EXPERIENTIAL MEANING BREADTH AND GRAMMATICAL COMPLEXITY REALIZATION VARIATIONS OF W. SHAKESPEARE’S KING LEAR AND J. CROWTHER’S KING LEAR

This research is aimed to analyze experiential meaning breadth and grammatical complexity realization variations of W. Shakespeare’s King Lear and J. Crowther’s King Lear. This research tries to answer three questions. The first is how the experiential meaning breadth and grammatical complexity realization variations are represented in W. Shakespeare’s King Lear and its translation J. Crowther’s King Lear. The second is what contextual factors motivate the occurrence of the experiential meaning breadth and grammatical complexity realization variations in question. The third is what contextual effects resulted from the experiential meaning breadth and grammatical complexity realization variations in translation context. This research applied the descriptive qualitative method with the quantitative data to strengthen the findings. In conducting this research, the data were analyzed through some steps: reading the ST and the TT of the data, writing all clauses from both SE and TE in the data sheet, classifying and analyzing the data using experiential meaning breadth and grammatical complexity realization variation analysis based on the given parameter, and recapping the data on a table, describing the data in the table into words, analyzing field, tenor and mode of the texts to find out the motivating factors, and analyzing the motivating factors to find out the textual and contextual effects on the texts. The findings show that the average number of experiential meaning breadth variation which is placed in level “2” or “low” level and it is shown by the number of 12.18. Meanwhile, the average number of grammatical complexity realization variation is placed in level “1” or “very low” level and it is shown by the number of 9. Those low and very low variations show that the translation has achieved a high level of equivalence in meaning and realization variations, or this translation is translationally appropriate. Those variations are motivated by many factors. First, the intra-textual contexts, they are diction, contracted and archaic words, different spelling words, omission, grammatical principles, and paraphrase. Second, there are also many inter- textual motivating factors, i.e. inter-related text and situation value (field, tenor, and mode). Finally, the contextual effects which are caused by motivating factors are the readability effects towards the target readers of the two texts, in which the target text follows the grammatical rule of the present time and the purpose of creating the texts which is to entertain

Financial Fitness Education for Potential Homebuyers: A Start-Up Guide for NeighborWorks Organizations

Financial fitness education is a critical piece of community development, given today's socioeconomic climate consisting of the deregulation of government institutions and the increasing complexity of financial services. These changes are occurring when personal savings are low and bankruptcy rates are high, with 1.35 million filings in 1997.[1] Twelve million households, one-half of which receive public assistance, do not have bank accounts.[2] Subsequently, in an ever more difficult financial system through which to navigate, there remains a significant number of novice consumers, who would benefit greatly from financial fitness education.The financial system is not only complex but also laden with institutional barriers and potential pitfalls. Over the years, access to legitimate financial institutions and credit in low-income neighborhoods has become increasingly limited, whereby local bank branches have been replaced by expensive fringe banking outlets, such as check-cashing stores, payday loan outlets and pawnshops.Moreover, some residents face cultural or language barriers that prevent them from fully accessing appropriate financial services. Other dangers include consumer scams and schemes, as well as predatory lending practices -- high-cost loans targeted to people who cannot afford to repay them. Financial fitness education can help families become more aware of common pitfalls and thus avoid them while helping them to learn the financial management and planning skills needed to make the most of their income, savings and assets. Such education is vital for low- and moderate-income families who are fulfilling basic needs currently but are precariously positioned to overestimate the reach of their income, with little or no savings as a cushion.Recent changes in the national economy and public policy have led to a rise in the number of organizations developing and delivering financial fitness education. Approximately 20 formal curricula are in circulation around the country, being used by Cooperative Extension and education organizations; government agencies; consumer, nonprofit and community organizations; as well as private financial institutions and credit agencies. These organizations often share the objective of helping people to choose and use financial services successfully.Developing an effective financial fitness education program that will help local constituents move beyond fulfilling basic needs to accumulating savings -- and even assets -- while avoiding all of the perils along the way requires careful planning. Since each community has a unique target population, goals and resources, there cannot be a "one size fits all" program. Rather, an organization needs to develop a program that matches its goals along with the needs of the target population. This start-up guide is designed to help NeighborWorks organizations analyze the local need and their internal capacity for developing a financial fitness education program to increase consumers' money management skills, and in turn, to enable previously underserved markets to attain homeownership

Measuring the Delivery Costs of Prepurchase Homeownership Education and Counseling

In order to understand the roles that public policy and the business and consumer sectors play in paying for homeownership education and counseling, the costs, benefits and beneficiaries of the education and training must be fully accounted for. This paper estimates the total costs of delivering homeownership education and counseling and discusses proven and implied benefits to stakeholders. Based on one set of assumptions, and depending on the level of activities offered, homeownership education and counseling costs range from $500 to$1,500. Empirical and anecdotal evidence suggest that homeownership education and counseling offer important benefits to borrowers, lenders, real estate professionals and communities. Many nonprofit organizations providing such services, however, remain underfunded. Providers, financial institutions and policy makers must increase their knowledge of what works, what costs are incurred, who benefits, and what value is created by homeownership education and counseling activities in order to develop a sustainable delivery system.This paper uses information from NeighborWorks organizations that offer homeownership education and counseling programs as illustration of the cost structure of the homeownership education and counseling industry. Part 2 provides background information on the homeownership education and counseling industry. Part 3 explains the methodology and assumptions used for this analysis. Part 4 reviews cost accounting and presents a framework for the cost analysis. Part 5 discusses the value proposition for homeownership education and counseling while Part 6 offers conclusions and implications

Preparing for Growth: Human Capital Innovations in Charter Public Schools

Examines charter management organizations' strategies for boosting the supply of effective leaders and teachers, including recruiting and retaining talent, growing in-house talent; extending their reach; and importing and fostering management talent

Homebuyer Education and Counseling: A Start-Up Guide

This guide combines material from various sources in order to provide the best summary of homebuyer education programs. The enclosed samples range from job descriptions for home ownership counselors to Homebuyers Club schedules

The Effects of Chronic Prophylactic Naproxen Sodium on Skeletal Muscle Adaptation to Resistance Exercise in Recreationally-Trained College-Aged Males

Resistance exercise causes exercise-induced muscle injury (EIMI), triggering an acute local inflammatory response associated with delayed-onset muscle soreness (DOMS). DOMS is characterized by a predictable discomfort and decreased level of muscle performance and is believed to be the product of both mechanical and inflammatory processes. From the latter perspective, non-steroidal anti-inflammatory drugs (NSAIDs) have been investigated for their potential to alleviate DOMS-associated symptoms. Such analgesics exert their effects by blocking the formation of prostaglandins; however, prostaglandins, specifically prostaglandin F 2?, also play an important role in skeletal muscle regeneration. While some have advocated the use of NSAIDs for the relief of EAP, research demonstrating the necessity of inflammation for adaptation and regeneration suggests their use may be counter-productive for those striving toward muscular fitness goals. In this double-blind design, twenty-three recreationally-trained college-aged males were randomly assigned to placebo or naproxen sodium treatment groups. Treatments were prophylactically administered twice per week, in conjunction with a supervised periodized upper body resistance training program. Main effects for time and exercise were seen for repeated acute systemic plasma PGF2? metabolite concentrations, acute arm circumference response to exercise, strength, dominant arm lean and fat tissue, and non-dominant arm bone mineral content. No significant treatment effects were detected for any dependent variables, thus twice weekly naproxen sodium (440mg) does not appear to inhibit skeletal muscle adaptation to resistance exercise in recreationally-trained college-aged males over a 6-week time period

Middle School Teacher Perceptions of Effective Professional Development Practices: A Phenomenological Study

The purpose of this phenomenological study was to investigate the perceptions middle school educators shared regarding the effectiveness and relevancy of their professional development trainings. Professional development opportunities serve as a method for learning and growth to educators and assist them in adapting to educational changes throughout their careers. Effective and relevant development practices have been shown to increase the value educators assign to the experience as well as increase the likelihood educators will bring their newfound knowledge into their classrooms. This study utilized personal one-on-one interviews and reflective journaling with 12 participants from the Pacific Northwest. Nine of the participants joined in a focus group setting for additional questioning. The overall themes produced by this research study were that educators view professional development opportunities as necessary, educators want effective learning methods during trainings, and middle school educators need targeted training pertaining to their specific population of students. While participants discussed both positive and negative aspects of their current trainings, agreement was made that professional development practices still have much room for improvement to be considered both effective and relevant to their current teaching positions and practices