ASSIGNMENT Essay Example | Topics and Well Written Essays - 1500 words

ASSIGNMENT - Essay Example The â€Å"Book of Job† and the â€Å"Wisdom of Ben-Sira,† are two of the accounts of the Bible which greatly emphasized these two concepts. In this paper, Job’s challenge against ancient wisdom, proceeded by Ben-Sira’s justification about the goodness of God will be taken into account. What Victor Hugo has to say is a reminder of the literary magnificence of the Book of Job. Stating that if all forms of literature would vanish from the Earth, he would save the Book of Job, is a proof that the book is not only an ordinary piece of religious instruction, rather, a source of wisdom with eloquence in pronouncing the teachings of God. Basically, the purpose of the book is to answer the age old question about the nature of man’s suffering and why the righteous should suffer (Copeland 4). Although someone might argue the image of God presented in the Old Testament is an angry, punishing God, He is still the same loving, ever righteous and just God as in the New Testament. However, the great misfortunes of the wicked and the rigid test of faith in the persons found in the Old Testament might be the root of this misconception. Ancient wisdom contends that God is omnipotent and punishes whoever commits a violation of the Commandment. Job, on the other hand, is a man of good deed and yet, he suffered greatly. As a father and a faithful, he believes that God is all-powerful and acknowledges it through sacrifices and teaching his children about the greatness of God. Clearly, he was favored by God in giving him wisdom and wealth, but due to the afflictions made by Satan (with God’s permission), he has changeable convictions about the existence of humans and their relationship toward God. As stated, â€Å"Job questions the moral underpinnings of human existence, for he no longer receives proper dividends from above† (ABD, III, 862). Job complains about his innocent suffering. However, adjacent to his complaints are his own assumptions why such

Comparison of Vietnamese and English Language: Idioms

Comparison of Vietnamese and English Language: Idioms Abstract Language is a system of communication of a nation. Every nation has their own historical, civilized, cultural, climatic characteristics, so every nation has their own language. However, different nations have similarities and differences in expressing their ideas. Studying similarities and differences between idioms of comparison in English and Vietnamese is liable to help the researcher to affirm that. Moreover, making some comparisons is a good way to memorize English idioms of comparison effectively and enjoyably. Hence, translation skill can be improved thanks to more knowledge about idioms. In addition, making comparisons between English and Vietnamese idioms can help the researcher to understand more about cultures of both of countries since similarities and differences in culture reflect coincidences and dissimilarities in ways of thinking and looking at the world of English and Vietnamese people. Idioms of comparison in Vietnamese and English:  A Contrastive Analysis Introduction Idioms of comparison are applied frequently in literature and in daily life. It serves as a tool to make the language more graphic. However, every language has differences in ways of expressing the same idea using idioms of comparison. The goal of the study is to discover some common types of comparison used in English and Vietnamese idioms. In addition, the study chiefly aims at finding out some similarities and differences between comparison idioms in both English and Vietnamese. Because there are so many comparison idioms in both languages, it is impossible to include all of them in the study. The study can just explore comparison idiomatic expressions which play an important part in the purpose of the study. Theoretical Framework Theoretical background of idioms in English Definition of idioms in English The Oxford Advanced Learners Dictionary defines idioms as: A group of words whose meaning is different from the meanings of the individual words (Hornby, 2006, p.740). The viewpoint is supported in A Dictionary of Linguistics Phonetics. The author regards an idiom as a term used in grammar and lexicography to refer to a sequence of words which us semantically and often syntactically restricted, so that they function as a single unit (Crystal, 1985, p.225). According to A Dictionary of Linguistics, an idiom is any expression peculiar to a language, conveying a distinct meaning, not necessarily explicable by, occasionally even contrary to, the general accepted grammatical rules (Pei Gaynor, 1954, p.95). Feature of English idioms When mentioning semantic features of idioms, we had better focus on the figurative meaning of idioms. It is the most important characteristic of idioms to know whether an expression is an idiom or not. According to Collins Cobuild English Language Dictionary: A idiom is a group of words which, when they are used together in a particular combination, has a different meaning from the one they would have if you took the meaning of the individual words in the group. (Sinclair, 1987, p.718) Smiley Goldtein (1998) also suggest that idioms are certainly more than the sums of their parts (p.76). That means the meaning of components of an idiom is different from the meaning of the whole idiom. That we can guess the meaning of an idiom or not depends on open or closed classes. As Yong and Peng (2007) suggest: In open class combinations, individual components are freely recombination and are used in a common literal sense. As co-occurrence of individual components is expected of this class of combinations, both their meaning and structures are predictable amenable to analysis. (p.178) For instance, we can guess the meaning of the idiom turn over a new leaf. Turn over means to make something change position so that the other side is facing towards the outside or the top and a new leaf is a leaf which is more beautiful, more perfect. Therefore, the meaning of the idioms can be guessed as to change your way of life to become a better, more responsible person. However, in close class combinations, we cannot guess the meaning of idioms. That is because they are characterized by semantic opaqueness, syntactic restrictions and structural stability (Yong Peng, 2007, p.178). For example, the idioms spread oneself too thin or for the birds. Idioms have a fixed form that usually cannot be changed (Heacock, 2003, p.ix). However, Heacock (2003) also claims: Not all fixed phrases are idioms. For example, close your eyes is a common fixed phrase, but not an idiom because each word in it is used in its standard meaning. The phrase keep your skirt is an idiom, however, because the phrase does not mean do not take off your skirt it means stay calm. (p.ix) Idioms can be divided into six different forms or structures: + Idioms located at noun entries such as in addition to', for the birdsà ¢Ã¢â€š ¬Ã‚ ¦ + Idioms located at verb entries such as look forward to, take off, hear aboutà ¢Ã¢â€š ¬Ã‚ ¦ + Idioms located at adjectival entries such as in short, hot under the collarà ¢Ã¢â€š ¬Ã‚ ¦ + Idioms located at adverbial entries such as once again, worse off à ¢Ã¢â€š ¬Ã‚ ¦ + Idioms located at pronominal entries such as give it up, come to nothingà ¢Ã¢â€š ¬Ã‚ ¦ + Idioms located at numeral entries such as give a hundred percent, one by oneà ¢Ã¢â€š ¬Ã‚ ¦ Its really important to know that modifying any components and functional words can lose the idiomatic meaning (Yong Peng, 2007). Theoretical background of idioms in Vietnamese Definition of idioms in Vietnamese According to Tà ¡Ã‚ »Ã‚ « Ä ià ¡Ã‚ »Ã†â€™n Thà  nh Ngà ¡Ã‚ »Ã‚ ¯ và   Tà ¡Ã‚ »Ã‚ ¥c Ngà ¡Ã‚ »Ã‚ ¯ Vià ¡Ã‚ »Ã¢â‚¬ ¡t Nam: Thà  nh ngà ¡Ã‚ »Ã‚ ¯ Tià ¡Ã‚ ºÃ‚ ¿ng Vià ¡Ã‚ »Ã¢â‚¬ ¡t là   nhà ¡Ã‚ »Ã‚ ¯ng tà ¡Ã‚ »Ã¢â‚¬ ¢ hà ¡Ã‚ »Ã‚ £p tà ¡Ã‚ »Ã‚ « ngà ¡Ã‚ »Ã‚ ¯ cà ¡Ã‚ »Ã¢â‚¬Ëœ Ä‘Ã ¡Ã‚ »Ã¢â‚¬ ¹nh cà ³ cà ¡Ã‚ ºÃ‚ ¥u trà ºc tà ¡Ã‚ »Ã‚ « hoà ¡Ã‚ ºÃ‚ ·c cà ¢u nhÆ °ng hoà  n toà  n thuà ¡Ã‚ »Ã¢â€ž ¢c phà ¡Ã‚ ºÃ‚ ¡m trà ¹ cà ¡Ã‚ ºÃ‚ ¥p tà ¡Ã‚ »Ã‚ «, Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c mà £ hà ³a hà ¡Ã‚ ºÃ‚ §u hà ¡Ã‚ ºÃ‚ ¿t Ä‘Ã ¡Ã‚ »Ã‚ u cà ³ tà ­nh chà ¡Ã‚ ºÃ‚ ¥t cà ¡ch Ä‘ià ¡Ã‚ »Ã¢â‚¬ ¡u nghà ¡Ã‚ »Ã¢â‚¬ ¡ thuà ¡Ã‚ ºÃ‚ ­t, và   chà ¡Ã‚ »Ã¢â‚¬ ° là  m mà ¡Ã‚ »Ã¢â€ž ¢t thà  nh phà ¡Ã‚ ºÃ‚ §n trong cà ¢u nà ³i. (Nguyà ¡Ã‚ »Ã¢â‚¬ ¦n, 2010, p.5) As Nguyà ¡Ã‚ »Ã¢â‚¬ ¦n (2007) has noted in his book, thà  nh ngà ¡Ã‚ »Ã‚ ¯ là   tà ¡Ã‚ ºÃ‚ ­p hà ¡Ã‚ »Ã‚ £p tà ¡Ã‚ »Ã‚ « cà ¡Ã‚ »Ã¢â‚¬Ëœ Ä‘Ã ¡Ã‚ »Ã¢â‚¬ ¹nh Ä‘Ã £ quen dà ¹ng mà   nghÄ ©a cà ¡Ã‚ »Ã‚ §a nà ³ thÆ °Ãƒ ¡Ã‚ »Ã‚ ng khà ´ng thà ¡Ã‚ »Ã†â€™ già ¡Ã‚ ºÃ‚ £i thà ­ch Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c mà ¡Ã‚ »Ã¢â€ž ¢t cà ¡ch Ä‘Æ ¡n già ¡Ã‚ ºÃ‚ £n bà ¡Ã‚ ºÃ‚ ±ng nghÄ ©a cà ¡Ã‚ »Ã‚ §a cà ¡c tà ¡Ã‚ »Ã‚ « tà ¡Ã‚ ºÃ‚ ¡o nà ªn nà ³ (p. 8). Features of Vietnamese idioms Idioms are characterized by figurative and metaphorical meanings. Therefore, its too difficult to comprehend although we know the meanings of all their components. For example, là ¡Ã‚ ºÃ‚ ¥y thà ºng à ºp voi, gà   Ä‘Ã ¡Ã‚ »Ã†â€™ gà   cà ¡Ã‚ »Ã‚ ¥c tà ¡c, Ä‘i guà ¡Ã‚ »Ã¢â‚¬Ëœc trong bà ¡Ã‚ »Ã‚ ¥ngà ¢Ã¢â€š ¬Ã‚ ¦ Especially idioms are originated from fairy tales, folk talesà ¢Ã¢â€š ¬Ã‚ ¦such as ba que xà ¡Ã‚ »Ã‚  là ¡, thà ¡Ã‚ ºÃ‚ ±ng chà ¡Ã‚ ºÃ‚ ¿t cà £i thà ¡Ã‚ ºÃ‚ ±ng khià ªng, nà ¡Ã‚ »Ã‚ £ nhÆ ° chà ºa Chà ¡Ã‚ »Ã¢â‚¬ ¢m, sÆ ° tà ¡Ã‚ »Ã‚ ­ Hà   Ä Ãƒ ´ngà ¢Ã¢â€š ¬Ã‚ ¦ (Nguyà ¡Ã‚ »Ã¢â‚¬ ¦n, Nguyà ¡Ã‚ »Ã¢â‚¬ ¦n Phan, 2009). Idioms usually consist of more than 3 components whose counterpoint, alliteration and rhyme are combined with each other in many different ways. There are some idioms of comparison such as nà ³ng nhÆ ° là ¡Ã‚ »Ã‚ ­a, khà ³c nhÆ ° mÆ °a, nhanh nhÆ ° chà ¡Ã‚ »Ã¢â‚¬ ºpà ¢Ã¢â€š ¬Ã‚ ¦ Also, there are some idioms which are created according to counterpoint, alliteration such as tai to mà ¡Ã‚ ºÃ‚ ·t là ¡Ã‚ »Ã¢â‚¬ ºn, mià ¡Ã‚ »Ã¢â‚¬ ¡ng hà ¹m gan sà ¡Ã‚ »Ã‚ ©a, cà ¹ng hà ¡Ã‚ »Ã¢â€ž ¢i cà ¹ng thuyà ¡Ã‚ »Ã‚ n, ong bÆ °Ãƒ ¡Ã‚ »Ã¢â‚¬ ºm là ¡Ã‚ ºÃ‚ £ lÆ ¡ià ¢Ã¢â€š ¬Ã‚ ¦ Besides, some idioms are originally spoken words in everyday speech which are usually used again and again for a long time and then develop figurative meanings to become idioms, for instance chà ¡Ã‚ »Ã… ¸ cà ¡Ã‚ »Ã‚ §i và ¡Ã‚ »Ã‚  rà ¡Ã‚ »Ã‚ «ng, theo voi hà ­t bà £ mà ­a, nÆ °Ãƒ ¡Ã‚ »Ã¢â‚¬ ºc chà ¡Ã‚ ºÃ‚ £y chà ¡Ã‚ »- trÃ…Â ©ng, Ä‘i guà ¡Ã‚ »Ã¢â‚¬ Ëœc trong bà ¡Ã‚ »Ã‚ ¥ngà ¢Ã¢â€š ¬Ã‚ ¦ (Nguyà ¡Ã‚ »Ã¢â‚¬ ¦n et al, 2009). Theoretical background of English idioms of comparison At first, we should find out the definition of idioms of comparison which are also called similes. There are a lot of definitions of simile. According to Oxford Advanced Learners Dictionary, simile is a word or phrase that compares sth to sth else, using the words like or as, for example a face like a mask or as white as snow; the use of such words and phrases (Hornby, 2006, p.1369). An idiom of comparison is also defined as: the comparison of two nouns with different meanings, using the words like or as to make the connection. Friendship is like ice cream, fear moved like lighting, and leaves feel as slippery as fish are examples of similes. (Tucker, 2002, p.41) There is also a similar but shorter definition in The Challenge of Effective Speaking: A simile is a direct comparison of dissimilar things using the word like or as (Verderber, Verderber Sellnow, 2008, p.197). The meanings of similes are figurative. Take the simile as tall as a tree as an example. When you say: Minh is as stubborn as a mule, you mean Minh is so stubborn, not Minh is as stubborn as a mule. Therefore, the simile as stubborn as a mule is considered figurative. Learners can sometimes be confused between similes and metaphors but they are really different: A metaphor, like a simile, is a comparison between two essentially unlike things. In contrast to a simile, however, where an explicit comparison is made (The eye is like a lamp for the body), the metaphor makes an implicit comparison (The eye is lamp of the body). (Robert H. Stein 15) Huff (2004) asserts that the only difference between simile and metaphor is that metaphor does not use the words like or as to make the comparison (p.98). In other words, two distinctly different things in a simile are connected by like or as while a metaphor is an implied but in many ways even more direct than comparison because the reader is expected to identify the comparison without the word like or as (Osborne, 1997, p.124). However, because similes merely join two disparate ideas or images, they are generally less fertile than metaphors, which can evoke additional and fresh shades of meaning (Ehrenhaft, 2008, p.145). Theoretical background of Vietnamese idioms of comparison In Vietnamese, there are 2 kinds of idioms of comparison: one employs the word nhÆ °, tà ¡Ã‚ »Ã‚ ±a, tà  y, bà ¡Ã‚ ºÃ‚ ±ng, tà ¡Ã‚ »Ã‚ ±a nhÆ ° or cÃ…Â ©ng nhÆ ° and one doesnt. Based on similarities of characteristics of 2 things, 2 phenomena, 2 actions, the Vietnamese create a large number of idioms which use A to name or to modify B. Eg: Mà ¡Ã‚ ºÃ‚ ·t trà ¡i xoan: oval-shaped face. Star: a famous and talented person (usually in art, sport, culture). (Nguyà ¡Ã‚ »Ã¢â‚¬ ¦n, 2010) The other kind of idioms of comparison includes the word bà ¡Ã‚ ºÃ‚ ±ng, tà  y, tà ¡Ã‚ »Ã‚ ±a, sà ¡nh, nhÆ ° or cÃ…Â ©ng nhÆ ° which divides an idiom into 2 parts. Both of parts can be a noun, verb, phrase or clause. The second part whose function is predicating and complementing the first part is counted from comparative word. Eg: In the idiom tà ¡Ã‚ »Ã¢â€ž ¢i tà  y Ä‘Ã ¬nh, tà  y Ä‘Ã ¬nh is the complement of the noun tà ¡Ã‚ »Ã¢â€ž ¢i. In the idiom chà ¡Ã‚ ºÃ‚ ¡y nhÆ ° bay, nhÆ ° bay is the complement of the verb chà ¡Ã‚ ºÃ‚ ¡y. (Nguyà ¡Ã‚ »Ã¢â‚¬ ¦n, 2010) A contrastive analysis of comparison idioms in English and Vietnamese Quantity comparison There are about 700 idioms of comparison in English, for example, as warm as sunbeam, to follow like a shadow, to work like a Trojan,à ¢Ã¢â€š ¬Ã‚ ¦ There are a similarity in the number of idioms of comparison in English and Vietnamese. Some examples of Vietnamese idioms of comparison are là ¡Ã‚ ºÃ‚ ¡nh nhÆ ° tià ¡Ã‚ »Ã‚ n, xanh nhÆ ° tà  u là ¡Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ Similarities of idioms of comparison in English and Vietnamese Although the culture of two nations is different, ways of thinking and looking at the world of English and Vietnamese is somehow similar. Hence, both Vietnamese and English express ideas and concepts in the same way. In fact, a large number of Vietnamese idioms of comparison are similar with English idioms of comparison in terms of both concept and image to express. English idioms Vietnamese idioms As black as coal Ä en nhÆ ° than As black as crow Ä en nhÆ ° quà ¡Ã‚ ºÃ‚ ¡ As black as ink Tà ¡Ã‚ »Ã¢â‚¬Ëœi Ä‘en nhÆ ° mà ¡Ã‚ »Ã‚ ±c As sweet as sugar Ngà ¡Ã‚ »Ã‚ t nhÆ ° Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ ng As black as soot Ä en nhÆ ° bà ¡Ã‚ »Ã¢â‚¬Å" hà ³ng As brief as a dream Ngà ¡Ã‚ ºÃ‚ ¯n nhÆ ° mà ¡Ã‚ »Ã¢â€ž ¢t già ¡Ã‚ ºÃ‚ ¥c mà ¡Ã‚ »Ã¢â€ž ¢ng As bright as day Sà ¡ng nhÆ ° ban ngà  y As brilliant as stars Sà ¡ng nhÆ ° sao As changeable as the weather Hay thay Ä‘Ã ¡Ã‚ »Ã¢â‚¬ ¢i nhÆ ° thà ¡Ã‚ »Ã‚ i tià ¡Ã‚ ºÃ‚ ¿t As cold as ice Là ¡Ã‚ ºÃ‚ ¡nh nhÆ ° băng As cheerful as a lark Vui nhÆ ° sà ¡o As cunning as a fox Xà ¡Ã‚ ºÃ‚ £o quyà ¡Ã‚ »Ã¢â‚¬ ¡t nhÆ ° cà ¡o As dark as midnight Tà ¡Ã‚ »Ã¢â‚¬Ëœi nhÆ ° nà ¡Ã‚ »Ã‚ ­a Ä‘Ã ªm As dumb as a an oyster Cà ¢m nhÆ ° hà ¡Ã‚ ºÃ‚ ¿n As fair as a rose Xinh nhÆ ° hoa As fast as a hare Nhanh nhÆ ° thà ¡Ã‚ »Ã‚  As fat as a pig Mà ¡Ã‚ ºÃ‚ ­p nhÆ ° heo As fierce as a tiger Dà ¡Ã‚ »Ã‚ ¯ nhÆ ° cà ¡Ã‚ »Ã‚ p As firm as rock Và ¡Ã‚ »Ã‚ ¯ng nhÆ ° Ä‘Ã ¡ As fleet as the wind Nhanh nhÆ ° già ³ As fresh a rose TÆ °Ãƒâ€ Ã‚ ¡i nhÆ ° hoa As gay as a lark Vui nhÆ ° sà ¡o As gruff as a bear Hà ¡Ã‚ »-n nhÆ ° gà ¡Ã‚ ºÃ‚ ¥u As good (valuable) as gold Quà ½ nhÆ ° và  ng As green as a leaf Xanh nhÆ ° tà  u là ¡ As heavy as an elephant Nà ¡Ã‚ ºÃ‚ ·ng nhÆ ° voi As hard as a stone Cà ¡Ã‚ »Ã‚ ©ng nhÆ ° Ä‘Ã ¡ As heavy as lead Nà ¡Ã‚ ºÃ‚ ·ng nhÆ ° chà ¬ As hot as fire Nà ³ng nhÆ ° là ¡Ã‚ »Ã‚ ­a As keen as a razor Sà ¡Ã‚ ºÃ‚ ¯c nhÆ ° dao cà ¡Ã‚ ºÃ‚ ¡o As light as down Nhà ¡Ã‚ ºÃ‚ ¹ tà ¡Ã‚ »Ã‚ ±a là ´ng hà ¡Ã‚ »Ã¢â‚¬Å"ng As light as a feather Nhà ¡Ã‚ ºÃ‚ ¹ tÆ °a là ´ng hà ¡Ã‚ »Ã¢â‚¬Å"ng As mum as an oyster Cà ¢m nhÆ ° hà ¡Ã‚ ºÃ‚ ¿n As pretty as a picture Ä Ãƒ ¡Ã‚ ºÃ‚ ¹p nhÆ ° tranh As quick as lightning Nhanh nhÆ ° à ¡nh sà ¡ng As quick as a flash Nhanh nhÆ ° chà ¡Ã‚ »Ã¢â‚¬ ºp As red as blood Ä Ãƒ ¡Ã‚ »Ã‚  nhÆ ° mà ¡u As red as a beetroot Ä Ãƒ ¡Ã‚ »Ã‚  nhÆ ° gà ¡Ã‚ ºÃ‚ ¥c As sharp as a razor Sà ¡Ã‚ ºÃ‚ ¯c nhÆ ° dao cà ¡Ã‚ ºÃ‚ ¡o As silly as a calf Ngu nhÆ ° bà ² As sour as vinegar Chua nhÆ ° già ¡Ã‚ ºÃ‚ ¥m As stink as a polecat Hà ´i nhÆ ° chà ¡Ã‚ »Ã¢â‚¬Å"n As swift as lightning Nhanh nhÆ ° chà ¡Ã‚ »Ã¢â‚¬ ºp As smooth as velvet Mà ¡Ã‚ »Ã¢â‚¬ ¹n nhÆ ° nhung As slow as a snail Chà ¡Ã‚ ºÃ‚ ­m nhÆ ° sà ªn As swift as an arrow Nhanh nhÆ ° tà ªn bà ¡Ã‚ ºÃ‚ ¯n As steady as rock Cà ¡Ã‚ »Ã‚ ©ng nhÆ ° Ä‘Ã ¡ As timid as a rabbit/ hare Nhà ¡t nhÆ ° thà ¡Ã‚ »Ã‚  Ä‘Ã ¡Ã‚ ºÃ‚ ¿ As thick as ants Ä Ãƒ ´ng nhÆ ° kià ¡Ã‚ ºÃ‚ ¿n As transparent as glass Trong suà ¡Ã‚ »Ã¢â‚¬Ëœt nhÆ ° thà ¡Ã‚ »Ã‚ §y tinh As yellow as saffron Và  ng nhÆ ° nghà ¡Ã‚ »Ã¢â‚¬ ¡ As wet as a drowned mouse Æ ¯Ãƒ ¡Ã‚ »Ã¢â‚¬ ºt nhÆ ° chuà ¡Ã‚ »Ã¢â€ž ¢t là ¡Ã‚ »Ã¢â€ž ¢t As white as snow Trà ¡Ã‚ ºÃ‚ ¯ng nhÆ ° tuyà ¡Ã‚ ºÃ‚ ¿t As white as a sheet NhÆ ° tà ¡Ã‚ »Ã‚  già ¡Ã‚ ºÃ‚ ¥y trà ¡Ã‚ ºÃ‚ ¯ng Like father like son Cha nà  o con nà ¡Ã‚ ºÃ‚ ¥y To fight like cat and dog NhÆ ° chà ³ và ¡Ã‚ »Ã¢â‚¬ ºi mà ¨o To stick like a leech Bà ¡m dai nhÆ ° Ä‘Ã ¡Ã‚ »Ã¢â‚¬ °a To stick like glue Dà ­nh nhÆ ° keo To cry like a baby Khà ³c nhÆ ° Ä‘Ã ¡Ã‚ »Ã‚ ©a trà ¡Ã‚ ºÃ‚ » To follow like a shadow Theo nhÆ ° hà ¬nh và ¡Ã‚ »Ã¢â‚¬ ºi bà ³ng To swim like fish BÆ ¡i nhÆ ° cà ¡ Differences of idioms of comparison in English and Vietnamese The same content but different images to express Images of idiomatic comparisons in twp nations are different result from differences in culture. Vietnam has the cultural tradition of the wet rice production. Therefore, animals have a strong attachment to Vietnamese daily life. Thats why Vietnamese idioms of comparison consist of images related to buffaloes which are an animal familiar with rice production agriculture. Buffaloes pull ploughs, work very hard everyday to help farmers in their farming. As a result, wanting to mention strength, people often refer to buffaloes. In fact, to talk about someone very strong, the Vietnamese have the idiom khà ¡Ã‚ »Ã‚ e nhÆ ° trà ¢u while the English have the idiom as strong as a horse. Thats because English people prefer horses to buffaloes. Horses can not only pull ploughs but also transport and entertain. They are really energetic and strong enough to help people in life. In spite of that, it doesnt mean that English people dont consider buffaloes strong animals or Vietnamese people dont regard horses as strong animals. That results just from the difference in culture. Also, dragons are a kind of animal which is very close in fertile imagination of Vietnamese people. Because of that, the image as a dragon appear in the Vietnamese idiom of comparison ăn nhÆ ° rà ¡Ã‚ »Ã¢â‚¬Å"ng cuà ¡Ã‚ »Ã¢â‚¬Ëœn to talk about eating large quantities of food while the image of a horse is used in the idiom to eat like a horse. Lamp, butter are so familiar with English life while sweet potatoes, pig are familiar with Vietnamese life, as a result there are differences in images to express their ideas of gentleness and fatness: English idioms Vietnamese idioms As gentle as a lamp Hià ¡Ã‚ »Ã‚ n nhÆ ° cà ¡Ã‚ »Ã‚ § khoai As fat as butter Bà ©o nhÆ ° là ¡Ã‚ »Ã‚ £n Besides, the differences in the ways of thinking and observing the world make differences in the images of idiomatic comparisons. Take some following examples to illustrate that: English idioms Vietnamese idioms As easy as ABC Dà ¡Ã‚ »Ã¢â‚¬ ¦ nhÆ ° trà ¡Ã‚ »Ã… ¸ bà  n tay As easy as pie Dà ¡Ã‚ »Ã¢â‚¬ ¦ nhÆ ° trà ¡Ã‚ »Ã… ¸ bà  n tay As easy as anything Dà ¡Ã‚ »Ã¢â‚¬ ¦ nhÆ ° trà ¡Ã‚ »Ã… ¸ bà  n tay As smooth as butter MÆ °Ãƒ ¡Ã‚ »Ã‚ £t nhÆ ° nhung As pale as a ghost Xanh nhÆ ° tà  u là ¡ As lazy as a lizard LÆ °Ãƒ ¡Ã‚ »Ã‚ i nhÆ ° hà ¡Ã‚ »Ã‚ §i As soft as wax Mà ¡Ã‚ »Ã‚ m nhÆ ° bà ºn As merry as a cricket Vui nhÆ ° tà ¡Ã‚ ºÃ‚ ¿t As cheerful as the birds Vui nhÆ ° tà ¡Ã‚ ºÃ‚ ¿t As glad as a fly Vui nhÆ ° tà ¡Ã‚ ºÃ‚ ¿t As happy as a child Vui nhÆ ° tà ¡Ã‚ ºÃ‚ ¿t As happy as a clam Vui nhÆ ° tà ¡Ã‚ ºÃ‚ ¿t As dark as midnight Tà ¡Ã‚ »Ã¢â‚¬Ëœi nhÆ ° Ä‘Ã ªm ba mÆ °Ãƒâ€ Ã‚ ¡i As black as midnight Tà ¡Ã‚ »Ã¢â‚¬Ëœi nhÆ ° Ä‘Ã ªm 30 As dark as midnight Tà ¡Ã‚ »Ã¢â‚¬Ëœi nhÆ ° hÃ…Â © nà ºt As close as herrings Chà ¡Ã‚ ºÃ‚ ·t nhÆ ° nà ªm As soundly as a log (Ngà ¡Ã‚ »Ã‚ §) say nhÆ ° chà ¡Ã‚ ºÃ‚ ¿t As cold as marble Là ¡Ã‚ ºÃ‚ ¡nh nhÆ ° tià ¡Ã‚ »Ã‚ n As dry as a biscuit Khà ´ nhÆ ° ngà ³i As red as lipstick Ä Ãƒ ¡Ã‚ »Ã‚  nhÆ ° gà ¡Ã‚ ºÃ‚ ¥c As thin as finger Gà ¡Ã‚ ºÃ‚ §y nhÆ ° bà ¡Ã‚ »Ã¢â€ž ¢ xÆ °Ãƒâ€ Ã‚ ¡ng khà ´ As weak as a kitten Yà ¡Ã‚ ºÃ‚ ¿u nhÆ ° sà ªn As weak as a baby Yà ¡Ã‚ ºÃ‚ ¿u nhÆ ° sà ªn As black as a stack of black cats Ä en nhÆ ° cà ¡Ã‚ »Ã¢â€ž ¢t nhà   chà ¡y As black as the ace of spades Ä en nhÆ ° cà º sà ºng As round as a barrel Trà ²n nhÆ ° quà ¡Ã‚ ºÃ‚ £ bà ³ng As old as the hills XÆ °a nhÆ ° trà ¡i Ä‘Ã ¡Ã‚ ºÃ‚ ¥t As hot as mustard Cay nhÆ ° à ¡Ã‚ »Ã¢â‚¬ ºt Like hot cake Ä Ãƒ ¡Ã‚ ºÃ‚ ¯t nhÆ ° tà ´m tÆ °Ãƒâ€ Ã‚ ¡i As silent as the dead Im là ¡Ã‚ ºÃ‚ ·ng nhÆ ° tà ¡Ã‚ »Ã‚  As silent as the grave Im là ¡Ã‚ ºÃ‚ ·ng nhÆ ° tà ¡Ã‚ »Ã‚  What is more, the differences in human make differences between English and Vietnamese idioms. For example, in Vietnam, there is the idiom ghen nhÆ ° Hoà ¡Ã‚ ºÃ‚ ¡n ThÆ ° to refer to a person who is dreadfully jealous. However, in English, the idiom as jealous as Othello is used to talk about a ones jealousy. Another example is sÆ °Ãƒ ¡Ã‚ »Ã¢â‚¬ ºng nhÆ ° tià ªn and as happy as a king. Indeed, Vietnamese people consider a fairy the happiest one while English people consider a king the happiest one. The same components but the dissimilar content Every so often, some images of comparison can appear in both Vietnamese and English idioms but the meaning of the two whole idioms are quite different. Thats because the meaning of components differs in culture. Indeed, using the idiom rà µ nhÆ ° ban ngà  y, the Vietnamese want to indicate a event which has nothing fishy. Meanwhile English people use the idiom as bright as day to describe a light room. Besides, when the weather is fine and sunny with good natural light, English people say: Its as bright as day. Besides, wanting to compliment someone on his or her beauty of eyes, Vietnamese people say: Mà ¡Ã‚ ºÃ‚ ¯t cà ´ sà ¡Ã‚ ºÃ‚ ¯c nhÆ ° dao cà ¡Ã‚ ºÃ‚ ¡o. Still, English people use the idiom as sharp as a razor to refer to ones brainpower. What is more, whilst Vietnamese people apply the idiom chà ¡Ã‚ ºÃ‚ ¯c nhÆ ° Ä‘inh Ä‘Ã ³ng cà ¡Ã‚ »Ã¢â€ž ¢t to something steady, as hard as nails in English idiom means a person who is quite strict. Also, when Vietnamese people say: Nà ³ tà ¡Ã‚ »Ã¢â‚¬Ëœt nhÆ ° và  ng, they mean its worth buying the object because of its good quality. In contrast, as good as gold cannot be used to compliment an object. In other words, English people never say: Its as good as gold but The person is as good as gold. The person can be an assiduous and submissive child or a well-behaved adult. Pedagogical Implications for Teaching English Idioms of comparison Learning English idioms is one of steps so as to help learners master English. English idioms of comparison are frequently used in daily life. Therefore, teachers should help their students learn idioms most effectively. Firstly, its advisable for teachers to raise students awareness of similarities and differences between Vietnamese and English idioms of comparison. When teachers teach their students a certain English idiom of comparison, they should let them guess the Vietnamese idiom which is equivalent to that idiom, making a comparison and explain why they are similar or different. Its really useful for them to have a long-term memory about that idiom of comparison. Secondly, idioms of comparison as well as other idioms are taught and practiced in classroom but students rarely apply them to their daily speech. Thats why teachers should encourage students to use idioms of comparison in their daily life as frequently as possible. Learners will memorize idioms better if idioms of comparison are put into communicative contexts. Dont make them learn by heart. Thirdly, teachers should draw students attention to idioms of comparison which are most useful and most frequent. As there are so many idioms of comparison in English culture, about 700, students arent liable to memorize and apply all of them in their daily life. Students should be taught to know what idioms of comparison they should learn. Conclusion There are both similarities and differences between English and Vietnamese idioms of comparison. The same or different image can bear resemblance in the meaning of English and Vietnamese idioms of comparison. In addition, there are some idioms of comparison which have the same components but the meaning are quite different. Great as have the researcher made an attempt to do the research, there are some restrictions on the research out of the limited time and other unexpected factors. The researcher hopes that the research will a useful material for learners and teachers to learn or teach most effectively.

The Negative Effects of Nuclear Energy :: Nuclear Energy Negative Essays

In 1950, the first commercial nuclear power plants were constructed. The public was promised a non-polluting and resourceful type of energy, but how safe was, and is, nuclear energy? Although there are less than 500 licensed nuclear power plants in the world, many nuclear accidents have already been endangering civilian lives. More serious accidents are not just likely, but inevitable (Fairchild 29). Nuclear energy may appear to be the ideal source of energy for the future: however, there are many negative effects of nuclear energy that can lead to very dangerous situations. Energy has always been among the basic human concerns, along with food and shelter. It takes part in all activities, from walking to the operation of even the most complicated equipment. Mankind has been faced with the challenge of meeting its energy needs without risking human health and the environment. The many types of energy are mechanical, thermal, chemical, electrical, radiant, and atomic (Microsoft Encarta). In 1987, oil supplied 32% of the energy worldwide. Coal was next in line with 26%, then natural gas with 17%, biomass 15%, and nuclear energy with only 4% (Galperin 19). With the main sources of our energy running low, nations look to new sources to provide our society with power. Nuclear energy, the newest type of energy, was researched to see if it would be the most promising type of energy for the future. Surprisingly, nuclear energy was discovered by accident. In 1896, the French scientist, Antoine Henri Becquerel, conducted an experiment with uranium salts and found that these salts gave off their own light when exposed to sunlight. Marie and Pierre Curie were fascinated by the possibilities of Becquerel’s rays. The Curies discovered exactly what the rays were and then named the phenomenon radioactivity (Halacy 6). During World War II, many scientists from around the world came to the United States to work on nuclear reactors and weapons. With much success, they continued after World War II and concentrated more on nuclear energy. The scientists instantly saw that nuclear energy would be a great source of power because of the amount of power it released. Splitting an amount of uranium equal to one penny would produce as much energy as seven and a half tons of coal (Lilienthal 85). A nuclear power plant is where energy is formed when nuclear fission or fusion takes place. So far, however, only the power of fission has been controlled and used for energy. There are many parts of the nuclear power plant, including the reactor, generator, control room, cooling systems, and the electrical, air, and water lines. The heart of the nuclear power plant is its reactor core, which contains a few hundred fuel assemblies. The reactor core is encased in a pressured steel tank

Tuskegee Study of Untreated Syphilis in the Negro Male

Between 1932 and 1972, the United States Government engaged in a scientific study in which approximately 400 African-American men infected with syphilis were diagnosed but left untreated. The Tuskegee Study of Untreated Syphilis was led by the United States Public Health Service (PHS). It took advantage of uneducated, poor African-American farmers from Macon County, Alabama. The movie â€Å"Miss Evers’ Boys† reveals that the Tuskegee Study was conducted by a group of Southern doctors, and tells the story of the 400 African-American men who were the uninformed subjects of this study, which sought to determine whether untreated syphilis affects African-American men in the same way that it does white men. Further data for the study were to be collected from autopsies. Although originally projected for completion within six months, the study actually remained in progress for 40 years. At first, these African-Americans were treated for the disease, but once funding for the study was cut, treatment ceased. The study proceeded without informing its subjects that they were no longer being medicated. Miss Evers was told that once the Government realizes that the study has remained in progress, new funds will be made available within a year. But the study went on for forty years, without the researchers resuming the men’s treatment at any point. The men were simply given placebos, then observed. They were even given spinal taps (â€Å"back shots†) to give them the impression that they are receiving treatment. Penicillin became available, but it was not administered to them, partly because of a rumor that it could kill them, but mostly because the researching doctors did not want the study’s outcomes jeopardized by this unforeseen variable. Most of the men died, and some went crazy; very few were alive at the end of the forty-year research period. The eventual finding was that untreated syphilis affects African-Americans and whites alike. The study began with good intentions. In 1929, prior to its inception, the blood-testing of African-Americans was funded by The Rosenwald Foundation for Black Community Development in the South. These blood tests were intended to locate the presence of syphilis, after which treatment could begin. When it transpired that treating all the infected men would be monetarily unfeasible, Dr. Taliaferro Clark, director of the PHS, proposed the study of the effects of untreated syphilis (in its late stages) in the black male. This study was to be an initiative of the Tuskegee Institute in Macon County, Alabama. After Dr. Clark retired in June of 1933, Dr. Raymond Vonderlehr succeeded him as Director of the Division of Venereal Diseases. The true nature of the study had to be kept from the subjects, to ensure their cooperation. Its goal was to discover how syphilis affects blacks as distinct from whites—the theory being that whites experience more neurological complications from syphilis, whereas blacks are more susceptible to cardiovascular damage. How this knowledge was to be useful in the clinical treatment of syphilis is uncertain. Regulations for using human beings in medical experiments are strict, and require that patients have a full knowledge and clear understanding of the experiment’s health risks and benefits. Yet the government doctors associated with the study refused even to use the term â€Å"syphilis. Instead, they misled their subjects by simply informing them that they had â€Å"bad blood. † Even when penicillin became available in 1947, these men were denied access to it, because its administration would interfere with the findings of the study. Local physicians, draft boards and PHS venereal disease programs were given as information nothing more than a list of â₠¬Å"subjects. † The only treatment the men received was aspirin and iron supplements. Since none of them had ever had more than a little healthcare, they believed that what they were getting as treatment was very effective cure for bad blood. In exchange for taking part in the study, the men received free medical examinations, free hot meals, a certificate signed by the Surgeon General, and a $50 burial stipend. Syphilis is a highly contagious disease caused by the spirochete Treponema Pallidum. Acquired T. Pallidum enters the body through skin mucous membranes, usually during sexual contact. Congenital Syphilis (CS) is transmitted to the fetus from the infected mother when the spirochete penetrates the placenta. Syphilis is a systemic disease, attacking tissues throughout the body. After initial penetration, the spirochetes multiply rapidly. First they enter the lymph capillaries, where they are transported to the nearest lymph gland. There they multiply, and are released into the blood stream. Within days the spirochetes invade every part of the body. A multi-organ infection, CS may result in a the neurologic or musculoskeletal handicap, or death, of the fetus when not properly treated. Trends in the CS rates of women of childbearing age follow by approximately one year the rates of primary and secondary syphilis. Racial/ethnic minorities continue to be affected disproportionately by CS. No biologic association exists between race and the risk of delivering an infant with CS; race serves as a marker of other factors, such as poverty and access to health care, in communities with high syphilis rates (5-7). Individual factors, such as illicit drug use and the â€Å"wanted† status of a pregnancy, also influence the chances of a mother delivering an infant with CS. In acquired syphilis, the organism rapidly penetrates intact mucous membranes or microscopic dermal abrasions, and, within a few hours, enters the lymphatics and blood to produce systemic infection. The central nervous system is invaded early in the infection. Examinations demonstrate that there are abnormal findings in the cerebrospinal fluid (CSF) of more than 30% of patients in the secondary stage of the infection. In the first 5-10 years of contracting the infection, its principal involvement is with the meninges and blood vessels, resulting in meningovascular neurosyphilis. Later, the parenchyma of the brain and spinal cord are damaged, resulting in parenchymatous neurosyphilis. Three stages mark the progression of the disease: primary, secondary and tertiary. The primary stage commences 10-60 days after infection. Lesions usually appear at the point of contact, which is typically the genitals. After that, a painless, somewhat raised round ulcer appears. This chancre may be so small that it goes undetected. Leading into the secondary stage, the chancre will heal within 30-60 days without any treatment, leaving a scar that can remain for months. The secondary stage lasts from approximately 6 weeks to 6 months. During this time, a rash similar to measles or chicken pox appears on the skin. Fever, indigestion and headaches may accompany the rash. Bones and joints may be painful, and cardiac palpitations may also develop. In some cases, highly infectious, spirochete-laden ulcers may appear in the mouth. Scalp hair may drop out in patches, creating a moth-eaten appearance. Syphilis in the tertiary stage manifests as gummy or rubbery tumors on the skin, which is the result of spirochete concentration in body tissue. These sores band together into large, encrusted ulcers that consist s of several layers of dry matter. â€Å"Tumors may also attack and weaken the walls of heart or blood vessels. Heart valves may no longer open and close properly, resulting in leakage. The stretching vessel walls may produce an aortic aneurysm, a balloon-like bulge. If the bulge bursts, as often is the case, the result is sudden death† (Pyle). Many factors declare the destructive Tuskegee experiment wrong, regardless of whether it contributed to the fight against syphilis. There were 28 deaths directly attributable to the syphilis experiments, 100 deaths due to the complications of the disease, 40 wives of experiment subjects were infected by the disease, and 19 children were born with congenital syphilis. Risks have to be taken in science for the sake of advancement, and risks always have some negative consequences. But scientific experimentation on people selected on the basis of their skin color and social class, then kept ignorant of their condition and its danger to themselves and to others, and misled to believe that they are receiving curative treatment, is nothing short of a conspiratorial act of pure evil. The Tuskeegee experiment went on until 1972, close to thirty years after penicillin was discovered during the ’forties. Syphilis, the deadly bacterium Treponema pallidum, had reached epidemic proportions in the past. Science should strive to make the world a better environment to live in. It is to be applauded when its research efforts make great strikes to this end. But in the case of the Tuskegee Study, the wrong done in the name of scientific research far outweighs the right. This study made victims of its subjects, and of people connected with them, knowingly and unnecessarily. It wantonly lied to the subjects who had volunteered in good faith, first by refusing to disclose the exact nature of the medical condition, then by pretending to them that they were receiving curative treatment, then again y withholding the apt curative treatment that became available. This study sought out African-American men who had been infected by syphilis, then proceeded to treat them like purpose-serving injected lab rats. Even after the whistle was blown in 1972, in a Washington Star article by Jean Heller, the public health service remained unrepentant, insisting that the men had freely volunteered to become the subjects of the study. An Alabama state health official even tried to make light of Heller’s revelation of gross abuse and deception: â€Å"People are making a mountain out of a molehill. Science is a necessary part of life. But for its great achievements, mankind would still be in the Dark Ages. However, pursuit of the advancement of scientific knowledge must never cross the well-marked line between that which is necessary, and that which is cruel and unnecessary. The Tuskegee syphilis experiment did cross that line, and that besmirched scientific research and the integrity even of its ethical practitioners. Work cited Pyle, Kevin C. â€Å"Tuskegee Syphilis Experiment. † Available at: http://www. dreamscape. com/morgana/adrastea. htm.

Ethics and the Professional Code of Conduct Essay

Reasons ethics and integrity are important for a police chief or county sheriff. In today’s society, it is not an easy job being a county sheriff or a police chief. The society has become over-critical of law enforcement and the person on top of the chain of command has fully responsibility of all actions on him/her since there are responsible for making the important decisions as to what is morally upright (Perez & Moore, 2012). How the police relate to the public since they need to have the confidence of the public to ensure community policing work. Ethics and integrity are important to a police chief since they help him make day to day decisions in the police force. Some of the unethical behavior that police officers engage include; theft, over speeding, misuse of public office and excessive use of force. The set code of conduct will help a police chief to deal with the officers who are engaged in unethical behavior without discrimination or corruption. Ethics will help pol ice chief in making important decisions in the force. Assigning duties to different officers will require the chief to follow ethics and assign duties to officers according to their performance and not discriminate other officers. This will ensure there is equality in the force which will greatly contribute to the overall performance of the force. When there is integrity from the seniors other officers will follow suit making the entire force more productive in performing their duties. Ethics and integrity will also help a police chief to report cases from his force with honesty to his seniors. This will ensure that he reports truthfully of all the activities of his county. This will lead to a proper relationship with the seniors and this helps in the positive development of the force. When ethics and integrity are practiced in the force it increases the public confidence with the force which in turn improves the collaboration of the public and police in fighting crime. Difference between ethics, integrity and morality within law enforcement. Integrity refers to the state of feeling whole and unbroken by ones actions. It’s the quality of being honest and morally upright (Killinger, 2010). A police office needs to be honest in his actions and always be willing to tell the truth. He should not be involved in activities that would ruin his integrity and in the process damage his reputation. Ethics refers to a set code of conduct. Each profession has its ethics which are generally accepted standard of what is desirable and undesirable. It is what is considered by the society to be good or bad behavior of a person or an entity. Ethics may also include a defined basis of discipline including exclusion (Bonhoeffer & Clifford, 2005). A police officer should always be ethical and not be involved in activities like excessive use of force or abuse of the public office which is unethical and would ruin the image of the police force to the general public. Morality on the other side refers to the ability of a person to differentiate between right and wrong. This greatly helps police officers while making decisions which are spot on. Officers need to be morally upright to ensure that in all the situations they can differentiate what is right or wrong and take the necessary actions. Ways a police chief or county sheriff should use ethics and the code of conduct in decision making. A police is always presented with decisions in which he has to be ethical when making them. One of them is when assigning duties to other officers. He needs to assign duties to the officers according to their abilities and not to discriminate, example, assigning his friends the simple jobs available. He is needs to be ethical when dealing with the cases which are reported. He should not discriminate if he knows the accused or if they are relatives and all the rules should apply to every criminal regardless of the relation with him. By being ethical, the public level of confidence rises and working with the police becomes easier since there is trust between the t wo (Josephson, 2009). References Bonhoeffer, D., & Clifford J, J. G. (2005). Ethics. Killinger, B. (2010). Integrity: Doing the Right Thing for the Right Reason. Perez, D., & Moore, J. (2012). Police Ethics. Josephson, M. (2009). Becoming an Exemplary Peace Officer: The Guide to Ethical Decision Making.