scholarly journals Prozodia, semantyka, styl – o hierarchii poziomów ekwiwalencji w tłumaczeniu piosenki kabaretowej (studium przypadku: polskojęzyczne warianty Money… Freda Ebba)

LingVaria ◽  
2021 ◽  
Vol 16 (2(32)) ◽  
pp. 119-129
Author(s):  
Aneta Wysocka
Keyword(s):  
Cultural Knowledge ◽  
Text Organization ◽  
Cabaret Songs ◽  
Similar Images ◽  
Four Levels ◽  
The Individual ◽  
The Right ◽  
The Mind ◽  
Pragmatic Equivalence

Prosody, Semantics and Style. On the Hierarchy of Levels of Equivalence in the Translation of Cabaret Songs (Case Study: Polish Versions of Fred Ebb's Money…) The article is a case study and contains a comparative analysis of four variants of the Polish translation of Fred Ebb and John Kander’s song Money… from the musical “Cabaret”. The author of the translation is Wojciech Młynarski, one of the most respected Polish songwriters of the second half of the twentieth century. In the study, an assumption is made that Młynarski, who repeatedly changed versions of his translation, sought to create the most faithful rendition of the songs from the musical for the needs of the Polish stage. His efforts can be observed at four levels of text organization. The translator aimed mainly for sound equivalence, i.e. conformity with the original song in terms of rhythm (word stress), rhyme (consonance) and voice instrumentation and, to a lesser extent, sound imitation. He also cared about pragmatic equivalence by rendering into Polish the original intentions, with particular emphasis on the modes of indirect communication, such as irony and satire. However, other aspects of equivalence remained in the background. Not everywhere the translator managed to keep the cognitive equivalence, i.e. convergence of imagery, by translating scenes and scenarios that were part of cultural knowledge into parallel ones and, more broadly, by trying to evoke similar images in the mind of the reader and listener. His efforts to achieve the effect of broadly understood stylistic equivalence were also noteworthy; only to a small extent they consisted in giving the right stylistic coloring to the individual lexical items which had their English equivalents, and they mainly boiled down to translating stylistic games that did not necessarily cover the same fragments of the song, though were usually based on the same mechanism (a clash between low and high style, absurdity). The analysis shows that the translator adopted tabular rather than linear approach to the original.

Are we Ready for a “Microbiome-Guided Behaviour” Approach?

2019 ◽  
Vol 28 (04) ◽  
pp. 708-724
Author(s):  
ANDREA LAVAZZA ◽  
VITTORIO A. SIRONI
Keyword(s):  
Fecal Microbiota Transplantation ◽  
Negative Attitude ◽  
Well Being ◽  
Fecal Microbiota ◽  
Point Of View ◽  
Brain Functioning ◽  
The Central Nervous System ◽  
The Individual ◽  
The Right ◽  
The Mind

Abstract:The microbiome is proving to be increasingly important for human brain functioning. A series of recent studies have shown that the microbiome influences the central nervous system in various ways, and consequently acts on the psychological well-being of the individual by mediating, among others, the reactions of stress and anxiety. From a specifically neuroethical point of view, according to some scholars, the particular composition of the microbiome—qua microbial community—can have consequences on the traditional idea of human individuality. Another neuroethical aspect concerns the reception of this new knowledge in relation to clinical applications. In fact, attention to the balance of the microbiome—which includes eating behavior, the use of psychobiotics and, in the treatment of certain diseases, the use of fecal microbiota transplantation—may be limited or even prevented by a biased negative attitude. This attitude derives from a prejudice related to everything that has to do with the organic processing of food and, in general, with the human stomach and intestine: the latter have traditionally been regarded as low, dirty, contaminated and opposed to what belongs to the mind and the brain. This biased attitude can lead one to fail to adequately consider the new anthropological conceptions related to the microbiome, resulting in a state of health, both physical and psychological, inferior to what one might have by paying the right attention to the knowledge available today. Shifting from the ubiquitous high-low metaphor (which is synonymous with superior-inferior) to an inside-outside metaphor can thus be a neuroethical strategy to achieve a new and unbiased reception of the discoveries related to the microbiome.

Determinism, neuroscience and responsibility

2006 ◽  
Vol 2 (3) ◽  
pp. 221-231 ◽  
Author(s):  
James Grant
Keyword(s):  
Legal Responsibility ◽  
The Individual ◽  
The Right ◽  
The Mind ◽  
The Brain ◽  
Taking Responsibility ◽  
Scientific Advances ◽  
External Environments

Fears that new scientific advances on the mind and the brain which establish that behaviour is determined by causes in one’s mind/brain and/or various past and present internal and external environments will undermine the attribution of legal responsibility are misplaced. Taking responsibility to inhere where conduct reflects upon an individual and where, properly understood, the individual could have done otherwise, determinism, operating in the right sort of way, should be embraced as a condition for responsibility.

scholarly journals Diachronic plurality of retranslations in the context of translation equivalence (case study of Ukrainian retranslations of W. Shakespeare’s tragedies)

2021 ◽  
pp. 142-151
Author(s):  
I. V. Boiko ◽  
Keyword(s):  
Original Text ◽  
Romeo And Juliet ◽  
Basic Principles ◽  
Dynamic Equivalence ◽  
Equivalence Theory ◽  
The Difference ◽  
Fixed Quantity ◽  
The Individual ◽  
Pragmatic Equivalence

The article considers the concept of equivalence in the context of the diachronic plurality of retranslations of Shakespeare's tragedies. An analysis of different approaches to determining the levels of equivalence is given: E. Nida and K. Rice distinguish formal and dynamic equivalence; J. Catford differentiates formal equivalent and text equivalent; J. House determines the difference between explicit and implicit translation. W. Koller distinguishes five types of equivalence: denotative equivalence, connotative equivalence, text-normative equivalence, pragmatic equivalence, and formal equivalence. V. Komissarov defines the levels of equivalence that form a hierarchical structure: levels of communication objectives, description of the situation, utterance, messages, and linguistic signs. The article highlights the notion of diachronic plurality of retranslations of a time-remote original text on the example of Ukrainian retranslations of the XIX–XXI centuries of Shakespeare's tragedies „Hamlet” and „Romeo and Juliet” and defines the basic principles of equivalence theory on which diachronic plurality of retranslations is based. The specifics of translators' use of different strategies in achieving equivalence of the original text and the translated one, which are due to the creative personality of the translator and translation style, is described. The article demonstrates that achieving the equivalence of a time-remote original text that is not a fixed quantity is a very important task for every translator, whose decision is determined by various factors, including the translator's choice of appropriate strategies and tactics. Each translation reflects its „own” original, which always follows from the individual vision of the text by the translator.

Training the Mind for Now and the Future: A Case Study of a Young Swimmer

2020 ◽  
Vol 4 (1) ◽  
pp. 67-74
Author(s):  
Jolly Roy
Keyword(s):  
Psychological Intervention ◽  
Mental Toughness ◽  
Cognitive Approach ◽  
Competitive Anxiety ◽  
Self Confidence ◽  
National Competition ◽  
Improved Performance ◽  
The Right ◽  
The Mind

This case study describes how psychological intervention was associated with improved performance. Adopting a cognitive approach, this case highlights a psychological intervention provided to a young swimmer who wished to improve her performance in a butterfly event and qualify for the national competition in her age group. The intervention focused on developing mental toughness, managing competitive anxiety, and maintaining self-confidence before competition. The results indicated improvement in mental toughness, ability to manage competitive anxiety, and being in the right mood before competition. Reflective practice provides a tentative suggestion for sport psychology practitioners who wish to engage in consultancy services.

scholarly journals EU Coordination of Serious Cross-Border Threats to Health: The Implications for Protection of Informed Consent in National Pandemic Policies

2019 ◽  
Vol 10 (4) ◽  
pp. 635-651
Author(s):  
Hannah VAN KOLFSCHOOTEN
Keyword(s):  
Public Health ◽  
Informed Consent ◽  
Disease Outbreaks ◽  
Member States ◽  
Case Study Analysis ◽  
Cross Border ◽  
The Individual ◽  
The Right ◽  
The Eu

This article discusses the development of a more supranational EU approach to regulate risks of “serious cross-border threats to health” such as pandemic disease outbreaks. It argues that the EU’s public health measures to prevent and tackle pandemics could affect individual patients’ rights, because the rights of individual European citizens are balanced against the importance of protecting the European community as a whole. This results in a tension between public health and individual rights in the EU, especially with regard to the right to informed consent, a central right in health law. In response to the 2013–2016 Ebola outbreak in West Africa, the EU introduced several preventive and responsive measures in the Member States to prevent the pandemic from spreading to the EU. The case study analysis of Dutch pandemic policies established in reaction to this outbreak shows that national pandemic policies are substantially shaped by EU actions, which has implications for the protection of the individual right to informed consent in the Member States.

scholarly journals Early Modern Multiloquent Authors (EMMA): Designing a large-scale corpus of individuals’ languages

ICAME Journal ◽  
2019 ◽  
Vol 43 (1) ◽  
pp. 83-122 ◽  
Author(s):  
Peter Petré ◽  
Lynn Anthonissen ◽  
Sara Budts ◽  
Enrique Manjavacas ◽  
Emma-Louise Silva ◽  
...  
Keyword(s):  
Early Modern ◽  
Case Studies ◽  
Large Scale ◽  
Access To Higher Education ◽  
First Case ◽  
Metadata Enrichment ◽  
Methodological Principles ◽  
The Individual ◽  
The Right

Abstract The present article provides a detailed description of the corpus of Early Modern Multiloquent Authors (EMMA), as well as two small case studies that illustrate its benefits. As a large-scale specialized corpus, EMMA tries to strike the right balance between big data and sociolinguistic coverage. It comprises the writings of 50 carefully selected authors across five generations, mostly taken from the 17th-century London society. EMMA enables the study of language as both a social and cognitive phenomenon and allows us to explore the interaction between the individual and aggregate levels. The first part of the article is a detailed description of EMMA’s first release as well as the sociolinguistic and methodological principles that underlie its design and compilation. We cover the conceptual decisions and practical implementations at various stages of the compilation process: from text-markup, encoding and data preprocessing to metadata enrichment and verification. In the second part, we present two small case studies to illustrate how rich contextualization can guide the interpretation of quantitative corpus-linguistic findings. The first case study compares the past tense formation of strong verbs in writers without access to higher education to that of writers with an extensive training in Latin. The second case study relates s/th-variation in the language of a single writer, Margaret Cavendish, to major shifts in her personal life.

Upper and Lower Full Arch Dental Reconstruction with Implant Supported Overdentures: A Case Study

2013 ◽  
Vol 2 (2) ◽  
pp. 28-33
Author(s):  
Jerome P Sullivan
Keyword(s):  
Single Case ◽  
Autogenous Bone ◽  
Sinus Augmentation ◽  
Implant Placement ◽  
Free Function ◽  
The Individual ◽  
The Right ◽  
Invasive Techniques ◽  
Distal Site

Statement of problem In clinical situations where implant placement in the maxilla is prohibited due to the lack of available bone, more invasive techniques such as autogenous bone grafting and sinus augmentation are often off-putting to patients due to the added expense, risk and morbidity. Purpose of treatment The intention of this treatment was to dentally restore a patient with a severely resorbed edentulous maxilla, without the use of any grafting techniques. Methods Under local anaesthetic, five implants were placed in the patient's maxilla using the combined techniques of alveolar ridge-splitting and a Summer's lift. The crest of the alveolus was dissected bilaterally with a fine rotary disc. A combination of osteotomes and bone spreaders were then used to create the individual osteotomies. In the most distal site on the right side, the floor of the maxillary sinus was tapped up to facilitate implant placement. All implants were submerged under the gum for six months to allow them to ossteointegrate. Restorative stages were then completed. Results At six months, all five maxillary implants had successfully integrated. The maxilla also showed marked expansion where the alveolus had been dissected and bone had healed between the separated buccal and palatal plates. The final restoration was a metal-framed overdenture attached to a milled titanium bar supported on five implants. Conclusion In this single case study, a patient's atrophic, edentulous maxilla was successfully restored without grafting techniques. The overdenture has been in trouble-free function for two years.

scholarly journals The Right of the Individual vs those of the School Community - A Case Study: An Elementary School Principal’s Dilemma

2013 ◽  
Vol 6 ◽  
Author(s):  
Luigi DeMarzo
Keyword(s):  
Elementary School ◽  
School Districts ◽  
Teaching Experience ◽  
Elementary Principal ◽  
School Community ◽  
Urban City ◽  
Administrative Experience ◽  
The Individual ◽  
The Right

Al Lewis was the newly appointed principal of a kindergarten to grade five elementary school. The school was located in an urban city. It was in a middle class neighbourhood with a mix of newer and older homes. Parents were involved in their children’s education. Teaching and support staff ages ranged from late twenties to late fifties. Teaching experience ranged from relatively new to the profession to a few years until retirement. Other than the few new teachers who were on temporary assignments, the majority had taught at the school for five or more years. Several teachers had been there for 10 or more years. Al was excited and nervous as he embarked upon this latest leadership journey. His previous administrative experience consisted of six years as an elementary vice-principal and two years as an elementary principal in two different school districts. Al knew that coming to new a school community would involve a lot of listening and observing. More importantly, it was a time to get a sense for the school’s “culture”, build trust and nurture relationships. (Note to reader: This case is based on an actual dilemma. Names have been changed to protect confidentiality and identities of those involved. In addition, some of the details have been changed.)

scholarly journals Faktor Penghambat Pemenuhan Hak Pendidikan Disabilitas di Kota Ambon

2021 ◽  
Vol 18 (2) ◽  
pp. 92
Author(s):  
Maslan Abdin ◽  
Johanes Mateos Tetelepta
Keyword(s):  
School Facilities ◽  
City Government ◽  
Special Schools ◽  
Persons With Disabilities ◽  
Qualitative Research Design ◽  
Special Needs Education ◽  
The Government ◽  
The Individual ◽  
The Right

AbstractPeople with disabilities in Ambon City are part of the citizens who must be given the right to education in a fair and non-discriminatory manner by upholding human rights. Obstacle factors in the fulfilment of education will certainly exist. The government as the executor of the constitution is responsible for efforts to resolve it. This study uses a qualitative research design with a case study method. The subjects in this study are schools, parents and the Ambon city government. The results of the identification and analysis found that the factors that hindered the fulfilment of education for persons with disabilities in the city of Ambon, among others (1) parents of students, among others, parents still feel ashamed of the condition of their children, busy parents and access to special schools that are far away. (2) Inadequate school facilities and infrastructure according to the individual needs of each child with disabilities. (3) Only 23% of the accompanying teachers have special education qualifications from the total number of accompanying teachers, namely 116 teachers. On average, the accompanying teachers are classroom teachers and subject teachers with non-special needs education qualifications.-------------AbstrakPenyandang disabilitas di Kota Ambon menjadi bagian dari warga Negara yang harus diberikan hak pendidikannya secara berkeadilan serta tidak diskriminatif dengan menjunjung tinggi hak asasi manusia. Faktor kendala dalam pemenuhan pendidikan pasti akan ada. Pemerintah sebagai pelaksana konstitusi bertanggung jawab dalam upaya penyelesaiannya. Penelitian ini menggunakan desain penelitian kualitatif dengan metode studi kasus, Subjek dalam penelitian ini yaitu sekolah, orang tua dan pemerintah kota ambon. Hasil identifikasi dan analisis menemukan bahwa faktor kendala dalam pemenuhan pendidikan bagi penyandang disabilitas di kota Ambon antara lain (1) orang tua siswa antara lain orang tua masih merasa malu dengan keadaan anak, kesibukan orang tua dan akses ke sekolah luar biasa yang jauh. (2) Sarana dan prasarana sekolah yang kurang memadai sesuai kebutuhan individu masing-masing anak disabilitas. (3) Guru pendamping 23% saja yang berkualifikasi pendidikan khusus dari jumlah keseluruhan guru pendamping yaitu 116 guru. Rata-rata guru pendamping adalah guru kelas dan guru mapel dengan tamatan bukan berkualifikasi pendidikan kebutuhan khusus.

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