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DOUBLE THINK Originally Drawn in the 1960S in Yugoslavia As a Logo
,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, , , , DOUBLE THINK , , , , originally drawn in the , , , , 1960s in Yugoslavia as , , a logo for the shopfronts , , , , of the state-owned , , , , clothes company , , STANDARD KONFEKCIJA , , , , by Vinko Ozic-Pajic. , , NOW AVAILABLE IN , , , , medium & bold inline , , , ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, , DOUBLETHINK 1 MEDIUM 500PT 19 BOLD INLINE 500PT 84DOUBLETHINK 2 10PT The name Doublethink comes from the book 1984 by George Orwell. It means 'the power of holding two contradictory beliefs, simultaneously, in one’s mind and accepting both of them.' An appropriate name for a font prduced in a Communist regime. Medium 54PT A210PT e 36 82 50 19 43 f 72PT 48PT 2006 600PT 90PT DOUBLETHINK 3 THE SHOPS NO LONGER EXIST, HAVING ALL BEEN CLOSED AROUND 2001, AFTER THE FALL OF COMMUNISM. THERE ARE NOT MANY THAT HAVE MOURNED THE PASSING OF COMMUNISM, BUT VIRUS CAN'T HELP FEELING THAT A HUGE AMOUNT OF VALUABLE VISUAL CULTURE HAS BEEN THROWN AWAY ALONG WITH EVERY- THING ELSE. DOUBLETHINK 4 Bold Inline Bold 36 82 50 43 19 72PT 48PT 200690PT 720PT 72PT STANDARD KONFEKCIJA ITSELF STARTED OFF AS A MILITARY FABRIC COMPANY AND THEN BECAME THE FIRST FASHION BRAND IN COMMUNIST YUGOSLAVIA. IT IS FAMOUS FOR HAVING THE FIRST EVER PLASTIC CARRIER BAG IN THE COUNTRY AT THE TIME A MUCH COVETED ITEM. IT WAS ALSO HIGHLY UNUSUAL FOR ITS USE OF ORANGE AS ITS MAIN COLOUR, RATHER THAN THE OFFICIAL RED. K210PT n l11PT DOUBLETHINK 5 he power of holding two contradictory beliefs in one's mind simultaneously, and accepting both of them… To tell deliberate lies while genuinely believing in them, to forget any fact that has become inconvenient, Tand then, when it becomes necessary again, to draw it back from oblivion for just so long as it is needed, to deny the existence of objective reality and all the while to take account of the reality which one denies – all this is indispensably necessary. -
The Art of Communication in a Polarized World This Page Intentionally Left Blank the Art of Communication in a Polarized World
The Art of Communication in a Polarized World This page intentionally left blank The Art of Communication in a Polarized World KYLE CONWAY Copyright © 2020 Kyle Conway Published by AU Press, Athabasca University 1200, 10011 – 109 Street, Edmonton, AB T5J 3S8 https://doi.org/10.15215/aupress/9781771992930.01 Cover image © Suchat Nuchpleng / Shutterstock.com Cover design by Natalie Olsen Interior design by Sergiy Kozakov Printed and bound in Canada Library and Archives Canada Cataloguing in Publication Title: The art of communication in a polarized world / Kyle Conway. Names: Conway, Kyle, 1977- author. Description: Includes bibliographical references and index. Identifiers: Canadiana (print) 20200162683 | Canadiana (ebook) 20200162691 ISBN 9781771992930 (softcover) | ISBN 9781771992947 (pdf) ISBN 9781771992954 (epub) | ISBN 9781771992961 (Kindle) Subjects: LCSH: Intercultural communication. | LCSH: Translating and interpreting. LCSH: Communication and culture. | LCSH: Language and culture. Classification: LCC P94.6 C66 2020 | DDC 303.48/2—dc23 This book has been published with the help of a grant from the Federation for the Humanities and Social Sciences, through the Awards to Scholarly Publications Program, using funds provided by the Social Sciences and Humanities Research Council of Canada. We acknowledge the financial support of the Government of Canada through the Canada Book Fund (CBF) for our publishing activities and the assistance provided by the Government of Alberta through the Alberta Media Fund. This publication is licensed under a Creative Commons licence, Attribution–Noncommercial–No Derivative Works 4.0 International: see www.creativecommons.org. The text may be reproduced for non-commercial purposes, provided that credit is given to the original author. To obtain permission for uses beyond those outlined in the Creative Commons licence, please contact AU Press, Athabasca University, at [email protected]. -
Contractarian Analysis, Ethics, and Emerging Economies
Journal of Markets & Morality 4, no. 1 (Spring 2001), 55-72 Copyright © 2001 Center for Economic Personalism Contractarian Analysis, Ethics, and Emerging Economies Timothy P. Roth Professor of Economics University of Texas at El Paso The transition from socialist to market economics is typically informed by outcomes-based social welfare theory (SWT). Institutionless, intentionally value- free SWT is ill-suited to this enterprise. The only evaluative standard to which it gives rise—efficiency—is indeterminate, and the theory is not accommodative of other dimensions of moral evaluation. By contrast, the contractarian enter- prise focuses on the role and importance of formal and informal institutions, including ethical norms. Given that individuals should be treated as moral equivalents, the project assigns lexical priority to rights and regards justice as impartiality. This explicitly normative, institutional approach permits analysis of potential conflicts between informal norms and prospective, formal rules of the games. Moreover, it underscores the instrumental and intrinsic value of rights in the transition process. Finally, the emphasis on impartiality—embodied in the generality principle—facilitates analysis of constitutional constraints on behav- ior that is inimical to the transition process. The Transition: The Consequentialist Approach It is clear that the transition from socialist to market economies has typi- cally been informed by received, consequentialist social welfare theory (here- after referred to as SWT).1 Because SWT is consequentialist, institutionless, and intentionally value-free it should come as no surprise that the standard reform prescription begins at the endpoint, an idealized market, phrasing everything in those terms, ignoring the crucial question of how reforms engage existing soci- ety. -
ASD-Covert-Foreign-Money.Pdf
overt C Foreign Covert Money Financial loopholes exploited by AUGUST 2020 authoritarians to fund political interference in democracies AUTHORS: Josh Rudolph and Thomas Morley © 2020 The Alliance for Securing Democracy Please direct inquiries to The Alliance for Securing Democracy at The German Marshall Fund of the United States 1700 18th Street, NW Washington, DC 20009 T 1 202 683 2650 E [email protected] This publication can be downloaded for free at https://securingdemocracy.gmfus.org/covert-foreign-money/. The views expressed in GMF publications and commentary are the views of the authors alone. Cover and map design: Kenny Nguyen Formatting design: Rachael Worthington Alliance for Securing Democracy The Alliance for Securing Democracy (ASD), a bipartisan initiative housed at the German Marshall Fund of the United States, develops comprehensive strategies to deter, defend against, and raise the costs on authoritarian efforts to undermine and interfere in democratic institutions. ASD brings together experts on disinformation, malign finance, emerging technologies, elections integrity, economic coercion, and cybersecurity, as well as regional experts, to collaborate across traditional stovepipes and develop cross-cutting frame- works. Authors Josh Rudolph Fellow for Malign Finance Thomas Morley Research Assistant Contents Executive Summary �������������������������������������������������������������������������������������������������������������������� 1 Introduction and Methodology �������������������������������������������������������������������������������������������������� -
Nineteen Eighty-Four
MGiordano Lingua Inglese II Nineteen Eighty-Four Adapted from : http://en.wikipedia.org/wiki/Nineteen_Eighty-Four Nineteen Eighty-Four, sometimes published as 1984, is a dystopian novel by George Orwell published in 1949. The novel is set in Airstrip One (formerly known as Great Britain), a province of the superstate Oceania in a world of perpetual war, omnipresent government surveillance, and public manipulation, dictated by a political system euphemistically named English Socialism (or Ingsoc in the government's invented language, Newspeak) under the control of a privileged Inner Party elite that persecutes all individualism and independent thinking as "thoughtcrimes". The tyranny is epitomised by Big Brother, the quasi-divine Party leader who enjoys an intense cult of personality, but who may not even exist. The Party "seeks power entirely for its own sake. We are not interested in the good of others; we are interested solely in power." The protagonist of the novel, Winston Smith, is a member of the Outer Party who works for the Ministry of Truth (or Minitrue), which is responsible for propaganda and historical revisionism. His job is to rewrite past newspaper articles so that the historical record always supports the current party line. Smith is a diligent and skillful worker, but he secretly hates the Party and dreams of rebellion against Big Brother. As literary political fiction and dystopian science-fiction, Nineteen Eighty-Four is a classic novel in content, plot, and style. Many of its terms and concepts, such as Big Brother, doublethink, thoughtcrime, Newspeak, Room 101, Telescreen, 2 + 2 = 5, and memory hole, have entered everyday use since its publication in 1949. -
From the on Inal Document. What Can I Write About?
DOCUMENT RESUME ED 470 655 CS 511 615 TITLE What Can I Write about? 7,000 Topics for High School Students. Second Edition, Revised and Updated. INSTITUTION National Council of Teachers of English, Urbana, IL. ISBN ISBN-0-8141-5654-1 PUB DATE 2002-00-00 NOTE 153p.; Based on the original edition by David Powell (ED 204 814). AVAILABLE FROM National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock no. 56541-1659: $17.95, members; $23.95, nonmembers). Tel: 800-369-6283 (Toll Free); Web site: http://www.ncte.org. PUB TYPE Books (010) Guides Classroom Learner (051) Guides Classroom Teacher (052) EDRS PRICE EDRS Price MF01/PC07 Plus Postage. DESCRIPTORS High Schools; *Writing (Composition); Writing Assignments; *Writing Instruction; *Writing Strategies IDENTIFIERS Genre Approach; *Writing Topics ABSTRACT Substantially updated for today's world, this second edition offers chapters on 12 different categories of writing, each of which is briefly introduced with a definition, notes on appropriate writing strategies, and suggestions for using the book to locate topics. Types of writing covered include description, comparison/contrast, process, narrative, classification/division, cause-and-effect writing, exposition, argumentation, definition, research-and-report writing, creative writing, and critical writing. Ideas in the book range from the profound to the everyday to the topical--e.g., describe a terrible beauty; write a narrative about the ultimate eccentric; classify kinds of body alterations. With hundreds of new topics, the book is intended to be a resource for teachers and students alike. (NKA) Reproductions supplied by EDRS are the best that can be made from the on inal document. -
Borat in an Age of Postironic Deconstruction Antonio López
Taboo: The Journal of Culture and Education Volume 11 | Issue 1 Article 10 December 2007 Borat in an Age of Postironic Deconstruction Antonio López Follow this and additional works at: https://digitalcommons.lsu.edu/taboo Recommended Citation López, A. (2017). Borat in an Age of Postironic Deconstruction. Taboo: The Journal of Culture and Education, 11 (1). https://doi.org/ 10.31390/taboo.11.1.10 Taboo, Spring-Summer-Fall-WinterAntonio López 2007 73 Borat in an Age of Postironic Deconstruction Antonio López The power of holding two contradictory beliefs in one’s mind simultaneously, and accepting both of them. ... To tell deliberate lies while genuinely believing in them, to forget any fact that has become inconvenient, and then, when it becomes necessary again, to draw it back from oblivion for just so long as it is needed, to deny the existence of objective reality and all the while to take account of the reality which one denies—all this is indispensably necessary. Even in using the word doublethink it is necessary to exercise doublethink. For by using the word one admits that one is tampering with reality; by a fresh act of doublethink one erases this knowledge; and so on indefinitely, with the lie always one leap ahead of the truth. —George Orwell, 19841 I will speak to you in plain, simple English. And that brings us to tonight’s word: ‘truthiness.’ Now I’m sure some of the ‘word police,’ the ‘wordinistas’ over at Webster’s are gonna say, ‘hey, that’s not really a word.’ Well, anyone who knows me knows I’m no fan of dictionaries or reference books. -
Propaganda Revisited: a Look at Current Practice in Russia and Egypt"
TRANSCRIPT "PROPAGANDA REVISITED: A LOOK AT CURRENT PRACTICE IN RUSSIA AND EGYPT" A Conversation With Rabab El Mahdi, Peter Pomerantsev, and Michael Weiss Moderator: Leonard Benardo ANNOUNCER: You are listening to a recording of the Open Society Foundations, working to build vibrant and tolerant democracies worldwide. Visit us at OpenSocietyFoundations.org. LEONARD BENARDO: We thought that we would have this brown bag as-- a conversation, rather than any formal presentations. And so I thought I would begin by maybe just turning first to-- to Michael and-- and Peter, and asking them very basically what is different today about propaganda as you read and interpret it, coming from the-- the-- the Russian context? Is there anything fundamentally different between disinformation today and disinformation from yesterday? PETER POMERANTSEV: Should I-- should I do my little thing first, then it'll be on tape? We-- we've been around the world doing-- I'm actually going to talk about something else today, because-- I think the argument’s moving on quite rapidly. I think that there's-- (UNINTEL)-- first what I want us to do is take a step back and see it within the context of Russia's grand strategy. So since around 2004, they've been-- their military thinking has been-- obsessed with the idea of asymmetrical. I mean, it's actually something they wrote about in the Soviet Times (?) already. But the idea of asymmetric war is essentially Russia is weaker than the West and can't TRANSCRIPT: PROPAGANDA REVISITED: A LOOK AT CURRENT PRACTICE IN RUSSIA AND EGYPT 2 take the West on militarily. -
Edward Friedman's Reflections on the Revolution in China
Edward Friedman’s Reflections on the Revolution in China Bruce Gilley, Portland State University The largest number of all drifted away, speechless and agog, until the years had passed and they could no longer remember having participated in the New Left and its several manias and fanaticisms…the kind of people who, in their respectable middle age today, would indignantly deny having ever been anything but ardent liberals. – Paul Berman, Power and the Idealists Updated: 22 September 2009 Edward Friedman’s views on China’s revolution have evolved from an enthusiastic embrace in his early decades to a disgusted rejection in his mature years. More recently, Friedman has sought to reclaim a positive view of revolutions, while continuing his critique of the China case. Friedman’s views thus track the full arc of normative views on revolutions: radical, conservative, and liberal. Reading Friedman on China’s revolution is to be reminded of how normative ideas and political realities are in constant conversation. It is also to be reminded of why the study of revolution cannot evade the case of China. The Radical Phase: 1965 to 1977 Friedman began his intellectual life as an admirer of the communist revolution in China. Like many in the Western academy, he saw Asian revolutions as progressive strikes against Western imperialism and exploitation. In 1966, Friedman wrote that Mao’s Hundred Flowers campaign of 1956 showed that China’s revolution was “an attempt to realize a liberalizing vision connecting increased freedoms with rapid progress, the vision of the united front, the promise of the new democracy.”1 The CCP had won legitimacy through “humane reforms creating the basis of a better society”. -
“They Tried to Bury Us, but They Didn't Know We Were Seeds.” “Trataron De Enterrarnos, Pero No Sabían Que Éramos Semil
"They Tried to Bury Us, But They Didn't Know We Were Seeds." "Trataron de Enterrarnos, Pero No Sabían Que Éramos Semillas" - The Mexican American/Raza Studies Political and Legal Struggle: A Content Analysis Item Type text; Electronic Dissertation Authors Arce, Martin Sean Citation Arce, Martin Sean. (2020). "They Tried to Bury Us, But They Didn't Know We Were Seeds." "Trataron de Enterrarnos, Pero No Sabían Que Éramos Semillas" - The Mexican American/Raza Studies Political and Legal Struggle: A Content Analysis (Doctoral dissertation, University of Arizona, Tucson, USA). Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 24/09/2021 20:52:15 Link to Item http://hdl.handle.net/10150/656744 “THEY TRIED TO BURY US, BUT THEY DIDN’T KNOW WE WERE SEEDS.” “TRATARON DE ENTERRARNOS, PERO NO SABÍAN QUE ÉRAMOS SEMILLAS.” - THE MEXICAN AMERICAN/RAZA STUDIES POLITICAL AND LEGAL STRUGGLE: A CONTENT ANALYSIS by Martín Arce ______________________________ Copyright © Martín Arce 2020 A Dissertation Submitted to the Faculty of the DEPARTMENT OF TEACHING, LEARNING & SOCIOCULTURAL STUDIES In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 2020 3 ACKNOWLEDGEMENTS Without the love and support of my familia, the completion of this dissertation would not have been possible. My brothers Tom Arce, Gil Arce, and Troy Arce are foundational to my upbringing and to who I am today. -
Detecting Digital Fingerprints: Tracing Chinese Disinformation in Taiwan
Detecting Digital Fingerprints: Tracing Chinese Disinformation in Taiwan By: A Joint Report from: Nick Monaco Institute for the Future’s Digital Intelligence Lab Melanie Smith Graphika Amy Studdart The International Republican Institute 08 / 2020 Acknowledgments The authors and organizations who produced this report are deeply grateful to our partners in Taiwan, who generously provided time and insights to help this project come to fruition. This report was only possible due to the incredible dedication of the civil society and academic community in Taiwan, which should inspire any democracy looking to protect itself from malign actors. Members of this community For their assistance in several include but are not limited to: aspects of this report the authors also thank: All Interview Subjects g0v.tw Projects Gary Schmitt 0archive Marina Gorbis Cofacts Nate Teblunthuis DoubleThink Lab Sylvie Liaw Taiwan FactCheck Center Sam Woolley The Reporter Katie Joseff Taiwan Foundation for Democracy Camille François Global Taiwan Institute Daniel Twining National Chengchi University Election Johanna Kao Study Center David Shullman Prospect Foundation Adam King Chris Olsen Hsieh Yauling The Dragon’s Digital Fingerprint: Tracing Chinese Disinformation in Taiwan 2 Graphika is the network Institute for the Future’s The International Republican analysis firm that empowers (IFTF) Digital Intelligence Lab Institute (IRI) is one of the Fortune 500 companies, (DigIntel) is a social scientific world’s leading international Silicon Valley, human rights research entity conducting democracy development organizations, and universities work on the most pressing organizations. The nonpartisan, to navigate the cybersocial issues at the intersection of nongovernmental institute terrain. With rigorous and technology and society. -
1984 Final Project Assignment
1984 Final Project George Orwell’s 1984 is so widely read because it raises many interesting and important questions. In a live or recorded presentation, examine (#1) a central theme or issue in Orwell’s fictional 1984, and compare it to (#2) things that have happened, or are happening, in the real world since the novel was written. In choosing your topic, as well as how to present it, you – unlike the characters in 1984 – have a lot of freedom. Most of these topics will be new to you, so ask yourself right away which ones appeal to you. Then, read 1984 with the focus of a researcher. It is important that you begin researching your topic early, as you’ll need your reading notes on 1984 to help you make your case. The sooner in the reading schedule that you narrow down to one or two favorite topics, the better your final project experience will be. A successful presentation: ü follows a design approved by the teacher. ü lasts roughly five minutes. ü explains the topic in 1984 in accurate detail. ü supports your work with specific passages from the text. ü explicitly connects Orwell’s writings with a real-world issue o (“Explicitly” means “don’t just hint at it, come out and say it!”) ü explains the real-world topic, defining terms as necessary. o (Explain similarities and differences to Orwell’s vision.) ü supports your major claim/s with research. Format Every project requires research. Present your findings in a speech, video, song, collage, sculpture, guest speaker or interview, short film, or almost anything other format.