Monday, September 30, 2019

Australian Consumer Law Essay

It also provides safety and information standarts, establishes liabilities of manufactures and products. The law is continuously developing in order to protect customers against unfair practices of manufactures. In the past the remedies for dissatisfied customers were stated only in the common law, which was unable to provide sufficient protection. However, on 1 January, 2011 The Australian Consumer Law commenced , which was a big movement towards the provision of adequate protection of customers. It is elaborate law and it is applicable nationally, in all states and territories and also to Australian businesses. The Australia Consumer Law now includes: * a new, national unfair contract terms law covering standard form contracts; * a new, national law guaranteeing consumer rights when buying goods and services, which replaces existing laws on conditions and warranties; * a new, national product safety law and enforcement system; * a new, national law for unsolicited consumer agreements, which replaces existing State and Territory laws on door-to-door sales and other direct marketing; * simple national rules for lay-by agreements; and new penalties, enforcement powers and consumer redress options, which currently apply nationally. www. consumerlaw. gov. au) A contract is an agreement which is made between two or more parties and it must be enforced legally. A contruct is concluded when an offer is made by one party to another one and the other party accepts it. There is no particular definition for a ‘standard form contract’, however, standard form contract is usually made by one party and is not the subject of discussion between two parties. They are normally used for supply of goods and services to consumers in various industries. The contract is considered to be unfair if its terms are treated as if they have never existed. Under the Competition and Consumer Act(2010), a ‘consumer contract’ is a contract for: >the supply of goods or services or > the sale or grant of an interest in land to an individual who acquires it wholly or predominantly for personal, domestic or household use or consumption. Under Sch 2, s. 24(1) of the Act and s. 12BG of the ASIC Act, states that a term of a consumer contract is unfair if it: >would cause a significant imbalance in the parties’ rights and obligations arising under the contract and gt; is not reasonably necessary to protect the legitimate interests of the party who would be advantaged by the term and >would cause detriment (whether financial or otherwise) to a party if it were to be applied or relied on. All three limbs of the unfairness test must be proven, on the balance of probabilities, to exist for a court to decide that a term is unfair. The unfair contract terms laws for consumer goods and services are enforced by both Common wealth and state and territory consumer protection agencies. The courts determine whether the term of a contract is unfair and make decisions about the redress of loss or damage suffered by consumers. Sometimes tribunals can perform the same functions. In division 1 of Part 3-2 of the Australian Consumer Law can be found the rights of the consumer to guarantees, which are provided by manufactures and supplies about their goods and services. All goods must be of an acceptable quality which means that they are fit for a particular purpose for which they are supposed to be used, their appearance is good, they are without any defects and also safe and durable. The suppliers must fix the problems in goods if they do not meet a consumer guarantee even in case when there is no extended warranty or if the warranty has expired. Suppliers are also responsible for all promises made to consumers. â€Å"Express warranties† are often given by suppliers or manufactures, which means that they make additional promises about quality, characteristics, state and condition of their goods. For example, a supplier may tell the customer that the chair will last for 5 years, and that will mean that he/she guarantees that this good will satisfy this warranty. If this chair fails to meet consumers guarantee, then the consumer will have the right for a remedy. There exists another warranty which is called â€Å"warranty against defects†, which means that suppliers and manufactures guarantee that any defects in the product they provide will not appear during a particular period of time, otherwise they will be responsible for either its repair or replacement. A warranty against defects must be done in a written form. Also consumers can get any compensation, which will cover their loss. The explanation and codification of a more exact guarantee of â€Å"acceptable quality† as well as the provision of remedies for consumers are two of the most important changes that were introduced into the Australian Consumer Law and they make consumers guarantees more clear. As it was mentioned before, the Australian Law is moving to over protect consumers but until 1974 it was very difficult for a consumer to have remedy against anyone but the immediate supplier of defective goods. There was no remedy available to the consumer against third parties under contract law because no contractual relationship existed between them and the consumer (Gibson, Fraser, 2011). However, nowadays if consumer suffered any damage because of defective goods, the manufactures are strictly liable. If the manufacturer or the supplier fails to fulfill the guarantees as laid in the law then there can be civil penalties to the tune of $50,000 for the company and $10,000 in case of individual (Clark, 2011). The consumer may elect to sue either their immediate supplier or the manufacturer directly (Gibson, Fraser, 2011). The remedies which consumers can be provided by law can be found in Part 4-5 of the Australian Consumer Law where the remedy is dependent on the gravity of a breach. The manufacturer of defective goods that cause personal injury or damage may be liable to compensate an individual who is injured (section 138), an injured third party, such as bystander (section 139), a person for damage to personal, domestic or household goods( section 140) and a person for damage to land, buildings or fixtures( section 141) (Gibson, Fraser, 2011). There is a section 18 in the Australian Consumer Law, which prohibits conduct by a corporation that is misleading or deceptive. The law can be broken if the company affects consumers thoughts and prevents him/her from making reasonable decisions by providing untruthful information about the price, quality or value of goods and services in advertisement, statement, quotation, representation or promotion of the company. In this case the conduct of the business will be considered misleading and deceptive even if it was unintentional. For example, if a real estate agent wants to sell the property and tells the potential customer that his/her flat will be overlooking the park with a school nearby but in reality there is neither park, nor school. Consumer who suffered loss because of breach of section 18 can bring a civil action. Section 18 is a catch-all provision and does not require the conduct be deliberate, so there are no criminal penalties (Gibson, Fraser, 2011). There is also a number of other ‘unfair practices’ that are prohibited by the Australian Consumer Law such as offering gifts or prizes (section 32), misleading conduct as to the nature or manufacturing process of goods (section 33), misleading conduct regarding services (section 34), bait advertising (section 35), referral selling (section 49), accepting payment without intending to supply (section 36), coercion or harassment at place of residence (section 50), pyramid selling (sections 44-46), unsolicited credit cards (section 39), unsolicited goods and services (sections 40-41). These sections carry criminal penalties and civil remedies, therefore it must be established that the conduct was deliberate. The Australian Consumer Law introduces a national law on product safety. All goods have prescribed standard and it is prohibited to supply goods if they do not comply with this standard. The standards of product safety are related to such things as products performance, design, contents, its testing during and after manufacture process and also to the presence of necessary warnings and instructions, which help consumers to avoid risk of being injured. In the sections 195-204 offences related to supply of products that do not comply with a prescribed standard. Fines may be up to $1,1 million for a corporation and $220,000 for an individual, or civil pecuniary penalties up to similiar maximums. The Australian Consumer Law is improving and a number of changes were made related to the rights and remedies of consumers in order to provide them better protection. One of the reasons for the extension of consumer protection provisions is probably the aim to motivate companies to act fairly in their business. !!? But for this law to work it is also necessary that consumers are aware of their rights and that will prevent them from being misleaded by suppliers. References Australian Consumer Law, Commonwealth of Australia, 2010, viewed on 23d August, 2012. http://www. consumerlaw. gov. au/content/Content. aspx? doc=the_acl. htm Clarke J. 2011, Australian contract and Consumer Law, viewed on 23d August, 2012. http://www. australiancontractlaw. com Gibson A. , Fraser D. , Business Law, Pearson Australia, 2011, pp. 549-633.

Sunday, September 29, 2019

Can Control of Written Language Create or Reinforce Power? Essay

By Daniel Whiting Language is the basis of communication between people, therefore if you ban the use of specific written language you are banning the communication of the ideas behind that language between people. People will still be able to formulate their ideas about the controversial subject but will find it difficult to spread the news on a large scale. This is because most widespread media is in written form like newspapers, books and most online content. In our history lessons we have studied the rule of Joseph Stalin and how he maintained total control over the USSR. He held strict censorship over the countries newspapers and any literature regarding the Soviet way of life and his riegn. Anything condemning the Bolshevik leadership or critisising them in any way was banned. This clearly helped stop the spread of anti- Stalinist feelings amongst the Russian people and helped grant Stalin unchallenged rule right up until his death. This is similar throughout many single party dictatorships in history for example Nazi Germany and Mao’s China. Many people may argue that banning certain written language is not a way to insure power. They argue that humans will create other words and phrases to get their ideas communicated. For example many famous fable writers even go as far as to disguise the meaning of their stories behind other language that does not literally mean the same thing. This way they could spread their criticism of the other without the risk of being accused of directly defying the ban. The banning of certain written language can have a negative effect on our gaining of knowledge. It is depriving our brains from gaining further information from which we can learn from and use in the future. It can be argued however that most of the banned written language in modern civilized countries in the west for example is banned for the protection of the reader and to stop the spread of problems like racism and sexism. It can be justified because of the fact that it is trying to protect the pillars of modern society rather than deceiving people into oppression that is commonly linked with countries ruled under a ruthless dictatorship. Controlling written language can be overcome through clever tactics that find a way around the ban. However it has been proven to significantly hinder the spread of ideas that may challenge one’s power therefore it can be a useful tool in enforcing and maintaining your power.

Friday, September 27, 2019

Emergency Management Essay Example | Topics and Well Written Essays - 1750 words

Emergency Management - Essay Example In order to avoid these sorts of risks, there was a necessity to effectively manage these issues. Emergency Management is a resultant of such necessity. Hence, Emergency management can be thought of as the effort to avoid risks within as well as outside the country and help in cases of disasters whether natural or not (Jane, 2004). The Emergency management is very important sector which needs to be given a high priority for the kind of work they do. Emergency Management's work is to deal with risks and to avoid them. This is of great help at times of natural calamities. Emergency management can be done at various levels like country-wide, state-wide or it can also be done at group or individual level. The Emergency management process is considered as a continuous process which has four phases namely mitigation, preparedness, response and recovery (IJEM, 2006). Each phase has concentration on one part of the emergency management. Mitigation is the long term phase which tries to avoid risks or minimize the risks and stop them from turning into disasters. Hence, mitigation has the lead role in reduction of risks or threats to maximum extent possible. The mitigative measures are either structural or non-structural. Structural mitigation measures are taken from technology based measures to ensure safety from disasters where as the non-structural measures are the measures like the usage of shutters at hurricane prone areas or attachi ng water heaters to the building walls at regions where probability of earth quakes is high. Some of the structural mitigative measures are the building of dams, flood levees etc. The mitigation phase is economic and unwasteful. The risks are identified through an assessment calculation. The equation says that the hazard specific risk is the product of hazard and the vulnerability of the people to that hazard (IJEM, 2006). The higher hazard specific risk indicates the need for immediate action to solve it. The next phase in the emergency management is the preparedness phase. In the preparedness phase the concentration is on the planning of actions to be taken after a disaster occurs. This phase of planning is carried out by the Emergency managers. The preparedness phase has a few measures that are common to any kind of rescue. These include better communication plans between the team, division of the rescue team into multiple sub-divisions, training the team and emergency services, gathering required infrastructure and building temporary shelters etc. It is always advisable that individuals have their own preparedness but this may also cause confusion among the people and the team. The preparedness phase can be aptly done only with the help of trained team of committed and hard working people. The next phase is the response phase. This phase has the first to react team like ambulance or police etc. who are later followed by a rescue team. Response as the name suggests is the immediate reaction to the disaster occurred. This is done not only by the emergency management team but also by some local organizations like the Red Cross and other public safety agencies (Jane, 2004). The efforts

Careers in Lodging and Food and Beverage Industries Essay

Careers in Lodging and Food and Beverage Industries - Essay Example Furthermore, the analysis of the occupational scenario within these industries is followed by the statement of appropriate recommendations with regards to best human resource practices in the lodging, food and beverage industries to enhance the procedures of recruitment, retaining and employee management within these career fields. The dynamics of the lodging industry indicate that there exists an extensive range of career opportunities with regards to management positions in the field of work. The job descriptions which represent the most distinct and unique requirements are that of the Hotel Manager whose role and responsibilities within the organization can be categorized on the basis of region and seniority. For example, the job titles which reflect this notion are that of Hotel Manager – Trainee and Hotel Manager – Regional respectively, in which the Hotel Manager – Trainee position implies that an individual is perhaps a fresh graduate with little or no exp erience while, the Hotel Manager – Regional position is reflective of an organization’s need to appoint separate Hotel Managers to govern the affairs of each region to ensure that the varying demands of the hotel guests are met accordingly. Consequently, another key feature of the human resources requirements of the lodging industry is reflected in the demand for Operations Managers. The job description of this title demands a variety of capabilities in a potential applicant which are fundamental to the effective handling of the day-to-day operations of a hotel. It is understood that an Operation Manager’s part in guiding an organization towards the achievement of profit maximization is pivotal because as a member of the management, it is usually the Operations Manager who assumes the responsibilities of the General Manager in case of his/her absence. Moreover, the lodging industry also invites applicants to explore the opportunities that Revenue Management has to offer. The most significant observation that is comprehensible from the assessments on management jobs in the foods and beverages industry is the availability of management positions that are specific to a distinct field of work. The job titles of these positions are associated with Kitchen Management and Restaurant Management. The occupations in Kitchen Management are categorized as Kitchen Manager – All and Kitchen Manager – Assistant, the classification of which is conducted on the basis of seniority and the scope of responsibility that each title entails. Similarly, jobs in Restaurant Management are categorized by the presence of several opportunities such as Restaurant Manager – Multi-unit and Restaurant Manager – Assistance. Furthermore, the food and beverage industry also invites potential applicants to apply for jobs in sales management and marketing management. The General Management (GM) positions in the lodging and food and beverage industri es can be examined as per the requirements that have been outlined by employers who are seeking to recruit ideal candidates to join their teams. The two comparable yet distinct positions in this regard are that of the Hotel General Manager and the Restaurant General Manager. The similarities in the characteristics of these General Manageme

Thursday, September 26, 2019

Air Force Essay Example | Topics and Well Written Essays - 750 words

Air Force - Essay Example He went on to explain that as the Army transforms, the Air Force will provide more a tactical air control, combat weather and air operations support to the Army (Vanessa Young). When analyzing the implications of what Chief Murray talked about it is clear that there will be a reduction in the Air Force's staff complement by as much as 40 000. It is assumed that the Air Force will implement re-deployment of some of the Airmen, but it must be recognized that there will be jobs lost, which will negatively effect a large amount of staff members and their families. When reading the article it became clear to me that each Airmen will have to look closely at their future prospects within the Air Force. For the next five years many Airmen can only be certain of one thing, they will be living with an exceptional level of uncertainty as the Air Force evolve and align itself to its new direction. Many positions and skills will become redundant as new technologies and equipment are phased in, and different knowledge, skills and experience are needed. Currently it is still unclear in which sections staff reduction will take place, or in which areas what type of changes will be implemented. What can be deducted from Chief Murray's revelation is that in the fields of tactical air control, combat weather and air operations are the areas that will see growth in the Air Force. Pre-emptive Action Even though the mentioned changes in the Air Force might seem to be rumors, we can accept it as a fact when coming from a prominent figure such as Chief Murray. Many Airmen may want to take a "wait and see" attitude, it is my believe that it is always better to take the initiative and prepare and equip yourself to meet challenges head on. This it is my suggestion to Air Force staff to begin with assessing themselves, establishing what their future goals are or should be. A self-assessment that include looking at the following (Dawn McKay, 2006): Values: the things that are important to you, like achievement, status, and autonomy Interests: what you enjoy doing, i.e. playing golf, taking long walks, hanging out with friends Personality: a person's individual traits, motivational drives, needs, and attitudes Skills: the activities you are good at, such as writing, computer programming, teaching Then sit down and decide if you want to stay in the Air Force, and if you do set yourself goals and objectives that will help you gain the necessary knowledge, skills and experience to fit into those fields that will be expanded in the Air Force. If you cannot see yourself working in one of those fields, you should start contemplating employment in the civilian sector. According to Richard Piske (2006) this can be one of the hardest choices you will ever make, and that you should take your time to research your options so that you're able to make an educated decision about your next step, which make all the difference in the world. Understanding this you should then do a self-assessment and take stock of your career goals and how you will be able to leverage your experience in the Air Force to secure your ideal job. In conclusion I just want to state that there will be change. That is the only thing we can

Wednesday, September 25, 2019

Revolutionary China- chinese history Essay Example | Topics and Well Written Essays - 1250 words

Revolutionary China- chinese history - Essay Example The situation in China changed dramatically after the civil war victory of Mao Tse-tung in 1949, which led to the fleeing of the government of Republic of China (ROC) led by Chiang Kaishek and the Kuomintang (KMT) to Taiwan. This led to the United States to continue its recognition of the ROC government based in Taiwan as both regimes that is the government in Taiwan and the Peoples Republic of China based in mainland fought for legitimacy. This paper seeks to discuss the implications of the recognition of the CCP government in PRC and the GMD in Taiwan in the period 1952 by the United States and whether there is need to change that position. China since 1921 and its Relations with Taiwan After the end of the Qing dynasty, China had undergone several periods of trials and tribulations which it wanted to overcome in the shortest time possible. In 1928, the Kuomintang (KMT), which had ruled China, got into constant conflict with the Chinese Communist Party (CCP) that made governance al most impossible. The Kuomintang was later defeated and retreated to Taiwan after it had made several political, economical and military missteps. As at the year 1934, Chiang Kai-shek, the Nationalist leader in collaboration with Song Meiling had called for China to carry out a â€Å"New Life Movement which aimed at the promotion of a regular life guided by four principles and virtues namely ritual or decorum, rightness or duty, integrity or honesty and the sense of shame†.1 These were aimed at promoting morality, dealing with people in their human affairs and whoever violated the rules would fail in the society and they were meant for the prosperity of the nation. According to 2 the new life movement was initiated after Generalissimo realized that military conquest of the community alone would not be enough to remedy the psychological damage that the communist rule had caused. â€Å"†¦communism crushed the spirit people in addition to robbing them or material thingsâ₠¬ . The rules were also meant to instill discipline and social order amongst the members of the society at any moment of the life of the citizens as contained in the â€Å"Essentials of the New Life Movement speech in 1934 by Chiang Kai-shek. The principles were frequently criticized owing to the fact that there was hardly any food, let alone patience for people to exercise them. However, in defense of the movement Meiling argues that â€Å"†¦ if everyone from the highest official to the lowest wheel barrow man would conscientiously practice these principles in everyday life, there would be food for all†3 of the rules. Shih-wei, had argued along similar lines as he saw the communist movement as an embodiment of inequality where the ranking members in the â€Å"rankles† society got more food than they needed, but the lower cadres were given the basic minimum. Ironically, whenever they were asked if they had eaten â€Å"†¦ Party members are expected to lead the rest in a chorus of ‘Yes, we’re full!’†.4 In addition, Chen Xuezhao became sympathetic to the Communist Party after her return to China and found china was faced with deepening national crisis â€Å"†¦ Chen was formally accepted in the year 1945†.5 In her work â€Å"Wandering through the Liberated Zones†, Chen shows her allegiance to the CCP and was published on the eve of the Communist victory. Further, in her

Tuesday, September 24, 2019

AIIB Assignment Coursework Example | Topics and Well Written Essays - 3000 words

AIIB Assignment - Coursework Example If conditions are met for unemployment benefits employee receives benefits based on contributions and welfare entitlements. This is calculated based on severity of illness and contributions or in the event of retirement, contributions made over the years while employed. Critical Analysis Over the past ten or so years more than 300 million workers in Great Britain were unable to work due to illness or injury (Doherty, 1979). In the absence of a national insurance system in which unemployment benefits are calculated on the basis of contributions, the financial burden on the state would be far too onerous to bear. In addition, the provision of public health services would be entirely underfinanced and this would impact the quality of health services that the government can afford to provide for workers who are unable to work due to illness or injury. According to Woolhandler and Himmmelstein (2002), spending on health is among the highest for governments all over the world, particularly with respect to those employed in the public sector. A study conductd by Nishino, Kuwahara, Watanabe, et al., (1998) is demonstrative of the problem for the public. The study was conductd in Japan and examined the nature of national health insurance benefits accruing to a cohort of claimants between the ages of 40 and 79. There were approximately 54,996 claimants that were eligible for health benefits over a period of one month alone (Nishino, et al., 2002). The need for a contribution system in which citizens share some form of responsibility for their own welfare is required to safeguard against a depleted and overburdened, and at the same time, underfunded public health system. As Lewis (1992) argues, the ideal welfare system is one that incorporates a link between â€Å"unpaid† welfare and paid welfare (p. 591). Dependency status is also taken into account as this ensures that those who are independent can take some responsibility for themselves and this will not only he lp to fund public welfare services, but will also aid in the support of those who have dependence status and those who are unable to work at all (Lewis, 1992). Realistically, there is a disparity in terms of access to education and therefore access to paid employment. Some individuals will have the education, age, health and skills to obtain higher paying jobs than other individuals. In many cases, there will be individuals who will not have the health, education or skills to find employment at all. Therefore, it is necessary to investigate the employee’s specific personal attributes and health history to determine whether or not this individual qualifies for national insurance unemployment benefits. In other words, a particularly healthy individual with skills, youth and education would not be able to apply for unemployment benefits under the rules established in the first part of this exercise. Conversely, an individual who suffers from mental or physical disabilities and o bviously does not have the skills to find employment will be able to claim unemployment national insurance benefits under these rules. An individual who has a history of contributing to national insurance and has suffered an injury or becomes ill and as a result is unable to work, his or her history of national insurance contribution will amplify the amount of benefits he or she is entitled to. According to Blundell, Duncan, McCrae and Meghir (March 2000) whenever a working individual obtains some sort of tax credit or benefit for being actively employed

Monday, September 23, 2019

International business class (Discussion Board) Assignment - 6

International business class (Discussion Board) - Assignment Example Demand of the product being exported should not necessarily have an extensive market platform. It should be more of intensive in order to ensure specified products for the sophisticated intensive market. Third is a countys relationship with other enterprises. This relation ensures a healthy competitive platform in related industries. The competition enables production of more quality products. Lastly are the firm strategy and rivalry conditions. Strategy depends on a countrys managerial ability and decision making, the formulation of different strategies must always take the importing countries into consideration. Rivalry ensures strength and dominance in the market. Texas cotton production took care of demand and rivalry by ensuring consumers got high quality cotton to beat their rivals. Their strategies consisted of introducing innovation into production process. The answer number three vividly explains the four factors. The answer on demand is contradictory. Demand should depend on an intensive foreign market and not a domestic sophisticated market. The issue is on import not domestic market. In its relation to Texas cotton producers the answer is vague on how exactly the Texans used the factors to improve their own

Sunday, September 22, 2019

Principles Of Teaching And Learning In Teaching Math Essay Example for Free

Principles Of Teaching And Learning In Teaching Math Essay Students learn mathematics through the experiences that teachers provide. Teachers must know and understand deeply the mathematics they are teaching and understand and be committed to their students as learners of mathematics and as human beings. There is no one right way to teach. Nevertheless, much is known about effective mathematics teaching. Selecting and using suitable curricular materials, using appropriate instructional tools and techniques to support learning, and pursuing continuous self-improvement are actions good teachers take every day. The teacher is responsible for creating an intellectual environment in the classroom where serious engagement in mathematical thinking is the norm. Effective teaching requires deciding what aspects of a task to highlight, how to organize and orchestrate the work of students, what questions to ask students having varied levels of expertise, and how to support students without taking over the process of thinking for them. Effective teaching requires continuing efforts to learn and improve. Teachers need to increase their knowledge about mathematics and pedagogy, learn from their students and colleagues, and engage in professional development and self-reflection. Collaborating with otherspairing an experienced teacher with a new teacher or forming a community of teachersto observe, analyze, and discuss teaching and students thinking is a powerful, yet neglected, form of professional development. Teachers need ample opportunities to engage in this kind of continual learning. The working lives of teachers must be structured to allow and support different models of professional development that benefit them and their students. Mathematics Principles and practice What can learning in mathematics enable children and young people to achieve? Mathematics is important in our everyday life, allowing us to make sense of the world around us and to manage our lives. Using mathematics enables us to model real-life situations and make connections and informed predictions. It equips us with the skills we need to interpret and analyse information,  simplify and solve problems, assess risk and make informed decisions. Mathematics plays an important role in areas such as science or technologies, and is vital to research and development in fields such as engineering, computing science, medicine and finance. Learning mathematics gives children and young people access to the wider curriculum and the opportunity to pursue further studies and interests. Because mathematics is rich and stimulating, it engages and fascinates learners of all ages, interests and abilities. Learning mathematics develops logical reasoning, analysis, problem-solving skills, creativity and the ability to think in abstract ways. It uses a universal language of numbers and symbols which allows us to communicate ideas in a concise, unambiguous and rigorous way. To face the challenges of the 21st century, each young person needs to have confidence in using mathematical skills, and Scotland needs both specialist mathematicians and a highly numerate population. Building the Curriculum 1 Mathematics equips us with many of the skills required for life, learning and work. Understanding the part that mathematics plays in almost all aspects of life is crucial. This reinforces the need for mathematics to play an integral part in lifelong learning and be appreciated for the richness it brings. How is the mathematics framework structured? Within the mathematics framework, some statements of experiences and outcomes are also identified as statements of experiences and outcomes in numeracy. These form an important part of the mathematics education of all children and young people as they include many of the numerical and analytical skills required by each of us to function effectively and successfully in everyday life. All teachers with a responsibility for the development of mathematics will be familiar with the role of numeracy within mathematics and with the means by which numeracy is developed across the range of learning  experiences. The numeracy subset of the mathematics experiences and outcomes is also published separately; further information can be found in the numeracy principles and practice paper. The mathematics experiences and outcomes are structured within three main organisers, each of which contains a number of subdivisions: Number, money and measure Estimation and rounding Number and number processes Multiples, factors and primes Powers and roots Fractions, decimal fractions and percentages Money Time Measurement Mathematics – its impact on the world, past, present and future Patterns and relationships Expressions and equations. Shape, position and movement Properties of 2D shapes and 3D objects Angle, symmetry and transformation. Information handling Data and analysis Ideas of chance and uncertainty. The mathematics framework as a whole includes a strong emphasis on the important part mathematics has played, and will continue to play, in the advancement of society, and the relevance it has for daily life. A key feature of the mathematics framework is the development of algebraic thinking from an early stage. Research shows that the earlier algebraic thinking is introduced, the deeper the mathematical understanding will be  and the greater the confidence in using mathematics. Teachers will use the statements of experiences and outcomes in information handling to emphasise the interpretation of statistical information in the world around us and to emphasise the knowledge and skills required to take account of chance and uncertainty when making decisions. The level of achievement at the fourth level has been designed to approximate to that associated with SCQF level 4. What are the features of effective learning and teaching in mathematics? From the early stages onwards, children and young people should experience success in mathematics and develop the confidence to take risks, ask questions and explore alternative solutions without fear of being wrong. They will enjoy exploring and applying mathematical concepts to understand and solve problems, explaining their thinking and presenting their solutions to others in a variety of ways. At all stages, an emphasis on collaborative learning will encourage children to reason logically and creatively through discussion of mathematical ideas and concepts. Through their use of effective questioning and discussion, teachers will use misconceptions and wrong answers as opportunities to improve and deepen children’s understanding of mathematical concepts. The experiences and outcomes encourage learning and teaching approaches that challenge and stimulate children and young people and promote their enjoyment of mathematics. To achieve this, teachers will use a skilful mix of approaches, including:  planned active learning which provides opportunities to observe, explore, investigate, experiment, play, discuss and reflect modelling and scaffolding the development of mathematical thinking skills learning collaboratively and independently  opportunities for discussion, communication and explanation of thinking developing mental agility  using relevant contexts and experiences, familiar to young people making links across the curriculum to show how mathematical concepts are applied in a wide range of contexts, such as those provided by science and social studies using technology in appropriate and effective ways  building on the principles of Assessment is for Learning, ensuring that young people understand the purpose and relevanc e of what they are learning developing problem-solving capabilities and critical thinking skills. Mathematics is at its most powerful when the knowledge and understanding that have been developed are used to solve problems. Problem solving will be at the heart of all our learning and teaching. We should regularly encourage children and young people to explore different options: ‘what would happen if?’ is the fundamental question for teachers and learners to ask as mathematical thinking develops. How will we ensure progression within and through levels? As children and young people develop concepts within mathematics, these will need continual reinforcement and revisiting in order to maintain progression. Teachers can plan this development and progression through providing children and young people with more challenging contexts in which to use their skills. When the experience or outcome spans two levels within a line of development, this will be all the more important. One case in point would be the third level outcome on displaying information. The expectation is that young people will continue to use and refine the skills developed at second level to display charts, graphs and diagrams. The contexts should ensure progression and there are clear opportunities to use other curriculum areas when extending young people’s understanding. What are broad features of assessment in mathematics? (This section should be read alongside the advice for numeracy.) Assessment in mathematics will focus on children and young people’s abilities to work increasingly skilfully with numbers, data and mathematical concepts and processes and use them in a range of contexts. Teachers can gather evidence of progress as part of day-to-day learning about number, money and measurement, shape, position and movement and information handling. The use of specific assessment tasks will be important in assessing progress at key points of learning including transitions. From the early years through to the senior stages, children and young people will demonstrate progress in their skills in interpreting and analysing information, simplifying and solving problems, assessing risk and making informed choices. They will also show evidence of progress through their skills in collaborating and working independently as they observe, explore, experiment with and investigate mathematical problems. Approaches to assessment should identify the extent to which children and young people can apply their skills in their learning, in their daily lives and in preparing for the world of work. Progress will be seen as children and young people demonstrate their competence and confidence in applying mathematical concepts and skills. For example: Do they relish the challenge of number puzzles, patterns and relationships? Can they explain increasingly more abstract ideas of algebraic thinking? Can they successfully carry out mathematical processes and use their developing range of skills and attributes as set out in the experiences and outcomes? As they apply these to problems, can they draw on skills and concepts learned previously? As they tackle problems in unfamiliar contexts, can they confidently identify which skills and concepts are relevant to the problem? Can they then apply their skills accurately and then evaluate their solutions? Can they explain their thinking and demonstrate their understanding of 2D shapes and 3D objects? Can they evaluate data to make informed decisions? Are they developing the capacity to engage with and complete tasks and  assignments? Assessment should also link with other areas of the curriculum, within and outside the classroom, offering children and young people opportunities to develop and demonstrate their understanding of mathematics through social studies, technologies and science, and cultural and enterprise activities. How can I make connections within and beyond mathematics? Within mathematics there are rich opportunities for links among different concepts: a ready example is provided by investigations into area and perimeter which can involve estimation, patterns and relationships and a variety of numbers. When children and young people investigate number processes, there will be regular opportunities to develop mental strategies and mental agility. Teachers will make use of opportunities to develop algebraic thinking and introduce symbols, such as those opportunities afforded at early stages when reinforcing number bonds or later when investigating the sum of the angles in a triangle. There are many opportunities to develop mathematical concepts in all other areas of the curriculum. Patterns and symmetry are fundamental to art and music; time, money and measure regularly occur in modern languages, home economics, design technology and various aspects of health and wellbeing; graphs and charts are regularly used in science and social studies; scale and proportion can be developed within social studies; formulae are used in areas including health and wellbeing, technologies and sciences; while shape, position and movement can be developed in all areas of the curriculum. The Teaching Principle Effective mathematics teaching requires understanding what students know and need to learn and then challenging and supporting them to learn it well. Students learn mathematics through the experiences that teachers provide. Thus, students understanding of mathematics, their ability to  » use it to solve problems, and their confidence in, and disposition toward, mathematics are all shaped by the teaching they encounter in school. The improvement of  mathematics education for all students requires effective mathematics teaching in all classrooms. Teaching mathematics well is a complex endeavor, and there are no easy recipes for helping all students learn or for helping all teachers become effective. Nevertheless, much is known about effective mathematics teaching, and this knowledge should guide professional judgment and activity. To be effective, teachers must know and understand deeply the mathematics they are teaching and be able to draw on that knowledge with flexibility in the ir teaching tasks. They need to understand and be committed to their students as learners of mathematics and as human beings and be skillful in choosing from and using a variety of pedagogical and assessment strategies (National Commission on Teaching and Americas Future 1996). In addition, effective teaching requires reflection and continual efforts to seek improvement. Teachers must have frequent and ample opportunities and resources to enhance and refresh their knowledge. Effective teaching requires knowing and understanding mathematics, students as learners, and pedagogical strategies. Teachers need several different kinds of mathematical knowledge—knowledge about the whole domain; deep, flexible knowledge about curriculum goals and about the important ideas that are central to their grade level; knowledge about the challenges students are likely to encounter in learning these ideas; knowledge about how the ideas can be represented to teach them effectively; and knowledge about how students understanding can be assessed. This knowledge helps teachers make curricular judgments, respond to students questions, and look ahead to where concepts are leading and plan accordingly. Pedagogical knowledge, much of which is acquired and shaped through the practice of teaching, helps teachers understand how students learn mathematics, become facile with a range of different teaching techniques and instructional materials, and organize and manage the classroom. Teachers need to understand the big ideas of mathematics and be able to represent mathematics as a coherent and connected enterprise (Schifter 1999; Ma 1999). Their decisions and their actions in the classroom—all of which affect how well their students learn mathematics—should be based on this knowledge. This kind of knowledge is beyond what most teachers experience in standard preservice mathematics courses in the United States. For example, that fractions can be understood as parts of a whole, the quotient of two integers, or a number on a line is  important for mathematics teachers (Ball and Bass forthcoming). Such understanding might be characterized as profound understanding of fundamental mathematics (Ma 1999). Teachers also need to understand the different representations of an idea, the relative strengths and weaknesses of each, and how they are related to one another (Wilson, Shulman, and Richert 1987). They need to know the ideas with which students often have difficulty and ways to help bridge common misunderstandings.  » Effective mathematics teaching requires a serious commitment to the development of students understanding of mathematics. Because students learn by connecting new ideas to prior knowledge, teachers must understand what their students already know. Effective teachers know how to ask questions and plan lessons that reveal students prior knowledge; they can then design experiences and lessons that respond to, and build on, this knowledge. Teachers have different styles and strategies for helping students learn particular mathematical ideas, and there is no one right way to teach. However, effective teachers recognize that the decisions they make shape students mathematical dispositions and can create rich settings for learning. Selecting and using suitable curricular materials, using appropriate instructional tools and techniques, and engaging in reflective practice and continuous self-improvement are actions good teachers take every day. One of the complexities of mathematics teaching is that it must balance purposeful, planned classroom lessons with the ongoing decision making that inevitably occurs as teachers and students encounter unanticipated discoveries or difficulties that lead them into uncharted territory. Teaching mathematics well involves creating, enriching, maintaining, and adapting instruction to move toward mathematical goals, capture and sustain interest, and engage students in building mathematical understanding. Effective teaching requires a challenging and supportive classroom learning environment. Teachers make many choices each day about how the learning environment will be structured and what mathematics will be emphasized. These decisions determine, to a large extent, what students learn. Effective teaching conveys a belief that each student can and is expected to understand mathematics and that each will be supported in his or her efforts to accomplish this goal. Teachers establish and nurture an environment conducive to learning mathematics through the decisions they make, the conversations they orchestrate, and the  physical setting they create. Teachers actions are what encourage students to think, question, solve problems, and discuss their ideas, strategies, and solutions. The teacher is responsible for creating an intellectual environment where serious mathematical thinking is the norm. More than just a physical setting with desks, bulletin boards, and posters, the classroom en vironment communicates subtle messages about what is valued in learning and doing mathematics. Are students discussion and collaboration encouraged? Are students expected to justify their thinking? If students are to learn to make conjectures, experiment with various approaches to solving problems, construct mathematical arguments and respond to others arguments, then creating an environment that fosters these kinds of activities is essential. In effective teaching, worthwhile mathematical tasks are used to introduce important mathematical ideas and to engage and challenge students intellectually. Well-chosen tasks can pique students curiosity and draw them into mathematics. The tasks may be connected to the  » real-world experiences of students, or they may arise in contexts that are purely mathematical. Regardless of the context, worthwhile tasks should be intriguing, with a level of challenge that invites speculation and hard work. Such tasks often can be approached in more than one way, such as using an arithmetic counting approach, drawing a geometric diagram and enumerating possibilities, or using algebraic equations, which makes the tasks accessible to students with varied prior knowledge and experience. Worthwhile tasks alone are not sufficient for effective teaching. Teachers must also decide what aspects of a task to highlight, how to organize and orchestrate the work of the students, what questions to ask to challenge those with varied levels of expertise, and how to support students without taking over the process of thinking for them and thus eliminating the challenge. Opportunities to reflect on and refine instructional practice—during class and outside class, alone and with others—are crucial in the vision of school mathematics outlined in Principles and Standards. To improve their mathematics instruction, teachers must be able to analyze what they and their students are doing and consider how those actions are affecting students learning. Using a variety of strategies, teachers should monitor students capacity and inclination to analyze situations, frame and solve problems, and make sense of mathematical concepts and procedures. They  can use this information to assess their students progress and to appraise how well the mathematical tasks, student discourse, and classroom environment are interacting to foster students learning. They then use these appraisals to adapt their instruction. Reflection and analysis are often individual activities, but they can be greatly enhanced by teaming with an experienced and respected colleague, a new teacher, or a community of teachers. Collaborating with colleagues regularly to observe, analyze, and discuss teaching and students thinking or to do lesson study is a powerful, yet neglected, form of professional development in American schools (Stigler and Hiebert 1999). The work and time of teachers must be structured to allow and support professional development that will benefit them and their students.

Saturday, September 21, 2019

Translation Literary Translation Essay Example for Free

Translation Literary Translation Essay Preface This book has been five years in the writing. Sections of it have twice been stolen during travel and have been rewritten, hopeniliy better than the first time the fond hope of ail writers who have had their MSS lost, stolen or betrayed. Its progress has been further interrupted by requests for papers for conferences; four of these papers have been incorporated; others, listed in the bibliography are too specialised for inclusion here. It is not a conventional textbook. Instead of offering, as originally planned, texts in various languages for you to translate, I have supplied in the appendices examples of translational text analyses, translations with commentaries and translation criticism. They are intended to be helpful illustrations of many points made in the book, and models for you to react against when you do these three stimulating types of exercise. If the book has a unifying element, it is the desire to be useful to the translator, Its various theories are only generalisations of translation practices. The points I make are for you to endorse or to reject, or simply think about. The special terms I use are explained in the text and in the glossary. I hope you will read this book in conjunction with its predecessor, Approaches to Translation, of which it is in many respects an expansion as well as a revision; in particular, the treatment of institutional terms and of metalanguage is more extensive in the earlier than in this book. I dislike repeating myself writing or speaking, and for this reason I have reproduced say the paper on case grammar, about which at present I havent much more to say, and which isnt easily come by. This book is not written by a scholar, I once published a controversial piece on Corneilles Horace in French Studies, and was encouraged to work for a doctorate, but there was too much in the making that didnt interest me, so 1 gave up. And a German professor refused to review Approaches because it had so many mistakes in the bibliography; which is regrettable (he was asked to point them out, but refused; later, he changed his mind and reviewed the book), but academic detail is not the essential of that or this book either. I am somewhat of a itteralist, because I am for truth and accuracy. I think that words as well as sentences and texts have meaning, and that you only deviate from literal translation when there are good semantic and pragmatic reasons for doing so, which is more often than not, except in grey texts. But that doesnt mean, xt xn IBEFACh as Alex Brothenon (Amsterdam) has disparagingly written without evidence, that I believe in the * absolute primacy of the word1. There are no absolutes in translation, everything is conditional, any principle (e. g.accuracy) may be in opposition to another (e. g, economy) or at least there may be tension between them. Much as at times I should like to get rid of the two bugbears of translation, the dear old context and the dear old readership, alas, we never can. lean only go as far as saying that some words in a text are far less context-bound than others; and that some readerships (say of a set of instructions, of which the readership is the reason for its existence) are more important than others (say a lyric, where the poet and his translator) may only be writing for himself. Again when Halliday writes that language is entirely a social phenomenon and consequently collapses or conflates Biihlers expressive and appellative functions of language into the interpersonal function, stating that there is no distinction between the first two functions in language, I can only say that this is a matter of beliefor philosophy as the expression of belief, and that I disagree. But all this is to some extent a matter of emphasis (and reaction) rather than (diametrical) opposition. The single word is getting swamped in the discourse and the individual in the mass of society -1 am trying to reinstate them both, to redress the balance. If people express themselves individually in a certain type of text, translators must also express themselves individually, even if they are told they are only reacting to, and therefore conforming with, social discourse conventions of the time. Writing a book about translation, 1 am aware that this is a new profession, though an old practice, and that the body of knowledge and of assumptions that exists about translation is tentative, often controversial and fluctuating. This book is intended to be reasonably comprehensive, that is, to discuss most of the issues and problems that come up in translating. (In this aim, at least, the book is original. ) In spite of the controversial nature of several of its chapters, it is therefore designed as a kind of reference book for translators. However, some of the shorter pieces in Chapter 18 are inadequate and can only offer you a few pointers. I hope to expand the book (my last one on translation) for a second edition, and I would welcome suggestions for its improvement,  Acknowledgements I warmly thank Pauline Newmark, Elizabeth Newmark and Matthew Newmark, whom I have consulted so frequently; Vaughan James, who has helped so much at every stage; Vera North, who coped so superbly with the ins and outs of my handwriting; Mary FitzGerald; Sheila Silcock; Margaret Rogers, Louise Hurren; Mary Harrison; Simon Chau, Hans Lindquist, Rene Dirben, Robin Trew, Harold Leyrer, David Harvey. Contents Preface Acknowledgements xi xii Parti 1 2. Principles Introduction The Analysis of a Text Reading the text The intention of the text The intention of the translator Text styles The readership Stylistic scales Attitude Setting The quality of the writing Connotations and denotations The last reading Conclusion 11 11 12 12 13 13 14 15 15 16 16 17 17 19 19 19 20 22 23 3 The Process of Translation Introduction The relation of translating ro translation theory The approach. The textual level The referential level v  CONTENTS The cohesive level The level of naturalness Combining the four levels The unit of translating The translation of texts The translation of proper names Revision Conclusion 23 24 29 30 32 35 36 37 Language Functions, Text-categories and Text-types The expressive function The informative function The vocative function The aesthetic function The pharic function The metalingual function Translation Methods Introduction The methods Comments on the methods Equivalent effect . Methods and Lext-categories Translating Other methods 39 39 40 41 42 43 43 45 45 45 47 48 50 51 52 The Unit of Translation and Discourse Analysis Introduction Coherence Titles Dialogue cohesion Punctuation Sound-effects Cohesion Referential synonyms Enumerators Other connectives Functional sentence perspective Contrasts The lower units of translation Conclusion 54 54 55 56 57 58 58 59 59 60 60 60 63 65 66. CONTENTS vii  68 68 69 70 72 73 73 74 74 75 75 76 77 77 78 80 81 81 82 82 83 83 84 84 85 88 89 90 90 90 90 90 90 91 91 94 95 % 96 97 97 7 Literal Translation Introduction Varieties of close translation The translation of poetry Faithful and false friends Words in their context Elegant variations Back-translation of text (BTT) Accepted translation Constraints on literal translation Natural translation Re-creative translation Literary translation The sub-text The notion of theKno-equivalent1 word The role of context 8 The Other Translation Procedures Transference Naturalisation Cultural equivalent Functional equivalent Descriptive equivalent Synonymy Through-translation Shifts or transpositions Modulation Recognised translation Translation label Compensation Componential analysis Reduction and expansion Paraphrase Other procedures Couplets Notes, additions, glosses 9 Translation and Culture Definitions Cultural categories General considerations Ecology Material culture Vltl CONTENTS Social culture Social organisation political and administrative Gestures and habits Summary of procedures 98 99 102 103 10. The Translation of Metaphors Definitions Translating metaphors Types of metaphor 104 106 106 106 11 The Use of Componeniial Analysis in Translation Introduction Lexical words Cultural words Synonyms Sets and series Conceptual terms Neologisms Words as myths Conclusion U4 114 317 119 120 121 121 122 123 123 12 The Application of Case Grammar to Translation Introduction The translation of missing verbs, i. e. verbalforce The translation of case-gaps Various types of case-partner Contrast and choice in translation Some related issues Case partners of adjectives and nouns A remark on Tesniere Conclusion. 125 125 126 129 132 134 135 136 138 138 13 The Translation of Neologisms Introduction Old words with new senses New coinages Derived words Abbreviations Collocations Eponyms Phrasai words 140 140 141 142 143 145 145 146 147 CONTENTS }X Transferred words Acronyms Pseudo-neologisms The creation of neologisms A frame of reference for the translation of neologisms 147 148 148 149 150 14 Technical Translation Introduction Technical style Terms Varieties of technical style Technical and descriptive terms Beginning technical translation Translation method The title Going through the text Conclusion Appendix; sampletest. 151 151 151 152 152 153 154 L55 156* 158 IfrO 161 15 The Translation of Serious Literature and Authoritative Statements Introduction Poetry The short story/novel Drama Conclusion 162 162 162 170 172 173 16 Reference Boohs and their Uses; Tracing theUnfindable Word Introduction Resources [ Unfindables words 174 174 175 176 17 Translation Criticism Introduction Planofcriticism Text analysts The translators purpose Comparing the translation with the original The evaluation of the translation The translations future Marking a translation Quality in translation. 184 184 186 186 186 ! 87 188 189 189 192 X CONTENTS 18 Shorter Items Words and context The translation of dialect You and the computer Function and description The translation of eponyms and acronyms Familiar alternative terms When and how to improve a text Collocations The translation of proper names The translation of puns  ¦ The translation of weights, measures, quantities and currencies Ambiguity 193 193 194 195 198 198 201 204 212 214 217 217 218 221 225 19 20 Revision Hints for Exams and Deadlines By Way of a Conclusion Part II Methods. Introductory note Test 1 Tower needs clear eyes1, The Economist Text 2 Vppcr gastroint^imal endoscopy1, British Medical Journal Text 3 Brideshead Revisited (Waugh) Text 4 4Une certaine idee de la France (De Gaulle) Text 5 4Le Parti Socialiste (Source unknown) Text 6 Ala Recherche du Temps Perdu (Proust) Text 7 Presentation dun cas de toxoplasmose, Bordeaux Medical Text 8 Dialysebehandlung bei akutem Nierenversagen, Deutsche Medizinische Wochenschrifi Text 9 Alexander von Humboldt (Hein) Text 10 VAdoraticm (BoreL) Text 11 Die Blasse Anna (Boll) Text 12 La SocUti Francaise (Dupeux) Text 13 ZumWohlealler\SC,4Z^. 229 231 234 238 242 245 248 250 254 259 264 267 272 277 Glossary Abbreviations Medical terminology BihHograpky Name index Subject index 282 286 288 289 291 292 PART I Principles Figures appear in Part I as follows: 1 2 3 4 5 6 7 8 The dynamics of translation A functional theory of language Language functions, text-categories and text-types The Translation of metaphor Scalar diagrams Equation diagram Matrix diagram Parallel tree diagram  ¦ * 20 40 105 116 116 117 117 CHAPTER 1 Introduction. My purpose in this book is to offer a course in translation principles and methodology for final-year-degree and post-graduate classes as well as for autodidacts and home learners. Further, I have in mind that I am addressing non-English as well as English students, and I will provide some appropriate English texts and examples to work on. 1 shall assume that you, the reader, are learning to translate into your language of habitual use, since that is the only way you can translate naturally, accurately and with maximum effectiveness. In fact, however, most translators do translate out of theii own language (service translation) and contribute greatly to many peoples hilarity in the process. Further, I shall assume that you have a degree-level reading and comprehension ability in one foreign language and a particular interest in one of the three main areas of translation: (a) science and technology, (b) social, economic and/or political topics and institutions, and (c) literary and philosophical works. Normally, only (a) and (b) provide a salary; (c) is free-lance work. Bear in mind, however, that knowing a foreign language and your subject is not as important as being sensitive to language and being competent to write your own language dexterously, clearly, economically and resourcefully. Experience with translationese, for example, Strauss Opus 29 stands under the star of Bierbaum who in his lyric poems attempted to lie in the echoes of the German love poetry with ihe folk song and with the impressionistic changes, Opus 29 tekt im Zekhen Bkrboums, der als Lyriker versuchtet Nachklange des Mintwsangs mil dem Volkslied und mit impressicmistischen XPendungen zu verknupfen. (Record sleeve note) shows that a good writer can often avoid not only errors of usage but mistakes of fact and language simply by applying his common sense and showing sensitivity to language. Being good at writing has little to do with being good at essays, or at English 1 as you may have learned it at school. It means being able to use the 3 4 PRINCIPLES  appropriate words in the appropriate order for the obiect or process you are attempting to describe; continuously trying to improve your writing (a translation is never finished); and increasing your own English vocabulary co-extensively with your knowledge of new facts and new foreign-language words. And it means making flexible use of the abundant grammatical resources of your language, which are enriched by contemporary speech. It is something which, like translation, you can learn: you are not born a good writer; you do not have to be one now; you have to be determined to become one, to relate new experience to fresh language. Finallyj it means having a sense of order and pertinence learning to construct a specific {gezieh, purposeful) beginning, body and conclusion for your subject: a beginning that defines and sets the subject out; a body1 that gives and illustrates the pros and cons of the argument; a conclusion that states your own verdict — and all without irrelevance. A translator has to have a flair and a feel for his own language. There is nothing mystical about this sixth sense, but it is compounded of intelligence, sensitivity and intuition, as well as of knowledge. This sixth sense, which often comes into play (joue) during a final revision, tells you when to translate literally, and also, instinctively, perhaps once in a hundred or three hundred words, when to break all the rules of translation, when to translate malheur by catastrophe* in a seventeenth-centurv text, I cannot make you into a good translator; I cannot cause you to write well. The best I can do is to suggest to you some general guidelines for translating. I shall propose a way of analysing the source language text; I shall discuss the two basic translation methods; and I shall set out the various procedures for handling texts, sentences and other units. I shall at times discuss the relation between meaning, language, culture and translation. By offering plenty of examples I hope to provide enough practice for you to improve your performance as a translator. 9 The trmhvthe facts of the matter) SL writer 2 SL norms TEXT 10 Translator 5 TL relationship 6 TL norms 3 SL culture 4 SL setting and tradition Figure I. The dynamics of translation 7 TL culture 8 TL setting and tradition INTRODUCTION  5 What is translation? Often, though not by any means always, it is rendering the meaning of a text into another language in the way that the author intended the text. Common sense tells us that this ought to be simple, as one ought to be able to say something as well in one language as in another. On the other hand, you may see it as complicated, artificial and fraudulent, since by using another language you are pretending to be someone you are not. Hence in many types of text (legal, administrative, dialect, local, cultural) the temptation is to transfer as many SL (Source Language) words to the TL (Target Language) as possible. The pity is, as Mounin wrote, that the translation cannot simply reproduce, or be, the original. And since this is so, the first business of the translator is to translate. A texi may therefore be pulled in ten different directions, as follows: (1) The individual style or idiolect of the SL author. When should it be (a) preserved, (b) normalised? (2) The conventional grammatical and lexical usage for this type of text, depending on the topic and the situation. (3) Content items referring specifically to the SL, or third language (i. e, not SL or TL) cultures. (4) The typical format of a text in a book, periodical, newspaper, etc. , as influenced by tradition at the time. (5) The expectations of the putative readership, bearing in mind their estimated knowledge of the topic and the style of language they use, expressed in terms of the largest common factor, since one should not translate down (or up) to the readership, (6), (7), (8) As for 2,3 and 4 respectively, but related to the TL, (9) What is being described or reported, ascertained or verified (the referential truth), where possible independently of the SL text and the expectations of the readership. (10) The views and prejudices of the translator, which may be personal and subjective, or may be social and cultural, involving the translators group loyalty factor*, which may reflect the national, political, ethnic, religious, social class, sex, etc. assumptions of the translator. Needless to say, there are many other tensions in translations, for example between sound and sense, emphasis (word order) and naturalness (grammar), the figurative and the literal, neatness and comprehensiveness, concision and accuracy. Figure 1 shows how many opposing forces pull the translation activity {Vactivitti traduisante) in opposite directions. The diagram is not complete. There is often a tension between intrinsic and communicative, or, if you like, between semantic and pragmatic meaning. When do you translate Ilfaitfroid as Its cold1 and when as Im cold, Tm freezing1, Tm so cold, etc,, when that is what it means in the context? All of which suggests that translation is impossible. Which is not so. Why a book of this sort? Because I think there is a body of knowledge about translation which, if applied to solving translation problems, can contribute to a translators training. Translation as a profession practised in international organi- 6 PRINCIPLES sations, government departments, public companies and translation agencies (now often called translation companies) began only about thirty years ago; even now, the idea that ail languages (there are 4000) are of equal value and importance, and that everyone has a right to speak and write his own language, whether it is a national or a minority language (most countries are at least *bilinguaP) is not generally recognised. Translation as a profession has to be seen as a collaborative process between translators, revisers, terminologists, often writers and clients (literary works have to be checked by a second native TL reviser and desirably a native SL speaker), where one works towards a general agreement. Nevertheless, finally, only one person can be responsible for one piece or section of translation; it must have the stamp of one style. The principle with which this book starts is that everything without exception is translatable; the translator cannot afford the luxury of saying that something cannot be translated, Danila Seleskovitch, a brilliant interpreter and writer, has said: Everything said in one language can be expressed in another on condition that the two languages belong to cultures that have reached a comparable degree of development/ The condition she makes is false and misleading. Translation is an instrument of education as well as of truth precisely because it has to reach readers whose cultural and educational level is different from, and often lower or earlier, than, that of the readers of the original one has in mind computer technology for Xhosas. Foreign1 communities have their own language structures and their own cultures, foreign individuals have their own way of thinking and therefore of expressing themselves, but all these can be explained, and as a last resort the explanation is the translation. No language, no culture is so primitive that it cannot embrace the terms and the concepts of, say, computer technology or plainsong, But such a translation is a longer process if it is in a language whose culture does not include computer technology. If it is to cover ail the points in the source language text, it requires greater space in the target language text. There-fore, whilst translation is always possible, it may for various reasons not have the same impact as the original. Translation has its own excitement, its own interest. A satisfactory translation is always possible, but a good translator is never satisfied with it. It can usually be improved. There is no such thing as a perfect, ideal or ^correct translation, A translator is always trying to extend his knowledge and improve his means of expression; he is always pursuing facts and words. He works on four levels: translation is first a science, which entails the knowledge and verification of the facts and the larguage that describes them- here, what is wrong, mistakes of truth, can be identified; secondly, it is a skill, which calls for appropriate language and acceptable usage; thirdly, an art, which distinguishes good from undistinguished writing and is the creative, the intuitive, sometimes the inspired, level of the translation; lastly, a matter of taste, where argument ceases, preferences are expressed, and the variety of meritorious translations is the reflection of individual differences. Whilst accepting that a few good translators (like a few good actors) are INTRODUCTION 7 naturals, I suggest that the practical demands on translators are so wide, and the subject still so wrapped up in pointless arguments about its feasibility, that it would benefit students of translation and would-be translators to follow a course based on a wide variety of texts and examples. This book claims to be useful, not essential. It attempts to set up a framework of reference for an activity that serves as a means of communication, a transmitter of culture, a technique (one of many, to be used with discretion) of language learning, and a source of personal pleasure. As a means of communication, translation is used for multilingual notices, which have at last appeared increasingly conspicuously in public places; for instructions issued by exporting companies; for tourist publicity, where it is too often produced from the native into the foreign language by natives as a matter of national pride; for official documents,  such as treaties and contracts; for reports, papers, articles, correspondence? textbooks to convey information, advice and recommendations for every branch of knowledge. Its volume has increased with the rise of the mass media, the increase in the number of independent countries, and the growing recognition of the importance of linguistic minorities in all the countries of the world. Its importance is highlighted by the mistranslation of the Japanese telegram sent to Washington just before the bomb was dropped on Hiroshima, when mokasuiu was allegedly translated as ignored instead of considered, and by the ambiguity in UN Resolution 242, where the withdrawal from occupied territories was translated as le retrait des tmitoires occupes, and therefore as a reference to all of the occupied territory to be evacuated by the Israelis. Translation has been instrumental in transmitting culture, sometimes under unequal conditions responsible for distorted and biased translations, ever since countries and languages have been in contact with each other. Thus the Romans pillaged* Greek culture; the Toledo School transferred Arabic and Greek learning to Europe; and up to the nineteenth century European culture was drawing heavily on Latin and Greek translations. In the nineteenth century German culture was absorbing Shakespeare, In this century a centrifugal world literature has appeared, consisting of the work of a small number of international* writers (Greene, Bellow, Solzhenitsyn, Boll, Grass, Moravia, Murdoch, Lessing, amongst those still living, succeeding Mann, Brecht, Kafka, Mauriac, Valery, etc. )* which is translated into most national and many regional languages. Unfortunately there is no corresponding centripetal cultural movement from regional or peripheral authors. That translation is not merely a transmitter of culture, but also of the-truth, a force for progress, could be instanced by following the course of resistance to Bible translation and the preservation of Latin as a superior language of the elect, with a consequent disincentive to translating between other languages. As a technique for learning foreign languages, translation is a two-edged instrument: it has the special purpose of demonstrating the learners knowledge of the foreign language, either as a form of control or to exercise his intelligence in order to develop his competence. This is its strong point in foreign-language classes, which has to be sharply distinguished from its normal use in transferring meanings and conveying messages. The translation done in schools, which as a 8 PRINCIPLES  discipline is unfortunately usually taken for granted and rarely discussed, often encourages absurd, stilted renderings, particularly of colloquial passages including proper names and institutional terms (absurdly encouraged by dictionary mistranslations such as Giacopo for James1 and Siaatsrat for Trivy Councillor). Even a sentence such as: Quune maillc $auiat parfois a ce nssu de perfection auquel Brigitte Finn travailinit uvec une vigilance de toutes les seamdes, detail dans Yordre et elle sen consolait pourvu que cefut sans temotn. Mauriac, l.a Phanstenne^ might produce something like this from a sixth-former: That a stitch should sometimes break in that tissue of perfection at which Brigitte Pian was working with a vigilance to which she devoted every second, this was in order and she consoled herself for it provided it was without witness, which proves that each word construction is understood, where a more likely reading would be: If Brigitte Pian sometimes dropped a stitch in the admirable material she was working on with such unremitting vigilance, it was in the natural order of things and she found consolation for it, provided she had no witnesses. A translator, perhaps more than any other practitioner of a profession, is continually faced with choices, for instance when he has to translate words denoting quality, the words of the mental world (adjectives, adverbs, adjectival nouns, e. g. good, well*, goodness), rather than objects or events. In making his choice, he is intuitively or consciously following a theory of translation, just as any teacher of grammar teaches a theory of linguistics. La traduction appelle une theorie en acte, Jean-Rene Ladmiral has written. Translation calls on a theory in action; the translator reviews the criteria for the various options before he makes his selection as a procedure in his translating activity. The personal pleasure derived from translation is the excitement of trying to solve a thousand small problems in the context of a large one. Mystery, jigsaw, game, kaleidoscope, maze, puzzle, see-saw, juggling- these metaphors capture the play1 element of translation without its seriousness. (But pleasure lies in play rather than i 1 seriousness. ) The chase after words and facts is unremitting and requires imagination. There is an exceptional attraction in the search for the right word, just out of reach, the semantic gap between two languages that one scours Roget to fill. The relief of finding it, the smirk* after hitting on the right word when others are still floundering? is an acute reward, out of proportion and out of perspective to the satisfaction of filling in the whole picture, but more concrete. The quality of pleasure reflects the constant tension between sentence and word. You may have heard of a relatively new polytechnic/university subject called Translation Theory (Translatology1 in Canada, Traductologia in Spain, (Iter-INTRODUCTION 9 setzungswissenschaft in German-speaking countries, Translation Studies in the Netherlands and Belgium); this book is intended to introduce it to you. In a narrow sense, translation theory is concerned with the translation method appropriately used for a certain type of text, and it is therefore dependent on a functional theory of language. However, in a wider sense, translation theory is the body of knowledge that we have about translating, extending from general principles to guidelines, suggestions and hints. (The only rule I know is the equal frequency rule, viz, that corresponding words, where they exist metaphors, collocations, groups, clauses, sentences, word order, proverbs, etc. should have approximately equal frequency, for the topic and register in question, in both the source and target languages.) Translation theory is concerned with minutiae (the meanings of semi-colons, italics, misprints) as well as generalities (presentation, the thread of thought underlying a piece), and both may be equally important in the context. Translation theory in action, translation theory used operationally for the purpose of reviewing all the options (in particular, sensitising the translator to those he had not been aware of) and then making the decisions in fact the teeth of the theory is a frame of reference for translation and translation criticism, relating first to complete texts, where it has most to say, then, in descending level, to paragraphs, sentences, clauses,  word groups (in particular, collocations), words -familiar alternative words, cultural and institutional terms, proper names, 1 non-equivalent words, neologisms and key conceptual terms morphemes and punctuation marks. Note that metaphor, perhaps the most significant translation problem, may occur at all levels from word to text, at which level it becomes an allegory or a fantasy. What translation theory does is, first, to identify and define a translation problem (no problem no translation theory!); second, to indicate all the factors that have to be taken into account in solving the problem; third, to list all the possible translation procedures; finally, to recommend the most suitable translation procedure, plus the appropriate translation. Translation theory is pointless and sterile if it does not arise from the problems of translation practice, from the need to stand back and reflect, to consider all the factors, within the text and outside it, before coming to a decision, I close this chapter by enumerating the new elements in translation nov.\ as opposed to, say, at the beginning of the century: (1) The emphasis on the readership and the setting, and therefore on naturalness, ease of understanding and an appropriate register, when these factors are appropriate. (2) Expansion of topics beyond the religious, the literary and the scientific to technology, trade, current events, publicity, propaganda, in fact to virtually every topic of writing. (3) Increase in variety of text formats, from books (including plays and poems) to articles, papers, contracts, treaties, laws, notices, instructions, advertisements,  10 PRINCIPLES (4) (5) (6) (7) publicity, recipes, letters, reports, business forms, documents, etc. These now vastly outnumber books, so it is difficult to calculate the number or the languages of translations on any large scale. Standardisation of terminology. The formation of translator teams and the recognition of the revisers role. The impact of linguistics, sociolinguistics and translation theory, which will.

Friday, September 20, 2019

Reflective Essay on the US Healthcare System

Reflective Essay on the US Healthcare System What is right with the U.S. Health Care System Marina Bukhrashvili The national strategy presented in The Affordable Care Act (ACA) seeks to fund prevention and public health. This is an important goal in our nation’s health care system. Prevention services, which include wellness, research, health screening, educational campaigns for preventive benefits and immunization programs, may have a positive effect on decreasing health care costs. To me, this first mandatory fund, also known as the Prevention and Public Health Fund (PPHF), is very important since as I am planning a career path that involves public health and the health of the community. Seventy-six percent of the U.S. health care expenditure are spent on treating preventable chronic diseases (The Hasting Center, 2010). By law, the Prevention Public Health Fund must be used to provide for expanded and sustained national investment in prevention and public health programs to improve health and help restrain the rate of growth in private and public health care costs. (American Public Health Association, 2010). I work in a skilled nursing facility which provides acute rehabilitation services to an elderly population following hospitalization. During an intake interview last winter, I asked an 82 year old female about her immunization history and she reported that â€Å"she never took a flu shot in her life.† And she doesn’t remember ever taking any type of vaccinations. She said that she was afraid that a vaccination would infect her and make her sick and that her sister â€Å"got sick from the flu vaccine.† It has been my experience that a great majority of our patients receive important immunizations for the first time during their stay at our facility. This finding is in line with research that shows that less than 50 percent of adults’ age 65 years or older were up-to-date with immunizations regardless of regular checkups (Department of Human Health Services, 2010). This is the case even though these services are paid for by almost all insurance plans, includ ing Medicare and Medicaid, according to the U.S. Preventive Services Task Force (USPSTF) (2011). Based on this experience, I feel that the PPHF maybe providing the necessary resources to promote the health of communities and contain health care costs that would arise from treating acute infections. Even though influenza and pneumonia are the fifth major causes of deaths in the country (Center for Disease Control and Prevention, 2013), the immunization rates are still moderate. Despite all efforts to control health care across, racial, gender and age, the differences in influenza coverage persist. As the focus of health care shifts from post-diagnostic treatment to preventive medicine, making immunizations a part of every person’s health care plan is an essential first step in achieving this goal. Doctors’ offices that treat adult population seem to be a good choice for promoting vaccination but this strategy is not effective in increasing immunization rates for adults since most physicians have busy practices which mainly focus on treating acute illness versus seeing healthy patients for preventive medicine. In addition, according to Agency for Healthcare Research and Quality (2009), the leading causes for low immunization rates in the last few years were the high cost of screening, insufficient funds to cover the co-payment or deductibles; lack of knowledge of what health insurance would cover; and lack of health insurance. In addition, many older adults may not have a regular doctor or do not go for a check up on a regular basis. The prohibitive cost was addressed for Medicare beneficiaries by the ACA (2010) to some extent, which broadens the Medicare coverage for preventive services suggested by the USPSTF and eliminates out-of-pocket costs. There is no payment for influenza, pneumococcal and hepatitis B vaccines (Cassidy 2010). Although compliance with influenza vaccination has increased dramatically after Medicare began paying for influenza vaccines for the nation’s older and disabled population and after health reform in 2010, the proportion of older persons receiving this vaccine is still considerably low in elderly populations (CDC, 2013). According to the research (Eurich et al., 2008) some patients benefited from receiving influenza vaccination before they were hospitalized for pneumonia. As a result of passage of Affordable Care Act, most health insurance now covers co-payments for recommended clinical preventive services, which reduces financial cost to beneficiaries, however, the challenge remains to make older adults aware of the value of preventive services and encourage them to get the services they need. All efforts should be made to expand awareness in the community about clinical preventive services and benefits. . Nurses could send reminders to the health care providers to notify patients when the vaccinations are due. Such reminders could be issued on seasonal basis to educate patients about importance about vaccinations during patient encounters such as the registration interview. Educational Seminars can be conducted across various community centers before immunization season begins. Interactions focusing on different ethnic groups may help to find and address their misconceptions about immunizations, if there are any. Nurses will play a key part in the f ulfillment of the mandate of ACA and their expending scope of practice is already shaping the future of healthcare. References Agency for Healthcare Research and Quality. National Healthcare Disparities Report 2008. Rockville, MD: U.S. Department of Health and Human Services, Agency for Healthcare Research and Quality; 2009. Available at: www.ahrq.gov/qual/nhdr08/nhdr08.pdf American Public Health Association (2010). Prevention of Public Health Fund. Available at: www.apha.org/advocacy/Health+Reform/PH+Fund/ Cassidy 2010: Cassidy A., Health Affairs and the Robert Wood Johnson Foundation. Health Policy Brief: Preventive Services Without Cost Sharing, Health Affairs, December 28, 2010. Available at: www.healthaffairs.org/healthpolicybriefs/brief.php?brief_id=37 Centers for Disease Control and Prevention. The State of Aging and Health in America 2013. Atlanta, GA: Centers for Disease Control and Prevention, US Dept of Health and Human Services; 2013. Department of Health and Human Services. Healthy People 2020, Older Adult Section, December 2010. Available at: www.healthypeople.gov/2020/topicsobjectives2020/overview.aspx?topicid=31 Eurich, D. C., Marrie, T. J., J, J., M, S. R. (2008). Mortality reduction with Influenza vaccine in patients with Pneumonia outside â€Å"flu† season. American Journal of Respiratory Critical Care Medicine, 178, 527-533 The Hasting Center. Health Care Cost Monitor. Projected Costs of Chronic Diseases, January 22, 2010. Available at: http://healthcarecostmonitor.thehastingscenter.org/kimberlyswartz/projected-costs-of- chronic-diseases/ The Patient Protection and Affordable Care Act. Section 4002: Prevention and Public Health Fund. 111th Congress. Enacted March 23, 2010. Available at: http://housedocs.house.gov/energycommerce/ppacacon.pdf U.S. Preventive Services Task Force. USPSTF A and B Recommendations. Available at: www.uspreventiveservicestaskforce.org/uspstf/uspsabrecs.htm

Thursday, September 19, 2019

Government of Spain :: essays research papers fc

The Government of Spain Political System   Ã‚  Ã‚  Ã‚  Ã‚  Spain is a parliamentary monarchy. Chief of state is the hereditary monarch and the head of government is the President of the Government. The President designates the cabinet which is called the Council of Ministers. Spain is also has a bicameral legislative branch. The General Courts or National Assembly or Las Cortes Generales consists of the Senate or Senado and the Congress of Deputies or Congreso de los Diputados (CIA World Factbook). In order for legislation to pass the two chambers must agree. Proposals of laws issued by the Senate are discussed at Congress in a Plenary Session in order to be accepted or tabled veto or be amended. The proposal of the law passes to the study of a Commission. The Commission writes a short text about the proposal which will be discussed and voted in Plenary Session. Once the text is approved by the Congress proposal of law is submitted by its President to the Senate. Senate may then accept, block a veto or make amendments. If Senate rejects the text by an absolute majority then the text goes back to Congress which can at that point either approve the bill or proposal of law by the same majority required at the Senate or Congress can wait for two months and approve the text by a simple majority. In both cases the text is the one approved initially by Congress. If Senate introduces amendments, Congress only has to accept or reject them by a simple majority. If the text is accepted without any modifications then the text is ready to be sanctioned by the King (U.S. Library of Congress). Electoral System A party must obtain a minimum of 3 percent of the vote in order to qualify for parliamentary representation. Each province is to have a minimum of two seats in the Congress of Deputies, plus one additional seat for every 144,500 inhabitants or fraction over 70,000 inhabitants (U.S. Library of Congress). Members of Congress are elected by popular vote on block lists by proportional representation to serve four-year terms. Each province is allotted four seats in the Senate, regardless of population. Members of the Senate are directly elected by popular vote for 208 seats and 51 are appointed by the regional legislatures to serve four-year terms (CIA World Factbook). Election Results/ Party System   Ã‚  Ã‚  Ã‚  Ã‚  As of today the number of parties present in the Senate totals six.

Wednesday, September 18, 2019

The Giver :: essays research papers

The Giver - Main Character Jonas, the main character in The Giver by Lois Lowry, is a very strong person, which allows him to go farther in life then the people that surround him. Throughout Jonas's life he has known nothing but "sameness". He lives in a Utopian community where there are no choices and everyone in his world has their lives laid out for them. But, Jonas is given the job of "Receiver of Memory". He alone knows the truths of the world, a world with colors, pain, and choices. What he does with these truths will bring obstacles to his life that will show the readers not only his strengths but his weaknesses as well. Jonas is made to bear the truths of the world alone and is troubled by what he should do with it. Jonas at first doesn't want the memories because after receiving several of them, all that Jonas has known is being questioned and his world turned upside down. 'He is angry and afraid after receiving his first set of memories. Angry because of what has been kept from him and afraid because now he doesn't know what to do. Jonas is uncertain whether the world he learns of is best for his community and if people can be trusted to make decisions on their own. In a conversation to "The Giver" (person passing down the memories) about whether or not it is safe to allow people to make their own choices, Jonas say, "What if they are allowed to choose their own mate? And chose wrong? . . . We really have to protect people from wrong choices." But, by the end of that conversation he is uncertain about his feelings and about many other things. Jonas is confused because he doesn't know what he should do about it or if he should do anything at all. Jonas finally decides to change the world (at least the one he knows of), but he faces many obstacles trying to do so. Jonas speaks to the Giver about giving memories to the community . He wants to share them with everyone and change the way the community works. He wants to give them choices and show them that there are differences. The Giver says the only way the community will receive them is if Jonas goes to the beyond and loses his connection to them.

Tuesday, September 17, 2019

Insurance and Payment Expectations

HEALTHCARE PAYMENT EXPECTATIONS Unit 1 Individual Project Tina Nguyen HLTH420 – Healthcare Finance November 7, 2012 Abstract This research paper will explain the payment expectations of government, commercial, and liability insurances, as well as self-pay/cash pay patients. An in depth explanation of how they differ, such as rules, will be made. This report will help readers understand the different types of programs in bill collecting, and account and project financial expectations. Healthcare Payment Expectations Payment expectations are the reimbursement of the services given to patients.There are many alternatives to how healthcare organizations collect their payments or revenues. They can be handled through cash transactions or through various types of insurances, such as government-assisted, commercial, and liability insurances. Some of the health insurances that are government-assisted are Medicare, CHIP, and Medicaid. Government-assisted insurances, such as Medicare an d Medicaid, are provided for low income families and adults over the age of 65 or even those under 65 that has certain disabilities (USA. gov, 2012).Medicaid’s health coverage will vary by states, as they will set their own rules and guidelines. In order to be granted for these government health insurances, an individual must meet certain criteria to be eligible, depending on which program it is catered for (New Horizons Un-Limited Inc. , 2011). Payment expectations of government-assisted health insurances, such as Medicaid, are reimbursed through co-pays, and premiums (â€Å"Medicaid Payment Expectations, â€Å" n. d. ). As mentioned before, payment expectations will vary by state but should not be much different.Co-pays are the rate at how much is to be paid for the services or a prescription a patient will be receiving (â€Å"Medicaid Payment Expectations,† n. d. ). Co-pay rates are rates that are agreed upon by the Medicaid program and type an individual has. Pre miums are out of pocket expenses that need to be paid by the individual to maintain and retain medical benefits (â€Å"Medicaid Payment Expectations,† n. d. ). Premiums are a monthly expense and it also depends on each individual and will vary by state.If premiums are not paid in a timely manner, that can be considered as a non-payment and there may be a possibility that an individual may lose their insurance coverage. If that was to occur, the individual would need to reapply. Commercial health insurances are health insurances that cover medical and health expenses for those that are already insured. For example, since commercial health insurances is for profit and is not offered through a government entity, these health insurances are usually offered through group insurances (â€Å"What Is Commercial Health,† n. . ). In many instances, commercial health insurances will be offered through the individual’s employer. Typically, these insurances will have a monthl y or even a bi-weekly premium that will be deducted from an employee’s paycheck. Depending on how the commercial health insurance is planned, employees will usually see a payment of the entire monthly premium or a percentage of it in their paycheck. Liability insurance is also known as medical malpractice insurance.Liability health insurance helps protect the insurer from lawsuits and mistakes that can or will arise from the workplace. Liability insurance can be purchased through many types of companies, such as insured insurance companies, risk purchasing and risk retention groups, and etc (Texas Department of Insurance, 2012). Payment expectations are that liability insurance information must be provided at the time of registration in order for a claim to be filed.Depending on the responsible party of paying that claim, it can either be the insured or the insurance company; it varies with each plan per individual. Self-pay or cash pay patients are usually those patients tha t does not have medical insurance or those who just prefer not dealing with the hassles of Medicare or insurance reimbursement or claims, will pay an out of pocket expense for the medical services they seek and get. Medical doctors and clinicians view these patients as more compliant and motivated to doctor’s orders (Carter, 2011).Without any insurance help, self-pay patients would usually get a discount percentage due to the high cost of medical services. Self-pay or cash patients will have to pay the full amount or partial before or after the service, and if a balance remains would need to pay in the next couple of months depending on the payment plan. All of these components of payment expectations of different insurances would need to familiarize with by medical business professionals in order for efficient billing, collecting, accounting, and the projection of financial expectations to occur.All health insurances, it doesn’t matter what type of insurance, has to f ollow basic standards of regulations of the service and product, but each state and health facility has its own discretion in how to price their services and also deciding how much a patient is responsible for their balance. There is much that needs to be considered if the payer mix is the basic determinant of the healthcare organization’s financial projections. Payer mix is a medical term of the percentage of revenues that comes into the organizations is from private to government insurances to self-pay patients (Wall, 2010).Unfortunately, revenues from government insurances, such as Medicare and Medicaid, are considered losses to healthcare organizations due to these government insurances pay less to hospitals and healthcare organizations than what they charge patients for services. Through this knowledge, healthcare organizations need to be aware of areas like this in order to compensate for what is lacking. | References Carter, J. (2011, November 7). How Self-Pay Patients Have Made Me a More Effective Clinician. Retrieved from

South America Essay Example

South America Essay In spite of the fact that industrialization is equivalent with progress, in the cutting edge world it has likewise be...