French Expressions Using Donner

French Expressions Using Donner The French verb donner literally means to give and is also used in many idiomatic expressions. Learn how to sound the alarm, devote oneself, show signs of weakness, and more with this list of expressions with donner. Possible Meanings of Donner to giveto attack, go into actionto awardto be on (TV, radio)to deal (cards)to grant (permission)to hand in (homework)to hold (a party, dance)to make a donationto put on (a play, show)to show (a movie)to yield, produce (fruit, juice)(familiar) to grass/squeal/fink on Expressions with Donner donner __ ans quelquunto give someone __ years, to guess that someone is __donner fondto be on full-blast (radio, TV)donner manger/boire quelquunto give someone something to eat/drinkdonner pleinto be on full-blast (radio, TV)donner quelquun penser/croire/comprendre queto suggest that, to make someone think/believe/understand thatdonner rireto give cause for laughterdonner au nord/sudto face north/southdonner contreto run intodonner dans  - (people) to tend toward; to enjoy, be into  - (architecture) to lead intodonner dans le panneau (informal)to fall right into the trapdonner dans une embuscade/un pià ¨geto fall into an ambush/a trapdonner de lappà ©tit quelquunto give someone an appetitedonner de la tà ªte/du front contre quelque choseto hit ones head against somethingdonner des signes de faiblesseto show signs of weaknessdonner de soi-mà ªme/de sa personneto give of oneselfdonner de soi-mà ªme pourto devote oneself todonner du cor(hunting) to sound the horndonne r du fil retordre quelquunto give someone a lot of work or troubledonner faim/froid quelquunto make someone feel hungry/colddonner la chair de poule quelquunto give someone goose bumpsdonner la charge contre quelquunto charge at someonedonner la communion to give communion todonner lalarme/lalerteto sound the alarmdonner la mal de mer quelquunto make someone seasickdonner lassaut quelquunto attack someonedonner le changeto alleviate suspiciondonner le change quelquunto put someone off the scent/trackdonner le feu vert to give the green light, the go-aheaddonner le la (music)to set the tonedonner le ton/la note(music) to set the tonedonner le vertige quelquunto make someone feel dizzydonner lexempleto set an exampledonner lheure quelquunto tell someone the timedonner lordre quelquun de infinitiveto order someone to verbdonner quelque chose ( a business)to take something in (to a business - mechanic, tailor, etc.) to be repaireddonner quelque chose faire quelquunto give someone something to dodonner quelque chose quelquun par testamentto bequeath something to someonedonner quelque chose pour/contre quelque choseto trade, exchange, swapdonner raison quelquunto prove someone right, to side with someonedonner sa langue au chatto give up (trying to guess)donner sa placeto give up ones seatdonner son amitià © quelquunto offer ones friendship to someonedonner son coeur quelquunto give ones heart to someonedonner son corps la scienceto donate ones body to sciencedonner son sangto donate blood, to shed blooddonner surto look out over/onto; to open onto; to overlookdonner tort quelquunto blame someone, to disagree with someone, to prove wrongdonner tout son temps to devote all ones time todonner un baiser quelquunto give someone a kissdonner un coup de balai/chiffonto sweep/dust quicklydonner un coup de fil quelquun (informal)to give someone a calldonner un coup de main quelquun (informal)to give someone a hand, help someone outdonner un coup de piedto kickdonner une fessà ©eto spankdonner une fà ªteto throw a partydonner une gifleto slapdonner un fait pour certainto present a fact as a certaintyen donner quelquun pour son argentto give someone his moneys worthne pas savoir oà ¹ donner de la tà ªteto not know which way to turnne rien donnerto have no effectAvec lui, cest donnant donnant. He never does anything for nothing.Ça donne  ! (familiar)Its cool! Brilliant!Cela donne chaud/soifIt makes you (feel) hot/thirsty.Cela donne des maux de tà ªteIt gives you a headache.Cela va te donner des forcesIt will give you strength.Cest toi de donnerits your dealCest ce quon ma donnà © entendreThats what I was led to believe, given to understanddonnant donnantfairs fairdonnà © cest donnà ©a gift is a giftà ©tant donnà ©given thatIl nest pas donnà © tout le monde de... Not everyone in the world is lucky enough to...Je donnerais beaucoup pour savoirId give a lot to knowJe me donnerais des coups  !I could kick myself!Je te le donne en cent/mille (informal)Youll never guess (in a million years)!...nest pas donnà © tout le monde.Not everyone is gifted with...On donne quelquun/quelque chose pour...He/It is said to be...On lui donnerait le bon Dieu sans confession.He looks as if butter wouldnt melt in his mouth, He looks totally innocent.On ne lui donne pas dà ¢ge .You cant tell how old he is. Le soleil donne en plein.The sun is beating down.Les sondages le donnent en tà ªte.The polls put him in the lead.un donneur / une donneusegiver, (card) dealer, donor; (familiar) informant, narc Se Donner The pronominal French verb  se  donner  literally means to give oneself or to give to each other and is also used in many idiomatic expressions. Learn how to give ones all, act like, find the means, and more with this list of expressions with  se  donner.se  donner  ___  jours/mois  pour...to give oneself ___ days/months to...se  donner  to devote oneself tose  donner   fond  dans  quelque  choseto give ones all to somethingse donner bonne conscienceto affect a clear conscience, ease ones consciencese  donner  comme  but/mission/objectif  de... to make it ones aim/mission/objective to...se  donner de  grands  airsto give oneself airsse  donner des airs deto act likese  donner le temps de  faireto give oneself time to dose  donner  les  moyens  de  faireto find the means to dose donner un maà ®tre/prà ©sidentto choose a master/presidentse  donner du malto take great troublese  donner de la peineto take great painsse  donner des  baisersto kiss one anotherse  donner des coupsto exchange blowsse  donner du  bon  tempsto have a good/whale of a timese  donner le motto pass the word onse  donner le nom/titre  deto call oneself by the name/title ofse  donner pourto claim/profess to be; to make oneself out to bese donner pour but/mission/objectif/tà ¢che  de... to make it ones aim/mission/objective/task to...se  donner  rendez-vousto arrange to meet, make an appointmentse donner une contenanceto pretend to be composedse  donner  une  importance  quon  na  pasto act as if one is important when s/he isntse  donner  une  nouvelle  imageto give oneself a new imagesen  donner  (informal)to have the time of ones lifesen  donner   cÅ“ur  joieto enjoy oneself to the full, to have a field dayDonner conjugations

The Terror - History of the French Revolution

The Terror - History of the French Revolution In July 1793, the revolution was at its lowest ebb. Enemy forces were advancing over French soil, British ships hovered near French ports hoping to link up with rebels, the Vendà ©e had become a region of open rebellion, and Federalist revolts were frequent. Parisians were worried that Charlotte Corday, the assassin of Marat, was only one of the thousands of provincial rebels operating in the capital ready to strike down the leaders of the revolution in droves. Meanwhile, power struggles between sansculottes and their enemies had begun to erupt in many sections of Paris. The whole country was unfolding into a civil war.   It got worse before it got better. While many of the Federalist revolts were collapsing under both local pressures- food shortages, fear of reprisals, reluctant to march far- and the actions of Convention Deputies sent on mission, on August 27th, 1793 Toulon accepted an offer of protection from a British fleet which had been sailing offshore, declaring themselves in favor of the infant Louis VII and welcoming the British to port. The Terror Begins While the Committee of Public Safety wasnt an executive government- on August 1st, 1793, the Convention refused a motion calling for it to become the provisional government; it was the closest France had to anyone being in overall charge, and it moved to meet the challenge with utter ruthlessness. Over the next year, the committee  marshaled the nations resources to tackle its many crises. It also presided over the bloodiest period of the revolution: The Terror. Marat may have been killed, but many French citizens were still forwarding his ideas, chiefly that only the extreme use of the guillotine against traitors, suspects, and counter-revolutionaries would solve the countrys problems. They felt terror was necessary- not figurative terror, not a posture, but actual government rule through terror.   The Convention deputies increasingly heeded these calls. There were complaints about a spirit of moderation in the Convention and another series of price increases were quickly blamed on endormers, or dozer (as in sleeping) deputies. On September 4th, 1793, a demonstration for more wages and bread was quickly turned to the advantage of those calling for terror, and they returned on the 5th to march to the Convention. Chaumette, backed by thousands of sans-culottes, declared that the Convention should tackle the shortages by strict implementation of the laws. The Convention agreed, and in addition voted to finally organize the revolutionary armies people had agitated for over previous months to march against the hoarders and unpatriotic members of the countryside, although they turned down Chaumette’s request for the armies to be accompanied by guillotines on wheels for even swifter justice. In addition, Danton argued that arms production should be increased until every patriot had a musket and that the Revolutionary Tribunal should be divided to increase efficiency. The sansculottes had once again forced their wishes onto and through the Convention; terror was now in force. Execution On September 17th, a Law of Suspects was introduced allowing for the arrest of anyone whose conduct suggested they were supporters of tyranny or federalism, a law which could be easily twisted to affect just about everyone in the nation. Terror could be applied to everyone, easily. There were also laws against nobles who had been anything less than zealous in their support for the revolution. A maximum was set for a wide range of food and goods and the Revolutionary Armies formed and set out to search for traitors and crush the revolt. Even speech was affected, with citizen becoming the popular way of referring to others; not using the term was a cause for suspicion. Its usually forgotten that the laws passed during the Terror went beyond simply tackling the various crises. The Bocquier Law of December 19th, 1793 provided a system of compulsory and free state education for all children aged 6 – 13, albeit with a curriculum stressing patriotism. Homeless children also became a state responsibility, and people born out of wedlock were given full inheritance rights. A universal system of metric weights and measurements was introduced on August 1, 1793, while an attempt to end poverty was made by using ‘suspects’ property to aid the poor. However, it is the executions for which the Terror is so infamous, and these began with the execution of a faction called the Enrages, who was soon followed by the former queen, Marie Antoinette, on October 17th and many of the Girondins on October 31st. Around 16,000 people (not including deaths in the Vendà ©e, see below) went to the guillotine in the next nine months as the Terror lived up to its name, and around the same again also died as a result, usually in prison. In Lyons, which surrendered at the end of 1793, the Committee of Public Safety decided to set an example and there were so many to be guillotined that on December 4th-8th, 1793 people were executed en masse by cannon fire. Whole areas of the town were destroyed and 1880 killed. In Toulon, which was recaptured on December 17th thanks to one Captain Bonaparte and his artillery, 800 were shot and nearly 300 guillotined. Marseilles and Bordeaux, which also capitulated, escaped relatively lightly with only hundreds executed. The Repression of the Vendà ©e The Committee of Public Safetys counter-offensive took the terror deep into the heart of the Vendà ©e. Government forces also began winning battles, forcing a retreat which killed around 10,000 and the whites began to melt away. However, the final defeat of the Vendà ©es army at Savenay was not the end, because repression followed which ravaged the area, burnt swathes of land and slaughtered around a quarter of a million rebels. In Nantes, the deputy on mission, Carrier, ordered the guilty to be tied up on barges which were then sunk in the river. These were the noyades and they killed at least 1800 people. The Nature of the Terror Carriers actions were typical of autumn 1793 when deputies on mission took the initiative in spreading the Terror using revolutionary armies, which may have grown to 40,000 strong. These were normally recruited from the local area they were to operate in and were usually comprised of artisans from the cities. Their local knowledge was essential in seeking out hoarders and traitors, usually from the countryside. Around half a million people may have been imprisoned across France, and 10,000 may have died in prison without trial. Many lynchings also occurred. However, this early phase of the terror was not, as legend recalls, aimed at nobles, who made up only 9% of the victims; clergy were 7%. Most executions occurred in Federalist areas after the army had regained control and some loyal areas escaped largely unscathed. It was  normal, everyday people, killing masses of other normal, everyday people. It was a civil war, not class. Dechristianization During the Terror, deputies on mission began attacking the symbols of Catholicism: smashing images, vandalizing buildings, and burning vestments. On October 7th, in Rheims, the sacred oil of Clovis which was used to anoint French kings was smashed. When a revolutionary calendar was introduced, making a break with the Christian calendar by starting on September 22nd, 1792 (this new calendar had twelve-thirty day months with three ten-day weeks) the deputies increased their dechristianization, especially in regions where rebellion had been put down. The Paris Commune made dechristianization an official policy and attacks began in Paris on religious symbols: Saint was even removed from street names. The Committee of Public Safety grew concerned about the counter-productive effects, especially Robespierre who believed that faith was vital to order. He spoke out and even got the Convention to restate their commitment to religious freedom, but it was too late. Dechristianization flourished across the nation, churches closed and 20,000 priests were pressured into renouncing their position. The Law of 14 Frimaire On December 4th, 1793, a law was passed, taking as its name the date in the Revolutionary Calendar: 14 Frimaire. This law was designed to give the Committee of Public Safety even more control over the whole of France by providing a structured chain of authority under the revolutionary government and to keep everything highly centralized. The Committee was now the supreme executive and nobody further down the chain was supposed to alter the decrees in any way, including the deputies on a mission who became increasingly sidelined as local district and commune bodies took over the job of applying the law. All unofficial bodies were shut down, including provincial revolutionary armies. Even the departmental organization was bypassed for everything bar tax and public works. In effect, the law of 14 Frimaire aimed to institute a uniform administration with no resistance, the opposite of that to the constitution of 1791. It marked the end of the first phase of the terror, a chaotic regime, and an end to the campaigning of the revolutionary armies who first came under central control and were then closed on March 27th, 1794. Meanwhile, factional infighting in Paris saw more groups go to the guillotine and sansculotte power began to wane, partly as a result of exhaustion, partly because of the success of their measures (there was little left to agitate for) and partly as a purging of the Paris Commune took hold. The Republic of Virtue By the spring and summer of 1794, Robespierre, who had argued against dechristianization, had tried to save Marie Antoinette from the guillotine and who had vacillated over the future began to form a vision of how the republic should be run. He wanted a cleansing of the country and committee and he outlined his idea for a republic of virtue while denouncing those he deemed non-virtuous, many of whom, including Danton, went to the Guillotine. So began a new phase in the Terror, where people could be executed for what they might do, not had done, or simply because they failed to meet Robespierres new moral standard, his utopia of murder. The Republic of Virtue  concentrated power at the Centre, around Robespierre. This included closing all provincial courts for conspiracy and counter-revolutionary charges, which were to be held at the Revolutionary Tribunal in Paris instead. Parisian jails soon filled with suspects and the process was speeded up to cope, partly by scrapping witnesses and defense. Furthermore, the only punishment it could give out was death. As with the Law of Suspects, almost anyone could be found guilty for anything under these new criteria. Executions, which had tailed off, now rose sharply again. 1,515 people were executed in Paris in June and July 1794, 38% of which were nobles, 28% clergy and 50% bourgeoisie. The Terror was now almost class-based rather than against counter-revolutionaries. In addition, the Paris Commune was altered to become docile to the Committee of Public Safety and proscribed wage levels were introduced. These were unpopular, but the Paris sections were now too centralized to oppose it. Dechristianization was reversed as Robespierre, still convinced that faith was important, introduced the Cult of the Supreme Being on May 7th, 1794. This was a series of Republican themed celebrations to be held on the rest days of the new calendar, a new civic religion.

A Study of the Factors that Influcence Customer Decision-making in Essay

A Study of the Factors that Influcence Customer Decision-making in Choosing Local Thai Hotel - Essay Example The work, of which this is a record, has been carried out by myself unless otherwise stated and where the work is mine, it reflects personal views and values. All quotations have been distinguished by quotation marks and all sources of information have been acknowledged by means of references including those of the internet. Lodging has long been a necessity practice and maintained by people around the world whenever they visit new places. The basic idea of lodging is to provide comfort through the means of providing space for people would recuperate after long hours of journey. Basic provision includes single space bed, a bathroom and small furniture such as chairs and tables. However, as time passes and competition growing between owners who operate lodging houses or hotels in these days, there have been rapid changes that could now be seen in present day hotels. According to American Hotel & Lodging Association (2002), in order to provide better services and to increase the profits of these hotels, modern facilities have been included. These include climate control materials such as air conditioning and heater. Fancy materials have also been included such as television, internet connectivity, and expensive necessities such as soaps, shampoos and perfumes. In bigger hotels that aim for international r ecognition and greater number of customers, they have provided additional facilities such as seminar rooms, restaurant, swimming pools and gyms. All of these are to win the favor of the customer in choosing their hotel over the others. According to Anthony, Anthony and Ghosh (2004), in the modern hotel industry, such functions or additional facilities have played an important role for customers or tourists in choosing their hotels. Knowing the attributes that determine accommodation choice, features which consumers perceive as important or vital, and characteristics that influences higher rates of retention allows hotel

General Psychology DSM-IV-TR Project Case Study Essay

General Psychology DSM-IV-TR Project Case Study - Essay Example One of the characteristics that make Esther stand out from acceptable social traits is her unconventionality and unwillingness to conform to social expectations. She is also fixated on morbid thoughts. For example, Esther could not help her mind get away from the cadavers, the pickled fetuses and the execution of the Rosenbergs (after their links to the Soviet Union was exposed). These cognitive and behavioral traits are not pathological in themselves. The author does not make clear, if Esther Greenwood’s manifest patterns of thought are something deliberate and conscious or plainly arising out of her childhood conditioning. Her parents and school teachers expect her to be cheerful and amiable with her fellow pupils; but Esther’s pre-occupation with death, suffering and the apparent folly she sees in all human endeavors makes her aloof and distant. Esther Greenwood’s rebellion against social norms affects her perceptions on intimacy as well. For instance, while the society expects her to remain a virgin and maintain a respectable lifestyle in order to make herself eligible for marriage, she wanted to explore her sexuality as it occurs naturally. Consequently, she begins an affair, which is completely based on experiencing sexual pleasure and none whatsoever on feelings of love and intimacy. Here, we begin to see symptoms of mental disturbance that find mention in the DSM-IV-TR scale. For instance, Esther’s apparent lack of self-control to remain a virgin till marriage could be broadly classified as a symptom of underlying â€Å"impulse-control disorder†. But DSM-IV-TR diagnosis is not purely a technical one, but requires the psychiatrist to make subjective decisions as well. At the time in which the novel is set (early decades of the twentieth century) American society was still largely conservative. It

Edgar Allan Poe: The Black Cat Translation

Edgar Allan Poe: The Black Cat Translation Translation is arduous and strenuous work that demands not only translation competence from translators, but also broad-based knowledge in many if not in all professional spheres. Any written text is a potential translation assignment. It might be a law or a press release, a letter or a historical document, a play or a novel. Thorough understanding of a subject enables a translator to produce an excellent translation. Practically, it is impossible for a translator to be an expert in every subject and in every professional field. However, there are reliable resources that help translators broaden their knowledge in any particular theme. In order to deliver a quality translation, legal translators read documents that deal with the law and legal system; medical translators use scientific journals and medical encyclopedias; and literary translators have an opportunity to rely on literary criticism. There are three primary reasons why reading literary criticism is advantageous when transl ating literature. First, reading critical articles helps literary translators distinguish the implicit authors ideas and the mood of the story The Black Cat. Second, many authors of critical articles investigate and discuss significance of the chosen stylistic devices that may be beneficial when translating the story into target language. Third, reading criticism aids the translators better understand the vocabulary of the story and choose equivalent lexicon in the target text. In order to provide original motif of The Black Cat in Russian, a translator should define the Poes actual plot. However, without reading criticism, determining the purpose of the story might be challenging since many clues of the story are implicit. As Ed Piacentino unfolds in his work Poes The Black Cat as Psychobiography: Some Reflections on the Narratological Dynamics, the possible purpose of the story is to evince the readers that not alcohol is the reason of the deplorable crime, but the narrators psychological problems, his own childhood trauma(165). It may be difficult to determine this potentially possible authors idea, though. At first sight, it may seem to the readers that the authors intention is to emphasize the negative impact of alcohol on human behavior. However, Piacentino pinpoints that much of the narrators violence occurs when he is sober (163). Many critics also consider alcohol an indirect reason for the crimes. The narrator blames alcohol for the committed crim es, but he simply conceals the psychological cause for the crimes, or he even may not comprehend it for himself, as Piacentino mentions. He suggests the readers reconstructing narrators psychobiography to investigate the possible true motives of the horrendous murders. The author says that the true purpose of the cruel crime might consist in psychological trauma which the narrator incurred being a child. He differed from his peers in the peculiarity that he was very kind, merciful, and sensitive. His friends made fun of his sensitivity and humiliated him because of his tenderness of heart since in the nineteenth century those characteristic were thought of as feminine and shameful traits for males. Thus, the narrator as a child had no friends and spent most of his time with his pets, as he was fond of them. When he grew up and got married nothing changed. The narrator tells a lot about his pets, but almost nothing about his wife and their relationship. Most likely, they did not love each other; and he got married with her because she shared his interest in cherishing pets. He appeared to be lonesome throughout his entire life. In addition to his psychological problems, alcohol corrupted his personality too. He got a hatred for ones he loved before. They began annoying and disgusting him. After killing his favorite cat, the narrator was conscience-stricken; therefore, he sheltered another cat that resembled Pluto a lot. Despite the fact that the new cat displayed evident fondness for the narrator; yet it disgusted the owner. Piacentino asserts that the narrator might have hated the cat because his wife seemed to be giving much attention to the cat and he narrator might have felt jealous and neglected by her. In addition, it seemed to him, she deliberately emphasized the cats white mark on its breast which imaged the GALLOWS to taunt him. He started hating this cat and all mankind. From Piacentinos view Poe intentionally used this word to emphasize that it inc luded his wife (164). The question of motive is one of the most troubling and puzzling aspects of the story says another literary critic, Joseph Stark (258). He writes that there are so many diverse clues, that they give rise to the variety of explanations of the Poes tale. Some childhood criticism led the narrator spontaneously to put an axe in his wifes head and then calls this act a predictable natural reaction, Stark raises the issue of determinism of human nature and the problem of human instability. As Stark explains in Motive and Meaning: The Mystery of the Will in Poes The Black Cat,' the possible purpose of the Poes story is to prove the limitations of both the human will as well as human accounts of the will (263). For these reasons critical articles are indeed useful translators means for determining principal and significant details of the story in order to better understand the plot of Poes story and provide an adequate Russian translation. Numerous literary critics who study Poe argue that The Black Cat is created in the gothic mood. Leslie Ginsberg says that one aspect of the genre is that it includes elements of horror (100). In Slavery and the Gothic Horror of Poes The Black Cat' Ginsberg states that the story follows the gothic literary traditions since it explores the narrators disagreeable emotions of fear in a quite enigmatic manner. Ginsberg says that the gothic mood helps the readers realize that the narrator is a brutal person with instable personality. The author also mentions that The Black Cat contains many hidden elements to support the gothic mood; for example, in Greek mythology, Pluto, the cats name, is the god of the underworld. This fact suggests that the cat is a bad omen for the narrator. Additionally, Poe deliberately uses the black color for the cats because it is a common superstition that a black cat is a bad omen too. Furthermore, by using witches in disguise the author possibly implies that t he second cat is reincarnated Pluto. While reading The Black Cat, in Russian, it is obvious that the translator was aware of the authors implication since he translated witches in disguise as à Ã‚ ¾Ãƒ Ã‚ ±Ãƒ Ã‚ ¾Ãƒâ€˜Ã¢â€š ¬Ãƒ Ã‚ ¾Ãƒâ€˜Ã¢â‚¬Å¡Ãƒ Ã‚ ½Ãƒ Ã‚ ¸, which means werewolves. A werewolf is a dual-natured creature with the ability to shape-shift. Reading Ginsbergs criticism helps the translators decode elusive elements of the gothic mood that are meaningful for translation of The Black Cat. It is essential for translators to read these articles since it helps them identify and better understand the gothic mood applied in the story. The translation should maintain the authors planned gothic mood in order to get the same effect on the target readers. Poes diction also helps to create the storys sense of horror. Right at the beginning, the story abounds in emotive and strong words, such as terrified, tortured, destroyed, and terrible, to provoke a sense of fear in the readers. The lexicon used throughout the story helps the readers to realize that the narrator is a perverted and dangerous person, addicted to alcohol, as Michael Williams explains in A Word of Words: Language and Displacement in the Fiction of Edgar Allan Poe. He states that Poe uses emotive diction to emphasize narrators PERVERSENESS. Critical articles enable translators to analyze and better comprehend the lexicon that Poe uses to create the storys frightening mood. A word might have many synonyms, and a translators aim is to decode what exactly the author implies in a particular case and supply an equivalent word in order to maintain the authors idea. Williams also mentions some stylistic devices that the author of The Black Cat applies to the tale to signify the nervousness and excitement that extend throughout the story. For instance, he uses alliteration fiendish, fibre, and frame, to emphasize the intensity of the murderers anxious condition (94). According to Williams this device intensifies the horrific gist of the brutal crimes. Alliteration is one of the most challenging tasks for a translator, since it is not always easy to match and convey the same sounds, however criticism might be helpful in this case. The vocabulary and stylistic devices used by the author in The Black Cat definitely support the mood and specific style of the story. Consequently, it is crucial when translating to understand the meaning of Poes lexicon in order to choose a pattern able to convey the same idea. To conclude, I would say that reading critical articles is a beneficial means that enables translators to analyze and better comprehend the hidden clues and implicit purposes of the author in order to transmit Poes original idea of the plot and achieve the same impact on the Russian readers that the original text does on the English ones.

Safety from the Inside Out: Rethinking Traditional Approaches

â€Å"Safety from the Inside Out: Rethinking Traditional Approaches† by Alfie Kohn aims to educate the public regarding the real threat of violence to children. While school shootings and other violent crimes that happen on school grounds gain a lot of media attention, it is far more likely for a child to become the victim of violence off school grounds (Kohn, 2004, 33). Further, children are more likely to suffer from violence at the hands of an adult rather than at the hands of their peers (Kohn, 2004, 33). However, the issue of school violence is analyzed along with the mistaken assumptions of how to respond to school violence. The problem the article tries to address is how to create policy that will be both effective as well as reduce violent acts committed against children while on school grounds. There are several terms that must be defined in order to present a clear picture of the issue. The first is violence which by definition means attempting to or engaging in actions with the goal of inflicting bodily harm or death. This definition is important when discussing violence both in schools and off school grounds. Technical fixes is another definition that directly relates to this article. Technical fixes are technologically advanced pieces of equipment designed to reduce violence and include such things as metal detectors and video cameras. The final term to be defined is zero tolerance. Zero tolerance is the idea that any type of violence or intent to become violent be dealt with swiftly according to a designated set of strict consequences. In response to these definitions, the author of the article assumes that the vast majority of Americans equate violence against students as being violence that happens at school. The author also assumes that Americans believe that technical fixes and zero tolerance policies will solve the problem of violence against students (Kohl, 2004, 34). The orientation of the article strives to make sense of the misguided assumptions that Americans have with regards towards violence against students (Kohn, 2004, 34). It builds upon existing research that proves that teaching anti violence skills to students isn’t enough. The author proposes that students must also be taught how to apply these skills if violence prevention is going to be effective (Kohn, 2004, 35). Further, the author discusses behaviorism and the tendency for humans to preoccupy themselves with behavior rather than looking deeper at the values, reasons and motives behind certain behaviors (Kohn, 2004, 35). Finally, the author argues that when skill based prevention does not work then technical fixes are the answer to the problem (Kohn, 2004, 36). The research the author completed for this article disproves many of these assumptions. Using research as his method, Kohn discovered several discrepancies between what Americans believe and what students actually report about violence. For example, Kohn’s research shows that zero tolerance policies have the opposite of their intended effect. Instead of making students feel safer, zero tolerance policies actually make them feel less safe (Kohn, 2004, 36). Additionally, zero tolerance policies don’t make schools any safer than they were before (Kohn, 2004, 36). As part of his research, Kohn suggests that the threats of zero tolerance policies can be replaced with safe school environment where students are taught to trust and protect one another (Kohn, 2004, 36). Kohn also discovered that teaching students anti violence skills is not as effective as creating schools that are committed to the value of peace so that the physical safety of students is protected (Kohn, 2004, 36). The solution to the article seems to be getting rid of zero tolerance policies that turn children into criminals and replacing them with policies that promote peace and trust among students (Kohn, 2004, 36). According to the author, the consequence of not doing so will ensure that school violence remains a problem. Personally speaking, I think Alfie Kohn has noble goals and ideas to keep children safe at school. However, creating peaceable schools is very difficult because it seems impossible to instill peace values into every single student. The reality is that there will always be a few students who do not care about peace and would rather cause trouble through violence. At the same time, Kohn raises some important questions that I think should be addressed and considered as schools continue to search for a solution to the problem of school violence.

How to Find Importance of Essay Topics on the Web

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