Ideas 8 Analysis: Animal Farm Propaganda Essay
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Introduction to Psychological Disorders Defining Disorder Psychological Disorder
Introduction to Psychological Disorders Defining Disorder Psychological Disorder • A “harmful dysfunction” in which behaviors are maladaptive, unjustifiable, disturbing, and atypical Maladaptive • An exaggeration of normal, acceptable behaviors • Destructive to oneself or others Unjustifiable • A behavior which does not have a rational basis Disturbing • A behavior which is troublesome to other people Atypical • A behavior so different from other people’s behavior that it violates a norm • Norms vary from culture to culture MUDA • A mnemonic device used to remember the four attributes of a psychological disorder –Maladaptive –Unjustifiable –Disturbing –Atypical Understanding Disorders Early Views of Mental Illness • In ancient times, mental illness was usually explained through a supernatural model; the person was possessed or a sinner • During the Middle Ages treatment methods were inhumane and cruel Philippe Pinel (1745-1826) • French physician who worked to reform the treatment of people with mental disorders • Encouraged more humane treatment Understanding Disorders: The Medical Model The Medical Model • Concept that mental illnesses have physical causes that can be diagnosed, treated, and in most cases, cured. • Psychological disorders can be diagnosed based on their symptoms and treated or cured through therapy. • Psychological disorders are similar to a physical illness. Understanding Disorders: The Bio-Psycho-Social Model Bio-Psycho-Social Model • Contemporary perspective that assumes biological, psychological, and sociocultural -
The Pandemic Exposes Human Nature: 10 Evolutionary Insights PERSPECTIVE Benjamin M
PERSPECTIVE The pandemic exposes human nature: 10 evolutionary insights PERSPECTIVE Benjamin M. Seitza,1, Athena Aktipisb, David M. Bussc, Joe Alcockd, Paul Bloome, Michele Gelfandf, Sam Harrisg, Debra Liebermanh, Barbara N. Horowitzi,j, Steven Pinkerk, David Sloan Wilsonl, and Martie G. Haseltona,1 Edited by Michael S. Gazzaniga, University of California, Santa Barbara, CA, and approved September 16, 2020 (received for review June 9, 2020) Humans and viruses have been coevolving for millennia. Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2, the virus that causes COVID-19) has been particularly successful in evading our evolved defenses. The outcome has been tragic—across the globe, millions have been sickened and hundreds of thousands have died. Moreover, the quarantine has radically changed the structure of our lives, with devastating social and economic consequences that are likely to unfold for years. An evolutionary per- spective can help us understand the progression and consequences of the pandemic. Here, a diverse group of scientists, with expertise from evolutionary medicine to cultural evolution, provide insights about the pandemic and its aftermath. At the most granular level, we consider how viruses might affect social behavior, and how quarantine, ironically, could make us susceptible to other maladies, due to a lack of microbial exposure. At the psychological level, we describe the ways in which the pandemic can affect mating behavior, cooperation (or the lack thereof), and gender norms, and how we can use disgust to better activate native “behavioral immunity” to combat disease spread. At the cultural level, we describe shifting cultural norms and how we might harness them to better combat disease and the negative social consequences of the pandemic. -
Hugo Award -- Britannica Online Encyclopedia
10/10/2017 Hugo Award -- Britannica Online Encyclopedia Hugo Award Hugo Award, any of several annual awards presented by the World Science Fiction Society (WSFS). The awards are granted for notable achievement in science �ction or science fantasy. Established in 1953, the Hugo Awards were named in honour of Hugo Gernsback, founder of Amazing Stories, the �rst magazine exclusively for science �ction. Hugo Award. This particular award was given at MidAmeriCon II, in Kansas City, Missouri, on August … Michi Trota Pin, in the form of the rocket on the Hugo Award, that is given to the finalists. Michi Trota Hugo Awards https://www.britannica.com/print/article/1055018 1/10 10/10/2017 Hugo Award -- Britannica Online Encyclopedia year category* title author 1946 novel The Mule Isaac Asimov (awarded in 1996) novella "Animal Farm" George Orwell novelette "First Contact" Murray Leinster short story "Uncommon Sense" Hal Clement 1951 novel Farmer in the Sky Robert A. Heinlein (awarded in 2001) novella "The Man Who Sold the Moon" Robert A. Heinlein novelette "The Little Black Bag" C.M. Kornbluth short story "To Serve Man" Damon Knight 1953 novel The Demolished Man Alfred Bester 1954 novel Fahrenheit 451 Ray Bradbury (awarded in 2004) novella "A Case of Conscience" James Blish novelette "Earthman, Come Home" James Blish short story "The Nine Billion Names of God" Arthur C. Clarke 1955 novel They’d Rather Be Right Mark Clifton and Frank Riley novelette "The Darfsteller" Walter M. Miller, Jr. short story "Allamagoosa" Eric Frank Russell 1956 novel Double Star Robert A. Heinlein novelette "Exploration Team" Murray Leinster short story "The Star" Arthur C. -
Distrust, Fear and Emotional Learning: an Online Auction Perspective Glenn Robert Bewsell
Journal of Theoretical and Applied Electronic Commerce Research This paper is available online at ISSN 0718–1876 Electronic Version www.jtaer.com VOL 7 / ISSUE 2 / AUGUST 2012 / 1-12 DOI: 10.4067/S0718-18762012000200002 © 2012 Universidad de Talca - Chile Distrust, Fear and Emotional Learning: An Online Auction Perspective Glenn Robert Bewsell University of Wollongong, School of Information Systems and Technology, Wollongong, Australia, [email protected] Received 19 December 2011; received in revised form 12 April 2012; accepted 27 April 2012 Abstract This exploratory research explores the emotional perspective of online distrust, where distrust is a fear. Fear is one of the negative emotions where the situational state is motive-inconsistent and uncertainty is present. A review of literature explores distrust as a fear, emotions, emotional learning and identifies cognitive dimensions consistent with fear. These cognitive dimensions are motive-inconsistent situational state, uncertainty, goal-path obstacle, effort, and agency/control. Textual data is collected from an online auction community website to support this research. The dimensions consistent with fear are identified within the data collected and analyzed using qualitative analysis. Goal-path obstacles are identified within the data as; value incongruence, user isolation, user inefficacy, and financial. The goal-path obstacles identified are consistent with types of fear. The research findings are discussed in terms of the theory and offers suggestions to practitioners to improve -
Animal Farm by George Orwell: a Text Guide
Animal Farm by George Orwell: A Text Guide Name: Class: Teacher: George Orwell Born Eric Arthur Blair, George Orwell was born in India on 25th June 1903. His father was an official in the Indian Civil Service at the time of the British Empire, but once the family returned to England Orwell became deeply aware of how poor his family was – a factor which would be hugely influential in his later writing. He obtained a scholarship to Eton (one of the finest schools in the country), an experience which shaped his way of thinking. He often felt aware of his poverty there, but also praised the way Eton encouraged individuality. In 1922, he decided to join the Indian Imperial Police rather than take the conventional path to Oxford or Cambridge Universities, demonstrating that he was preferred to think outside of the box and do the unexpected. After five years, he quite the Imperial Police, mainly because he was unhappy about the way Britain ruled in India. Some people feel that the disgust and guilt he felt whilst in the police influenced his decision to go to Paris in 1927, Here, he worked in a series of poorly paid jobs. He was fascinated by those worst off in society and wrote about them in his first major book: Down and Out In Paris & London. Orwell was a socialist, which contradicted his patriotic ideas about England. Also, as he got older he became anti-Communist, which seems to contradict his socialist views (you will read more about Communism later). When World War II broke out, he tried to enlist but was rejected thanks to his ill-health. -
Orwellian Methods of Social Control in Contemporary Dystopian Literature
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Repositorio Documental de la Universidad de Valladolid FACULTAD de FILOSOFÍA Y LETRAS DEPARTAMENTO de FILOLOGÍA INGLESA Grado en Estudios Ingleses TRABAJO DE FIN DE GRADO A Nightmarish Tomorrow: Orwellian Methods of Social Control in Contemporary Dystopian Literature Pablo Peláez Galán Tutora: Tamara Pérez Fernández 2014/2015 ABSTRACT Dystopian literature is considered a branch of science fiction which writers use to portray a futuristic dark vision of the world, generally dominated by technology and a totalitarian ruling government that makes use of whatever means it finds necessary to exert a complete control over its citizens. George Orwell’s 1984 (1949) is considered a landmark of the dystopian genre by portraying a futuristic London ruled by a totalitarian, fascist party whose main aim is the complete control over its citizens. This paper will analyze two examples of contemporary dystopian literature, Philip K. Dick’s “Faith of Our Fathers” (1967) and Alan Moore’s V for Vendetta (1982-1985), to see the influence that Orwell’s dystopia played in their construction. It will focus on how these two works took Orwell’s depiction of a totalitarian state and the different methods of control it employs to keep citizens under complete control and submission, and how they apply them into their stories. KEYWORDS: Orwell, V for Vendetta , Faith of Our Fathers, social control, manipulation, submission. La literatura distópica es considerada una rama de la ciencia ficción, usada por los escritores para retratar una visión oscura y futurista del mundo, normalmente dominado por la tecnología y por un gobierno totalitario que hace uso de todos los medios que sean necesarios para ejercer un control total sobre sus ciudadanos. -
Master's Dissertation/ Trabajo Fin De Máster
UNIVERSIDAD DE JAÉN Centro de Estudios de Postgrado Master’s Dissertation/ Trabajo Fin de Máster A STORY COME TRUE: AN ANALYSIS OF GEORGE ORWELL’S ANIMAL FARM (1945) Student: Balbuena Jurado, Juana Tutor: Dr. Pilar Sánchez Calle Dpt.: English Philology Centro de Estudios de Postgrado de Centro de Estudios December, 2017 1 ABSTRACT AND KEY WORDS Nowadays, we are living in an age in which people are losing their critical thought and are easily influenced by other people. This situation can be connected to George Orwell‘s eclipsed work Animal Farm (1945). This story starred by naïve farm animals seems to provide a lighter criticism on politics than the one offered in Orwell‘s most famous work Nineteen Eighty-four (1949). Nevertheless, this Master‘s Dissertation aims to prove the relevance of this work as a social criticism. With this purpose, this MD will study literature as a social criticism, Animal Farm‘s literary genre, its context, formal aspects and the critical reflections that it displays such as manipulation through language or indoctrination. Additionally, there will be a section devoted to analyse the influence of Animal Farm in our modern world: literature, music, cinema, TV and even our current way to approach politics. This work will be ended by drawing some conclusions about the influence of Animal Farm and the impact of its criticism. Key words: Animal Farm, George Orwell, Russia, communism, manipulation, social criticism. RESUMEN Y PALABRAS CLAVE Actualmente estamos en medio de un periodo en el que la gente está perdiendo su pensamiento crítico y es influenciada fácilmente por otros. -
Marcelo Pelissioli from Allegory Into Symbol: Revisiting George Orwell's Animal Farm and Nineteen Eighty-Four in the Light Of
MARCELO PELISSIOLI FROM ALLEGORY INTO SYMBOL: REVISITING GEORGE ORWELL’S ANIMAL FARM AND NINETEEN EIGHTY-FOUR IN THE LIGHT OF 21 ST CENTURY VIEWS OF TOTALITARIANISM PORTO ALEGRE 2008 2 UNIVERSIDADE FEDERAL DO RIO GRANDE DO SUL INSTITUTO DE LETRAS PROGRAMA DE PÓS-GRADUAÇÃO EM LETRAS ÊNFASE: LITERATURAS DE LÍNGUA INGLESA LINHA DE PESQUISA: LITERATURA, IMAGINÁRIO E HISTÓRIA FROM ALLEGORY INTO SYMBOL: REVISITING GEORGE ORWELL’S ANIMAL FARM AND NINETEEN EIGHTY-FOUR IN THE LIGHT OF 21 ST CENTURY VIEWS OF TOTALITARIANISM MESTRANDO: PROF. MARCELO PELISSIOLI ORIENTADORA: PROFª. DRª. SANDRA SIRANGELO MAGGIO PORTO ALEGRE 2008 3 4 PELISSIOLI, Marcelo FROM ALLEGORY INTO SYMBOL: REVISITING GEORGE ORWELL’S ANIMAL FARM AND NINETEEN EIGHTY-FOUR IN THE LIGHT OF 21 ST CENTURY VIEWS OF TOTALITARIANISM Marcelo Pelissioli Porto Alegre: UFRGS, Instituto de Letras, 2008. 112 p. Dissertação (Mestrado - Programa de Pós-graduação em Letras) Universidade Federal do Rio Grande do Sul. 1.Totalitarismo, 2.Animal Farm, 3. Nineteen Eighty-Four, 4. Alegoria, 5. Símbolo. 5 Acknowledgements To my dear professor and adviser Dr. Sandra Maggio, for the intellectual and motivational support; To professors Jane Brodbeck, Valéria Salomon, Vicente Saldanha, Paulo Ramos, Miriam Jardim, José Édil and Edgar Kirchof, professors who guided me to follow the way of Literature; To my bosses Antonio Daltro Costa, Gerson Costa and Mary Sieben, for their cooperation and understanding; To my friends Anderson Correa, Bruno Albo Amedei and Fernando Muniz, for their sense of companionship; To my family, especially my mother and grandmother, who always believed in my capacity; To my wife Ana Paula, who has always stayed by my side along these long years of study that culminate in the handing of this thesis; And, finally, to God, who has proved to me along the years that He really is the God of the brave. -
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. -
Literacy and Literature in School and Non-School Settings. Report Series 7.6
DOCUMENT RESUME ED 401 550 CS 215 558 AUTHOR Brandau, Deborah TITLE Literacy and Literature in School and Non-School Settings. Report Series 7.6. INSTITUTION National Research Center on English Learning and Achievement, Albany, NY. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE 96 CONTRACT R117G10015; R305A60005 NOTE 59p. PUB TYPE Reports Evaluative/Feasibility (142) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS *Academic Achievement; Cultural Context; *Educational Attitudes; Elementary Education; Ethnography; *Literacy; *Low Income; Reading Attitudes; Social Influences; *Socioeconomic Status IDENTIFIERS *Literacy as a Social Process; *New York (Upstate) ABSTRACT An ethnographic study examined and compared schooled and non-schooled uses of literacy and literature in a small, rural, all white, Adirondack Mountain community in upstate New York to explicate the way in which low social class and economic status constrain school achievement. More than 75 interviews were conducted over a 3-year period with students, teachers, school administrators, former students, parents, community members, and local employers. Observations were also conducted at graduations, holiday celebrations, faculty meetings, and the non-school classroom of hunters' safety training and snowmobile safety training. Results indicated that most of the families in the town are literate and are often involved with literacy during the course of their daily lives. Literacy is seen to exist within a social and cultural context, and its definitions are varied and changeable. People in the town understand what is required for academic achievement, but often choose not to pursue it. In both school and non-school settings, literacy is used for particular purposes, and there are specific demands placed by the community upon its members regarding specific texts. -
Year 8 English Extract Pack
Year 8 English Extract Pack Extract 1- for Task 1 George Orwell George Orwell was the pen name of a man called Eric Blair. A pen name is a name used by a writer instead of their own name. Even though his real name was Eric Blair, he is known as his pen name, George Orwell. Early Life George Orwell was born in India in 1903. At the time, India was still one of Britain’s colonies. You may remember from The Tempest that a colony is a country that is controlled by a different country. At the time, India was a British colony, so many British people lived and worked in India. Orwell’s father worked as a civil servant in India. Even though he was helping to run India, he was employed by the British government as India was a part of the British Empire. When he was one, Orwell moved back to live in England with his mother. He did not see his father again until 1912, as his father had to stay in India for work. The young Orwell was very intelligent. He went to exclusive boarding schools as he was growing up. He only had to pay half the fees for his education because he was so smart. At these exclusive schools, Orwell spent a lot of time around the richest people in the country. But when he read the newspapers he saw that the majority of people around the world were not rich. He wanted to find out more about these people and their lives. -
Animal Farm by George Orwell
ANIMAL FARM BY GEORGE ORWELL IV Semester Bsc English Notes George Orwell Novella Prepared by Ravikumar A Department of English GFGC Yalahanka Bengaluru ANIMAL FARM Old Major, the old boar on the „Manor Farm‟, calls the animals on the farm for a meeting, during which he refers to humans as parasites, cruel and teaches the animals a revolutionary song called „Beasts of England‟. When Major dies, two young pigs, Snowball and Napoleon, assume command and consider it a duty to prepare for the Rebellion. The animals revolt and drive the drunken and irresponsible farmer Mr Jones from the farm, renaming it "Animal Farm". They adopt Seven Commandments of Animalism, the most important of which is, "All animals are equal." Snowball teaches the animals to read and write, while Napoleon educates young puppies on the principles of Animalism. Food is plentiful, and the farm runs smoothly. The pigs elevate themselves to positions of leadership and set aside special food items, separately for their personal health. Napoleon and Snowball struggle for supremacy. When Snowball announces his plans to build a windmill, Napoleon has his dogs chase Snowball away and declares himself leader of Animal Farm. Napoleon enacts changes to the governance structure of the farm, replacing meetings with a committee of pigs who will run the farm. Through a young pig named Squealer, Napoleon claims credit for the windmill idea. The animals work harder with the promise of easier lives with the windmill. When the animals find the windmill collapsed after a violent storm, Napoleon and Squealer convince the animals that Snowball is trying to damage their project.