. English colloquial idioms. London: Macmillan. 75 miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368