Risk and Quality Management Essay Example | Topics and Well Written Essays - 3000 words

Risk and Quality Management - Essay Example ..†¦13 8.0 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦14 9.0 Introduction By definition and ISO 9000:2005 recognition, quality is the degree to which a set of variables has the ability to meet the required standards. Risk can be simply defined as the possibility of failure. The Risk management is the continuous process of identifying, prioritizing and eliminating potential sources of failure to reach preset objectives. Operational risks that risk managers seek to minimize eliminate or control is enterprise risk, project risks and process risks. (Perkins, 2011) Literature Review; project and quality management Project management processes and quality management processes are correlated. ... Quality management comes in to ensure that the project management process is successful. In quality management, the value of output against the set standard is key. Time taken to deliver the output is kept in mind when quality management is done. The two processes, therefore, marry and work as one in the realization on organizational goals. (Greenberg, 2012) Tools and strategies used In total quality management, some common tools are used. These tools are grouped into categories. The categories alongside their tools include the following basics. Quality tools such as histograms, Pareto charts, fish bone, flow chart, scatter diagrams, control charts and check points. These are used to explain the relationships between two decision variables. In project planning and implementation, they are used to determine which project to invest in. the determining factors are the cash inflows and outflows and the gestation periods of the project. (Wiley, 2006 p 72) The use of histograms diagrammati cally shows the comparison of cash flows and benefits of projects. In risk and quality management, they are useful since they allow the representation of large volumes of data. From a glance, one can tell the frequency and variation of the represented data. In this case, the project planners can tell the future trend of their venture. The data values that are to be measured is collected and tabularize. The minimum values per item, say, output per hour of product A to G is 100. Statistical values on each variable are made. These are the mean, standard deviation, minimum, maximum, skewness, kurtosis, class width and number of classes. These statistics are used to compare the

Cardiac Rehabilitation Essay Example | Topics and Well Written Essays - 3000 words

Cardiac Rehabilitation - Essay Example The procedure, however convenient it may seem, results to back pain and discomfort due to the length of immobile bed rest so that complications such as bleeding may be prevented. There have been many efforts to improve the situation and many nurse researchers have come up with studies that testify to the possibility of shorter length of immobility and methods that further shorten hospital stay. Other concerns were also investigated including the personal side of the issue as viewed from the eyes of the patient. In this literature review, we present almost a timeline of published studies and see the many developments in cardiac rehabilitation with regards to post procedure care and treatment. The types of scholarship included here maybe empirical, theoretical, critical/analytic, or methodological in nature. This literature review seeks to describe, summarize, evaluate, clarify or integrate the content of primary reports. When we are dealing with the care of those who have experienced Percutaneous Corornary Intervention (PCI) and other cardiac rehabilitation procedures, we find it necessary to discuss how much bed rest is needed as to ensure the path to recovery and health of the patient. The main disadvantage of PTCA as compared to open heart surgery... and the associated post-procedure anticoagulation therapy require remaining in a supine position and long bed rest which took almost 24 hours post procedure. A study by Gulanick and colleagues (1997) detailed the angioplasty experience of patients. By conducting focus-group interviews on 45 patients, they were able to determine the feedback regarding hospital experience, home recovery process, restenosis concerns, need for health information, facilitators/barriers for reductions of risk factors and suggestions for nursing interventions to facilitate recovery. What they found out to be the most pressing concern was the back and leg discomfort from remaining in a supine position for too long. The participants suggested many nursing interventions such as bed exercise, use of an air mattress, back rubs and early walking. 2.3 Length of Bed Rest There have been several studies conducted on how to lessen the discomforts regarding bed rest. Vaught and Ostrow (2000) provided a thorough overview of past studies regarding this concern in their article "Bed rest after percutaneous transluminal coronary angioplasty: How much is enough" As this is the case, we mention some of the studies that were discussed in the article. The reader is made aware of the fact that the studies to be mentioned are not the work of the author per se but a collection of studies by different researchers. With regards to how much time is needed for bed rest after PTCA, the mailed cross sectional survey of Peet and colleagues (1995) of 35 hospitals in Canada (30 responded) indicated that almost 75% of the hospitals were practicing a maximum of 8 hours of length of bed rest. Fowlow and colleagues (1995) conducted a research study to determine whether their institution's standard 8 hours of bed rest could

To what extent has the UKs Vocational Education and Training (VET) Essay

To what extent has the UKs Vocational Education and Training (VET) system contributed to a skills gap Discuss with reference to the UKs potential to learn from other countries VET systems - Essay Example 5). Despite that, UK still continues to suffer from a skills gap that has affected its high economy. 3 This paper provides arguments that establish the participation degree played by the UK national VET system in bridging the skills gap. The aim is not to provide a theoretical analysis of UK’s performance, but rather to reference performance frameworks to Australian and Germany VET systems by establishing what can be learnt. 3 The term Vocational education and training (VET) originates from the content and purpose of the training. International bodies define VET as the means of preparing occupation professional fields for effective participation in the labour market (Bosch and Charest 2010, p. 1). However, this definition may not fit the current educational dimension that is characterised by university education that also prepares individuals for the workforce under specific professions. Thus, while higher education is concerned with the preparation to the labour market, vocational training is more concerned with earlier specialization for an occupational field. For this paper, we shall adopt Brockmann’s (2008 p, 2). Definition of VET an integrated and comprehensive system aimed to offer learners the ability to act competently within an occupation. 6 VET helps to match individual skills with labour force and existing market needs, equips individuals with lower levels of education with developed skills that can enable them fit into the expanding global economy that has introduced competition among countries. Vocational training also empowers young and inexperienced employees with ‘job ready’ skills, and develops a high skilled labour force that encourages and country investments by increasing economic growth (OECD 2011, p.7). 6 The universal decisive shift from holistic to vocational training in recent years has induced the UK to seek initiatives that aim at addressing her

Hispanic Americans in the United States Essay Example for Free

Hispanic Americans in the United States Essay Abstract Over the past several decades, the United States has become a much more diverse country. Immigration from most if not all countries throughout the world are the reason for this. A large portion of the immigrants that make up our country are Hispanics. Hispanics aren’t just made up of one group of people, but rather several groups from different countries of the world including Cuba, Puerto Rico, Mexico, Dominican Republic, Central America, and South America. They differ in many ways from one another including but not limited to their method of entry into the United States, the color of their skin, traditions, culture, political background, musical trends, and lifestyle. In many ways, Hispanics are disadvantaged from non-Hispanic whites. This has been the way since they first came to the United States. If it wasn’t for the color of their skin and for some of them, their dialect or language, they may not be subject to the prejudice and discrimination they encounter on a daily basis. HISPANIC AMERICANS IN THE UNITED STATES 3 Hispanic Americans in the United States A large portion of the population in the United States is made up of immigrants. Many of those immigrants are of Hispanic origin. Hispanic Americans make up several groups of people. Each of the different groups have a set of their own traditions and their cultures vary slightly and sometimes very significantly. Americans tend to group all Hispanics into one group and forget that not all of them came from one country, but rather several countries. Entering the United States Mexican Americans Throughout most of our history, Mexicans have entered the United States voluntarily. The American Southwest was previously part of Mexico until they lost it to the United States after the Mexican War (Marger, 2012). The Mexicans that inhabited those areas were then incorporated into the United States (Marger, 2012). Puerto Rican Americans Puerto Ricans didn’t come to the United States by force, nor voluntarily. The United States gained Puerto Rico as part of its territory after the Spanish-American War and those on the island were automatically given American citizenship (Marger, 2012). Puerto Ricans were then able to come and go freely as they chose, just as American citizens are able to go from state to state. Cuban Americans Cubans have recently come to the United States voluntarily similar to the Puerto Ricans and Mexicans. Their motive for migrating to the United States though was for political reasons rather than economic reasons like the Mexicans and Puerto Ricans (Marger, 2012). When the HISPANIC AMERICANS IN THE UNITED STATES 4 Cubans came to the United States, they tended to be more educated and more prepared to begin an occupation than most other foreign immigrants (Marger, 2012). Central Americans Many of the Central American immigrants have come to the United States as political refugees (Marger, 2012). Most have come voluntarily like many of the Hispanic migrants have. Another large reason for Central Americans migrating to the United States was for economic opportunities (Marger, 2012). Hispanics and Music About Latin Music Latin music first developed in different Latin American countries, mainly Cuba and it is originally derived from African religious ceremonies (Revels-Bay). Latin music is a unique kind of music and it has a unique rhythmic structure when compared to American music (Revels-Bay). American music can be considered by most people to be Rock and Roll. Latin music is typically viewed as dance music. It has a lot of rhythm which is highly syncopated (Revels-Bay). Latin music, like American music includes many instruments. American music tends to be more on the beat than Latin music. Latin music also uses more percussion instruments than American music and it includes several different string instruments. Some of the string instruments include timbales, congas, congo, guitar and the Cuban guitar (Revels-Bay). Over the years, the bass, trumpets, trombones and woodwinds were added to play melodies and repetitions of sound and the piano replaced the guitar (Revels-Bay). Latin Music Gaining Popularity The motivations underlying the boom of Latino music have brought possibilities for economic gain and increase the visibility of Latin Americans within the United States (Cepeda). HISPANIC AMERICANS IN THE UNITED STATES 5 Two Latin Americans who have brought Latin music to America are Emilio and Gloria Estefan. They have hits in the United States and also have Crescent Moon Studios. Crescent Moon Studios are a Mimi-based Sony affiliate that grosses 200 million dollars yearly (Cepeda). Their Crescent Moon Studios are also a reason for the popular building of the Latino music in the media industry in the United States. Gloria and Emilio Estefan are two very successful Hispanic Americans. There are several famous musical artists but because of their race, it is harder for them to be accepted into the musical industry. The number of Hispanic Americans who have been successful making music is relatively small when compared to the number of non-Hispanic musical artists. There have been several popular Latin musical artists who have brought new meaning to Latin music in the United States. Some examples are Ricky Martin, Jennifer Lopez and Shakira. They keep a lot of the Latin culture in the Latin-American music, but they â€Å"Americanize† it in a sense and the language used is English. This has helped to integrate one part of the Hispanic cultures into today’s American society. Hispanic American Families Family Structure Traditionally in the Hispanic culture, the father or the oldest male in the family holds the greatest amount of authority over the family and women typically show submission (Centers for Disease Control and Prevention). The responsibilities tend to be shared among the members of the family. When compared to the non-Hispanic whites, many of the households are similar. Although, throughout the years, the father or oldest male is no longer always the authority holder in the home. Instead, the mother and father hold equal amounts of authority. HISPANIC AMERICANS IN THE UNITED STATES 6 The household size of Hispanic American families is larger than other American families. The average size of a Hispanic household is 3. 47 people and for the rest of the population, the average is 2. 62 people (Centers for Disease Control and Prevention). Family Values Family is an important part in most Hispanic American’s lives. Family is a large reason for immigration for many of them. They may have family ties here who they wish to move closer to or they may be moving here to provide a better life for their family. The extended family of Hispanic Americans plays a major role in each family member’s life (Moitinho). They tend to have strong bonds and a lot of interaction among much of the family and extended family. In many households, parents, grandparents and children live in the same home or live nearby (Moitinho). Among most Hispanic families, faith and church are a lot times central to their family and community life. Most Hispanic homes have a religious object and most attend a religious service once a month or more (Centers for Disease Control and Prevention). Single Parent versus Two Parent Families. In the United States, 70% of Hispanic children live in two parent homes (Centers for Disease Control and Prevention). Single parent families among Mexican Americans have grown from 14% in 1980 to 22% in 2001 (Zeiders, Roosa, Yuntein, 2011). Children who live in a single parent home tend to be at greater risk than children in two parent homes for academic and conduct problems, substance abuse and depression (Zeiders, Roosa Yuntein, 2011). This may be due to the fact that there is a lack of financial resources for some of the single parent families versus the two parent families who may have a double income. Although there are some studies HISPANIC AMERICANS IN THE UNITED STATES 7 that show Latino children in single parent homes are more likely to have negative outcomes, there are also some studies that show they are not (Zeiders, Roosa Yuntein, 2011). Marriage Patterns In the United States, Mexican American females are most likely to be married and non-hispanic blacks are the least likely (Landale, Oropesa, Bradatan, 2006). Among some of the Hispanic races in the United States, 4% of Cuban females and 38% of Puerto Rican females aged 20-24 are married (Landale, Oropesa, Bradatan, 2006). Fitting In Over recent decades, Hispanic Americans have adapted to more of the â€Å"Americanized† way of living. Many of them dress alike, eat American food, go to college, etc. They have assimilated somewhat, but are far from being fully assimilated. They may never actually be fully assimilated into American society. One main reason is their race. It has typically been shown throughout history that races made up of white people are able to assimilate much easier than those with different skin colors. Conclusion Hispanics have come from several different countries and even look dissimilar from each other but are still each identified as Hispanics. Throughout the years, Hispanics have adapted to the American way of living and continue to do so. The only thing separating many Hispanics from non-ethnic whites is the color of their skin. As a whole, Hispanics have assimilated in many ways but they will probably never be fully assimilated. Instead, they may be working towards full acculturation. HISPANIC AMERICANS IN THE UNITED STATES 8 References Centers for Disease Control and Prevention. (n. d. ). Retrieved November 14, 2013, from http://www. cdc. gov/ /Audience/AudienceInsight_CulturalInsights. pdf Cepeda, M. E. Mucholoco for ricky martin; or the politics of chronology, crossover, and language within the latino music boom. Popular music and society, 55-67. Retrieved November 7, 2013, from Ebscohost. Landale, N. S. , Oropesa, R. S. , Bradatan, C. (2006). Hispanic families in the United States: Family structure and process in an era of family change. In Hispanics and the future of America. Retrieved November 14, 2013 from http://www. ncbi. nlm. nih. gov/books/NBK19902/ Marger, M. N. (2012). Race and ethnic relations American and global perspectives (9th ed. ). Belmont, CA: Wadsworth, Cengage Learning. Moitinho, E. (n. d. ). Hispanic culture 101. In American association of christian counselors. Retrieved November 18, 2013, from http://www. aacc. net/2012/09/21/hispanic-culture-101-increase-your-hispaniclatinocultura l-iq/ Revels-Bey, N. (n. d. ). History of Latin music. In Revels-Bay Music. Retrieved November 18, 2013, from http://www. revels-bey. com/history_of_latin_music. htm Zeiders, K. H. , Roosa, M. W. , Yuntein, J. (2011). Family structure and family processes in mexican-american families. Family process, 70-91. Retrieved November 7, 2013, from Ebscohost.

Idioms Translation and Cultural Differences

Idioms Translation and Cultural Differences Idioms Translation and Cultural Differences Abstract: As we know, language is bearer of culture and idioms are heavily culturally loaded phrases and sentences. To translate English idioms involves obstacles for Chinese features. When an idiom is being translated, we will find it often hard to be translated. While the key to translate is that its figurative meaning should be remained. In this paper, it is from living conditions, customs, religions belief and historical allusions to describe cultural differences between English and Chinese idioms, and detailed description of methods in English and Chinese idioms translation. Key words: Language , Cultural differences , Idioms , Translation methods 1. Introduction Language is the carrier of culture. Both English and Chinese language has a long history.They have a large number of idioms, they are implicitly, humor, serious and elegant. While idioms are a very important part of any language, and idiom translation plays an important role in translation. Idiom is a speech form or an expression of a given language that is peculiar to itself grammatically or cannot be understood from the individual meanings of its elements. Idioms include colloquialisms, proverbs,slangs and so on. When we translate idioms from Chinese into English or English into Chinese, we should know the cultural differences between English and Chinese idioms, and we can find the right translation methods. 2. the Cultural Differences between Chinese and English Idioms Idioms translation is an intercultural activity, therefore, we should take cultural differences into consideration when we translate them. And the cultural differences between English and Chinese idioms can be classified into four types. 2.1. From living conditions The natural environment is the basis of human living and development. China is a country with continental climate, Chinese people live in the continent of Asia. Since ancient times, China is a large agricultural country, the land is important to peoples life. Therefore, there are many idioms related to wind, agriculture and land-related. Such as æâ€" ©Ã¨ â€°Ã©â„¢ ¤Ã¦   ¹ ( stamp out the root of trouble ), é £Å½Ã¨ °Æ'é› ¨Ã© ¡ º ( seasonable weather for crop raising ), æÅ' ¥Ã¥Å"Ÿå ¦â€šÃ©â€¡â€˜( spend money like water ) ä ¸â€¡Ã¤ ºâ€¹Ã¤ ¿ ±Ã¥ ¤â€¡Ã¥  ªÃ¦ ¬  Ã¤ ¸Å"é £Å½ ( Everything is ready except the east wind ), ä ¸Å"é £Å½Ã¦Å  ¥Ã¦Ëœ ¥( )Chinese people can understand its meaning, for British people it is difficult. Because in Chinese east wind symbolizes spring and warmth , and The United Kingdom is located in the western hemisphere north temperate zone, with marine climate. In England, east wind comes from the northern part of the European continent, and it symbolizes chilly and unpleasant ,while west wind symbolizes spring in England, so they can not understand the real meaning of Chinese idiom. In English there are many idioms related to water, fish, boat and so on, such as as weak as water (Ã¥ ¼ ±Ã¤ ¸ Ã§ ¦ Ã© £Å½), in deep water (é™ ·Ã¥â€¦ ¥Ã¤ ¸ ¥Ã©â€¡ Ã¥â€º °Ã¥ ¢Æ') to keep ones head above water (Ã¥ ¥â€¹Ã¥Å â€ºÃ¥â€º ¾Ã¥ ¼ º), water under the bridge (æâ€"  Ã¦ ³â€¢Ã¦Å' ½Ã¥â€ºÅ¾Ã§Å¡â€žÃ¨ ¿â€¡Ã¥Å½ »)drink like a fish (è ± ªÃ© ¥ ®), to miss the boat (é”™å ¤ ±Ã¨â€° ¯Ã¦Å" º), all at sea (ä ¸ Ã§Å¸ ¥Ã¦â€°â‚¬Ã¦Å½ ª). 2.2. From customs There are many differences between English and Chinese customs. In China, people think themselves are descendant of the Dragon, the dragon is a symbol of auspicious animals. Thus, we have dragon-related idioms contain complimentary sense. Such as æÅ"݌ ­ Ã¦Ë† Ã© ¾â„¢(To expect ones son to become an outstanding personage), é ¾â„¢Ã¥â€¡ ¤Ã¥â€˜Ë†Ã§ ¥ ¥(Harmony reigns) and so on. In western countries, they think dragon is a fire-breathing animal and it is terrifying. In addition, peoples attitude toward the dog is different. In English-speaking countries, people think the dog is a faithful animal to human, such as Youre a lucky dog(ä ½  Ã¦Ëœ ¯Ã¤ ¸â‚¬Ã¤ ¸ ªÃ¥ ¹ ¸Ã¨ ¿ Ã¥â€ž ¿),Every dog has his day(å‡ ¡Ã¤ º ºÃ©Æ' ½Ã¦Å"‰å ¾â€"æ„ Ã¦â€" ¥).On the contrary, the dog is a lowly animal in China. Such as ç‹ ¼Ã¥ ¿Æ'ç‹â€"è‚ º ( brutal and cold-blooded ),ç‹â€"çÅ" ¼Ã§Å"‹ä º ºÃ¤ ½Å½( the damned snobbish ),ç‹â€"å˜ ´Ã©â€¡Å'Ã¥  Ã¤ ¸ Ã¥â€¡ ºÃ¨ ± ¡Ã§â€°â„¢( a dogs mouth emits no ivory ),etc. There is another example, in Chinese culture, ox is the symbol of diligence. From ancient times, Chinese farmers went in for farming with the help of ox. So Chinese give love and praise to ox. Then in Chinese we have 力å ¤ §Ã¥ ¦â€šÃ§â€°â€º when it is translated into English, it should be as strong as a horse, Chinese people say Ã¥Æ' Ã§â€°â€ºÃ¤ ¸â‚¬Ã¦   ·Ã¥â€¹ ¤Ã¥Å  ³, in English, people say work like a horse . We use different animal to express the same meaning. In Chinese, there are some idioms related to eat , for example Ã¥ Æ'ä ¸ Ã¤ ºâ€ Ã¥â€¦Å"ç â‚¬Ã¨ µ °means find oneself in serious trouble,Ã¥ Æ'è ½ ¯Ã¤ ¸ Ã¥ Æ'ç ¡ ¬means can be persuaded by reason but not be cowed by force. Some idioms because of their distinctive national features, can not found in English corresponding expression. 2.3. From religions belief Religious belief is an important part in culture. Different religious beliefs had different reflections in different idioms. Chinese people believe in Buddhism and Taoism, therefore there are many Chinese idioms are related to Buddhism. Such as 借èŠ ±Ã§Å' ®Ã¤ ½â€º( borrowing the opportunity ),æ™ ®Ã¥ º ¦Ã¤ ¼â€"生( salvation of all sentient beings ),Ã¥ ¹ ³Ã¦â€" ¶Ã¤ ¸ Ã§Æ' §Ã© ¦â„¢Ã¯ ¼Å'æ€ ¥Ã¦  ¥Ã¦Å  ±Ã¤ ½â€ºÃ¨â€žÅ¡( when the devil was sick, the devil a monk would be ),é â€œÃ© «ËœÃ¤ ¸â‚¬Ã¥ ° ºÃ¯ ¼Å'é ­â€Ã© «ËœÃ¤ ¸â‚¬Ã¤ ¸Ë†( While the priest climb a post, the devil climb ten )etc. While in English-speaking countries, people believe in Christianity. So they have many idioms related to Christianity. Such as as poor as a church mouse (ä ¸â‚¬Ã¨ ´ «Ã¥ ¦â€šÃ¦ ´â€") God help those who help themselves (ä ¸Å Ã¥ ¸ Ã¥ ¸ ®Ã¥Å  ©Ã¨â€¡ ªÃ¥Å  ©Ã§Å¡â€žÃ¤ º º), God sends fortune to fools (å‚ »Ã¤ º ºÃ¦Å"‰å‚ »Ã§ ¦ ), Go to hell (ä ¸â€¹Ã¥Å" °Ã§â€¹ ±Ã¥Å½ »), Gods mill goes slowly, but it grind well (Ã¥ ¤ ©Ã§ ½â€˜Ã¦  ¢Ã¦  ¢Ã§â€" Ã¨â‚¬Å'ä ¸ Ã¦ ¼ ), wash ones hands off (æ ´â€"手ä ¸ Ã¥ ¹ ²), the Day of Judgement (æÅ" «Ã¦â€" ¥Ã¥ ® ¡Ã¥Ë† ¤) and so on. 2.4. From historical allusions An important part of historical culture is historical allusion, and England and China have a large number of idioms originated from historical allusion. These idioms are simple but far-reaching, and we often can not be understood from the literal meaning. In Chinese we have Ã¥ ®Ë†Ã¦   ªÃ¥ ¾â€¦Ã¥â€¦â€( wait for windfalls ),ä º ¡Ã§ ¾Å Ã¨ ¡ ¥Ã§â€° ¢( better late than never ),æ‹”è‹â€"åŠ ©Ã©â€¢ ¿( spoil things by excessive enthusiasm )ï ¼Å'èž ³Ã¨Å¾â€šÃ¦ â€¢Ã¨ â€°Ã¯ ¼Å'é »â€žÃ©â€ºâ‚¬Ã¥Å" ¨Ã¥ Å½( Mantis catch a cicada, siskin is hind.),å››é  ¢Ã¦ ¥Å¡Ã¦ ­Å'( be pounded on all sides )etc. Most English allusive idioms come from the Bible and Greek and Roman mythology. Such as Achilles heel (å” ¯Ã¤ ¸â‚¬Ã¨â€¡ ´Ã¥â€˜ ½Ã§Å¡â€žÃ¥ ¼ ±Ã§â€š ¹), Penelopes web (æ ° ¸Ã¨ ¿Å"Ã¥ ®Å'ä ¸ Ã¦Ë† Ã§Å¡â€žÃ¥ · ¥Ã¤ ½Å"), The Trojan Horse (æÅ" ¨Ã© © ¬Ã¨ ® ¡Ã¯ ¼â€ºÃ¦Å¡â€"èâ€" Ã§Å¡â€žÃ¥  ±Ã©â„¢ ©), Meet ones Waterloo (ä ¸â‚¬Ã¨ ´ ¥Ã¦ ¶â€šÃ¥Å" °), swan song (ç » Ã¥â€ ±), arrow of Cupid (ä ¸ËœÃ¦ ¯â€Ã§â€° ¹Ã¤ ¹â€¹Ã§ ® ­), A Pandoras box (æ ½ËœÃ¥ ¤Å¡Ã¦â€¹â€°Ã¤ ¹â€¹Ã§â€ºâ€™Ã¯ ¼Å'Ã¥  ³Ã§  ¾Ã©Å¡ ¾Ã£â‚¬ Ã© º »Ã§Æ' ¦Ã£â‚¬ Ã§ ¥ ¸Ã¥ ® ³Ã§Å¡â€žÃ¦   ¹Ã¦ º ), The apple of discord (ç ¥ ¸Ã¦â€š £Ã¯ ¼â€ºÃ¤ ºâ€°Ã§ « ¯)and so on. 3. Principle and methods of idiom translation Idioms are usually short in form but profound in sense. Each idiom bears an image and a figurative meaning. Idioms translation should be faithful. Faithful means the Chinese version must be faithful to the English idiom at least in figurative sense, and English idioms are not exactly equal to the Chinese idioms in figurative sense though they appear to be. For example, pull ones leg is not equal to 拉å Å½Ã¨â€¦ ¿, move heaven and earth is not equal to ç ¿ »Ã¥ ¤ ©Ã¨ ¦â€ Ã¥Å" ° and childs play is not equal to å„ ¿Ã¦Ë† . In order to be faithful in translation ,we should convey the original figurative meanings and sacrifice the images. Therefore, pull ones leg can be rendered into Chinese as Ã¥ â€"ç ¬â€˜Ã¦Å¸ Ã¤ º º, move heaven and earth can be rendered into Ã¥ ° ½Ã¥Å â€º and childs play can be rendered into Chinese as 易å ¦â€šÃ¥  Ã¦Å½Å'. All these renditions are faithful to the original figurative meanings. So each idiom bears an image and a figurative meaning. An English idiom and a Chinese idiom which are same in image maybe different in figurative meaning. If we can transfer both the image and the figurative meaning by literal translation, we should use literal translation. If we can not, we should better keep the figurative meaning and sacrifice the image. Then, we should use free translation. Generally speaking, the common methods of translating idioms are the following types: 1. Literal translation 2. Free translation 3. Literal translation + Free translation 4. Adapted translation 3.1. Literal translation A literal translation is a translation that follows closely the form of the source language. If the image and the figurative meaning are not contradictory to each other, then both of them can be retained in the translation, we should make efforts to reduce the loss in translation and use literal translation method as much as possible. For instance, time is money is translated into æâ€" ¶Ã©â€" ´Ã¥ ° ±Ã¦Ëœ ¯Ã©â€¡â€˜Ã©â€™ ±, which preserves its original image and figurative meaning. There are many idioms of this kind: In English, 1) Forbidden fruit is sweet. ç ¦ Ã¦Å¾Å"分å ¤â€"ç”Å"。 2) In the country of the blind the one-eyed man is king. ç› ²Ã¤ º ºÃ¥â€º ½Ã¤ ¸ ­Ã¯ ¼Å'ç‹ ¬Ã§Å" ¼Ã§ § °Ã©â€ºâ€žÃ£â‚¬â€š 3) If you run after two hares, you will catch neither. Ã¥ Å'æâ€" ¶Ã¨ ¿ ½Ã¤ ¸ ¤Ã¥â€¦â€Ã¯ ¼Å'å… ¨Ã©Æ' ½Ã¦Å â€œÃ¤ ¸ Ã¥Ë† °Ã£â‚¬â€š 4) Half a loaf is better than no bread. æÅ"‰å Å Ã¥ â€"é  ¢Ã¥Å'…æ€ »Ã¦ ¯â€Ã¦ ² ¡Ã¦Å"‰å ¥ ½Ã£â‚¬â€š 5) The Trojan horse. ç‰ ¹Ã¦ ´â€ºÃ¤ ¼Å Ã¦Å" ¨Ã© © ¬Ã£â‚¬â€š 6) Blood is thicker than water. è ¡â‚¬Ã¦ µâ€œÃ¤ ºÅ½Ã¦ ° ´Ã£â‚¬â€š 7) Misfortunes never come singly. ç ¥ ¸Ã¤ ¸ Ã¥ â€¢Ã¨ ¡Å'。 8) An eye for an eye, a tooth for a tooth. ä » ¥Ã§Å" ¼Ã¨ ¿ËœÃ§Å" ¼Ã¯ ¼Å'ä » ¥Ã§â€°â„¢Ã¨ ¿ËœÃ§â€°â„¢Ã£â‚¬â€š In Chinese, 1)明æž ªÃ¦Ëœâ€œÃ¨ º ²Ã¯ ¼Å'æšâ€"ç ® ­Ã©Å¡ ¾Ã©Ëœ ²Ã£â‚¬â€šIt is easy to dodge a spear in the open, but hard to guard against an arrow shot from hiding. 2)城éâ€" ¨Ã¥ ¤ ±Ã§  «Ã¯ ¼Å'æ ®Æ'Ã¥ Å Ã¦ ±  Ã© ± ¼Ã£â‚¬â€šA fire on the city wall brings disaster to the fish in the moat. 3)è · ¯Ã©  ¥Ã§Å¸ ¥Ã© © ¬Ã¥Å â€ºÃ¯ ¼Å'æâ€" ¥Ã¤ ¹â€¦Ã¨ § Ã¤ º ºÃ¥ ¿Æ'。As a long road tests a horses strength, so a long task proves a persons heart. 4)åˆ Ã§â€Å¸Ã§â€°â€ºÃ§Å Å Ã¤ ¸ Ã¦â‚¬â€¢Ã¨â„¢Å½Ã£â‚¬â€šNew-born calves make little of tigers. 5)è ¿Å"æ ° ´Ã¤ ¸ Ã¨ § £Ã¨ ¿â€˜Ã¦ ¸ ´Ã£â‚¬â€šDistant water cant quench present. As the language roots of the cultural is different, literal translation is likely to be ambiguous and vague. In this case, we should add annotation. Such as: ä ¸â€°Ã¤ ¸ ªÃ¨â€¡ ­Ã§Å¡ ®Ã¥Å'  Ã¯ ¼Å'è µâ€ºÃ¨ ¿â€¡Ã¨ ¯ ¸Ã¨â€˜â€ºÃ¤ º ® We know Chukeh Liang was a famous person in Chinese history, but maybe some western people have nothing about him. We can translate it into Three cobblers withe their wits combined equal Chukeh Liang, the master mind . ç  ­Ã©â€" ¨Ã¥ ¼â€žÃ¦â€" § ( show off ones proficiency with axe before Lu Ban, the master carpenter ) And in English, to carry coals to New Castle (è ¿ Ã§â€¦ ¤Ã¥Ë† °Ã§ º ½Ã¥  ¡Ã¦â€" ¯Ã¥ °â€Ã¯ ¼â€ºÃ¦Å'‡å ¤Å¡Ã¦ ­ ¤Ã¤ ¸â‚¬Ã¤ ¸ ¾Ã¯ ¼Å'ç º ½Ã¥  ¡Ã¦â€" ¯Ã¥ °â€Ã¦Ëœ ¯Ã¨â€¹ ±Ã¥â€º ½Ã§Å¡â€žÃ¤ º §Ã§â€¦ ¤Ã¤ ¸ ­Ã¥ ¿Æ') 3.2. Free translation Free translation means transmitting the figurative meaning in the original English idiom by means of free translation. And it usually loses the original image, like the translation of the English idiom Call a spade a spade , whose image and figurative meaning can not be accepted by the Chinese readers at the same time if they are literally rendered into Chinese as 把é“ ²Ã¥ ­ Ã¥  «Ã©â€œ ²Ã¥ ­ . So the translator can put it into Chinese as ç› ´Ã¨ ¨â‚¬Ã¤ ¸ Ã¨ ® ³, which is readily accepted by the Chinese readers. There are many idioms of this kind: In Chinese, 1)打å ¼â‚¬Ã¥ ¤ ©Ã§ ªâ€"è ¯ ´Ã¤ º ®Ã¨ ¯ Ã£â‚¬â€šFrankly speaking. 2)ä ¸Å"æâ€" ½Ã¦â€¢Ë†Ã© ¢ ¦ is a Chinese idiom, for Chinese people, it is easy to understand, and if we translate it into Dong Shi imitates Xi Shi , it will very difficult for western people to understand. Because they maybe dont know Dong Shi and Xi Shi. So we can translate it into crude imitation with ludicrous effect 3)Ã¥ ¤ ±Ã¤ ¹â€¹Ã¤ ¸Å"éš…ï ¼Å'æ” ¶Ã¤ ¹â€¹Ã¦ ¡â€˜Ã¦ ¦â€ Ã£â‚¬â€šWhat one loses on the swings one gets back on the roundabouts. ( If we use method of lateral translation, lose where the sun rises and gain where the sun set, the readers will can not understand it. ) 4)Ã¥ ¡Å¾Ã§ ¿ Ã¥ ¤ ±Ã© © ¬Ã¯ ¼Å'焉çŸ ¥Ã© Å¾Ã§ ¦ Ã¯ ¼Å¸A loss may turn out to be a gain. ( Due to the readers dont know the background of this idiom, we can not translate into When the old man on the frontier lost his mare, who could have guessed it was a blessing it was a blessing in disguise? ) 5)Ã¥ ºâ€ Ã§Ë† ¶Ã¤ ¸ Ã¦ ­ »Ã¯ ¼Å'é ² Ã©Å¡ ¾Ã¦Å" ªÃ¥ · ²Ã£â‚¬â€šThere will always be trouble until the trouble-maker is removed. ( If we translate it into Until Qing Fu is done away with, the crisis in the state of Lu will not be over , the readers will not understand a persons name and country name. ) 6)æ ­ ¤Ã¥Å" °Ã¦â€"  Ã©â€œ ¶Ã¤ ¸â€°Ã§â„¢ ¾Ã¤ ¸ ¤Ã£â‚¬â€šA guilty person gives himself away by conspicuously protesting his innocence. ( We can not translate it into No 300 taels of silver buried here. ) In English, 1) a skeleton in the cupboard (Ã¥ ® ¶Ã¤ ¸â€˜) 2) It is an ill wind that blows nobody good. Ã¥ ¯ ¹Ã¤ º ºÃ¤ º ºÃ©Æ' ½Ã¦Å"‰å ® ³Ã§Å¡â€žÃ¤ ºâ€¹Ã¯ ¼Å'Ã¥ ¤ ©Ã¤ ¸â€¹Ã¥ °â€˜Ã¦Å"‰ã€‚( It can not be translated into ä ¸ Ã§ »â„¢Ã¤ » »Ã¤ ½â€¢Ã¤ º ºÃ¥ ¸ ¦Ã¦  ¥Ã¥ ¥ ½Ã¥ ¤â€žÃ§Å¡â€žÃ© £Å½Ã§Å¡â€žÃ§ ¡ ®Ã¦Ëœ ¯Ã¦  ¶Ã© £Å½Ã£â‚¬â€š) 3) Every man has a fool in his sleeve. ä º ºÃ¤ º ºÃ©Æ' ½Ã¦Å"‰ç ³Å Ã¦ ¶â€šÃ§Å¡â€žÃ¦â€" ¶Ã¥â‚¬â„¢Ã£â‚¬â€š( It can not be translated into ä º ºÃ¤ º ºÃ¨ ¢â€"Ã¥ ­ Ã©â€¡Å'éÆ' ½Ã¨ £â€¦Ã§ â‚¬Ã¤ ¸ ªÃ¥â€š »Ã§â€œÅ"。) 4) When Greek meets Greek, then comes the tug of war. ä ¸ ¤Ã©â€ºâ€žÃ§â€º ¸Ã¤ ºâ€°Ã¯ ¼Å'å… ¶Ã¦â€"â€"Ã¥ ¿â€¦Ã§Æ'ˆã€‚( It can not be translated into Ã¥ ¸Å'è…Šä º ºÃ© â€¡Ã¤ ¸Å Ã¥ ¸Å'è…Šä º ºÃ¯ ¼Å'Ã¥ ®Å¡Ã¦Å"‰ä ¸â‚¬Ã¥Å" ºÃ¥ ¥ ½Ã¦â€"â€"。) Some idioms from the religious literature, usually we need to use free translation. Such as: å››å ¤ §Ã§Å¡â€ Ã§ © º( All physical existence is vanity),å… ­Ã¦   ¹Ã¦ ¸â€¦Ã¥â€¡â‚¬( free from human desires and passions ),å›  Ã§ ¼Ëœ( principal and subsidiary causes ),ç º ¢Ã¥ °Ëœ( human society ) and so on. 3.3. Literal translation and Free translation This method means to transfer both the figurative meaning and image of source language idiom into target language with the help of free translation. This translation method can help retain the original figurative meaning and image, which can be accepted by the target language readers. In Chinese: ç  «Ã§Æ' §Ã§Å"‰æ ¯â€º the fire is singeing the eyebrows ——— a desperate situation è ´Å¸Ã¨ â€ Ã¨ ¯ ·Ã§ ½ ª proffer a birch and ask for a flogging ——— offer a humble apology ç  ­Ã©â€" ¨Ã¥ ¼â€žÃ¦â€" § show off ones skill with the axe before Lu Ban the master carpenter ——— display ones slight skill before an expert In English: A bull in a china shop å… ¬Ã§â€°â€ºÃ©â€" ¯Ã¨ ¿â€ºÃ§â€œ ·Ã¥â„¢ ¨Ã¥ ºâ€"——— 肆æ„ Ã¦  £Ã¤ ¹ ± The cat weeps over the mouse. çÅ' «Ã¥â€œ ­Ã¨â‚¬ Ã© ¼  Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¥ â€¡Ã¦â€¦Ë†Ã¦â€š ² There is no rose without a thorn.çŽ «Ã§â€˜ °Ã§Å¡â€ Ã¦Å"‰åˆ ºÃ¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¤ ¹ Ã¤ ¸ ­Ã¦ ¯â€Ã¦Å"‰è‹ ¦ Every flow has its ebb.æ ½ ®Ã¦Å"‰æ ¶ ¨Ã¨  ½Ã¦â€" ¥Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¤ º ºÃ¥ Ë†Ã§â€ºâ€ºÃ¨ ¡ °Ã¦â€" ¶ 3.4. Adapted translation Some English idioms are found exact counterparts in Chinese which are dissimilar to them in images. In this case we can use these idiomatic Chinese expressions to replace the English idioms. For examples: In English, 1) He that sows the wind will reap the whirlwind. çŽ ©Ã§  «Ã¨â‚¬â€¦Ã¥ ¿â€¦Ã¨â€¡ ªÃ§â€žÅ¡Ã£â‚¬â€š 2) Like begets like. é ¾â„¢Ã§â€Å¸Ã© ¾â„¢Ã¯ ¼Å'å‡ ¤Ã§â€Å¸Ã¥â€¡ ¤Ã£â‚¬â€š 3) Many straws may bind an elephant. çÆ'‚é º »Ã¦ â€œÃ¦Ë† Ã§ » ³Ã¯ ¼Å'ä ¹Å¸Ã¨Æ' ½Ã¦â€¹â€°Ã¥ Æ'æâ€" ¤Ã£â‚¬â€š 4) When shepherds quarrel, the wolf has a winning game. é ¹ ¬Ã¨Å¡Å'ç› ¸Ã¤ ºâ€°Ã¯ ¼Å'æ ¸â€Ã§ ¿ Ã¥ ¾â€"åˆ ©Ã£â‚¬â€š In Chinese, 1) Ã¥ Å Ã§â€œ ¶Ã©â€ â€¹Ã¯ ¼Å'å‡ ºÃ¤ ºâ€¹Ã¦â€¢â€¦Ã£â‚¬â€šA little knowledge is a dangerous thing. 2) Ã¥ °â€˜Ã¨ § Ã¥ ¤Å¡Ã¦â‚¬ ªÃ£â‚¬â€šWonder is the daughter of ignorance. 3) ä ¸â€°Ã¦â‚¬ Ã¨â‚¬Å'Ã¥ Å½Ã¨ ¡Å'。Look before you leap. 4) Ã¥ ¦â€šÃ© ± ¼Ã¥ ¾â€"æ ° ´Ã£â‚¬â€šLike a duck to water. 5) æÅ"‰å… ¶Ã§Ë† ¶Ã¥ ¿â€¦Ã¦Å"‰å… ¶Ã¥ ­ Ã£â‚¬â€šLike father like son. 4. Conclusion: Idioms are a very important part of any language. So necessary knowledge of cultural differences is indispensable to the translation of idioms. Each idiom bears an image and a figurative meaning. When we are translating an idiom, its a basic requirement that we should remain its figurative meaning. For the translator, he must have a good command of English and Chinese language and cultures. References: [1] å† ¯Ã¥ ºâ€ Ã¥ Å½ 《å ®Å¾Ã§â€ ¨Ã§ ¿ »Ã¨ ¯â€˜Ã¦â€¢â„¢Ã§ ¨â€¹Ã£â‚¬â€¹ ä ¸Å Ã¦ µ ·Ã¥ ¤â€"è ¯ ­Ã¦â€¢â„¢Ã¨â€š ²Ã¥â€¡ ºÃ§â€°Ë†Ã§ ¤ ¾ 2002Ã¥ ¹ ´ [2] Ã¥ ®â€¹Ã¥ ¤ ©Ã©â€ ¡ 《ç ¿ »Ã¨ ¯â€˜Ã¦â€" °Ã¦ ¦â€šÃ¥ ¿ µÃ¨â€¹ ±Ã¦ ±â€°Ã¤ ºâ€™Ã¨ ¯â€˜Ã¥ ®Å¾Ã§â€ ¨Ã¦â€¢â„¢Ã§ ¨â€¹ ç ¬ ¬4版》 å› ½Ã©Ëœ ²Ã¥ · ¥Ã¤ ¸Å¡Ã¥â€¡ ºÃ§â€°Ë†Ã§ ¤ ¾ 2006Ã¥ ¹ ´ [3] è ´ ºÃ§Ë† ±Ã¥ Å½ æ  ¨Ã§Å"Ÿæ ´ ª 《ä »Å½Ã¤ ¸ ­Ã¨ ¥ ¿Ã¦â€"‡åÅ'â€"Ã¥ · ®Ã¥ ¼â€šÃ§Å¡â€žÃ¨ §â€ Ã¨ §â€™Ã§Å"‹ä ¹  Ã¨ ¯ ­Ã§ ¿ »Ã¨ ¯â€˜Ã£â‚¬â€¹ é â€™Ã¥ ¹ ´Ã§ §â€˜Ã¥ ­ ¦ 2009Ã¥ ¹ ´ [4] Ã¥  ¢Ã¦ ¦â€ Ã¦ ¢â€¦ 《è ® ºÃ¦â€"‡åÅ'â€"Ã¥ · ®Ã¥ ¼â€šÃ¥ ¯ ¹Ã¦ ±â€°Ã¨â€¹ ±Ã¤ ¹  Ã¨ ¯ ­Ã§ ¿ »Ã¨ ¯â€˜Ã§Å¡â€žÃ¥ ½ ±Ã¥â€œ Ã£â‚¬â€¹ Ã¥ ¹ ¿Ã¨ ¥ ¿Ã¦â€¢â„¢Ã¨â€š ²Ã¥ ­ ¦Ã©â„¢ ¢Ã¦Å  ¥ 2009Ã¥ ¹ ´Ã§ ¬ ¬5æÅ"Ÿ

The Angers of the Rich :: Character Analysis, Buchanan

Paul Krugman discusses topics including anger, wealth, self-pity, and self-righteousness in his article, â€Å"The Angry Rich.† All of these characteristics are reflected in the character Tom Buchanan, from The Great Gatsby. Tom, who depicts himself as an imperious man, puts himself above everyone just because he has money. In The Great Gatsby, money rules the society from where you live, whom you’re friends with, and even the way people look at you. Tom and Daisy both think of themselves as exclusive compared to everyone else and put themselves above the rules. Tom has a mistress, Myrtle, she isn’t the most appealing woman, but it is enough to fuel the fire of Tom’s ego. The Great Gatsby illustrates Tom getting irritated and angry while driving to the city as a result of noticing the relationship between Daisy and Gatsby, and no one informing him of it: â€Å"Did you see that?† †¦Ã¢â‚¬Å"You think I’m pretty dumb, don’t you?†Ã¢â‚¬ ¦ He paused. The immediate contingency overtook him, pulled him back from the edge of the theoretical abyss† (121). Tom is starting to catch on that Daisy might be cheating on him with Gatsby, but he has no right to be upset; he is doing the same thing with Myrtle! Tom’s realization also supports his beliefs in rules not applying to him because he is higher than everyone else. Jordan Baker, one of Daisy’s friends, sums up Tom’s feelings toward Gatsby in one statement: â€Å"Listen, Tom. If you’re such a snob, why did you invite him to lunch?† demanded Jordan crossly† (122). If Tom has â€Å"made a small investigation of this fellow† (122); and concludes that he doesn’t like him, then why does he invite him places and attend his party? Before Nick goes to dinner with the Buchanans, he fills us in on Tom’s privileged life: â€Å"Her husband†¦a national figure in a way, one of those men who reach such an acute limited excellence at twenty-one that everything afterward savors of anti-climax. His family were enormously wealthy† (Fitzgerald 6). This passage illustrates Tom’s trouble-free access to masses of money. With this money comes power and obviously this power has made Tom feel like he is at liberty to anything. Paul Krugman also states this in his article: â€Å"And among the undeniably rich, a belligerent sense of entitlement has taken hold† Another one of Tom’s amazing traits is having self-pity.

Bullying: Victim and Researchers Essay

I. Introduction Bullying is one of the major problems that our students are facing. In CIC’s Guidance Office and even in the Office of the Student’s Affairs (OSA) many of the students have reported different cases of bullying. Some students do not go in the said offices but instead they would prefer to relay such incidents to their teachers. Some go directly to the Principal’s Office along with their parents or guardians. One good attestation and observation, a high school student who feels superior tends to bully students in the lower years. This student asks some students from lower years to do his assignment. Sometimes he drives the student’s confidence down. The freshmen and some students of different year levels are afraid of this student. In order for this student to succeed in his studies or get high grade he would force others to do his projects. Hence, he looks for weaker student that he may over power in order for him to be famous or be regarded as someone influ ential. The victim loses his focus in school because of the threat brought by this bully. Sometimes he would not attend his classes and increase tendency of failing his academic subjects. Such scenario has been a recurring phenomenon in the school environment. Numerous studies have been made in the past as part of a continuous attempt to understand human behavior in its entirety. At present, however, bullying has been regarded a typical happening in schools and less attention is given to it or none at all. Although bullying may seem a minor concern in the research locale of this study, which is the school, it undermines most students who are simply afraid to speak up about it. According to Encarta Dictionary, bullying is the process of intimidating or mistreating somebody weaker or in a vulnerable situation. Cases of physical, sexual, emotional, even spiritual abuse may be considered as bullying (Ouimet, 2011). Bullying may also be described as Rankism or discriminatory towards others because of their rank in a particular hierarchy. (Fuller, 2003) Bullying is an action which uses negative words against someone which causes distress to the one who is being bullied. Moreover, the victim may lead to anxiety, low self-esteem, hopelessness and worst develop suicidal tendencies (Oliver et al., 2003). Bullying may also cause students’ absenteeism or particularly their less engagement in school. In one scenario, a higher year student has a project in one of his subjects. For this student to accomplish the project, he threatens a lower year student verbally to do it for him and finish it as soon as possible. If the victim would not comply with the oppressor’s demand, the oppressor will beat up the lower year student ruthlessly. However, the victim is also busy with his studies and it’s difficult for the victim to do the oppressor’s demand at the same time. Since, he could not do the oppressor’s demand; the victim will not go to school because he is afraid to be beaten up. These findings have encouraged the researchers to conduct a further study in a specific place where such cases are often occurring, the school. In relation to our study, Ken Seeley, EdD et al. (2009) of the National Center for School Engagement conducted a research on peer victimization or also known as Bullying. Their study tells that bullying is not direct cause of students’ absenteeism or low school achievement. However, Bullying results in the victim becoming less engaged in school and cease attending classes. Seeley et.al focused on the effects and ultimate outcomes of bullying not just whether raw bullying numbers decrease, but whether the ever-present victims of bullying go on to college or to crime. Their research was also designed to assess the role of victimization frequency and intensity in determining how much school a student misses. Additionally, their study reveals a connection between bullying and school engagement. Bullying had a negative impact with school engagement, so the more a student was victimized, the less the student was engaged at school. The authors concluded that bullying greatly influences the student’s engagement in school that the more occurrence of peer victimization the less the student attend his/her class. Statement of the Problem: What does bullying really give? Does it really give happiness to the oppressor? How about the victims? Do they feel the same way too? These are the questions raised by the researchers upon seeing the rampant cases of bullying. In this study, the researchers come up with a major question in their research: * How can we lessen the rampant cases of bullying in CIC High school Department? In addition, the researchers have minor questions in the said topic: * What are the major causes of bullying in CIC High School Department? * In what way can bullying threaten CIC High School Students’ lives? Significance of the Study: The purpose of this paper is to lessen the influence of bullying not only in CIC High School Department but also in other departments and other schools where cases of bullying are rampant. Information regarding bullying will help students to cope up with it accordingly. This paper will help those students who experience bullying to regain their self-esteem and to have a better social life. It will also serve as an eye-opener for students who are unaware of their actions which may be considered as bullying towards their fellow students. This work will give knowledge to the readers about what bullying really is and a clear vision about the effects of bullying in every individual’s life. Subsequently, this study will be beneficial to the oppressors of bullying that they may use the knowledge to avert the intensifying cases of bullying. It will give victims of bullying understanding and awareness on what they need to do if they are facing this problem. Scope and Delimitation: One aspect covered by this research is the social life of the high school students in the school environment in relation to the various effects brought by bullying. This, in particular, includes how victims of bullying as well as the oppressors relate and interact with fellow students, peers and their teachers. In addition, the study focuses on the academic life of the high school students on how they perform in class and in different activities in the school. This refers to the grades of the students who have experienced acts of bullying and also of the oppressors. II. METHOD Method of Research: In this section, the study presents the computations concerning the population of the respondents using the Slovin’s Formula as well as the study’s data and the process of how it was gathered. For the questionnaires used in the survey, the researchers adapt the instrument known as Likert Scale. Moreover, the researchers discuss the statistical treatment on how the students respond in the survey questionnaires. Since Bullying involves human behavior which needs psychological explanation, the researchers employ Descriptive-Status Method in tackling this topic. This method will help the researchers to easily obtain answers and solutions to the problem. Moreover, the method will help the researchers to make a more understandable and manageable approach to the topic as it will provide clearer explanations to the target aspects of the study. This method will aid the readers to easily comprehend the data and information discussed in the study. Samples and Sampling Procedures The researchers employ Purposive Sampling design since it is most suitable with the research. Purposive Sampling design, also known as judgmental, selective or subjective sampling, is a type of non-probability sampling technique. Non-probability sampling focuses on sampling techniques where the units that are investigated are based on the judgment of the researcher. Moreover, the researchers used the Slovin’s Formula to get the Number of Respondents allotted in each year level. Table 1: The Total Population of Different levels of the High School Students of the College of the Immaculate Conception and the Number of Respondents computed using Slovin’s Formula. Year Level| Total Population(Number of Students) Data Gathering Procedures: The researchers composed questionnaires whereby the respondents are asked to answer a set of questions by means of rating depending on their level of agreement or disagreement. The questions concern the effects of bullying in every student’s studies. The researchers enquire answers to come up with a conclusion regarding to the study. The questionnaires are distributed to the different year levels of respondents. Description of the Instrument: In this study, the researchers used the questionnaire made of a Likert Scale to gather necessary data and information. The scale is named after its inventor, a psychologist named Rensis Likert. Likert Scale is also known as rating scale that the respondents specify their level of agreement or disagreement on a symmetric agree-disagree scale for a series of statements. Thus, the scale captures the intensity of the student’s feeling for a given item. Construction and Validation of the Instruments: The researchers have undergone brainstorming and revisions in order to have a final survey. The researchers used a survey as the instrument of the study .Suggestions and comments were raised by the English critics and Statistician upon seeing the draft of the survey. However the instrument undergone a lot of revisions and the researchers took the suggestions of the English critics for the researchers to have an official instrument. The instrument was finalized and polished by the researchers thus; the researchers reproduce the instrument and distributed upon the signal of the Research Adviser. Administration of the Instrument After the instrument has been approved by the experts, the researchers went through the reproduction of the questionnaires. Conclusions: In light of the above summary and findings, the following conclusions were drawn: 1. According to the respondents of this study, most of them are victims of bullying. Almost all of them are suffering from bullying and didn’t have the confidence to face the bullies. Based on the data gathered by the researchers, 69% respondents attest that they sometimes experience bullying in the school. As a result they almost lose all of their confidence in themselves but luckily there was God and their family to support them. 2. It only showed that most of the respondents moved on and the bullying was just a challenge, trial and inspiration to realize something more about life. It gave them a lesson in protecting and maintaining their bravery within themselves because it was a gift from God. And we must be ready at all times for such obstacles in life that might happen in the future. 3. We Filipinos still carry the good attitude of our ancestors which is shown a lot of times throughout our history. So instead of bullying others, how about we use this attitude to be united again not only within our city but also in the whole country. 4. The victims used a lot of strength to move on from the challenging event happened in their lives. For them, it was very hard to move on and to forget the tragedy they experienced because it almost destroyed their future but with the help of God, most of the victims realized that they still need to move on and face the reality to continue their lives and be thankful for surviving such event and their faith in God was strongly developed. 5. The lessons given by this research was to open the eyes of the victims who are suffering from this and to learn the different things to do to protect themselves. We must be prepared and be aware enough to such things as bullying. Some victims said that they realized the importance of not only themselves but also their family because they are the only ones left and served as inspiration to move on from the trials in life. 6. The victims have learned a lot and they have some suggestions to the school, to the community and to others. To the school, they should voice out the needs of the victims of the bullying. For the community and to others, they wanted to emphasize the importance of the family, to be strong, and faced the trials in life and do not give up. The victims did not lose hope to survive the battle because they believe in God and they pray to God. We must never forget God and ask for His goodness to guide and gives us strength in the trails we are facing. 7. No matter what end of the bullying we are on, we need to make sure that we are doing our part to prevent and stop this. Bullying is a serious matter, whether we like it or not. If we do not think that we can handle the situation on our own, there is no harm in asking for help. We can find help in a variety of places, even within our own family. Recommendations: These are some of the researchers’ recommendations after the findings and conclusions were made: 1. Bullying is a serious problem that can dramatically affect the ability of students to progress academically and socially. A comprehensive intervention plan that involves all students, parents, and school staff is required to ensure that all students can learn in a safe and fear-free environment. 2. Do not be a coward and try to face the challenges in our life. 3. Love ourselves and show the bullies that we have the strength to face them before it’s too late. 4. Instead of getting a revenge on the bully, try to show them that you’re not affected by this because the real weaklings here are the bullies. 5. Always be prepared through learning the different things to do when such difficulties happen in the future. 6. The guidance counselor and the Office of the Student Affairs must take action immediately when such event happens. 7. Through trials we face in life, do not forget to have faith in God and ask for His guidance, for our family to be always safe and secure. Lastly, be thankful for the life that He gave us. 8. The Government should take action to this problem by promoting an anti-bullying program not only to schools but also to our fellow countrymen.