History and Structure of Venice Essay -- Italy Europe Papers

History and Structure of Venice Problems with format ?Venice is one of the most fascinating places to travel in Europe.? Its intrigue lies in its unique beginnings, its dominant past, and its remarkable people and their buildings.? Its foundation is unique because of the need for protection that drove the early Venetians to their new home and the location of this new dwelling-place:? ?Rarely in human history has a vigorous and progressive civilization arisen in a less likely place than the mud flats of the Venetian lagoon.?1? Venice rose to power by its domination of the sea and reached its climax during the years of the Renaissance.? It is during this time period that it truly became ?the bride of the Adriatic and the unchallenged mistress of the Mediterranean.?2? This collection of small islands connected by canals and small strips of land became the home of an independent people and its architecture makes Venice ?a symbol of beauty.?3 ? Geography and Foundation The city of Venice is located at the far north of the Adriatic Sea, in what Dr. Timothy Fehler of Furman University calls ?the armpit of Italy.?4? Venice is situated on a chain of marshy islands protected from the Adriatic Sea by the Lidi, the sandbar-like islands further out in the water.? In describing the body of water Venice is located in, Horatio Brown states, ?Perhaps no piece of water in the world is more remarkable than this hundred and eighty-four square miles of Venetian lagoon.?5 because ?the lagoon is not a lake, still less is it a swamp, nor is it like the open sea.?6? At low tide the marshy islands of the lagoon are exposed, and at high tide Venice appears to be alone on the sea.? Lane describes the lagoon as ?mostly open water with a cluster of sma... ... Davis, 68. 28. Davis, 89. 29. Davis, 96. 30. Howard, 178. 31. Davis, 100. 32. Davis, 99. 33. Davis, 117. 34. Davis, 123. 35. Davis, 127. 36. Howard, 15. Bibliography Brown, Horatio F.? In and Around Venice.? New York:? Charles Scribner?s Sons, 1905. Davis, John H.? Venice.? Edited by the Newsweek Book Division.? New York:? Newsweek, 1973. Fehler, Timothy.? Furman University, Greenville.? 20 March 2003. Howard, Deborah.? The Architectural History of Venice.? New York:? Holmes & Meier Publishers, Inc., 1981. Lane, Frederic C.? Venice:? A Maritime Republic.? Baltimore:? The Johns Hopkins University Press, 1973. Wiel, Alethea.? Venice.? New York:? G.P. Putnam?s Sons, 1894. Yriarte, Charles.? Venice:? Its History, Art, Industries, and Modern Life.? Philadelphia:? Henry T. Coates & Co., 1986.

Interpreting and Translation Essay

The Similarity and Differences between Translation and Interpreting 1. Similarity †¢ Both transferring the message from Source Language (SL) into Target Language (TL) †¢ Both retaining the message †¢ Both restructuring or reproducing †¢ Both having SLT and TLT †¢ Both having the target audience 2. Differences. |Translation |Interpreting | |The medium is in written form |The medium is in oral form | |In reproducing the translation in the receptor language: |In reproducing the translation in the receptor language: | |not on the spot |on the spot | |can use dictionaries or thesaurus |direct translation (being able to translate in both directions, | |have more time to check and recheck the translation |without the use of any dictionaries) | | |have no time to check and recheck the translation) | |The doer : translator |The doer : Interpreter | The Theory. Interpreting consists of presenting in the Receptor Language, the exact message of what is uttered in the Source Language either simultaneously or consecutively preserving the tone of the speaker, such as formal and informal expressions, emotions, feelings, the choice of words, high and low pitch or tone in uttering words, etc. The Process of Interpreting There are 4 elements involve in the process of interpreting: †¢ the speaker †¢ the audience †¢ the message †¢ the interpreter The Process: (in TL) Messagesmessages†¦ (in SL) (1) (2)(3) (4). (1) Listening and understanding a spoken message of the Source Language ( (2) Storing/note-taking the message ( (3) Retrieving the message ( (4) Reproducing the message of the source language into the receptor language. Modes of Interpreting 1. Simultaneous Interpreting In simultaneous interpreting, the speaker and the interpreter speak almost at the same time. 2. Consecutive Interpreting In consecutive interpreting, the speaker speaks first, then after he/she finish his/her complete segment/speech, the interpreter takes the turn. Generally, during consecutive interpreting the speaker stops every 3-5 minutes (usually at the end of every â€Å"paragraph† or a complete thought) and the interpreter then steps in to transfer what was said into the receptor language. Model of Communication Flow in Consecutive Interpreting INTERPRETER SPEAKERAUDIENCE : indirect communication : direct communication Qualifications of a Good Interpreter †¢ An interpreter has to have knowledge of the general subject of the speeches that are to be interpreted. †¢ An interpreter has to have general erudition and intimate familiarity with both cultures. For example: when a speaker talks about American agriculture, then the interpreter has to know about American agriculture. †¢ An interpreter has to have extensive vocabulary in both languages (SL and RL). †¢ An interpreter has to have the ability to express thoughts clearly (easily to understand) and concisely (in brief) in both languages. †¢ An interpreter has to have an excellent note taking technique for consecutive interpreting. †¢ An interpreter at least 2-3 years of booth experience for simultaneous interpreting. In addition, in note taking of a paragraph uttered by a speaker, an interpreter has to be able to grab the main idea/topic of that paragraph. Therefore, the interpreter will understand what the paragraph that the speaker talks about. The Competencies Required for an Interpreter †¢ Language Competence A language competence is a good command of the source language and the receptor language which includes: ? Lexicon ? Grammatical structure ? Pronunciation †¢ Transfer Competence? Ability to reproduce a variety of synonymous or analogous expressions in both language; ? Ability to capture and reproduce register variations; ? Ability to recognize and reproduce domain-specific expressions in a form which will be regarded as ‘natural’ by the respective users; ? Ability to combine verbal and non-verbal communication cues from the SL and reproduce them in appropriate combinations in the RL; ? Ability to identify and exploit rhythm and tone patterns of languages in order to determine and utilize the ‘chunks’ of speech so as to maximize the efficiency of the interpreting; ? Ability to speedily analyze the utterance in the context of the communication in order to anticipate the direction in which the argument is proceeding and the strategy being used in developing the argument. †¢ Cultural Competence ? The possession of knowledge enabling the interpreter to comprehend the totality of the communicative intent of the speaker; ? Extra-linguistic knowledge about the world of the speaker and the audience; ? Social conventions, institutional practices, taboos, anthropologically and historically relevant elements of the cultures. †¢ Appropriate Technique ? Knowledge of the dynamic communication: < Control of the speed; < Control of the congruence of the tone of voice due to the emotional charge of the utterance and that of the interpretation of the utterance. ? Note-taking to avoid omission: < Interpreter’s notes are very different from those of, say, a stenographer, because writing down words in the source language makes the interpreter’s job harder when he has to translate the speech into the target language. < Many professional interpreters develop their own â€Å"ideogramic† symbology, which allows them to take down not the words, but the thoughts of the speaker in a sort of language-independent form. Then the interpreter’s output is more idiomatic and less source-language bound. ? Ordering information output; ? Voice production (audible, clear, unambiguous); †¢ Good Short Term Memory ? The comprehension ability to store information; ? The ability to recall with a high degree of accuracy what the speaker has said. †¢ Professional Competence? The ability to make independent judgments in terms of the linguistic, ethical, socio-cultural and effective issues which arise in an interpreted situation. The Skills Required for the Interpreter †¢ Listening skill: being able to ‘get the message’; †¢ Speaking skill: being able to ‘transmit the message’ (quality of voice, choice of idiom, vocabulary, phrasing, etc. ); Interpreting Ethics †¢ Impartiality: to carry out professional duties to the best of his/her ability regardless of who the clients are in terms of race, social and economic status, ethnicity, etc. In other words, the interpreter has to be fair and not taking side. †¢ Conflict of interest means to act without regard to other interests such as personal or financial gain. Things that Have to be Prepared in Becoming an Interpreter †¢ Be familiar with the subject of the conference and the subjects of speeches; †¢ Try to speak with the speaker and find out the general contents of speech and the time s/he intends to dedicate to the speech; †¢ Find copies of overhead transparencies, slides, or paper; †¢ Prepare a glossary for the interpretation to gather all the vocabulary which you might need for the job (terms, nouns, verbs, abbreviations, etc. ). ***

Slavery - Southern White Slaveholder Guilt - 3179 Words

Guilt is an inevitable effect of slavery. For no matter how much rhetoric and racism is poured into such a system, the simple fact remains that men are enslaving men. Regardless of how much inferior a slaveholder may perceive his slaves, it is obvious that his property looks similar, has similar needs, and has similar feelings. There is thus the necessary comparison of situations; the slaveholder is free, the slaves in bondage - certainly a position that the slaveholder would find most disagreeable. So there is no doubt that any slaveholder with any measure of humanity within himself would feel guilt. And in fact, as the evidence is considered - including the proslavery propaganda - the reality of southern guilt is overwhelmingly†¦show more content†¦The only answer for this can be because Leubal was motivated by some internal need to help her because of her humanity. He felt it was somehow his duty to keep her because she was a human being and he identified with her sufferi ng. She suffered because she was a slave, and because he was a crucial element of the system that hurt her so, Leubal felt obliged to make amends. At his personal economic expense, he decided to ease his conscience and do something that would be out-of-the-ordinary for any slaveholder of the time. To alleviate his guilt, he offered humanity. Leubal was a slaveholder whose conscience would not let him treat humans as property.2 It is possible to argue that Leubal was simply a kind man, an aberration to the society of slaveholding men. However, if we examine him closely, we will see that his kindness toward Jeanette could not be applied universally, because it would cause an economic disaster. So his action is most realistically viewed as a special circumstance. Leubal kept slaves to make money, but he certainly deplored certain aspects of slavery, and because he contributed to the system, those aspects were partly his responsibility. To accept the peculiar institution, he had to redeem it by easing the weight of its pain upon him - the pain of guilt. Likewise, a letter from a slave, Eavans McCrery, to his mistress shows that he is being treated more as an equal than as property. 3 He has been taught to read by aShow MoreRelatedThe Slavery Of The South1561 Words   |  7 Pages was highly dependent upon the institution of slavery. It was still primarily an agricultural society that needed as many laborers as possible in order for the plantation owners to make ends meet. According to historian Douglas Harper, â€Å"In 1793 came the cotton gin, which brought a 50-fold increase in the average daily output of short-staple cotton, promoted the rapid expansion of a ‘cotton kingdom’ across the Deep South, and made large-scale slavery profitable.† Because of this, the slave becameRead MoreWhy Slavery Is Deeply Rooted Within The South Essay1715 Words   |  7 Pagesknow why slavery is deeply rooted within the South. There are many reasons for this, down south, slavery is a way of life for economic standards and has b een a way of life for many generations that are on the plantations and farms. Since it is one of the main sources of income, alongside exporting materials such as, cotton, tobacco, rice, and lumber (p.84). There are also other justifications as to why there is a need to keep slavery down in the Southern. Those justifications to keep slavery in theRead MoreSlavery And Politics : Celia, A Slave1091 Words   |  5 PagesSlavery and Politics Celia, a Slave was a truthful elucidation of one disengaged episode that delineated basic slave dread amid the prior to the war time of the United States. Melton A. McLaurin, utilized this record of a youthful slave lady s battle through the undeserved hardships of assault and unfairness to disclose to today s guileless society a superior delineation of what servitude could have been similar to. The tale of Celia delineates the base of racial issues Americans still face inRead MoreUncle Toms Cabin1874 Words   |  8 Pagesdifferent attitudes that Southerners as well as Northerners shared towards slavery. It shows the evils and cruelties of slavery and the cruelty, in particular how masters treat their slaves and how families are torn apart because of slavery. Before the publication of Uncle Tom’s Cabin, information regarding the evils of slavery and the treatment of slaves was not readily available. Uncle Tom’s Cabin succeeded where other anti-slavery publications h ad failed. Uncle Tom’s Cabin made a deep emotional impactRead MoreThe White Mans Religion: a Savage Hypocrisy Essay897 Words   |  4 PagesLooking-Glass for the White Man both disagree with the form of Christianity practiced and preached by their white oppressors. Although Douglass and Apess are from different cultural backgrounds, both mens works share the theme of the white mans perversion of the Christian religion. In his work, Frederick Douglass speaks of two kinds of Christianity: the Christianity of the land and the Christianity of Christ (2093). The `Christianity of the land is the religion that the southern slave holdersRead MoreShakespeares Hamlet: The Tragedy of Revenge1165 Words   |  5 Pagesthe violence that otherwise innocent people feel compelled to show when faced with injustice runs through many later moral dramas, including the Narrative of the Life of Frederick Douglass, in which the ex-slave portrays a South where the evils of slavery morally corrupt the souls of those who are enslaved, as Hamlet is corrupted by the rot within Demark. As well as irony, Shakespeare uses the metaphor of the theater in a satirical way to illustrate Hamlets plight. Hamlet muses how easy it is forRead MoreThe Ideals Of Freedom And Independence1903 Words   |  8 Pagesfreedom and independence that the colonists held during the American Revolution and how it would help change people’s attitudes towards slavery. â€Å"Even though many of them decried it, Southern colonists relied on slavery.† A majority of the colonists understood that slavery was a difficult issue to confront because the southern states’ economy was dependent on slavery. The slave-owners focus was to maximize their output. â€Å"Southerners’ who developed the peculiar institution were hard-bitten capitalistsRead MoreThe Broken Promise of Reconstruction the Need for Restitution5574 Words   |  23 Pagesof the shame of being founded on the backs of slaves.† I would like to rehearse some of the story of Slavery, some critical events in the war and afterwards, and to offer a reasonable suggestion for Restitution. These are some of my views of this story but there are many more: INTRODUCTION The introduction of African Slavery to these shores was an unplanned event although the Spanish and the Portuguese had been involved with thisRead MoreThe Adventures Of Huckleberry Finn By Mark Twain2388 Words   |  10 Pagespejorative language, the promotion of racism, poor grammar, and anti-religious ethos. Attackers range from parents, critics, authors, religious groups, politicians, and even librarians. The largest concern of the book has been its proximity to race and slavery in America. Black people are often offended by the use of the term nigger, and the portrayal and negative attributes of slave Jim and other black characters. In 1957 The New York City Board of Education had removed Huck Finn from the approved textbookRead More The Dehumanization Process in the Narrative of the Life of Frederick Douglass: An American Slave2204 Words   |  9 PagesLife of Frederick Douglass: An American Slave Throughout American history, minority groups were victims of American governmental policies, and these policies made them vulnerable to barbaric and inhumane treatment at the hands of white Americans. American slavery is a telling example of a government sanctioned institution that victimized and oppressed a race of people by indoctrinating and encouraging enslavement, racism and abuse. This institution is injurious to slaves and slave holders alike