Research Plan Essay Example for Free

Research Plan Essay Background of the Study Solid waste management is increasingly seen as a major issue in the country due to high rates of urbanization and increasing per capita solid waste generation with greater affluence (Petnamsin, et al., 2000). A major component of solid waste is resin based plastic. Plastics posses many properties such as water resistance and long life, that makes them perfect candidates for packaging. Unfortunately, the properties that make this product suitable for packaging also are the major cause of the environmental problems related to packaging. Given the wide use of plastics, the magnitude of the environmental problem is large and long terms. The choices for dealing with this waste are limited as incineration of plastic polymers invariably results in the generation of toxic emissions (Srorith, et al., 2000). The only visible solution is to bury the material in landfills. However, this approach is also limited because of the resistant nature of plastic to biological degradation. Jackfruit Artocarpus heterophyllus Lam. is a popular fruit-crop that is widely grown in tropical areas. Often, its seeds are discarded because of the preferred well-flavored yellow sweet bulb for consumption. The seeds have high carbohydrate and protein content, hence, an abundant source of starch (Kurian, 2010). Starch is identified as a key natural product for the production of biodegradable plastic (Pranamuda, et al., 2006). Based on the above information, the researchers decided to do research work on starch-based biodegradable plastic from jackfruit seeds. Henceforth, there is a need to establish the additive property of starch from jackfruit seeds as scientific basis for its use in the production of biodegradable plastic. Objectives of the Study The study will aim to find out if jackfruit Artocarpus heterophyllus Lam.  seeds can be a main component in the production of biodegradable plastic. Specifically, the study will 1. determine the efficacy of starch from jackfruit A.heterophyllus Lam. seeds at varying concentrations as additives in the production of biodegradable plastic. 2. compare the mechanical properties between the produced biodegradable plastic from starch of jackfruit A.heterophyllus Lam. seeds, and commercially prepared plastic, polyethylene in terms of tensile strength, flammability, soil biodegradability and air test. 3. compare the effects of acids and bases and organic solvents between produced biodegradable plastic from starch of jackfruit seeds and commercially prepared plastic, polyethylene. Hypotheses of the Study The following hypotheses will be put forward: 1. There is no significant difference in the efficacy of starch from jackfruit seeds at varying concentrations in the production of biodegradable plastic. 2. There is no significant difference on the mechanical properties between the produced biodegradable plastic from starch ofjackfruit seeds and commercially prepared plastic, polyethylene in terms of tensile strength, flammability, soil biodegradability and air test. 3. There is no significant difference on the effects of acids and bases and organic solvents between produced biodegradable plastic from starch of jackfruit seeds and commercially prepared plastic polyethylene. Significance of the Study The results of the study would be beneficial and helpful to the manufacturing plastic industries because it would relieve negative effects of overproducing plastics. By changing its raw materials and components, commercial plastic may be improved so that it would become biodegradable while retaining its good quality. Moreover,this component from starch of jackfruit seeds would help in the natural decomposition of plastic raw materials. Thus, a convenient way of minimizing waste management problem in the country, more so, the high demand for plastics would give the world the hazard of garbage problem, therefore, utilizing starch from jackfruit seeds as component in the production of biodegradable plastics would be the relative answer. Scope and Limitations of the Study The study will focus only on the starch-based biodegradable plastic from jackfruitA.heterophyllus Lam. seeds. It will be conducted at the Physics/Chemistry Laboratory of Antique National School, San Jose de Buenavista, Antique from July 15, 2011 to September 30, 2011. The variables to be evaluated will be the effect of starch from jackfruit seeds at varying concentrations for the production of biodegradable plastic; the mechanical properties between the produced biodegradable plastic from starch of jackfruit seeds and commercially prepared plastic, polyethylene in terms of tensile strength, flammability, soil biodegradability and air test;the effects of acids and bases and organic solvents between the produced biodegradable plastic from the starch of jackfruit seeds and commercially prepared plastic, polyethylene. Analysis of Variance (ANOVA) and Duncan Multiple Range Test (DMRT) will be used as statistical tools to identify the significant differences among treatment means and their interactions at 0.01 and 0.05 levels of significance, respectively. Definition of Terms Biodegradable.A substance or property of the produce plastic in the study that can be broken down into simpler substances by the activities of living organisms for decomposition.  Plastic. An end product obtained mainly as a result of the study using starch from jackfruit seeds as main component mixing with other components for biodegradable formation. Starch. A complex carbohydrate extracted from jackfruit seeds and used in the study for the production of biodegradable plastic. Polyvinyl Alcohol. An odorless, colorless, tasteless, thermoplastic synthetic resin used in the study that is soluble in water and insoluble in common organic solvents.  Glycerol. A simplest trihydric and commonly called glycerin in commercial  form that is used in the study for the production of biodegradable plastic. CHAPTER 2 REVIEW OF RELATED LITERATURE After cutting talahib pulps into very small pieces, they were combined with different chemicals such as polyvinyl alcohol, sodium hydroxide in aqueous solution, glue, and glycerol to produce biodegradable plastics with different amounts of talahib pulp. (Valdez, 2009). A study determined the effectiveness of cassava starch as component of biodegradable plastic. Results confirmed that cassava starch is ideal as tests proved its worth (Romero, 2007).  It was known that starch-based packaging materials are produced from extrusion or compression technology and have been developed as a substitute for polystyrene in producing loose-filters and other expanded items. The type of starch and synthetic polymer as well as their relative proportions in the blends may influence the properties of the resulting plastics (Sriroth and Sangseethong, 2003). Some physicochemical and rheological properties of jackfruit seed flour and starch, isolated from the flour were investigated. The flour had good capacities for water absorption and oil absorption. Flour from jackfruit seed was prepared by dry milling. It is high in protein and carbohydrate contents. The flour has good water and oil absorption abilities (Tulyathan, 2002). The range of possible applications for starch plastics is restricted by their sensitivity tomoisture and water contact and high water vapour permeability. The biodegradability of starch plastics largely depends on the biodegradability of the copolymer. High copolymer content can adversely affect biodegradability due to the complex interaction of starch and polyester at the molecular level (DegliInnocentiBastioli, 2002). Starch is unique among carbohydrates because it occurs naturally as discrete granules. This is because the short branched amylopectin chains are able to form helical structures whichcrystallize. Starch granules exhibit  hydrophilic properties and strong inter-molecular association via hydrogen bonding due to the hydroxyl groups on the granule surface (Daniel et al., 2000). Jackfruit Artocarpus heterophyllus Lam. is a popular fruit-crop that is widely grown in the Philippines and other tropical areas. The ripe fruit contains well-flavored yellow sweet bulbs which are consumed fresh or processed into canned products and seeds embedded in the bulb. Seeds make up around 10-15% of the total fruit weight and have high carbohydrate and protein content and are normally discarded or steamed and eaten as a snack or used in some local dishes. As fresh seeds cannot be kept for a long time, using them as source of starch is advisable (Bobbio et al 1978). Based on the above review of related literature, there is a need to conduct a study on starch-based biodegradable plastic from jackfruit Artocarpus heterophyllus Lam. seeds and because in all studies, nothing has been mentioned about jackfruit seeds as component of biodegradable plastics. CHAPTER 3 MATERIALS AND METHODS The flow of processes on starch-based biodegradable plastic from jackfruit Artocarpus heterophyllus Lam. seeds is shown in Figure 1. Collection and Preparation of Research Materials, Tools and Equipment The researchers will collect three (3) kilograms of jackfruit seeds from the source for two (2) days before the conduct of the study. These will be brought to the Physics/Chemistry Laboratory of Antique National School, San Jose de Buenavista, Antique. Technically grade ethanol, hydrochloric acid, acetic acid and sodium hydroxide, ammonia, distilled water, chlorine, polyvinyl alcohol, epoxydized soy bean oil, and glycerol will be obtained from chemworks, Inc.Jaro, Iloilo City prior to the conduct of the study. The other materials and equipment needed will be mortar and pestle, grinder, beakers, alcohol lamp, rolling pin, aluminum foil, stirring rod, molders, spring balance, double beam balance, tray, plastic cups, graduated cylinder, stopwatch, and hot plate. Research Procedure/ Experimental Design Three (3) kilograms of jackfruit seeds will be rinsed and washed in running water and will be air-dried for twenty-four (24) hours at room temperature. After air-drying, the seeds will be peeled manually. Then the seeds will be cut into smaller pieces and ground using an electric grinder. The ground jackfruit seeds will be added with water following the ratio 1:2, one (1) liter of distilled water to two (2) kilograms of ground jackfruit seeds. The mixtures will be placed inside the beaker for decantation for three (3) hours. After decantation, the supernatant will be discarded and the settling material will be collected and placed in an evaporating dish for the starch sediments to settle. This will be sun-dried for five (5) hours to let the water evaporate completely. After the evaporation process, the collected starch sediments will be ground using mortar and pestle until it will turn into powdered form. The produced starch will be weighed and placed in a sterilized container ready for experimentation. Measured amount of the water and jackfruit starch based on different treatments will be mixed and boiled using a hot plate at eighty (80(C) degrees Celsius until it will form into a sticky paste. After removing the starch-water mixture from the hot plate, the rest of the materials will be added such as polyvinyl alcohol, epoxydized soya bean oil, and glycerol. After mixing all the materials, the mixture will be heated again using a hot plate at a temperature of one hundred eighteen to one hundred twenty (118-120(C) degrees Celsius for seven (7) minutes. Then it will pass through a rolling pin and transferred to containers for sun-drying process until the plastic will be formed. The plastic will be cut into strips (3 cm wide by 5 cm long) for mechanical property, effects of acid and base, and organic solvents tests, respectively. The experiment will use five (5) treatments with three (3) replicates each. The duration of the experimental activities will be seventy-eight (78) days that will begin on July 15, 2011 and will end on September 30, 2011. The five (5) treatments that will be used in the study are as follows. Treatment A = 100 grams starch + 100 grams water + 100 grams polyvinyl alcohol + 2.5 grams epoxydized soya bean oil +10 grams glycerin Treatment B = 75 grams starch + 100 grams water + 100 grams polyvinyl alcohol + 2.5 grams epoxydized soya bean oil +10 grams glycerin Treatment C = 50 grams starch + 100 grams water + 100 grams polyvinyl alcohol + 2.5 grams epoxydized soya bean oil +10 grams glycerin Treatment D = 25 grams starch + 100 grams water + 100 grams polyvinyl alcohol + 2.5 grams epoxydized soya bean oil +10 grams glycerin Treatment E – Control – Commercial plastic (polyethylene) Gathering of Data The cut samples of the produced biodegradable plastic will be subjected to the following tests: Flammability Test. The strips of the produced biodegradable plastic and commercial plastic with the same dimensions will be completely burned using alcohol lamp and the burning time will be noted. Soil Biodegradability Test. The plastic strips will be stapled to a piece of cardboard and will be buried in a can of soil. The strips will be unearthed after a week and the final dimension will be recorded. Tensile Strength Test. The plastic strips will be hooked to a spring balance and will be pulled until they will tear apart. The reading of the balance when the plastic strips will break will be recorded. Effects of Strong and Weak Acids and Strong and Weak Bases.The plastic strips will be immersed in concentrated strong/weak acids and strong/weak bases for thirty (30) minutes. Changes in length, width, and appearance will be noted. Organic Solvent Tests. The plastic strips will be immersed in a bottle of  chlorinated water/ethanol. The bottle will be sealed so as to isolate its contents from the external environment. After a week, their final dimensions will be noted.

Tea Party Movement Essay -- What is the Tea Party Movement

Due to the weak state our of economy over the past several years, many organizations and movements have surfaced in order to attempt to make a change to better our country. One of those organizations is the Tea Party and their movement. The Tea Party movement is an effective political force in our society because it is respectable, organized, and focused on common issues. According to the official website for the Tea Party movement, it was formed randomly in 2009 from â€Å"the reaction of the American people fiscally irresponsible actions of the federal government, misguided ‘stimulus’ spending, bailouts, and takeovers of private industry.† In an article for PBS from 2010, Dante Chinni writes that there were about 67,000 members of the movement at that time. Since the article is roughly two years old, it can be estimated that the total number of members has grown significantly, especially with the recent downfall of the economy and other political forces. Chinni goes on to state that much of the movement’s population is concentrated either in boom towns, which are towns that went through rapid population growth during the housing crash of the early 2000’s, rural and agricultural counties, or counties located near armed forces bases. As far as member backgrounds, most Tea Party movement members tend to fall into the same category. In a New York Times article by Kate Zernike and Megan Thee-Brenan, they write that those who identify themselves as apart of the Tea Party are â€Å"wealthier and more well-educated than the general public.† Zernike and Thee-Brenan also state that according to a poll conducted by the Times and CBS News, most supporters of the movement are white males who are married and over the age of forty-fi... ...bers of Congress a Well-heeled Lot." Los Angeles Times, 05 Jan 2012. Web. 20 Mar 2015. http://articles.latimes.com/2012/jan/05/news/la-pn-tea-party-members-of-congress-a-wellheeled-lot-20120105. Walsh, Kenneth. "Tea Party Presidential Candidates Flash and Fade." U.S. News and World Report, 28 Sep 2011. Web. 20 Mar 2015. http://www.usnews.com/news/blogs/Ken-Walshs-Washington/2011/09/28/tea-party-presidential-candidates-flash-and-fade. Wing, Nick. "Rudy Giuliani: Tea Party 'Respectable', But Some Members, 'A Little Crazy’." Huffington Post, 25 Jan 2011. Web. 20 Mar 2015. http://www.huffingtonpost.com/2011/01/25/rudy-giuliani-tea-party-crazy_n_813571.html. Zernike, Kate, and Megan Thee-Brenan. "Poll Finds Tea Party Backers Wealthier and More Educated." The New York Times, 14 Apr 2010. Web. 20 Mar 2015. http://www.nytimes.com/2010/04/15/us/politics/15poll.html.

General Translation Theories Essay

While not everyone who drives an automobile needs to understand the theory behind the internal combustion engine, someone does need to know this theory. I may be able to drive my Pontiac without any knowledge of internal combustion engines, until the Pontiac breaks down. Then, I must find someone (presumably a mechanic) who does in fact know enough theory to get the Pontiac running again. The same is true of translation theory. It is not necessary for everyone to know translation theory, nor is it even necessary for pastors and teachers to know everything about translation theory. It is necessary for pastors and teachers in the American church at the end of the twentieth century to know something about translation theory, for two reasons. First, it will affect the way we interpret the Bible for our people. If we are completely unaware of translation theory, we may unwittingly mislead our brothers and sisters in our interpretation. Second, there are so many English translations available, that no contemporary pastor will be able to escape the inevitable questions about which translations are superior. It is not my intention to provide anything like an exhaustive approach to either translation theory or semantic theory (relax, I’ll define this word later). Rather, I intend to discuss briefly the more important observations, which may be useful to the pastoral ministry. 1. Communication has three parties. Translation theory shares a number of concerns with what is commonly called communication theory. Perhaps the most important observation which the communication theorists have produced for translators is the recognition that every act of communication has three dimensions: Speaker (or author), Message, and Audience. The more we can know about the original author, the actual message produced by that author, and the original audience, the better acquainted we will be with that particular act of communication. An awareness of this tri-partite character of communication can be very useful for interpreters. Assuming that an act of communication is right now taking place, as you read what I wrote, there are three dimensions to this particular act of communication: myself, and what I am intending to communicate; the actual words which are on this page; and what you  understand me to be saying. When the three dimensions converge, the communication has been efficient. If we know, perhaps from another source, what an individual author’s circumstances are, this may help us understand the actual message produced. Martin Luther King, Jr. ‘s â€Å"Letters from Prison† are better understood by someone who knows the circumstances under which they were written rather than by someone who is oblivious to mid-20th century American history. If we know information about the author’s audience, this may also help us to understand the message itself. John Kennedy’s famous, â€Å"Ich bin ein Berliner† speech is better understood if one understands the apprehensions which many West German citizens had about American foreign policy during the early 1960s (and, knowing the audience was German may help explain why he did not speak this sentence in English! ). Recognizing that in addition to the message itself, there are the two other components of author and audience, the interpreter attempts to uncover as much information as possible about the author and audience. This is why biblical scholars spend so much time attempting to locate the circumstances of a given epistle; they are trying to discover information about author and audience, which will help complete the understanding of the particular act of communication represented by the message. At this point, an important warning needs to be expressed. For students of literature whose original audience and author are not present (i. e. , dead), we only have direct access to one of the three parties in the communicative process: the message itself. Whereas we would be profited by having direct access to author and audience (â€Å"Paul, what in the world did you mean about baptizing for the dead? â€Å"; or, â€Å"How did it hit you Galatians when Paul said he wished his troublers would castrate themselves? â€Å"), it would be incorrect to suggest that we must have such access for any understanding to take place. Frequently one encounters the extravagant statement to the effect that â€Å"one cannot understand a biblical book unless one understands the author’s (or audience’s) circumstances. â€Å"The problem with such statements is that they imply that we can have no understanding without access to information which simply does not always exist. We haven’t any idea who wrote the epistle to the Hebrews, or why, other than what may be indicated in the letter itself. Does this mean that we can’t understand it in any sense? I think not. We just have to recognize that information, which would assist the act of interpretation, is, in this case, missing. Related to this warning is a second. For Protestants, scripture itself is authoritative. Our reconstructions, often highly conjectural of the historical circumstances under which a given biblical work was written and read, are not authoritative, by my understanding of Protestant theology. Those reconstructions may assist our understanding of the biblical text, but they are not, in and of themselves, of any religious authority. Finally, we might add that the essential error of many exegetical theories is their exclusion of one or more of these three parties from consideration. While many important debates are continuing to influence interpretive theory, our evaluation of these debates would do well to retain a role for each of the three above-mentioned dimensions. 2. Formal and Dynamic Equivalence One of the ongoing debates about translations revolves around the question of whether, and in what degree, the translation should reflect the syntax, or form, of the original language. All translators agree that the translation should reflect faithfully the message of the original, but all are not agreed on whether the translation should adhere closely to the grammatical forms of the original language. Translations can be located on a spectrum, which would have, at one extreme, rigid adherence to the form of the original language (formal equivalence), and at the other extreme, complete disregard for the form (not the message) of the original language (dynamic equivalence). An interlinear would come the closest to the first extreme, followed by the NASB. At the other extreme would be the NEB and TEV. In between would be the RSV and NIV, with the RSV leaning more toward a formal equivalence, and the NIV leaning more toward a dynamic equivalence. It is probably fair to say that most contemporary linguists favor the dynamic equivalence approach in theory, though they might be disappointed in the various attempts at producing one. The reason for preferring to reproduce the thought of the original without attempting to conform to its form is that all languages have their own syntax. While the syntax of one language may be similar to the syntax of other languages, it is also dissimilar as well. Thus, if we attempt to adhere to the formal syntax of another language, we reproduce forms which are abnormal or confusing, if not downright distracting in the target language. For example, Greek tends to have very long sentences, whose various clauses are arranged in a logically hierarchical fashion. That is, there will be a number of dependent clauses connected to an independent clause. This type of sentence structure, perfectly normal in Greek, is called hypotactic (clauses are arranged logically under one another). English, by contrast, is not so comfortable with long sentences, and does not provide any easy way of indicating which clauses are dependent upon others. Our sentence structure is called paratactic (clauses are arranged logically alongside of one another). If we attempt to reproduce, in English, sentences of the same length as the Greek original, our audience will not be able to follow our translation. Ephesians 1:3-14, for instance, is one sentence in Greek, with well-defined subordinate clauses. If we attempt to reproduce a sentence of this length in English, the result will be so awkward that few, if any, English readers would be able to follow it. Consequently, translators must break the longer Greek sentences into shorter English sentences. For the pastor and teacher, it is important to be able to recognize the hypotactic structure of the original language, because it is frequently of theological and ethical significance. For instance, there is only one imperative (independent clause) in the Great Commission — â€Å"make disciples. † All the other verbs are dependent. The other clauses help to describe what the commandment means. Most English translations, however, obscure this matter by translating the Great Commission as though it were a string of equivalent imperatives. What’s worse, they tend to treat one of the dependent clauses as though it were the major (independent) clause (â€Å"Go†). So the teacher or pastor needs to be able to understand what is going on in the structure of the original language, without necessarily trying to reproduce it in an English translation. There are other differences between the two languages. Greek typically uses passive verbs; English prefers active verbs. Greek typically makes nouns out of verbs (making â€Å"redemption† as common as â€Å"redeem†). Speakers of English are not as comfortable with these abstractions; we are happier with verbs. A dynamic equivalence translation will commonly reproduce the meaning of the Greek in a more natural manner in English. In 2 Thess 2:13, for instance, pistei aletheias, is translated â€Å"belief in the truth† (formal equivalence) by the RSV, but â€Å"the truth that you believe† (dynamic equivalence) by the NEB. The latter, while not any more accurate than the former, is a little more natural, and thus more easily understood. A classic example of the difference between English and Greek syntax is evidenced by the difference in their respective employment of the participle. First, the Greek participle is much more common than the English. But the Greek participle is also used differently than the English participle. Greek commonly employs the participle in an attributive fashion, as a verbal adjective. This is very rare in English. James Taylor does sing about the â€Å"The Walking Man,† but this is rare outside of artistic expression. We would normally produce a relative clause, â€Å"the man who walks. † Because of the differences in the way the two languages use their respective participles, we simply cannot translate a Greek participle with an English participle in many cases, without being obscure or ambiguous. Dikaiothentes in Romans 5:1 should not be translated, â€Å"having been justified† (NASB: formal equivalence), but, â€Å"since we are justified† (RSV: dynamic equivalence). There are problems, however, with dynamic equivalence translations. Since the translator is â€Å"freer† from the grammatical forms of the original language he is more likely to exceed the bounds of an accurate translation, in an effort to speak naturally in the native language. That is, the dynamic equivalence translations are capable of being more natural and more precise than are formal equivalence translations, but they are also more capable of being precisely wrong. For instance, in Romans 8:3, Paul uses the phrase: dia tes sarkos. A formal equivalent translation, the RSV, renders this â€Å"by the flesh,† which is faithful to the original but somewhat ambiguous in English. The NIV renders this much more precisely, by the phrase, â€Å"by the sinful nature. † Unfortunately, the NIV is precisely wrong here, because Paul is not talking about a lower nature, or a sinful nature at all. In fact, he is not speaking anthropologically, but redemptive-historically. In this particular case, I believe we would be better off with the ambiguous â€Å"flesh,† and have to ask what, ‘flesh’ means for Paul, than to have the more precise but utterly un-Pauline â€Å"sinful nature. † Another problem associated with dynamic equivalence translations is related to their use as study Bibles. Since a given word may have a number of meanings, it is frequently impossible, and more frequently confusing, to attempt to translate a given Greek word with the same English word in every case. Consequently, the dynamic equivalence translation can give a more specific rendering in English, being unbound by an attempt to reproduce the same Greek word in the same English manner. This produces better understanding, frequently, of individual sentences or clauses. However, it does not permit the English reader to know when the same Greek word lay behind two different English words. Since the only way to know what a word means is by first examining its full range of uses, there is no way for the English reader to know what words are behind the English words found. For instance, when Paul says he could not address the Corinthians as pneumatikoi, but rather as sarkinoi (1 Cor 3), he employs the adjectival forms of what we normally translate â€Å"Spirit† and â€Å"flesh. † And, in Romans 8 (as well as elsewhere), it is clear that life in the Spirit is redeemed life; whereas life in the flesh is unredeemed life. If the adjectives in 1 Cor are translated â€Å"spiritual,† and â€Å"fleshly,† the reader can see the correspondence to other Pauline passages, and understand that Paul is saying, in effect, â€Å"I could not address you as redeemed people, but as unredeemed people. † But the NIV construes sarx as â€Å"sinful nature† in Rom 8, and sarkinos as â€Å"worldly† in 1 Cor 3, with the result that the reader of this translation is not aware that in the original the same root form was employed. The conclusion of this is that the dynamic equivalence translation, when done well, renders in more precise and more vivid English particular expressions. However, it makes it more difficult to compare individual passages with parallel passages elsewhere. In any given congregation, a variety of translations will be present. The teachers in the church must have the competence to discern which one represents the original most accurately in English in any circumstance. In my judgment, none of the contemporary translations is manifestly superior to the others. Each is a blend of strengths and weaknesses, due to the difficulty of the task. From the pulpit, of course, some versions can be excluded rather easily. Paraphrases, while useful to illustrate a point, should never be used as the basic sermon text, because they reflect so thoroughly the opinions of the paraphraser. Also, children’s Bibles, such as the Good News, and, to a lesser degree, the NIV should not be used as the basis of a sermon directed toward the entire congregation. The NASB should not be used, simply because its English is atrocious. Its rigid adherence to the formal equivalence principle, while making it highly useful in the study, renders it completely inappropriate in a setting where communication is important. The NIV should not be used from the pulpit, in my judgment, because it is a sectarian translation. It is a self-confessedly â€Å"evangelical† translation, which excluded non-evangelicals from the translation process. It is therefore ecclesiastically unacceptable (it excludes from the outset people who don’t call themselves â€Å"evangelical,† just as the Kingdom Translation excludes people who don’t call themselves Jehovah’s Witnesses). In fact, even for study purposes, one will have to be cautious about the evangelical bias reflected in this translation, whereby the weaknesses, as well as the strengths, of evangelicalism have not been offset by a more â€Å"inclusive† committee. Specifically, the NIV shows many signs of being individualistic, experientialist, and revivalistic (I am speaking about the NIV New Testament; I haven’t evaluated the NIV Old Testament thoroughly yet). At the same time, the NIV ought to be in the minister’s study because it is a good illustration of the demands of a dynamic equivalence translation, and it is also very successful at many points. The RSV, reflecting the breadth of the church, a high style of English, and a reasonably accurate representation of the original text, is perhaps the preferred text for pulpit use. 3.  Translation is a theological task It has become increasingly clear that translation cannot really be performed in a theological vacuum. When a variety of linguistic options present themselves, theological factors can influence the decision to choose one option over the other. In fact, such factors should influence the translation. The resolution of the translation question about how to translate telos in Romans 10:4 is resolved in large part by resolving larger questions about Paul’s theology; how he understands the relation between the older testament and the Christ event, etc. Since theology is to be determined by the Bible, and since translating the Bible is determined, at least in part, by theological considerations, it is easy to see that there is something of a circle here. Fortunately, it is not a vicious cycle, because if one is willing to entertain sympathetically a variety of options, one can grow in the confidence with which one evaluates a given translation. One must never pretend, however, that translation is a step of â€Å"pre-exegesis† or â€Å"pre-interpretation. † The first step of interpretation is  translation. This step will influence all other steps, so it must be approached with the entire arsenal of theological tools. Semantic Theory It is appropriate now to move to some consideration of dealing with the meaning of individual words (commonly called lexical semantics). A lexicon in the hands of an over-imaginative preacher may be the deadliest of all human instruments. In terms of sheer percentages, more pulpit nonsense may be attributable to a misunderstanding of how words communicate meaning than any other interpretive error. Since the technical study of linguistics began in the early nineteenth century, a number of very valuable insights have been discovered by the linguists. What follows is an attempt at providing some of their most useful insights for those who want to teach and preach faithfully. 1. Semantic Field and Context Most words can mean a number of things. Take the English word, â€Å"run. † It can appear in the following (and many more) contexts: The athlete is running. Her nose is running. We scored a run in the sixth inning. I have a run in my stocking. Does your car run? My computer runs on Windows. For how long is the movie running? You want to run that by me again? His sermons seem to run on forever. She’s running the flag up the pole. Jackson is running for President. Who left the water running? Enough, already. It is obvious that most words can mean a number of different things. How do we know what a word means in a given circumstance? Well, we don’t just choose the one we prefer. In fact there are two components to meaning: semantic field and semantic context. By semantic field, we mean the full range of ways the word has and can be used (an example is the above, partial semantic field for â€Å"run†). By examining the â€Å"field† of possible meanings, we begin to narrow the options. Normally, there are still too many options, so we have to take another step. The second step is to determine the semantic context. If â€Å"run,† for instance, can refer to rapid, bipedal locomotion in some contexts, we can eliminate that option in contexts where there are no legs or feet. If â€Å"run† can mean â€Å"flow,† or â€Å"drip,† it is a possible way of understanding it where noses and faucets appear, but not where liquids do not appear. In everyday speech, we do this kind of comparison to semantic context so rapidly and unreflectively that we are not normally aware of doing it. But we do it nevertheless, and normally with great accuracy. It is imperative that we do this with biblical literature as well. No word brings its full semantic field with it into any given context. Yet many fanciful pulpit statements are due to the attempt to do this very thing. 2. â€Å"Root† Meanings Many people speak of â€Å"root meanings. † Many people speak of ghosts. Neither exists. Apparently, when people speak of â€Å"root† meanings of words, they are attempting to find the distilled essence, or the common semantic range of the word in each of its contexts. This may, by dumb luck, work in some circumstances, but it won’t work in most. What common â€Å"root† meaning is there in the word â€Å"run† which can account for the variety of uses listed above? Is it motion? Perhaps, for the athlete, the flag, even the nose (which doesn’t move itself, but its contents do). But is there any â€Å"motion† involved in the statement that a person is running for an office? Is any motion taking place when a movie â€Å"runs† for six weeks? Is a â€Å"run† in a stocking a movement of some sort? I fail to see how there is, without redefining the word â€Å"motion† to include virtually everything. And if we do this, then we aren’t learning anything specific about the term in question (This is the practical deficiency of the Componential Analysis approach to Semantics; if one finds an element common enough to be related to all the various uses, it isn’t specific enough to be any real help in any given context). In actual fact, we don’t really know why people use terms in such a broad range of ways as they do. But the answer certainly doesn’t lie in the fact of some alleged â€Å"root† meaning, common to all uses. Thus, for interpretation’s sake, it is better not to speak of â€Å"root† meanings at all. Just look at the entire semantic field, and then limit that field by the contextual considerations. This doesn’t mean that there are no similarities in the variety of a term’s uses. If we return to â€Å"run,† we can determine several â€Å"sub†-fields. We can see â€Å"run† used of liquids, to indicate they are flowing. We can see â€Å"run† used with machines to indicate that they are operating as they should. We can see it used in reference to putting one foot ahead of another repeatedly, in rapid succession, which would embrace the athlete, and, by extension, the â€Å"runs† in a baseball game (which are a short-hand reference to someone â€Å"running† around the bases). But these fields do not appear to be related to each other, and worse, these fields do not account for the stocking or the flag. Perhaps we ought to just bring â€Å"root† meanings out once a year, on October 31st, and then put them back for the rest of the year. 3. Etymologies and Semantic Change Etymology is a perfectly valid field of study. Etymology is the study of the history of a word’s usage. It has the historical benefit of demonstrating to us what a word might have meant in a given period. One thing etymologists have discovered, of course, is that words change over time. That is, people apparently use terms in an increasing variety of ways, extending known usages, and coining new usages. Thus, the history of a word’s usage is not necessarily any help in determining its meaning in a particular context. And certainly it is not the case that the â€Å"earliest† known meaning is the â€Å"true,† â€Å"real,† or, need I say it, â€Å"root† meaning. â€Å"Gay,† for instance, might well have meant â€Å"happy† or â€Å"carefree† in certain places in certain times. It most emphatically does not mean that today in San Francisco. Do not be misled; a â€Å"happy† hour at a â€Å"gay† bar may be a very miserable experience for a heterosexual teetotaler. The biblical interpreter is not particularly interested in what a term may have meant several centuries prior to the time in question. Rather, the biblical interpreter wants to know what range of meaning a term had in the period in question. Etymology is not particularly helpful as a guide to the meaning of a term in any given context. Semantic context is the more reliable guide. 4. Polyvalency You may run across (oops, another use of â€Å"run†) this term from time to time, so you may as well know what it means. â€Å"Polyvalency† refers to the ability of a given term to have a number of meanings in any given historical period. â€Å"Run† is polyvalent. It is important for the interpreter to be aware of the full range of possible meanings of a given word, before determining what it means in its given context. 5. Words and Concepts For the sake of clarity, it is helpful to distinguish between a word and a concept. Most words can be employed to denote a number of concepts, and most concepts can be addressed by using a range of terms. Thus, charis is a word; grace is a concept which can be labeled in a variety of ways. So, if you want to study, â€Å"The Grace of God in the New Testament,† you would certainly include not only a word study of charis, but also passages which refer to God’s gracious activity without employing that particular term. For instance, the parable of the laborers in the vineyard reflects God’s gracious character, as those who come along late in the day receive equal recompense with those who have labored all day. God graciously gives the kingdom not only to the Jews, but also to the Gentiles, who come on the scene a bit late, redemptive-historically speaking. 6. Semantic â€Å"Minimalism† One of the best axioms to apply when attempting to discover the meaning of any given word was first coined by Ferdinand de Saussure and his followers. The best meaning of a given term is the meaning which contributes the least to the overall meaning of the sentence. In most communication acts, we do not â€Å"load up† a given word with a lot of meaning. Rather, we speak in paragraphs and sentences — the individual words have little meaning in and of themselves, but much meaning when tied to one another. Many seminarians and preachers seem to be unaware of this, for they frequently interpret the Bible as though its individual words were almost magical, possessing great truths and mysteries in six or seven letters. There are very few technical terms in any language, which are more heavily â€Å"loaded† than most words. Concluding Observations If one were to state briefly the results of linguistic study in the last few generations, one would certainly have to refer to the importance of context. Linguistics has made us repeatedly aware of the fact that the fundamental communicative unit is the sentence, not the word. Individual words, removed from the context of a sentence, rarely communicate effectively. Words strung together, mutually supporting and interpreting one another, can communicate very effectively. For biblical students, this means that we must look at the larger unites of communication (the sentence and paragraph) at least as seriously as we look at individual words. We must be aware of the fact that a given word can signify a number of different things in a number of different contexts. Personally, I would like to see more sermons on whole chapters of scripture, and even on entire books, and fewer sermons on a verse here or there. If a person can produce a single 20-minute distillation of Romans 1-11, he can certainly handle Romans 6:3 when it shows up. If the contextual emphasis of contemporary linguistics can help us see the â€Å"forest† of a biblical book, as opposed to merely the â€Å"trees† of individual words, it will have done us and God’s kingdom a great service. ________________________________________ Dr. T. David Gordon, a native of Richmond, VA, is currently Professor of Religion and Greek at Grove City College in Grove City, PA, where he has served since 1999. Previously, he had taught for thirteen years at Gordon-Conwell Theological Seminary. ________________________________________ TRANSLATION METHODS ‘ WORD FOR WORD translation: The SL word order is preserved and the words translated by their most common meanings. Cultural words are translated literally. The main use of this method is either to understand the mechanics of the source language or to construe a difficult text as pre-translation process. ‘ LITERAL translation: The SL grammatical constructions are converted to their nearest TL equivalents but the lexical items are again translated out of context. As pre-translation process, it indicates problems to be solved. ‘ FAITHFUL translation: It attempts to reproduce the precise contextual meaning of the original within the constraints of the TL grammatical structures. It transfers cultural words and preserves the degree of grammatical and lexical deviation from SL norms. It attempts to be completely faithful to the intentions and the text-realisation of the SL writer. ‘ SEMANTIC translation: It differs from faithful translation only in as far as it must take more account of the aesthetic value of the SL text, compromising on meaning where appropriate so that no assonance, word play or repetition jars in the finished version. It does not rely on cultural equivalence and makes very small concessions to the readership. While `faithful’ translation is dogmatic, semantic translation is more flexible. ‘ COMMUNICATIVE translation: It attempts to render the exact contextual meaning of the original in such a way that both language and content are readily acceptable and comprehensible to the readership. IDIOMATIC translation: It reproduces the message of the original but tends to distort nuances of meaning by preferring colloquialisms and idioms. ‘ FREE translation: It reproduces the matter without the manner, or the content without the form of the original. Usually it is a paraphrase much longer than the original. ‘ ADAPTATION: This is the freest form of translation mainly used for plays and poetry: themes, characters, plots preserved, SL culture converted to TL culture and text is rewritten. From A Textbook of Translation by P. Newmark

Hunger and poverty in Africa Free Essay Example, 1000 words

The agency claimed that freshly marked graves of children under five who had succumbed to starvation dotted the hill-side. Looking at the statistics above, it becomes clear that hunger poverty and hunger are real life problems that need immediate attention. Even though much has been done, more remains in order to combat the problem of food security. However, from a biblical perspective, one needs to ask: what is being done? What does the Bible say about poverty and hunger? What directions does it give? If one were to inquire from the contemporary Christian on whether it is just to help the poor, the answer would clearly be in the affirmative; albeit, not in all cases. However, even though many Christians feel obligated to help the poor and hungry, many do not always help. They will cite the bible and declare verses that guide their decision not to help. There are biblical passages that some people will cite as grounds for not assisting those in the struggle for existence. Is poverty a result of laziness? In many African nations, when one walks around the streets of major towns and even in the rural areas, there are many people begging for cash hand-outs and food. We will write a custom essay sample on Hunger and poverty in Africa or any topic specifically for you Only $17.96 $11.86/page