Anne Elliot, the Narrator, and Sound in Jane Austen's and Adrian Shergold's Persuasion
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Development and Persuasion Processing: an Investigation of Children's Advertising Susceptibility and Understanding
University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 2013 Development and Persuasion Processing: An Investigation of Children's Advertising Susceptibility and Understanding Matthew Allen Lapierre University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the Communication Commons Recommended Citation Lapierre, Matthew Allen, "Development and Persuasion Processing: An Investigation of Children's Advertising Susceptibility and Understanding" (2013). Publicly Accessible Penn Dissertations. 770. https://repository.upenn.edu/edissertations/770 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/770 For more information, please contact [email protected]. Development and Persuasion Processing: An Investigation of Children's Advertising Susceptibility and Understanding Abstract Over the past 40 years, research on children's understanding of commercial messages and how they respond to these messages has tried to explain why younger children are less likely to understand these messages and are more likely to respond favorably to them with varying success (Kunkel et al., 2004; Ward, Wackman, & Wartella, 1977), however this line of research has been criticized for not adequately engaging developmental research or theorizing to explain why/how children responde to persuasive messages (Moses & Baldwin, 2005; Rozendaal, Lapierre, Buijzen, van Reijmersdal, 2011). The current study attempts to change this by empirically testing whether children's developing theory of mind, executive function, and emotion regulation helps to bolster their reaction to advertisements and their understanding of commercial messages. With a sample of 79 children between the ages of 6 to 9 and their parents, this study sought to determine if these developmental mechanisms were linked to processing of advertisements and understanding of commercial intent. -
Plagiat Merupakan Tindakan Tidak Terpuji Plagiat
PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI THE MARXIST FEMINIST CONCEPT IN THE CHARACTER OF ANNE ELLIOT IN JANE AUSTEN’S PERSUASION AN UNDERGRADUATE THESIS Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters By SINTA FITRIANI Student Number: 104214010 ENGLISH LETTERS STUDY PROGRAM DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS SANATA DHARMA UNIVERSITY YOGYAKARTA 2014 i PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI THE MARXIST FEMINIST CONCEPT IN THE CHARACTER OF ANNE ELLIOT IN JANE AUSTEN’S PERSUASION AN UNDERGRADUATE THESIS Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters By SINTA FITRIANI Student Number: 104214010 ENGLISH LETTERS STUDY PROGRAM DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS SANATA DHARMA UNIVERSITY YOGYAKARTA 2014 ii PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI iii PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI iv PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI v PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI vi PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI Don’t you give up Don’t you quit You keep walking You keep trying There is help and happiness ahead It will be alright In the end.. Trust GOD And believe in good things to come.. -Jeffrey R. Holland- vii PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI ACKNOWLEDGEMENTS I would like to express my deepest gratitude to Jesus Christ, my Savior, who always strengthens me, so that I can accomplish this thesis. I could not imagine how I could be without His blessings. -
The Neural Correlates of Moral Decision-Making in Psychopathy
University of Pennsylvania ScholarlyCommons Neuroethics Publications Center for Neuroscience & Society 2009 The Neural Correlates of Moral Decision-Making in Psychopathy Andrea L. Glenn University of Pennsylvania, [email protected] Adrian Raine University of Pennsylvania, [email protected] R.A. Schug University of Southern California Follow this and additional works at: https://repository.upenn.edu/neuroethics_pubs Part of the Neuroscience and Neurobiology Commons Recommended Citation Glenn, A. L., Raine, A., & Schug, R. (2009). The Neural Correlates of Moral Decision-Making in Psychopathy. Retrieved from https://repository.upenn.edu/neuroethics_pubs/55 Suggested Citation Glenn, A.L, Raine, Adrian, Schug, R.A. "The Neural Correlates of Moral Decision-Making in Psychopathy" Molecular Psychiatry, (2009) Vol. 14, 5-6. This paper is posted at ScholarlyCommons. https://repository.upenn.edu/neuroethics_pubs/55 For more information, please contact [email protected]. The Neural Correlates of Moral Decision-Making in Psychopathy Keywords magnetic resonance imaging, antisocial personality disorder, social behavior, morals, amygdala Disciplines Neuroscience and Neurobiology Comments Suggested Citation Glenn, A.L, Raine, Adrian, Schug, R.A. "The Neural Correlates of Moral Decision-Making in Psychopathy" Molecular Psychiatry, (2009) Vol. 14, 5-6. This journal article is available at ScholarlyCommons: https://repository.upenn.edu/neuroethics_pubs/55 1 The Neural Correlates of Moral Decision-Making in Psychopathy 2009. Molecular Psychiatry, 14, 5-6. Glenn, A.L.* Department of Psychology University of Pennsylvania Philadelphia, PA 19104-6241, USA Tel: (417)-425-4393 Fax: (215)-746-4239 [email protected] Raine, A. Department of Criminology and Psychiatry University of Pennsylvania Philadelphia, PA 19104-6241, USA Schug, R.A. -
Information for Parents on Sexual Abuse
PARENT INFORMATION ABOUT SEXUAL ABUSE Here is some practical information for helping you keep your child safe from sexual abuse. If you have specific questions or concerns about your children, please contact your school principal or counselor. Other resources are listed at the end of this information. Did you know? • That every two minutes a child is sexually assaulted • There are often no physical signs of sexual assault • By staying silent the abuser is protected • Silence gives permission for the victimization to continue • That one in four girls and one in six boys are victims of sexual abuse by age 18 • Sexual abuse doesn’t discriminate…it spans all socio-economic classes and religions • That 50-90% of child sexual assaults are never reported • In 1998, Health and Human Services reported 108,360 confirmed sexual abuse cases • 61% of reported rapes were committed against victims under age 17 • 85% of the time, the child knows and trusts the abuser. What is Sexual Abuse? Sexual abuse includes the following acts or omissions by a person: o Sexual conduct harmful to a child’s mental, emotional or physical welfare, including conduct that constitutes the offense of indecency with a child, sexual assault, or aggravated sexual assault; o Failure to make a reasonable effort to prevent sexual conduct harmful to a child; o Compelling or encouraging the child to engage in sexual conduct; o Causing, permitting, encouraging, engaging in, or allowing the photographing, filming, or depicting of the child if the person knew or should have known that the resulting photograph, film, or depiction of the child is obscene or pornographic; o Causing, permitting, encouraging, engaging in, or allowing a sexual performance by a child. -
The Sacred, the Profane, and the Crying of Lot 49. From
VARIATIONS ON A THEME IN AMERICAN FICTION Edited by Kenneth H. Baldwin and David K. Kirby Duke University Press Durham, N.C. 1975 I THE SACRED, THE PROFANE, AND THE CRYING OF LOT 49 Thomas Pynchon’s first two novels (a third has been announced at this writing) are members of that rare and valuable class of books which, on their first appearance, were thought obscure even by their admirers, but which became increasingly accessible afterwards, without losing any of their original excitement When V., Pynchon’s first novel, appeared in 1963, some of its reviewers counselled reading it twice or not at all, and even then warned that its various patterns would not fall entirely into place. Even if its formal elements were obscure, V. still recom mended itself through its sustained explosions of verbal and imaginative energy, its immense range of knowledge and inci dent, its extraordinary ability to excite the emotions without ever descending into the easy paths of self-praise or self-pity that less rigorous novelists had been tracking with success for years. By now the published discussions of the book agree that its central action, repeated and articulated in dozens of variations, involves a decline, both in history broadly conceived and in the book’s individual characters, from energy to stasis, and from the vital to the inanimate. The Crying of Lot 49, Pynchon’s second book, published in 1966, is much shorter and superficially more co hesive than the first book. Its reception, compared with V.s al most universal praise, was relatively muted, and it has since re ceived less critical attention than it deserves. -
Emma 29 Chapter 2 “You Pierce My Soul”: Feeling Embodied and Persuasion 51
Theory and Interpretation of Narrative James Phelan and Peter J. Rabinowitz, Series Editors ImagInIng mInds The Neuro-Aesthetics of Austen, Eliot, and Hardy Kay Young The Ohio State University Press Columbus Copyright © 2010 by The Ohio State University. All rights reserved. Library of Congress Cataloging-in-Publication Data young, Kay Imagining minds : the neuro-aesthetics of Austen, Eliot, and Hardy / Kay young. p. cm.—(Theory and interpretation of narrative) Includes bibliographical references and index. ISBN 978-0-8142-5174-4 (pbk. : alk. paper)—ISBN 978-0-8142-1139-7 (cloth : alk. paper)—ISBN 978-0-8142-9238-9 (cd) 1. English literature—19th century—History and criticism. 2. Consciousness in litera- ture. 3. Other minds (Theory of knowledge) 4. Mind-brain identity theory. 5. Austen, Jane, 1775–1817—Criticism and interpretation. 6. Eliot, George, 1819–1880—Criti- cism and interpretation. 7. Hardy, Thomas, 1840–1928—Criticism and interpretation. I. Title. II. Series: Theory and interpretation of narrative series. PR468.C66y68 2010 823’.809353—dc22 2010022225 This book is available in the following editions: Cloth (ISBN 978-0-8142-1139-7) Paper (ISBN 978-0-8142-5174-4) CD-ROM (ISBN 978-0-8142-9238-9) Cover design by Janna Thompson-Chordas. Text design by Jennifer Shoffey Forsythe. Type set in Adobe Bembo. Printed by Thomson-Shore, Inc. The paper used in this publication meets the minimum requirements of the American National Standard for Information Sciences—Permanence of Paper for Printed Library Materials. ANSI Z39.48-1992. 9 8 7 -
Sympathy Crying: Insights from Infrared Thermal Imaging on a Female Sample
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Portsmouth University Research Portal (Pure) RESEARCH ARTICLE Sympathy Crying: Insights from Infrared Thermal Imaging on a Female Sample Stephanos Ioannou1*, Paul Morris2, Samantha Terry2, Marc Baker2, Vittorio Gallese3,4, Vasudevi Reddy2 1 Alfaisal University, Department of Physiological Sciences, College of Medicine, Riyadh, Kingdom of Saudi Arabia, 2 Department of Psychology-Centre for Situated Action and Communication, University of Portsmouth, Portsmouth, United Kingdom, 3 Parma University, Department of Neuroscience, Section of Human Physiology, Parma, Italy, 4 Institute of Philosophy, School of Advanced Study, University of London, London, United Kingdom * [email protected] a11111 Abstract Sympathy crying is an odd and complex mixture of physiological and emotional phenom- ena. Standard psychophysiological theories of emotion cannot attribute crying to a single subdivision of the autonomic nervous system (ANS) and disagreement exists regarding the emotional origin of sympathy crying. The current experiment examines sympathy crying OPEN ACCESS using functional thermal infrared imaging (FTII), a novel contactless measure of ANS activ- Citation: Ioannou S, Morris P, Terry S, Baker M, ity. To induce crying female participants were given the choice to decide which film they Gallese V, Reddy V (2016) Sympathy Crying: Insights wanted to cry to. Compared to baseline, temperature started increasing on the forehead, from Infrared Thermal Imaging on a Female Sample. PLoS ONE 11(10): e0162749.doi:10.1371/journal. the peri-orbital region, the cheeks and the chin before crying and reached even higher tem- pone.0162749 peratures during crying. The maxillary area showed the opposite pattern and a gradual tem- Editor: Alessio Avenanti, University of Bologna, perature decrease was observed compared to baseline as a result of emotional sweating. -
Exploring Interiority in Jane Austen's Persuasion and Pride and Prejudice
Western Oregon University Digital Commons@WOU Honors Senior Theses/Projects Student Scholarship Fall 2019 Exploring Interiority in Jane Austen’s Persuasion and Pride and Prejudice Bailey Thompson Follow this and additional works at: https://digitalcommons.wou.edu/honors_theses 1 Exploring Interiority in Jane Austen’s Persuasion and Pride and Prejudice By Bailey Thompson An Honors Thesis Submitted in Partial Fulfillment of the Requirements for Graduation from the Western Oregon University Honors Program Dr. Thomas Rand, Thesis Advisor Dr. Gavin Keulks, Honors Program Director December 2019 2 Acknowledgements There are so many people I would like to thank for their support throughout the two years it took for me to complete this project, and I want to take a moment and recognize a few of them now. First, I want to thank God for His never-ending patience and love for me. Life hasn’t always been easy, but I know that You are always with me. Without You, there is no way I would have accomplished the things I have today. I would also like to thank my family. My parents, Greg and Kelly Thompson, are my biggest encouragers, and their constant love and support means more to me than I can express. I am also so grateful for my brothers and grandparents, who have always been there for me. You guys are the best, and I feel so insanely lucky to have a fun, smart family that’s as awesome as ours. Additionally, I would not be the writer I am today without Dr. Camille Schuler or Dr. Cornelia Paraskevas, two of the most knowledgeable and inspirational language arts educators I have ever met. -
3. Mothers and Daughters in Jane Austen
JANE AUSTEN NORA BARTLETT EDITED BY JANE STABLER B Reflections of a Reader ARTLETT NORA BARTLETT EDITED BY JANE STABLER All lovers of Jane Austen, the most knowledgeable as well as those who have just discovered her, will have much to learn from these modest, searching, and wonderfully perceptive essays. Prof. Richard Cronin, University of Glasgow This volume presents an exhilarating and insightful collection of essays on Jane JANE AUSTEN Austen – distilling the author’s deep understanding and appreciation of Austen’s works across a lifetime. The volume is both intra- and inter-textual in focus, ranging from perceptive analysis of individual scenes to the exploration of motifs across Austen’s fiction. Full of astute connections, these lively discussions hinge on the study of human behaviour – from family relationships to sickness and hypochondria – highlighting Austen’s artful literary techniques and her powers of human observation. Jane Austen: Reflections of a Reader by (the late) Nora Bartlett is a brilliant contribution to the field of Jane Austen studies, both in its accessible style (which preserves the oral register of the original lectures), and in its foregrounding of the reader in a warm, compelling and incisive conversation about Austen’s works. As such, it will appeal widely to all lovers of Jane Austen, whether first-time readers, students or scholars. As with all Open Book publications, this entire book is available to read for free on the publisher’s website. Printed and digital editions, together with supplementary digital material, can also be found at www.openbookpublishers.com Cover image: Woman Reading, Portrait of Sofia Kramskaya by Ivan Kramskoi (1837–1887). -
Clinical an Urgent Care Approach to Excessively Crying Infants
Clinical An Urgent Care Approach to Excessively Crying Infants Urgent message: Infants who cry excessively pose a challenge to physi- cians and parents. A systematic approach to the history and physical exam can guide the diagnostic approaches to determine if a benign—or serious— condition is responsible. TONI CLARE HOGENCAMP, MD rying is a primitive form of communication that infants Crely on to communicate their distress. Because infants cannot verbalize their discomfort, they must rely on their cry to communicate with caregivers. Estimates indicate that infants cry a total of 1 to 2 hours per day. Newborns cry the least, but crying steadily increases during the first few weeks to a peak of approx- imately 3 hours per day at about 6 to 8 weeks of life, after which it declines. It is often the excessive crying, when the total hours are consolidated or when the infant is inconsolable, that is the most stressful for parents.1 Parents may complain of excessive crying or excessive fussiness and may describe their infant as “colicky” or irritable. Most parents seek care when they are con- cerned that there is a serious medical problem respon- sible for the crying, whereas others seek care when they have become exhausted. The list of potential etiologies for excessive crying can © Corbis.com be exhaustive, but studies suggest that from 5% to 60% of infants evaluated in an emergency department (ED) from benign colic to serious conditions, such as menin- for excessive crying have a serious medical condition.2-3 gitis, congenital heart disease (CHD), and abusive head A more recent, prospective study of 254 infants present- trauma. -
Bullying in the Workplace Training Manual with Quiz Sheet
Bullying in the Workplace 1 Bullying in the Workplace Workplace – COVID-19 Training Series WV DOH Training & Development Unit – COVID-19 – Training Manual 04/2020 Bullying in the Workplace 2 Introduction Bullying is called the silent epidemic. Although half of workers have experienced or witnessed bullying, policies and laws dealing with it are far less prevalent. This is, in part, because bullying can be hard to identify and address. People wonder, what does bullying look like? How can we discourage it in our workplace? What can I do to protect my staff and co-workers? All of these questions (and more!) will be answered in this training. Learning Objectives At the end of this workshop, you will be able to: o Define what bullying is and is not o Understand the costs of bullying to people and organizations o Identify bullying behaviors and the reasons behind them o Know some ways to prevent bullying and understand what role you can play o Know some ways to protect yourself from bullying o Know what to do if you are bullied o Identify appropriate solutions for a bullying incident (within and outside the organization) o Assist in creating an anti-bullying policy Session One: Defining Bullying What is Bullying? Let’s make sure that we’re all on the same page when it comes to talking about bullying. American bullying experts Drs. Gary and Ruth Namie give us this definition: “Bullying at work is repeated, health-harming mistreatment of a person by one or more workers that takes the form of verbal abuse; conduct or behaviors that are threatening, intimidating, or humiliating; sabotage that prevents work from getting done; or some combination of the three.” (Source: Page 3, The Bully at Work – Second Edition, Namie and Namie, 2009. -
Persuasive Language
PERSUASIVE LANGUAGE A guide to understanding persuasive language. INCLUDING ASSESSMENT TASKS AND MARKING CRITERIA! TABLE OF CONTENTS Why study persuasive language? 3 What is an issue? 4 Persuasive techniques 6 Identifying persuasive techniques 10 Appealing to emotions 11 Analysing persuasive language 12 Planning your analysis 13 What is tone? 14 Identifying tone 16 Writing your analysis 17 Quoting an article 18 Useful phrases 19 Proofreading your analysis 20 Things to remember 21 Things to avoid 23 Analysing visual texts 25 Analysing cartoons 29 Cartoon analysis 30 Background information 31 Sample annotation 36 Sample analysis 38 Persuasive writing activities 40 Assessment task 41 PERSUASIVE LANGUAGE 2 www.ipawareness.com.au WHY STUDY PERSUASIVE LANGUAGE? “IF YOU CARE ABOUT AN ISSUE, UNDERSTANDING PERSUASIVE LANGUAGE CAN HELP YOU ENGAGE IN THE DEBATE.” The mass media is where important issues are debated and discussed. Election campaigns are fought and won over issues. Everyone has an opinion. But who should you believe? What are the facts? Who should you vote for? If you have an understanding of how persuasive language works, you’ll be able to see through persuasion and rhetoric to answer these questions. If you understand how language is used to persuade, you are much more likely to have a sophisticated understanding of issues in society. You’ll be able to see through rhetoric, focus on the facts and confidently address the important issues facing our society. What’s more, if you care deeply about an issue, you can also engage in this sort of important discussion. Write to your local newspaper, comment on blogs, engage in discussions on social networking.