Classical to the Post-Modern Eras Essay Example for Free

Classical to the Post-Modern Eras Essay In this essay, I’m going to trace the development of Classical Music from the late 1750s to the Post-Modern era in the 2000s and provide a brief history of music, and how they link together to form what we have today. There are many preconceptions of what the history of music is. Some people think it is mainly a biography of composer’s lives, but they are wrong. The history of music is primarily the history of musical style. In order to appreciate this, it is essential to become acquainted with the different sounds and to hear them in their contexts. Fashions in history change with the generations, like fashions in musical tastes. Lets first start with the classical music, Classical is an era; it is from about 1730 to just after 1800. A few people who contributed to the music in the Classical era are: Ludwig van Beethoven, Joseph Haydn and Wolfgang Amadeus Mozart. The Classical period focused on the opposite types of sounds- music during that period was orderly, uncluttered, well planned and precise. Music was expected to be technically pleasing and grounded in certain traditions and styles that had been approved by the public, often quite formal. Composers were seen as workers who were hired to write music that would please their employer (Sagebiel). The classical period of music combined harmony, melody, rhythm, and orchestration more effectively than earlier periods of music. The classical period is best known for the symphony, a form of a large orchestral ensemble. The symphonic pieces generally had three movements, the sonata, the minuet and the finale. Building of the achievements of earlier composers, Haydn, and Mozart brought the symphony to its peak in the last twenty years of the 18th century. Haydn excelled in rhythmic drive and development of theme-based music (Bishop 325). Mozart also added to the symphony by contrasting memorable lyric themes in full sounding orchestral settings. There are many styles of music within classical music, including symphony, opera, choral works, chamber music, Gregorian chant, the madrigal, and the Mass. A Classical composition will fluctuate in mood. Not only there are contrasting themes within a movement, but there also may be striking contrasts even within (Vardy). In Classical music, there is a flexibility of rhythm. A classical composition has a wealth of rhythmic patterns. Classical music is basically homophonic. However, texture is treated as flexibly as rhythm. Classical melodies are among the most tuneful and easy to remember. The Classical composers interest in expressing shades of emotion led to the widespread use of gradual dynamic change crescendo (gradually getting louder) and diminuendo ( gradually getting softer). By varying the finger pressure on the keys, a pianist can play more loudly or softly. Classical works show a great deal of musical sophistication and use development, key changes, variation, musical phrases of varying lengths, counterpoint, polyphony and advanced harmony development. It uses very specific instruments, most markedly those invented before mid-10th century and adopted in the 18th and 19th centuries, such as instruments like violin, cello, viola, woodwind instruments, brass instruments and other instruments in the orchestra and solo instruments such as piano, harpsichord, organ and guitar. The classical period had a musical style that was consistent, which means that if you were a composer in this time period; you knew what was expected of you. Haydn had a huge influence on the development if Classical music and so did Beethoven but he chose to focus on a more romantic style which had a simple chord structure. This brings us to the Romantic era; The Romantic music period began in 1825 and ran until 1900. Several historical themes were at work during this period, including the increasing role of science as a worldview, the rise of nationalism in Europe, and a growing appreciation for the arts. The style of the Romantic music period is generally characterized by a wider range of dynamics, a greater variety of instruments, more dramatic melodies, more extreme tempos, fuller harmonies, and expanded formal structures within the compositions. Some of the most famous composers of all time lived and worked during the Romantic music era. Schubert, Chopin, Wagner, Brahms, and Mahler are among the most recognizable names. The transition from nineteenth-century Romanticism to twentieth-century Modernism is perhaps one of the big points in music history. Because the speed of twentieth-century innovation in all areas has been so accelerated, music has also moved from one new idea to another with such speed that no previous era can be compared to. Technology and scientific discovery are probably the basic influences on musical creativity and production. Dissonance became very important and in fact most of the pieces are made up of dissonant chords (Palisca). During the Modern era, many new musical techniques emerged. They were seen in melody , harmony , rhythm, meter, texture, tonality, and sonority . It is important to note that during the twentieth century not all changes in music were a revolution or a return to old ideals. Contrapuntal textures in music dominate the Modern era. While, homophonic textures are present, it is to a lesser degree and with less importance. During the 20th century, tone color has become a more important element of music then it was ever before. It has a major role which is creating variety, continuity and mood. Consonance is no longer in use in the 20th century. 20th century music sound fantasy like, distant and mystifying. Chords are never as fundamental as it is in previous centuries. Poly chords are created by placing one traditional chord over another. The rhythmic vocabulary of the 20th century was expanded with increased emphasis on irregularity and unpredictability. The Melody was very elusive.

Translation Shifts In Students Translated Texts English Language Essay

Translation Shifts In Students Translated Texts English Language Essay People living in this world are divided by their cultures. Language as the part of culture holds an important role in peoples lives because it enables people to express their ideas either by talking or writing to others. In the earlier times, people did not seem to have problems related to the communication since they only needed to communicate with people in the same community who had good knowledge of the language they used. However, along with the growth of the age marked by the advance of communication devices and the needs of people to communicate to others outside their communities, the problem of communication starts to occur since people have to communicate with others having different languages in terms of its grammatical structures, its vocabularies, and even its spellings. It causes difficulties for people who are not accustomed to those differences. In order to solve the problems between two different languages, people use translation. Basically, translation is a tool to deliver meaning from source language (SL) to target language (TL). To make sure the meaning is perfectly delivered, a translator must re-construct the text by translating the words from SL to TL and arrange them based on the structures of sentence in TL so the structures are suitable with TL and there will be no loss of meaning. Knowing the importance to master translation skills, universities in Indonesia open a subject studying translation, and one of them is Translation Skill subject in English Department State University of Jakarta focusing on studying translation between English and Indonesian languages. In this Translation Skill subject, besides studying the theories related to translation such as the process, the methods, and the strategies of translation, students also conduct the activity of translating, that is to translate texts from English to Indonesian language and vice versa. In order to become a professional translator, students do not only have to master proper knowledge concerning translation theories but also they have to able to translate different kinds of text from foreign languages, in this case, English to Indonesian language in a proper form which means that the text can be read easily and its meaning remains intact. However in the implementation, students may face problems especially related to the different structures between English and Indonesian because indeed, as Moentaha (2006:12) states, every language has its specific grammatical and lexical systems. Actually, there many strategies, procedures, and techniques provided by translation experts to solve difficulties in translating as well as to prevent any distortions of meaning and errors which may be conducted by a translator especially students of English Department as novice translators, and one of them is translation shift. Catford (1965:73) defines translation shift as the departures from formal correspondence in the process of going from the SL to the TL. The shift can occur when a translator is translating a text from SL to TL by concerning some adaptations namely structural adaptation which causes the shift of form and semantic adaptation which causes the shift of meaning (Nida and Taber, 1969:105). Shifts are categorized into two major types, namely level shifts, the different level of equivalence between SL and TL items and category shifts, the departure of formal correspondence which are divided into four categories namely structure shifts, unit shifts, class shifts, and intra-system shifts (Catford, 1965:76). Studying those shifts in translation raises the curiosity of the writer to find out the types of shifts which occur in English Department students translated texts as well as the patterns of shift the students use to solve different structures between English and Indonesian language. Research Questions The questions to be answered in this study are: What type of shifts occurs in students translated texts? What shifts do dominantly occur in students translated texts? What pattern of shifts used by students to bridge the different grammatical structures between English and Indonesian? What pattern of shifts does dominantly occur in every type of shifts? Purpose of the Study The study aims at discovering the types of translation and classifying patterns of shifts occurring when students translate a text from English to Indonesian. From those kinds of translation shift and its patterns, the study also aims at figuring out the kinds of translation shift which dominantly occur in the translated text and the patterns of shift which are dominantly used by students to bridge the different grammatical structure between English and Indonesian. Limitation of the Study The study will focus on analyzing translation shifts occurring in thirty-five translated texts randomly taken from midterm test on Translation 2 subject conducted by students of English Literature Study Program English Department State University of Jakarta. The writer will use the theory of translation shifts provided by John Cunnison Catford in his book A Linguistic Theory of Translation dividing shifts into five categories namely level shifts, structure shifts, class shifts, unit shifts, and intra-system shifts. Significance of the Study Besides can enrich the field of translation in English Department State University of Jakarta, this study is expected to enhance the ability of English Department students as novice translators to translate texts from English to Indonesian as equivalent as possible by concerning the shifts they can use to solve different structures between English and Indonesian. CHAPTER 2 LITERATURE REVIEW This chapter consists of definition of translation, process of translation, method of translation, definition of translation shifts, types of translation shifts, and the use of midterm test on Translation 2 subject as the source of data. 2.1. Definition of Translation Translation rises as an activity to translate message from source language containing meaning and words, and to reproduce them in a target language which can be understood by its readers. Although the elements of translation source text, meaning or information, and target text are agreed by translation experts proven by the presence of those elements in their definitions of translation, they have different ways to express the definition of translation. Catford (1978:20) defines translation as the replacement of textual material in one language (SL) by equivalent textual material in another language (TL). From the phrase equivalent textual material above, it can be figured out that the main thing which should be replaced is the information. In other words, a translator has to be capable of replacing the information in source text with equivalent information in target text. Another definition of translation is also presented by Nida (1969:12) stating that translation consists of reproducing in the receptor language the closest natural equivalence of the source language message, first in terms of meaning and secondly in terms of style. On that definition, Nida explains clearly that the main activity a translator has to do is to convey the message from source language to target language as natural as possible by regarding its meaning and style. Besides meaning and style, there is another thing which should be considered by translators if they want to create a good translation the intention of the source texts author. The concept is derived from Newmark (1988:5) who states that translation is rendering the meaning of a text into another language in the way that the author intended the text. Therefore, before translating a text, a translator has to read the whole text to understand the intention of STs author in making the text. In other words, a translator is like a bridge connecting the intention of STs author to the readers of target text. A balance between forms of language and structures of meaning which creates a complete package of a proper translation is delivered by Larson (1984:3) who states: Translation is transferring the meaning of the source language into the receptor language. This is done by going from the form of the first language to the form of a second language by way of semantic structure. It is meaning which is being transferred and must be held constant. On that definition, the first activity translators have to do is to transfer the meaning constantly from SL to TL continued by delivering it in the appropriate form of TL to prevent any loss or distortion of meaning. 2.2. Process of Translation Before explaining the process of translation deeper, one thing to be considered is the meaning of process. Oxford Advance Learners Dictionary (2000:1050) provides three definitions of process and the first one is appropriate with translation defining process as a series of things that are done in order to achieve a particular result. Another definition of process is also provided by Kamus Besar Bahasa Indonesia (2002:899) defining process as rangkaian tindakan, pembuatan, atau pengolahan yang menghasilkan produk. Two definitions of process above can be concluded that to achieve certain goals, there are a series of actions should be conducted. The same matter also occurs in translation when a translator has to undergo a series of processes to translate texts from SL to TL as stated by translation experts below. Larson (1988:3) provides three steps to produce a translation. First thing translators need to do is to learn the lexicons, grammatical structures, communication circumstances, and cultural contexts from source language continued by analyzing the SL texts to find out its meaning. Finally, the meaning is re-expressed using the lexicons and grammatical structures of target language and its cultural contexts as drawn on the figure below: Figure 1 SOURCE LANGUAGE TARGET LANGUAGE Text to be translated Discover the meaning Meaning Re-express the meaning Translation In line with Larson, Nida and Taber (1982:33) also draws a figure to explain that translation has to undergo three processes namely analysis, transfer, and restructuring called Three Stages of Process as shown below: A (Source) (Analysis) X Y (Restructuring) B (Receptor) (Transfer) Figure 2 On the first stage namely analysis stage, the message in language A is analyzed in terms of its grammatical relationships as well as its meaning and combination of words in the form of X. Secondly, on the transfer stage, those analyzed materials are transferred in the mind of the translator from language A to language B in the form of Y. Finally, on the restructuring stage, the transferred materials are restructured in order to make the final message fully acceptable in the receptor language. Moreover, Newmark (1988:19) divides the process of translation into four levels namely the textual level, the referential level, the cohesive level, and the naturalness level. On the textual level, translators have to find the equivalence of SL grammar in TL, translate its lexical units, and put them in the appropriate form of TL sentences. However, there are some words having more than one meaning including idioms and figurative expressions in the source text and these are the task of translators in the referential level, to define the real meaning behind those expressions and put those meaning in the appropriate expressions in the target text. To link the textual and referential level, translators should advance to the next level namely cohesive level. In this level, translators use connective words which can unite the text such as conjunctions, enumerations, reiterations, definite articles, general words, referential synonyms, and punctuation marks (Newmark, 1988:23). In other wor ds, to secure the meaning of the text, translators have to secure its form first because if the sentences in the text are not linked together, the readers will not get the meaning of the text. Finally, on the last level, focusing on constructing translated texts, translators have to make sure that their translated texts make sense and read naturally for a certain kind of situation because the translated texts seem natural in one context, may not seem natural in other contexts. Nothing translators can do other than to read their whole translated texts, underline some unnatural expressions, and replace them with the more natural ones. 2.3. Method of Translation In their attempt to distinguish between methods, strategies, and techniques, Molina and Albir (2002:507) define methods of translation as the way of a particular translation process that is carried out in terms of translators objective, i.e., a global option that affects the whole texts and their definition is strengthened by Newmark (1988:81) stating that translation methods relate to whole texts, while translation procedures are used sentences and the smaller units of language. It can be concluded that the result of translated texts is determined by the methods of translation used by translators because the aim and the intention of translators will affect the overall result of their translated texts. Newmark (1988:45) draws the methods of translation in the form of a V diagram dividing them into SL emphasis such as word-for-word translation, literal translation, faithful translation, as well as semantic translation, and TL emphasis such as adaptation, free translation, idiomatic tr anslation, as well as communicative translation. 2.3.1 Word-for-Word Translation This method is used on the pre-translation phase where the TL words are directly put below the SL words as so called interlinear translation. Cultural words are translated literally out of the context. Translators only need to find the equivalent words from SL to TL but the position of those SL words remains intact in TL to understand the mechanism of TL and as Catford states (1965:25) to illustrate in a crude way differences structure between SL and TL for further studies. 2.3.2 Literal Translation This method of translation is between word-for-word and free translation where the words are still translated out of context as in word-for-word translation but then they are placed based on the grammatical structure of TL. 2.3.3 Faithful Translation In faithful translation, translators try to reproduce the contextual meaning of SL to TL and place them based on the grammatical structure of TL. Cultural words are translated but its grammatical and lexical abnormality still occurs. Faithful here means the translation attempt to be completely faithful to the intentions and text-realisation of the SL writer. 2.3.4 Semantic Translation This method of translation produces a more natural translation than the previous method since in semantic translation, the aesthetic element is taken into consideration and cultural words in SL are translated into its cultural equivalent in TL. Semantic translation is more flexible than faithful translation which Newmark (1988:46) says as an uncompromising and dogmatic method. 2.3.5 Adaptation Adaptation as the freest form of translation is commonly used in translating poetries and script of plays where cultural conversions occur from SL to TL without changing the themes, characters, or plot of SL. Therefore, if translators want to adapt a script of play, for example, they have to maintain the characters and plot of the script while adapting only its dialogues from SL to TL. 2.3.6 Free Translation In this method, the content of source text takes more priority than its form so paraphrase is commonly used to assure the message from source text can be clearly delivered to the readers of target text. 2.3.7 Idiomatic Translation When translators reach this method, their translations will not sound like translated texts anymore since in this method, the message is reproduced in TL with more natural and familiar expressions sometimes using colloquialisms and idioms which do not exist in SL. 2.3.8 Communicative Translation This method prioritizes the elements of communication such as purpose of translation and readership (Machali, 2000:55), so translators have to translate the contextual meaning of SL both its language and its content to be acceptable and understandable for readers of TL who expect no difficulties in reading translated texts. 2.4 Definition of Translation Shifts As stated on the scope of study, the writer will use the theory of translation shifts provided mainly by Catford added with some other explanations from Newmark as well as Vinay and Darbelnet. Catford (1965:73) defines translation shifts as the departures from formal correspondence in the process of going from SL to TL. Items which can be shifted are grammar as Newmark (1988:55) states shift is translation procedure involving a change in grammar from SL to TL, and word-class as Vinay and Darbelnet (1958:64) state transposition is the replacement of one word-class by another without changing the meaning of the message. Newmark (1988:85) states at least four reasons behind the occurrence of shifts. The first one is when SL and TL have different language systems so the shifts occur automatically and translators have no options but to undergo those shifts as in the translation of English plural words A pair of glasses to Indonesian singular words Sepasang kacamata and the position of adjectives as in A beautiful woman translated into Wanita cantik (Hartono, 2009:28). Another reason is when the grammatical structures of SL do not exist in TL, for example the initial position of verb in Indonesian sentences which is not familiar in English sentences except in imperative sentences. Therefore, it uses common structures of sentence as in the translation of Telah disahkan penggunaannya to Its usage has been approved (Hartono, 2009:29). Further, shifts also occur where literal translation is grammatically possible but may not accord with natural usage in the TL so it is the matter of naturalness between SL a nd TL, for example the change of word-class from noun to verb as in the translation of The pursuits of an intellectual life to Mengejar kehidupan intelektual. The last, shifts occur to replace virtual lexical gap by a grammatical structure, for example the change from phrase to clause as in the translation of The man with blue jacket is Mr. Green to Lelaki yang memakai jaket biru adalah Tuan Green (Hartono, 2009:30). 2.5 Types of Translation Shifts There are five types of shifts provided by Catford (1965:73) divided into two major types namely level shifts, and category shifts consisting of structure shifts, class shifts, unit shifts, and intra-system shifts. 2.5.1 Level Shifts Level shift occurs when an item at one linguistic level in SL has its translation equivalent at different level in TL (Catford, 1965:73). The only possible level shift in translation is the shift from grammar to lexis and vice versa as in the translation between English This text is intended for. to French Le present Manuel sadresse a. From the example above, level shift occurs when English this as a term in grammatical system of deictic is translated to French le present as a modifier consisting an article + a lexical adjective. Another example is from English He is eating a noodle soup translated to Indonesian Dia sedang makan mie rebus where a grammatical structure of English present continuous tense (is + V-ing) is translated to Indonesian lexicon sedang. 2.5.2 Category Shifts Oxford Advanced Learners Dictionary (2000:196) defines category as a group of people or things with particular features in common. Catford (1965:76) states category shift refers to some shifts which share a particular feature departures from formal correspondence in translation. Category shifts is divided into four types namely structure shifts, class shifts, unit shifts, and intra-system shifts. 2.5.2.1 Structure Shifts Structure shifts grammatically occur at any ranks of language where words, phrase, clauses, or sentences in SL has its translation equivalent with the same rank in TL so only their structures are different. Catford (1965:77) gives an example of structure shifts in clause rank from English clause The man is in the boat. to Gaelic clause Tha an duine anns a bhata. where their subjects are highlighted, their predicators are italicized and their adjuncts are underlined. A shift of structure occurs since the subject and the predicator of English clause exchange their position when the clause is translated to Gaelic so the structure S-P-A in English is switched into P-S-A in Gaelic. Another structure shift also occurs at phrase rank from A beautiful woman with adjective + noun in English to wanita yang cantik with noun + adjective in Indonesian. 2.5.2.2 Class Shifts Class shifts occur when the translation equivalent of a SL item is a member of a different class from the original item. An example given by Catford (1965:79) clearly shows a change of class from English phrase A white house to French phrase Une maison blanche where the English adjective white as a modifier (M) has its equivalence in French adjective blanche as a qualifier (Q) although both of them are adjectives, they possess different functions as a modifier in English and as a qualifier in French. A change of class also occurs when an English clause They insist on higher wages is translated into an Indonesian clause Mereka menuntut kenaikan gaji. The example shows that the English adjective of comparative higher changes to Indonesian noun kenaikan. 2.5.2.3 Unit Shifts Unit shifts occur when the translation equivalent of a unit at one rank in the SL is a unit at different rank in the TL. An example comes from the translation of English clause My father is very nice to Indonesian clause Ayahku sangat baik where a phrase in SL my father has a word ayahku in TL as its equivalence. 2.5.2.4 Intra-System Shifts Intra-system shifts are departures from formal correspondence where (a term operating in) one system in the SL has its translation equivalent (a term operating in) a different non-corresponding system in the TL, the shifts occur internally within a system. Vinay and Darbelnet in Catford (1965:80) give examples of the system related to the singular and plural form of words between English and French. An English singular word advice has translation equivalent a French plural word des concils and vice versa, a French singular word le pantalon has translation equivalent an English plural word trousers. 2.6 Midterm Test on Translation 2 Subject as the Source of Data Translation Skill is one of the subjects provided by English Department State University of Jakarta divided into two subjects taken continuously in different semesters namely Translation 1 in the fourth semester and Translation 2 in the fifth semester. Both subjects have four credits and are held twice a week. The purpose of this subject is to prepare reliable translators who can translate various kinds of texts including legal and non-legal text from English to Indonesian and vice versa. To reach its goal, students are not only given theories of translation such as definition, process, and various strategies to produce adequate translation, but they are also assigned to translate various kinds of texts to train their translation skill and to apply the theories they are studying. In the middle of the meetings, Translation 2 holds midterm test on November 2nd 2012 which consists of two parts. On the first part, students are given two texts and they have to choose the types of those texts whether persuasive, descriptive, or expository as well as to give their reasons regarding their choices. What will be analyzed by the writer is the second part of the test where students have to translate two texts from English to Indonesian titled The Meaning of English Literature and Enhancing the Role of Forests in Adapting to Climate Change as clearly, naturally, and accurately as possible. Although this is a midterm test, students are still allowed to open their dictionaries but it only helps them to find the lexical meaning of words. They still have to pay more attention to find its contextual meaning and to adjust their translations in the appropriate structures of Indonesian language using the strategies they have learnt so far, and one of the strategies may be transla tion shifts. Translated texts from midterm test are chosen as the source of data because during midterm test, students are translating the texts more carefully and more seriously to produce clear, natural, and accurate translations in order to obtain proper score. It comes better possibility to produce better translation. CHAPTER 3 RESEARCH METHODOLOGY This chapter consists of theoretical framework, research method, data and source of data, data collection procedures, and data analysis procedures. 3.1. Theoretical Framework Following up the definition of translation by Larson who states translation is to transfer the meaning and to change the form of texts from SL to TL, the writer will conduct a study about translation shift in students translated texts. Catford (1965:73) defines translation shifts as the departures from formal correspondence in the process of going from SL to TL. In other words, there will be some changes of form when a text is translated from SL to TL. Newmark (1988:85) states shifts occur when SL and TL have different language systems, when the grammatical structures of SL do not exist in TL, when literal translation is grammatically possible but may not accord with natural usage in the TL, and when translators want to replace virtual lexical gap by a grammatical structure. The translated texts are taken from English Department State University of Jakarta students answer sheets of Translation 2 midterm test and those translated texts will be analyzed using the theories of translatio n shifts by Catford who divided shifts into five categories namely level shifts, structure shifts, class shifts, unit shifts, and intra-system shifts. The writer chooses to analyze translated texts from midterm test because during midterm test, students will be more serious and more careful in doing their tests to obtain proper score so the possibility to produce better translation is higher. 3.2 Research Method In this study, the writer will use descriptive analysis as the method of the study. Kountur (2004:105) defines descriptive as a kind of research which gives descriptions or analyses over a situation as clearly as possible without manipulating the objects being observed. Therefore, in descriptive analysis method, the writer will describe the data and continued by analyzing them as Ratna (2010:53) states that descriptive analysis method is conducted by describing facts followed by analyses providing sufficient understanding and explanation. 3.3 Data and Sources of Data Thirty-five translated texts in Indonesian language from midterm test on Translation 2 subject will be used as the source of data. The analysis will be focused on the words, phrases, and clauses in the texts as the data. 3.4 Data Collection Procedures Data collection is a process of recording an event and gathering pertinent information (La Pierre and Zimmerman, 1997:39). In this study, the writer will collect the data using following procedures: Asking for permission from the lecturers of Translation 2 subject to borrow answer and question sheets. Copying the answer and the question sheets. Reading two English texts in the question sheet. Reading two translated texts written in Indonesian from students answer sheets. Underlining words, phrases, and clauses where translation shifts occur to be categorized and analyzed later. 3.5 Data Analysis Procedures After collecting the data, the writer will analyze them using the procedures below: Drawing a table consisting of English items, Indonesian items, and types of shift columns as following: English Items Indonesian Items Level Shifts Category Shifts Structure Shifts Class Shifts Unit Shifts Intra-system Shifts Name of Students: Filling English and Indonesian Items columns with the words, phrases, or clauses from both versions of texts to be analyzed. Determining the patterns of shift on the types of shift columns as shown below: English Items Indonesian Items Level Shifts Category Shifts Structure Shifts Class Shifts Unit Shifts Intra-system Shifts They insist on higher wages Mereka menuntut kenaikan gaji Adjective to Noun Listing the types and the patterns of shift used by every student as shown below: Student A Types of Shift Amount Patterns of Shift Amount Level Shifts 14 Grammar to Lexis 14 Structure Shifts 10 Adj+N to N+Adj 10 Class Shifts 12 Adjective to Noun 9 Noun to Adjective 3 Unit Shifts 11 Word to Phrase 4 Phrase to Word 7 Intra-System Shifts 15 Plural to Singular 15 Stating the dominant types and patterns of shift. For example, the table above shows that the dominant type of shift is intra-system shifts while the dominant patterns of shift are grammar to lexis from level shifts, Adj+N to N+Adj from structure shifts, Adjective to Noun from class shifts, Phrase to Word from unit shifts, and Plural to Singular from intra-system shifts.

Introduction To The Solar System Environmental Sciences Essay

Introduction To The Solar System Environmental Sciences Essay A. This essay will briefly describe the planets and how they relate to the planet Earth. The surface and inner geology, the atmosphere, and other general properties will show how the other planets are not unlike the Earth. B. How do the unique characteristics of each major solar system body compare with the planet Earth primarily the mass and density, and the composition? 2. The Planets Other Objects. The charted regions of the Solar System consist of the Sun, four terrestrial inner planets, an asteroid belt composed of small rocky bodies, four gas giant outer planets, and a second belt, called the Kuiper belt, composed of icy objects. Beyond the Kuiper belt is hypothetical Oort cloud. The inner Solar System is the traditional name for the region comprising the terrestrial planets and asteroids. Composed mainly of silicates and metals, the objects of the inner Solar System crowd very closely to the Sun; the radius of this entire region is shorter than the distance between Jupiter and Saturn. The four inner or terrestrial planets have dense, rocky compositions, few or no moons, and no ring systems. They are composed largely of minerals with high melting points, such as the silicates which form their solid crusts and semi-liquid mantles, and metals such as iron and nickel, which form their cores. Three of the four inner planets (Venus, Earth and Mars) have significant atmospheres; all have impact craters and tectonic surface features such as rift valleys and volcanoes. Our probe, the ESP begins the exploration of the solar system with the third planet from the sun, the Earth and the fifth largest in our solar system. Astronomers usually measure distances within the Solar System in astronomical units (AU). One AU is the approximate distance between the Earth and the Sun or roughly 149,598,000 km (93,000,000 mi). A. The Earth. The mass of the Earth is 5.98 E24 kg with a mean density of 5,520 kg/m3 and the densest of any planet in the solar system. Earths diameter is just a few hundred kilometers larger than that of Venus, and considered our sister planet. Earth is the largest of the inner planets, the only one planet known to have current geological activity, although there are moons of Jupiter and Saturn that have seismic activity, and the only planet known to have life. Its liquid hydrosphere is unique among the terrestrial planets, and it is also the only planet where plate tectonics has been observed, unlike Venus where there is no evidence of plate tectonics. Earths atmosphere is radically different from those of the other planets, having been altered by the presence of life (in two oxygen generating events) to contain 21% free oxygen. It has one satellite, the Moon, the only large satellite of a terrestrial planet in the Solar System so large as compared to its planet. No other moon-pla net has this size ratio. The four seasons are a result of Earths axis of rotation being tilted 23.45 degrees with respect to the plane of Earths orbit around the sun. During part of the year, the northern hemisphere is tilted toward the sun and the southern hemisphere is tilted away, producing summer in the north and winter in the south. Six months later, the situation is reversed. During March and September, when spring and fall begin in the northern hemisphere, both hemispheres receive nearly equal amounts of solar illumination. Earths global ocean, which covers nearly 70 percent of the planets surface, has an average depth of about 4 km (2.5 miles). Fresh water exists in the liquid phase only within a narrow temperature span, 32 to 212 degrees Fahrenheit (0 to 100 degrees Celsius). The presence and distribution of water vapor in the atmosphere is responsible for much of Earths weather. The Earths rapid rotation and molten nickel-iron core create the magnetic field which prevents the solar wind from reaching the surface (the solar wind is a stream of charged particles continuously ejected from the sun.) The Earths magnetic field does not fade off into space, but has definite boundaries. When charged particles from the solar wind become trapped in Earths magnetic field, they collide with air molecules above our planets magnetic poles. These air molecules then begin to glow, and are known as the aurora the northern and southern lights. Earths lithosphere, which includes the crust (both continental and oceanic) and the upper mantle, is divided into huge plates that are constantly moving, and the movement is accurately determined via radio telescopes from a stationary point such as a star . Earthquakes result when plates grind past one another, ride up over one another, collide to make mountains, or split and separate. The theory of motion of the large plates of the li thosphere is known as plate tectonics. Developed within the last 40 years, this explanation has unified the results of centuries of study of our planet. The Earths atmosphere consists of 78 percent nitrogen, 21 percent oxygen and 1 percent argon and other trace ingredients. The atmosphere affects Earths long-term climate and short-term local weather, shields us from much of the harmful radiation coming from the sun and protects us from meteors as well, most of which burn up before they can strike the surface as meteorites. Before the ESP leaves the immediate vicinity of the Earth, ESP will begin the journey starting with Earths Moon approximately 250,000 miles away. B. The Moon. The Earths moon provides a more livable planet by moderating our home planets wobble on its axis, leading to a relatively stable climate, and creating a rhythm that has guided humans for thousands of years. The Moon was likely formed after a Mars-sized body collided with Earth approximately 4.5 billion years ago, and the resulting debris accumulated (or accreted) to form our natural satellite. The newly formed Moon was in a molten state. Within about 100 million years, most of the global magma ocean had crystallized, with less dense rocks floating upward and eventually forming the lunar crust. The moons surface shows four significant impact structures and are used to date objects on the Moon; are called the Nectaris and Imbrium basins and the craters Eratosthenes and Copernicus. The Moon was first visited by the USSRs Luna 1 and Luna 2 in 1959. These were followed by a number of U.S. and Soviet robotic spacecraft. The U.S. sent three classes of robotic missions to prepare the way for human exploration, the Rangers (1961-1965) were impact probes, the Lunar Orbiters (1966-1967) mapped the surface to find landing sites and the Surveyors (1966-1968) were soft landers. The first human landing on the Moon was on 20 July 1969. During the Apollo missions of 1969-1972, 12 American astronauts walked on the Moon and used a Lunar Roving Vehicle to travel on the surface to investigate soil mechanics, meteoroids, lunar ranging, magnetic fields and the solar wind. The Apollo astronauts brought back 382 kg (842 pounds) of rock and soil to Earth for study. The Moon has no internally generated magnetic field, although areas of magnetism are preserved in the lunar crust, but how this occurred remains a mystery to science. The early Moon appears not to have had the right conditions to develop an internal dynamo, the mechanism for global magnetic fields for the terrestrial planets; so an iron-core did not form or have the ability for motion. In retrospect, no magnetic field may be a good thing as perhaps there would be some interactions between the Earths magnetic filed and the moons, when considering the abnormal size ratio between these bodies. With no atmosphere to impede impacts, a steady rain of asteroids, meteoroids and comets strike the surface. Over billions of years, the surface has been ground up into fragments ranging from huge boulders to powder. Nearly the entire Moon is covered by a rubble pile of gray, powdery dust and rocky debris called the lunar regolith. Beneath the regolith is a region of fractured bedrock referred to as the megaregolith. The ESP now leaves the Earth to journey toward the sun and visit the second closet to the sun, Venus our sister planet. C. Venus. From the Earth, the distance to Venus is about 23 million miles, and 0.723 AU from the sun. The orbital period of Venus is about 225 Earth days long, while the planets sidereal rotation period is 243 Earth days, making a Venus solar day about 117 Earth days long. Venus has no natural satellites. The mass of Venus is 4.87 E24 kg and close in size to Earth (0.815 Earth masses) and, like Earth, has a thick silicate mantle around an iron core, a substantial atmosphere and evidence of internal geological activity. Because of the similar silicate mantle around an iron corer, the density is not unlike the Earths at 5,250 kg/m2. The slow rotation of Venus cannot generate a magnetic field similar to Earths, though its iron core is similar to that of the Earth and approximately 3,000 km (1,900 miles) in radius. Venus rotates retrograde (east to west) compared with Earths (west to east) rotation. Seen from Venus, the sun would rise in the west and set in the east. Current thinking suggests that Venus was completely resurfaced by volcanic activity 300 to 500 million years ago. More than 1,000 volcanoes or volcanic centers larger than 20 km (12 miles) in diameter dot the surface. Volcanic flows have produced long, channels extending for hundreds of kilometers. Venus has two large highland areas: Ishtar Terra, about the size of Australia, in the North Polar Region; and Aphrodite Terra, about the size of South America, straddling the equator and extending for almost 10,000 km (6,000 miles). Maxwell Montes, the highest mountain on Venus and comparable to Mount Everest on Earth, is at the eastern edge of Ishtar Terra. No definitive evidence of current geological activity has been detected on Venus, but as mentioned it has no magnetic field that would prevent depletion of its substantial atmosphere, which suggests that its atmosphere is regularly replenished by volcanic eruptions. Venus atmosphere consists mainly of carbon dioxide, with clouds of sulfuric acid droplets with trace amounts of water detected in the atmosphere (96% carbon dioxide, 3% nitrogen, and 0.1% water vapor.) The atmosphere is much drier than Earth and ninety times as dense. It is the hottest planet, with surface temperatures over 400 Â °C, most likely due to the amount of greenhouse gases in the atmosphere. The thick atmosphere traps the suns heat, resulting in surface temperatures higher than 880 degrees Fahrenheit (471 degrees Celsius). Probes that have landed on Venus survived only a few hours before being destroyed by the incredible temperatures. Sulfur compounds are abundant in Venus clouds. The corrosive chemistry and dense, moving atmosphere cause significant surface weathering and erosion. Atmospheric lightning bursts were confirmed in 2007 by the European Venus Express orbiter. On Earth, Jupiter and Saturn, lightning is associated with water clouds, but on Venus, it is associated with clouds of sulfuric acid. As we leave the Venusian orbit, Earths probe ESP continues toward the sun and onward Mercury. D. Mercury. The closest planet to the Sun and the smallest planet (0.055 Earth masses), Mercury is 0.387 AU from the sun. Mercury has no natural satellites, and its mass is 3.30 E23 kg with an average density of 5,420 kg/m3. The similarity of the rocky terrestrial planets is apparent. Mercurys surface resembles that of Earths Moon, scarred by many impact craters resulting from collisions with meteoroids and comets. While there are areas of smooth terrain, there are also scarps or cliffs, some hundreds of miles long and soaring up to a mile high, formed by contraction of the crust. Mercury is the second densest planet after Earth, with a large metallic core having a radius of 1,800 to 1,900 km (1,100 to 1,200 miles), about 75 percent of the planets radius (Earths core is many times smaller compared to the planets diameter). In 2007, researchers using ground-based radars to study the core found evidence that it is molten (liquid). Mercurys outer shell, comparable to Earths outer shell (called the mantle), is only 500 to 600 km (300 to 400 miles) thick. The only known geological features besides impact craters are wrinkle-ridges, probably produced by a period of contraction early in its history. The Caloris Basin, one of the largest features on Mercury, is about 1,550 km (960 miles) in diameter. It was the result of a possible asteroid impact on the planets surface early in the solar systems history. Mercurys almost negligible atmosphere consists of atoms blasted off its surface by the solar wind. Though Mercurys magnetic field has just 1 percent the strength of Earths, the field is very active. The magnetic field in the solar wind creates intense magnetic tornadoes that channel the fast, hot solar wind plasma down to the surface. When these ions strike the surface, they knock off neutral atoms and send them high into the sky where other processes may fling them back to the surface or accelerate them away from Mercury. As we leave Mercury before heading out to the deepest regions of the solar system, the ESP will make a fly-by of the sun, as the voyager probes did around Jupiter and Saturn to increase the velocity. E. Our Sun. The principal component of the Solar System is the Sun that contains 99.86% of the systems known mass and dominates it gravitationally. Jupiter and Saturn, the Suns two largest orbiting bodies, account for more than 90% of the systems remaining mass. Most large objects in orbit around the Sun lie near the plane of Earths orbit, known as the ecliptic. The planets are very close to the ecliptic while comets and Kuiper belt objects are usually at significantly greater angles to it. The orbits of the planets are nearly circular, but many comets, asteroids and objects of the Kuiper belt follow highly-elliptical orbits. The probe ESP circles the sun picking up velocity to begin the voyage to Mars again passing the terrestrial planets. F. The Red Planet, Mars. Mars is smaller than Earth and Venus (0.107 Earth masses) has a mass of 6.42 E23 kg and a mean density of 3,940 kg/m3 (lower than that of the other terrestrial planets,) and is 1.524 AU from the sun. Mars is a cold desert-like world similar to our Southwestern States, and has the same amount of dry land. Like Earth, Mars has seasons, polar ice caps, volcanoes, canyons and weather, but its atmosphere is too thin for liquid water to exist for long on the surface. There are signs of ancient floods on Mars, but evidence for water now exists mainly in icy soil and thin clouds. Mars has two tiny natural satellites Deimos and Phobos thought to be captured asteroids. Mars experiences seasons because of the tilt of its rotational axis (in relation to the plane of its orbit). Mars orbit is slightly elliptical, so its distance to the sun changes, affecting the Martian seasons that last longer than those of Earth. The polar ice caps on Mars grow and recede with the seaso ns; layered areas near the poles suggest that the planets climate has changed more than once. Mars is a rocky body about half the size of Earth. As with the other terrestrial planets (Mercury, Venus and Earth) the surface of Mars has been altered by volcanism, impacts, crustal movement, and atmospheric effects such as dust storms. Volcanism in the highlands and plains was active more than 3 billion years ago, but some of the giant shield volcanoes are younger, having formed between 1 and 2 billion years ago. Mars has the largest volcanic mountain in the solar system, Olympus Mons, as well as a spectacular equatorial canyon system, Valles Marineris. Mars has no global magnetic field, but NASAs Mars Global Surveyor orbiter found that areas of the Martian crust in the southern hemisphere are highly magnetized. Evidently, these are traces of a magnetic field that remain in the planets crust from about 4 billion years ago. Mars often appears reddish due to a combination of the fact that its surface is comprised of iron-rich minerals that rust (or oxidize) and that the dust made of these minerals is kicked up into the atmosphere, giving the atmosphere a reddish hue as well. Mars possesses an atmosphere of mostly carbon dioxide (seems like a natural tendency of the terrestrial planets), and other gases (nitrogen 3%, and argon 1.6 %.) The thin atmosphere on Mars does not allow liquid water to exist at the surface for long, and the quantity of water required to carve Mars great channels and flood plains is not obvious today. Unraveling the story of water on Mars is important to unlocking its climate history, which will help us understand the evolution of all the planets. Water is believed to be an essential ingredient for life; evidence of past or present water on Mars is expected to hold clues about whether Mars could ever have been a habitat for life. In summary, there is evidence and good science that large quantities of water may still be present below the surface. Scientists believe that Mars experienced huge floods about 3.5 billion years ago, though it is not know where the ancient flood water came from, how long it lasted or where it went, recent missions to Mars have uncovered exciting evidence. In 2002, NASAs Mars Odyssey orbiter detected hydrogen-rich polar deposits, indicating large quantities of water ice close to the surface. Further observations found hydrogen in other areas as well. If water ice permeated the entire planet, Mars could have substantial subsurface layers of frozen water, and if true, the long-term colonization of Mars is probable. In 2004, the Mars Exploration Rover named Opportunity found structures and minerals indicating that liquid water was once present at its landing site. The rovers twin, Spirit, also found the signature of ancient water near its landing site halfway around Mars from Opportunitys location. Recently, in August 2012, the probe Curiosity made another surface landing in a crater and being the first nuclear-powered probe. Leaving Mars orbit and the terrestrial planets, ESP moves further from the sun to explore the left-over remains from the formation of the solar system, the Asteroid belt. G. The Asteroids Belt. These small Solar System bodies are mostly composed of rocky and metallic non-volatile minerals. Tens of thousands of these minor planets and small rocky bodies are gathered in the main asteroid belt, a vast doughnut-shaped ring between the orbits of Mars and Jupiter. Asteroids that pass close to Earth are called Near-Earth Objects (NEOs). The main asteroid belt occupies the orbit between Mars and Jupiter, and is between 2.3 and 3.3 AU from the Sun. It is thought to be remnants from the Solar Systems formation that failed to coalesce because of the gravitational interference of Jupiter. Asteroids range in size from hundreds of kilometers across to microscopic. Despite this, the total mass of the main belt is unlikely to be more than a thousandth of that of the Earth. The main belt is very sparsely populated; spacecraft routinely pass through without incident. Asteroids with diameters between 10 and 10-4 m are called meteoroids. Asteroid groups in the main belt are divided into groups and families based on their orbital characteristics. Asteroid moons are asteroids that orbit larger asteroids. They are not as clearly distinguished as planetary moons, sometimes being almost as large as their partners. The asteroid belt also contains main-belt comets which may have been the source of Earths water. The inner Solar System is also dusted with rogue asteroids, many of which cross the orbits of the inner planets. The three broad composition classes of asteroids are C-, S- and M-types. The C-type asteroids (carbonaceous) are most common, and probably consist of clay and silicate rocks and are dark in appearance. C-type asteroids are among the most ancient objects in our solar system. The S-types (silicaceous) are made up of silicate (stony) materials and nickel-iron. M-types (metallic) are made up of nickel-iron. The asteroids compositional differences are related to how far from the sun they formed. Some experienced high temperatures after they formed and partly melted, with iron sinking to the center and forcing basaltic (volcanic) lava to the surface. One such asteroid, Vesta, survives to this day. Ceres is 2.77 AU from the sun, is the largest body in the asteroid belt, and considered a dwarf planet. It has a diameter of slightly less than 1000 km, large enough for its own gravity to pull it into a spherical shape. Ceres was considered a planet when it was discovered in the 19th century, bu t was reclassified as an asteroid in the 1850s as further observation revealed additional asteroids. It was again reclassified in 2006 as a dwarf planet along with Pluto. Leaving the left-over rubble of the Asteroid belt ESP now begins s very long journeys as did the Voyager, and Cassini probes and visit the four outer planets, or gas giants (sometimes called Jovian planets), and collectively make up 99 percent of the mass known to orbit the Sun. H. The Gas giants Jupiter. Jupiter and Saturns atmospheres are largely hydrogen and helium. Uranus and Neptunes atmospheres have a higher percentage of ices, such as water, ammonia and methane. Some astronomers suggest they belong in their own category, ice giants. All four gas giants have rings, although only Saturns ring system is easily observed from Earth. Our probe ESP approaches Jupiter at an average distance of 5.203 AU from the sun we are now in the region of deep space. Jupiter at 318 Earth masses has 2.5 times the mass of all the other planets put together, and an average density of 1,314 kg/m3. It is composed largely of hydrogen and helium. Jupiters internal heat creates semi-permanent features in its atmosphere, such as cloud bands and the Great Red Spot. On 7 January 1610, using a telescope (probably the first) he constructed, astronomer Galileo Galilei saw four small stars as he first thought near Jupiter. He had discovered Jupiters four largest moons, now called Io, Europa, Ganymede, and Callisto. These four moons are known today as the Galilean satellites. In retrospect, Jupiter has sixty-three known satellites, and show similarities to the terrestrial planets, such as volcanism and internal heating. Galileos surprise and illumination is understood. In 2004, while looking through a small Meade reflecting telescope, Jupiters four largest moons were visible as they were all in a straight line moving around the planets equatorial plane. For the first time ever, I gazed at four moons in the solar system other than our own, and it was an amazing sight. Looking at Jupiter from an Earth or near-orbit telescope or planetary probe, the apparent surface and appearance is a blend of striking colors and atmospheric features. Most visible clou ds are composed of ammonia, and water vapor exists deep below and can sometimes be seen through clear spots in the clouds. The planets stripes are dark belts and light zones are created by strong east-west winds in Jupiters upper atmosphere. The Great Red Spot, a giant spinning storm, has been observed since the 1800s, and in recent years, three storms merged to form the Little Red Spot, about half the size of the Great Red Spot. In December 1995, NASAs Galileo spacecraft dropped a probe into Jupiters atmosphere, which made the first direct measurements of the planets atmosphere, and began a multiyear study of Jupiter and the largest moons. The magnetic field of Jupiter and is nearly 20,000 times as powerful as Earths. Trapped within Jupiters magnetosphere (the area in which magnetic field lines encircle the planet from pole to pole) are swarms of charged particles. Jupiters rings and moons are embedded in an intense radiation belt of electrons and ions trapped by the magnetic field, and perhaps a moon landing is possible in the future, but protection from this radiation will be necessary. Jupiters atmosphere is similar to that of the sun, and the composition is mostly hydrogen and helium. Deep in the atmosphere, the pressure and temperature increase, compressing the hydrogen gas into a liquid. At further depths, the hydrogen becomes metallic and electrically conducting. In this metallic layer, Jupiters powerful magnetic field is generated by electrical currents driven by Jupiters fast rotation (9.8 Earth hours.) At the center, the immense pressure may support a solid core of rock about the size of Earth. Jupiters Galilean Satellites. Io is the most volcanically active body in the solar system and the surface is covered by sulfur in different multi-colored forms. As Io travels in its slightly elliptical orbit, Jupiters immense gravity causes tides in the solid surface that rise 100 m (300 feet) high on Io, generating enough heat for volcanic activity and to drive off any water. Ios volcanoes are driven by hot silicate magma. Europas surface is mostly water ice, and there is evidence that it may be covering an ocean of water or ice beneath. Europa is thought to have twice as much water as does Earth, and intrigues scientists because of its potential for having a habitable zone. Life forms have been found thriving near subterranean volcanoes on Earth and in other extreme locations that may be analogues to what may exist on Europa. Given the right chance and some basic conditions, life is possible on so many different levels. Ganymede is the largest moon in the solar system (larger than the planet Mercury), and is the only moon known to have its own internally generated magnetic field. Callistos surface is extremely heavily cratered and ancient, a visible record of events from the early history of the solar system. However, the very few small craters on Callisto indicate a small degree of current surface activity. The interiors of Io, Europa and Ganymede have a layered structure similar to the Earth). Io, Europa and Ganymede all have cores and mantles partially molten rock or a solid rock envelope around the core. The surface of Europa and Ganymede is a thick, soft ice layer and a thin crust of impure water ice. In the case of Europa, a subsurface water layer probably lies just below the icy crust and may cover the entire moon. This makes Europa a candidate for moon landing, but in the movie 2001 A Space Odyssey, mankind was forbidden to land on Europa, however, we will of course disregard. Layering at Callisto is less well defined and appears to be mainly a mixture of ice and rock. As ESP leaves the Jovian world and once more, as the voyager space probes successfully navigated, rounds the giant planet to pick up additional speed for the voyage to Saturn, and beyond. I. Saturn. At 9.5 AU from the sun Saturn has a mass of 5.69 E26 kg. With an average density of 690 kg/m3, Saturn is far less massive than any planet in the solar system, being only 95 Earth masses and could be floated in water since its density is less than that of water. Famous for its extensive ring system, Saturn has similarities to Jupiter, such as its atmospheric composition, as Saturn is mostly a massive ball of hydrogen and helium. Saturn is unique among the planets. All four gas giant planets have rings, made of chunks of ice and rock, but none are as spectacular or as complicated as Saturns. Saturns magnetic field is not as huge as Jupiters, however; it is still 578 times as powerful as the Earths. Saturn, its rings and many of its satellites lie totally within Saturns own enormous magnetosphere (the region of space in which the behavior of electrically charged particles is influenced more by Saturns magnetic field) than by the solar wind. Jupiter shares the magnetic field s imilarity. Saturn has sixty known satellites; two of which, Titan and Enceladus, show signs of geological activity, though they are largely made of ice. Titan is larger than Mercury and the only satellite in the Solar System with a substantial atmosphere. In 1610, Italian astronomer Galileo Galilei was the first to gaze at Saturn through a telescope, and in 2004, after seeing Jupiters Galilean satellites; I saw the outline of Saturns rings. My image was not unlike Galileos where I could resolve the rings, not their structure or color, and noticed a dark space between the ring system and the planet was visible. Although a fascinating sight, nothing compared to seeing the Galilean satellites. However, to credit Galileo, my modern-day meade-reflector was equal to Galileos very first refractor; a testament to the mind of a genius. He would probably say, they dont build them like they used too. Winds in the upper atmosphere reach 500 m (1,600 feet) per second near the equatorial region. These super-fast winds, combined with heat rising from within the planets interior, cause the yellow and gold bands visible in the atmosphere. In the early 1980s, NASAs Voyager 1 and Voyager 2 spacecraft revealed that Saturns rings are made mostly of water ice and the ring system extends hundreds of thousands of kilometers from the planet, however surprising, the vertical depth is typically only about 10 m (30 feet) in the main rings. Saturns Moons. The largest moon, Titan, is a bit bigger than the planet Mercury (Titan is the second-largest moon in the solar system; only Jupiters moon Ganymede is bigger.) Titan is so large that it affects the orbits of other near-by moons. At 5,150 km (3,200 miles) across, it is the second largest moon in the solar system. Titan hides its surface with a thick nitrogen-rich atmosphere. Titans atmosphere is similar to the Earths atmosphere of long ago, before biology took hold on our home planet and changed the composition from carbon dioxide to oxygen. Titans atmosphere is approximately 95% nitrogen, 3% helium with traces of methane. While the Earths atmosphere extends about 60 km (37 miles) into space, Titans extends nearly 600 km (ten times that of the Earths atmosphere) into space. The moon Iapetus has one side as bright as snow and one side as dark as black velvet, with a huge ridge running around most of its dark-side equator. Phoebe is odd as the moon orbits the planet in a direction opposite that of Saturns larger moons, as do several of the more recently discovered moons. The result of an impact that nearly split the moon Mimas apart has an enormous crater on one side providing evidence that the solar system still contains left-over debris and can cause substantial impacts. The probe Cassini observed warm fractures on Enceladus where evaporating ice clearly escapes and forms a huge cloud of water vapor over the South Pole. Scientists have seen evidence of active ice volcanism on Enceladus. Hyperion has an odd flattened shape and rotates chaotically, probably due to a recent collision, and probably due to the space junk being tossed out from the ring-system due to collisions there. The moon Pan orbits within the main rings and helps sweep materials out of a narrow space known as the Encke Gap (have to do a better job of sweeping with the many impacts on-going.) Finally, Tethys has a huge rift zone called the Ithaca Chasma that runs nearly three-quarters of the way around the moon. Four additional moons orbit in stable places around Saturn they tag along with their larger sisters. These moons lie 60 degrees ahead of or behind a larger moon and in the same orbit. Telesto and Calypso move along with the larger moon Tethys in its orbit; Helene and Polydeuces occupy similar orbits with Dione. A collision with any of these smaller moons within the same orbit can cause catastrophic consequences with Saturns larger moons. Uranus is next as our probe moves on from Saturn. J. Uranus This strange upside-down world is 19.6 AU from the sun, and at 14 Earth masses, has a mass of 8.68 E25 kg with a mean density of 1,290 kg/m3. Uniquely among the planets is the only gas-giant whose equator is nearly at right angles to its orbit (its axial tilt is over ninety degrees to the eclip

effect of media on sports :: essays research papers

influence of mass media on sport : Influences of Mass Media in Sport When communication is spread not just between two individuals but rather between tens of millions of people it is known as mass media. Mass media is known as the central nervous system of society. "Mass media has many different purposes, such as providing information, entertaining, persuading and also by carrying a vague general function of culture to millions of people."(Frederick 18). In order for mass media to exist, there must be an audience. Today's society is very selective; each receiver reacts differently through his or her own experience and orientation according to mass media. Therefore, mass media exists in many different forms such as magazines, television, newspapers, internet, motion pictures, and even plays. Some examples of these forms of mass media are cosmopolitan magazine for young modern women and TSN television network for sports fans. With such extreme varieties of mass media existing in today's societies there are three major constraints that seem to have an impressionable impact. These constraints can keep mass media very restricted. The major constraint of mass media is competition. Each form of mass media wants to be the one to target the audience, so therefore competition between mass media is very strong, because capturing the inside of the sports world is critical. Apart from the competition among the various forms of media there is also competition among each form of the media example Fox network competes with all television networks for a market share of the audience. Network companies such as Fox buy the contracts to show American football games for millions of dollars, which they in turn make their money back through companies wanting to advertize on their network during these football games. The audience Fox attracts by showing these games also provides an audience for companies wanting to advertise their products and provides potential customers for their products. This life cycle exists in all forms of media apart from just television, newspapers try to cover the best stories in all areas of life from tradegy to sports and entertainment. From a sociological stand point in today's society sex and violence attracts audiences. By examining the internet, which is the newest form of mass media internet companies that provide the most outrageous websites with sex and violence are the most watched websites. Media Companies compete with each other on those levels by looking at what attracts the most attention and trying to provide it.

Essay on Corruption of the Family and Society in Kafkas Metamorphosis

Corruption of the Family and Society Exposed in Metamorphosis Franz Kafka's existentialistic perspective on the meaning of life (or rather, the lack thereof), is clearly portrayed through Gregor Samsa in Metamorphosis. Kafka's belief that there is no meaning to life nor any reason to hold an optimistic outlook towards life, is a dominant force in the story. The author is able to create conflict by portraying Gregor as being the complete opposite of his own personal beliefs: Kafka's almost paradoxical belief that, though there is no meaning to life, the individual can create one for himself, is entirely missed by Gregor. Kafka's weighty emphasis on individualism and the corruption that society and the familial infrastructure represent is demonstrated through Gregor's interactions with the members of his own family and those of society. This leads to the development of Gregor Samsa as more than a sympathetic character, and makes Metamorphosis a novella of fantastical, fable-like proportions, complete with a moral and a superficially happy ending. Kafka's Metamorphosis was written in 1912, in the midst of a German cultural, social, and economic metamorphosis. Industrialization had reached Germany, and changed the mindset of the people. The increasing number of factorial jobs available, the numbing shifts and schedules, . . . - all this came with industrialization, and it was to this that Kafka was writing in protest. Through Gregor, Kafka demonstrates the dehumanization that industrialization was bringing to Germany, to the extent that there was little to no difference between humans and animals. By turning Gregor's physical being into an unnamed and abhorrent bug, Kafka emphasizes the similarities between th... ... followed by a period of "vacant and peaceful meditation" (Kafka, 127), in which he reflects with new insight his past life, and, while in the process of making tentative plans for the future, dies a peaceful death. Gregor's death, followed so closely by his dawning comprehension of individuality, closes the story to a full and complete circle, which began with his physical transformation into a bug and ended with his humanization. Kafka uses Gregor Samsa as almost a fable-istic character, as if to warn his reader "Don't be like Gregor! Follow your own paths or die a death like a dung bug!" Kafka's emphasis on individualism and how the corruption that society and familial infrastructure affects a human being develops this story into one with moralistic consequences for the reader, persuading him to review his own priorities and to reset them accordingly.

Refugee mother and her child by Chinua Achebe Essay

Explain what the poem is about and how the poet conveys the emotions he feels. The poem is about Achebe’s encounter with a mother and child in a refugee camp. This mother was different from the other mothers as she still cherished and loved her son. The other mothers had already stopped caring for their children as survival was not the most important thing and there wasn’t any hope of survival for their children anyway. In line 9: â€Å"Most mothers there had long ceased to care† The poet’s tone was varied, in the first stanza he used long, soft vowels such as the vowel ‘o’ and words such as ‘tenderness’. In line 4, Achebe chose to used the word ‘odour’ instead of the word ‘smell’ or ‘stench’ because it sounded softer and more rounded. The softness continued until the beginning of line 5 where Achebe used hard-sounding words such as ‘diarrhoea’ and ‘blown’. The fact that the child will die is hinted repeatedly. From line 7 to line 14 of the second stanza, he seemed to be admiring the mother’s love for her child in even those circumstances. At the end, his tone was sad and regretful. In the last three lines: â€Å"†¦ like putting flowers on a tiny grave. † There was alliteration in line 5 of the second stanza: â€Å"behind blown empty bellies† The poet used the work â€Å"ghost† as a metaphor in lines 8 and 9 of the second stanza. In â€Å"ghost smile†, he meant the softening of the mother’s expression as she looked at her son. There was repetition of â€Å"ghost† and in â€Å"ghost of a mother’s pride†, it represented what the mother used to feel and here there was only the tiniest left of it. The last 2 lines were a smilie, he’s saying that her combing her son’s hair is like a final goodbye because she would probably never get to do it again. In the first line, â€Å"Madonna and Child†, this is the scene when Christ was taken from the cross and placed on Mary’s knees. Achebe is saying that even this scene could not have been more touching than of the refugee mother and her child. In line 3: â€Å"for a son she soon would have to forget. † Here he means that after the boy dies, the mother will have to concentrate on survival for herself, forcing her to forget her son. This will not be able to mourn her child. In line 4: â€Å"The air was heavy with odours†¦ † The air was thick with the stench. The air was so dense that it seemed it had a weight and was more than just gas. In lines 7 and 8: â€Å"Struggling in laboured steps†¦ † Even walking is difficult for them. Walking is hard work. Achebe doesn’t know the mother’s name, so he refers to her as â€Å"she† and â€Å"her†. â€Å"Rust-coloured† is the colour of a dark-haired person’s hair when he or she has an inadequate diet. The hair signals that the child is incredibly unhealthy and on the verge of dying. In line 11: â€Å"†¦ hair left on his skull†¦ † The child is in such poor health that his hair has fallen out. Achebe used the work â€Å"skull† because it showed how poorly the boy was and because it represented death. In line 12: â€Å"- Singing in her eyes – † The hyphens surrounding this phrase outlined its significance. This was probably because the mother remembers singing to him, when they were happy. From line 15: â€Å"act of no consequence†¦ † Combing her son’s hair would usually be something a mother wouldn’t think twice about. They were probably quite well off before they were in this situation. The punctuation Achebe used were little. At the end of the first verse he put a period. This is because he was finalizing a statement. At the end of line 5 of the second stanza, there’s another period. This is because he’d finished describing about the surroundings and was moving onto the mother. In line 7, there was a semi-colon, which indicates a pause. There is another one in line 16. In line 13 there are three periods together. This is usually used to signify that something will eventually continue. At the end of the poem he put another period. This is because he is ending the poem and also because he is once again finalizing something. Since the child is dying, death is final, so the period was suitable. In lines 13 to 16, Achebe introduced the possibility that the mother and child were probably quite well off before they were in this situation. However, their lives had changed and it was no longer that comfortable lifestyle. I thought the poem was sad. It showed how disasters could change the feelings and lives of normal people like you and me. It was an eye-opening poem, and it made me realise that if I weren’t living this lifestyle that boy may well have been anyone I know or me.

In Broad Daylgith Essay

â€Å"In Broad Daylight† is about Mu Ying, nicknamed Old Whore. She has affairs with different men and is publicly denounced and paraded before the community by the Red Guards who travel from another city and happen to know her bad name. Her dwarf peddler husband Meng Su tries to rescue her from the public humiliation, only to be humiliated himself by the Red Guards, the spectators and his wife as well. Finally, he is found crushed by a train, and Mu Ying lies alone at bus stop, deranged. Written from the point view of a naive boy, nicknamed White Cat, Ha Jin intends to portray through untainted and authentic lens a Chinese woman with a self-awakening feminist consciousness who stands up for her sexuality. Turning point number one in the story is when the questioning of Mu Ying has started and has to confess her crimes of adultery with three other men. She then comes to the point where she explains the feeling of wanting a man holding her with his strong arms very detailed. After Mu Ying describes this feeling of sexual need, a woman who is the mother of Bare Hips speaks from the front of the crowd and says â€Å"You have your own man, who doesn’t lack an arm or a leg. It’s wrong to have others’ men and more wrong to pocket their money† (Jin 156). And on this moment Mu Ying is still recovering from a punch of the Red Guards and still replies with a smirk on her face looking down on her husband â€Å"I have my own man? † (Jin 156). â€Å"My man is nothing. He is no good, I mean in bed. He always comes before I feel anything† (Jin 156). As a central focus of the public denunciation, Mu appeared to be rather calm when she was caught at home. She neither protested nor said a word, but followed the Red Guards quietly. In her eyes, these Red Guards were only a group of children. She did not expect that the join forces of the Red Guards and the revolutionary masses in the town would be tremendous enough to put her in destruction; more importantly, she did not think that her behavior had violated any rule or law. When her husband appealed to the Red Guards, she stared at him without a word, and a faint smile passed the corners of her mouth. In her yes, the behavior of her impotent husband is pedantic and ridiculous. When the Red Guard asked her why she â€Å"seduced men and paralyze heir revolutionary will with your bourgeois poison† (156), she responded rather calmly with a rhetorical question, â€Å"I’ve never invited any man to my home, have I? † (Jin 156). When several women hissed in the crowd, she even tried to persuade them by citing her own experience: â€Å"Sisters,† she spoke aloud. â€Å"All right, it was wrong to sleep with them. But you all know what it feels like when you want a man, don’t you? Don’t you once in a while have that feeling in your bones? Contemptuously, she looked at the few withered middle-aged women standing in the front row, then closed her eyes. â€Å"Oh, you want that real man to have you in his arms and let him touch every part of your body. For that man alone you want to blossom into a woman, a real woman—† (Jin 156). As a group of juveniles, White Cat and his companions know little about the adult life. This limitation makes their participation a journey of discovery. When adults burst out laughing at Mu Ying’s assertion of her husband’s impotence, the teenagers appeared to be puzzled. The dialogue between them shows this point clearly: â€Å"What’s that? What’s so funny? † Big Shrimp asked Bare Hips. â€Å"You didn’t get it? † Bare Hips said impatiently. â€Å"You don’t know anything about what happens between a man and a woman. It means that whenever she doesn’t want him to come close to her he comes. Bad timing. † â€Å"It doesn’t sound like that,† I said (Jin 157). Obviously, Bare Hips does not know any more than Big Shrimp though his impatient tone tries to conceal this ignorance. Ignorant as he is, Bare Hips makes so bold as to cry at Mu Ying, â€Å"Shameless Old Whore! † (Jin 154). Impossible to perceive, the innocent children are acting the role of accomplice in the public denunciation against Mu. Their thoughts and behaviors manifest the influence they have taken from their parents. In this sense, the innocent teenagers have degenerated from lovely angels to dreadful demons. This is a turning point because when the red guards pulled Mu Ying out of her house and started patrolling her through the city streets to get her to the school yard to sentence her, her husband came running from a street corner begging to let Mu Ying go â€Å"Please don’t take her away. It’s my fault. I haven’t disciplined her well. Please give her a change to be a new person. I promise, she won’t do it again† (Jin 155). And even though I have a feeling Mu Ying does not take the Red guard’s judging protocol as a serious punishment at that point, once she has confessed everything it all gets to her. That is when she gets the feeling that she really has humiliated and hurt her husband, because she is looking for him after she got hit with an ink bottle, only to find that he suddenly left the scene. That is the point she says she does not want to be punished after all and promises to better herself. What I saw as turning point number two becomes clear in the last paragraph, which means I did not see that really as the conclusion. It is the scene where Mu Ying is lying alone at the bus stop, saying: â€Å"Take me home. Oh, help me. Who can help me? Where are you? Why don’t you come and carry me home† (Jin 156). It is a perfect example of â€Å"You don’t know what you have until it is gone. † The second train that used its steam horn killed the husband of Mu Ying and made her a widow and truly alone. What I mean with that is that Mu Ying already felt alone because her man was not good enough for her. This feeling of loneliness combined with her husband’s underachieving partly lead to her committing adultery. Now with her husband dead, she finally exactly knows what it actually means to be alone. But moreover the story clearly shows that her husband saved her live once, after she was raped and now he again tries to get her â€Å"off the hook,† by taking the blame. Her grudge against men because of this rape is probably the other part of why she turned to adultery. It is almost shocking to observe that Mu Ying herself is not punished as the â€Å"Old Whore,† where Meng Su did not only try to take the blame, but also gets himself punished like in Old China. While the Red Guards only make her walk down every street saying the words â€Å"I am an evil monster† (Jin 160), instead of burning her alive, Meng Su is beheaded like in the old days. I strongly felt a parallel between the â€Å"blare of horns† announcing the beheading of Mu Ying’s husband. In Ha Jin’s story, the rough death of Meng Su, the husband, constitutes an â€Å"unscheduled event,† which brings White Cat and his companions to the violence of the adult world. The public denunciation of Mu Ying was no longer a thrilling scene, but something that touched them to their souls, evoking their introspection or maybe disillusion about the world. Bare Hips’s vomiting is a strong signal, indicating the shocking effect that the violence may have brought to him. After the shocking experience, they are no longer innocent adolescences, but adults struggling at the verge of understanding. This whole story turned out like a gruesome, tragic circle of misery and unanswered love to me. I think Meng Su loved Mu Ying dearly, but couldn’t take her grudge against men away that she got from the rape by the Russians. Imaginably, as a victim of the gang rape, she must have experienced a hard time of being treated with disdain. Instead of being hit to death by the accident, she has walked out of the shadow of the concept of chastity, and began to enjoy the pleasure of the flesh as well as economic benefits brought about by men, the invader of her virginity. The bitter time she has experienced has actually hardened her heart and paved the way for her further self-liberation, both physically and spiritually. Meng Su couldn’t cope with not saving her from the shame that the Red Guard trial put on her and killed himself, leaving his beloved Mu Ying really alone and helpless at the bus stop.