...Julia and Winston are alike since they are both rebellious against the Party and the system of the society where they are living in. Both Julia and Winston join the Brotherhood and they both love each other. However, the reason they are against the Party is different for the both of them. While Winston has inquisitive and rebellious thoughts of the Party (because he believes the Party is not doing the right things), Julia rebels against the Party because she wants to enjoy the feeling of love without restrictions. The Party permits couples to marry but does not allow actual feelings of love and discourages it so the individuality of a person is destroyed. This is because the Party wants people to only love the Party and dedicate themselves...
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...and Juliet’ and ‘1984’. Introduction What is love? What are the main similarities and differences between the presentation of forbidden love in 1984 and Romeo and Juliet? Relate briefly to the contexts of both texts. Paragraph 1 Why does Romeo love Juliet? Why does Winston love Julia? Look at how Romeo is attracted to Juliet for being beautiful and compare it to how Winston loves Julia for her lack of purity. Explore this idea. You could use the quotes: ‘The brightness of cheek would shame those stars’ – Romeo about Juliet, page 53, Romeo and Juliet “Listen. The more men you’ve had, the more I love you. Do you understand?” “Yes, perfectly.” “I hate purity, I hate goodness! I don’t want any virtue to exist anywhere. I want everyone to be corrupt to the bones.” – Winston and Julia, page 144, 1984 (part 2, chapter 2 end) Paragraph 2 What is the connection between hate and love? What similarities do you notice between the two texts? Look hatred has become an important element of each relationship. You could use the quotes: ‘My name, dear saint, is hateful to myself’ –Romeo, page 55, Romeo and Juliet “As soon as I saw you, I knew you were against them.” Julia says this about Winston, page 140, 1984. Paragraph 3 How is sex presented in both texts? Is sex a natural or unnatural act? Look at how sex is shown to be unnatural in 1984 – birds singing, etc. Effect is that the reader sympathises with Winston and Julia. Birds singing...
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...Throughout the novels of 1984 and Frankenstein, the protagonist from each work shares similarities with one another. Within George Orwell’s novel, 1984, the protagonist is Winston Smith. Within Mary Shelley’s novel, Frankenstein, the protagonist is Victor Frankenstein. Winston Smith and Victor Frankenstein each experience similar life lessons as well as similar feelings; however, differences can be uncovered as well. The act of rebellion is an act that both Victor and Winston encounter. Victor was a man of rebellion, beginning to end. Victor Frankenstein would turn his back on society and the rules in which they abide. He had created a creature. He had created a creature far from the ordinary human. Creating a human, even attempting to create...
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...King Lear and 1984 Power King Lear offers a reflection on power or, more accurately, the loss of power. After retiring and divvying up his kingdom among his ungrateful daughters, Lear discovers what it's like to lose the power and authority that come with the responsibilities of active rule. In addition to being a monarch, King Lear is also a family patriarch and Shakespeare asks us to consider the similarities between a father's relationship with his children and a king's relationship with his subjects. Sir, I love you more than words can wield the matter; Dearer than eyesight, space, and liberty;... 1984 is not just about totalitarianism; it makes us live through totalitarianism. The Party wants power for its own sake. The Party carefully monitors the behavior of all of its constituents. Morning group exercises are mandatory. The Party demands that all loyalty created in private be severed, and that the only acceptable loyalty is loyalty to the Party. The Party condemns sex, and brainwashes its constituents. The Party recognizes no concept of a "family" other than the collective family under rule by the Party. The Party controls everything – the past, the present, and the future – by controlling historical records, language, and even thought. The Party tortures and "vaporizes" those who harbor rebellious thoughts. The state suffers through constant warfare. The conditions are dilapidated, but the citizens do not know better. Classism exists everywhere, and different classes...
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...The Novel Project Your name: Giselle Gonzalez Your Novel: 1984 – George Orwell 1. Explain how the novel represents two or more concerns of its historical time period; these concerns may be economic, political, cultural, social, or moral concerns. Clarify the author’s view on one of the following as s/he presents the concerns: right vs wrong; conservative vs radical, or elite vs commonplace. Orwell published “1984” in 1948 just after the end of World War II. Although at this time, Hitler’s reign was brought to an end, Joseph Stalin, another ruthless leader was still in power. Though they were adversaries during WW II, both men shared acute similarities in their success towards creating a totalitarian government much like the one seen in “Nineteen Eighty-Four.” The ghastly, but impressive ease with which each ruler rose and remained in power is possibly what caused Orwell to focus so heavily on political concerns in his novel. While there are no direct allusions to the Adolf Hitler or Stalin, the political devices used by the Party to control Party members in Oceania are undeniably parallel to the manipulation and brutality that each ruler used to control government. Big Brother for instance, is a fearless leader who is loved by all of the Party members. Though it is never confirmed whether or not he is a real person or just an idea, citizens praise him almost instinctively, posters of him are found in every building, and badmouthing him is not only an act of audacity, but punishable...
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...usually a figurehead or a comparable concept that is worshipped by the populace. Citizens are perceived, whether they truly are or not, to be under constant surveillance by the authorities. There is also a strong sense of nationalism and citizens have a fear of the outside world and those that are outside their bubble. The society is generally stratified socially, economically, and politically causing a majority of inhabitants to live in a dehumanized state. For almost everyone except the protagonist, the society is a perfect utopian world. The melting away of this illusion is the journey a dystopian novel usually takes the reader. I can see these echoes of similarity between We and the many other great works of dystopian science-fiction such as Brave New World, Fahrenheit 451 and, for this discussion, Orwell‘s novel 1984. Both stories depict a post-apocalyptic world that has come into existence after a nuclear war has realigned the all of the previous geographic, political and social boundaries of the “old world”. Both stories are told by a government bureaucrat of sorts, living in a peculiar, yet glorious, futuristic society. Both describe an insipid world where the desire for consistency, social order, and reverence had crushed almost any reminisce of true humanity, individual freedom, or emotion. Consequently, the fellow citizens of these societies have become warped, brainwashed caricatures of human beings and their interactions resemble that of a...
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...technocratic purgatory, Orwell's Nineteen Eighty-four describes a hell beyond Huxley's worst fears. Compare and contrast the two novels as visions of a future that has gone dramatically wrong. Brave New World and 1984 were both written by men who had experienced war on the grand scale of the twentieth century. Disillusioned and alarmed by what they saw in society, each author produced a powerful satire and an alarming vision of future possibilities. Although the two books are very different, they address many of the same issues in their contrasting ways. Huxley's novel sets out a world in which society is kept carefully balanced, with the means of reproduction just as closely controlled as the means of production. Human beings and the goods they make are tailored to one another: people are created in order to fulfil particular purposes, and are encouraged to consume so as to maintain the cycle. The society presented in 1984 is less comfortably balanced. The population is kept content with a rather meagre lot because of the constant war, which, as is explicitly stated in the Book, is a convenient means of maintaining the status quo, and the Party keeps a very close watch on those members of society who are deemed capable of disrupting it. Although set in Orwell's future, 1984 does not put great emphasis on technological advance—indeed, within the society of Oceania, there is effectively none any more, because the methods required for proper scientific enquiry are antithetical to the...
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...Shanshan Huang English 103 Professor Joseph 5/7/2013 The Major Themes of Orwellian Imagine living in an environment under the surveillance of a big power, imagine being manipulated and controlled for every thought and action. The act of obeying orders from the big power leads to survival, and the rebellion for freedom leads to the most devastating punishment. Would you give in to the big power or would you fight? The novel Nineteen-Eighty Four written by George Orwell portraying through the view of the protagonist, Winston Smith, describing a nation called Oceania being under the ruling of the antagonist, a totalitarian Party or the Big Brother. In addition, it presented various methods such as constant surveillance, unending propaganda, distortion of language, historical revisionism, fear, torture, perpetual war, and lack of habeas corpus to characterize an oppressive and authoritarian government. The Party utilizes these methods to keep its citizens living in a state of fear, making them developing a feeling of dependency of the party. The novel Nineteen-Eighty Four has its significance today because all of the methods that characterize a totalitarian government are still presence, especially being currently utilized by the government of the United States. Once upon a time, the U.S used to be a land of unparalleled freedom. However, ever since the terrorist attack on September 11, 2001, the U.S government, primarily under the management of the bush administration, has...
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...Hodgetts−Luthans−Doh: International Management, Sixth Edition Back Matter Endnotes © The McGraw−Hill Companies, 2005 Endnotes ■ Chapter 1 1. J. Whalen and B. Bahree. “How BP Learned to Trust Ally That Once Burned It,” Wall Street Journal, February 27, 2003, p. A4; “BP Won’t Abandon Driving Forces,” Wall Street Journal, November 27, 2003, p. A7. “Dell Set to Create More Than 100 Full-Time Jobs in Bray,” Irish Times, August 17, 2002, p. 15. Peter Landers, “Foreign Aid: Why Some Sony Gear Is Made in Japan,” Wall Street Journal, June 14, 2001, p. A1. Barnaby J. Feder, “IBM Beats Earnings Expectations Again,” New York Times, January 17, 2003, p. C4. Peter Landers, “Volkswagen and GM Racked Up Strong Sales in China in 2003,” Wall Street Journal, January 6, 2004, p. A3. Peralte C. Paul, “Daimler Bails Out of Deal,” Atlanta JournalConstitution, September 24, 2003, p. A1. Nicholas Itano, “GM Returns 10 Years After End of Apartheid,” New York Times, January 30, 2004, p. W1. Saritha Rai, “A Giant So Big It’s a Proxy for India’s Economy,” New York Times, June 6, 2004, p. W1. Ibid. WTO, “World Trade 2003, Prospects for 2004; Stronger Than Expected Growth Spurs Modest Trade Recovery,” WTO Press Release 373, April 5, 2004, p. 1. Ibid. Thomas Friedman, The Lexus and the Olive Tree: Understanding Globalization (New York: Farrar, Straus & Giroux, 1999). Jonathan P. Doh and Hildy Teegen, Globalization and NGOs: Transforming Business, Government, and Society (Westport, CT: Praeger,...
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...of the Middle East Part 2. Middle East Terrorism and the American Ideological System Part 3. Libya in U.S. Demonology Part 4. The U.S. Role in the Middle East Part 5. International Terrorism: Image and Reality Part 6. The World after September 11 Part 7. U.S./Israel-Palestine Notes Preface to the First Edition (1986) St. Augustine tells the story of a pirate captured by Alexander the Great, who asked him "how he dares molest the sea." "How dare you molest the whole world?" the pirate replied: "Because I do it with a little ship only, I am called a thief; you, doing it with a great navy, are called an Emperor." The pirate's answer was "elegant and excellent," St. Augustine relates. It captures with some accuracy the current relations between the United States and various minor actors on the stage of international terrorism: Libya, factions of the PLO, and others. More generally, St. Augustine's tale illuminates the meaning of the concept of international terrorism in contemporary Western usage, and reaches to the heart of the frenzy over selected incidents of terrorism currently being orchestrated, with supreme cynicism, as a cover for Western violence. The term "terrorism" came into use at the end of the eighteenth century, primarily to refer to violent acts of governments designed to ensure popular submission. That concept plainly is of little benefit to the practitioners of state terrorism, who, holding power, are in a position to control the system of thought and expression...
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...Literary Theory: A Very Short Introduction is an exemplary work in this genre.’ J. Hillis Miller, University of California, Irvine ‘An impressive and engaging feat of condensation . . . the avoidance of the usual plod through schools and approaches allows the reader to get straight to the heart of the crucial issue for many students, which is: why are they studying literary theory in the first place? . . . an engaging and lively book.’ Patricia Waugh, University of Durham Very Short Introductions are for anyone wanting a stimulating and accessible way in to a new subject. They are written by experts, and have been published in 15 languages worldwide. Very Short Introductions available from Oxford Paperbacks: ANCIENT PHILOSOPHY Julia Annas THE ANGLO-SAXON AGE John Blair ARCHAEOLOGY Paul Bahn ARISTOTLE Jonathan Barnes Augustine Henry Chadwick THE BIBLE John Riches Buddha Michael Carrithers BUDDHISM Damien Keown CLASSICS Mary Beard and John Henderson Continental Philosophy Simon Critchley Darwin Jonathan Howard DESCARTES Tom Sorell EIGHTEENTH-CENTURY BRITAIN Paul Langford The European Union John Pinder Freud Anthony Storr Galileo Stillman Drake Gandhi Bhikhu Parekh HEIDEGGER Michael Inwood HINDUISM Kim Knott HISTORY John H. Arnold HUME A. J. Ayer Indian Philosophy Sue Hamilton Intelligence Ian Deary ISLAM Malise Ruthven JUDAISM Norman Solomon Jung Anthony Stevens THE KORAN Michael Cook LITERARY THEORY Jonathan Culler LOGIC Graham Priest ...
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...TRANSLATION QUALITY ASSESSMENT Translation quality assessment has become one of the key issues in translation studies. This comprehensive and up-to-date treatment of translation evaluation makes explicit the grounds of judging the worth of a translation and emphasizes that translation is, at its core, a linguistic operation. Written by the author of the world’s best known model of translation quality assessment, Juliane House, this book provides an overview of relevant contemporary interdisciplinary research on translation, intercultural communication and globalization, and corpus and psycho- and neuro-linguistic studies. House acknowledges the importance of the socio-cultural and situational contexts in which texts are embedded, and which need to be analysed when they are transferred through space and time in acts of translation, at the same time highlighting the linguistic nature of translation. The text includes a newly revised and presented model of translation quality assessment which, like its predecessors, relies on detailed textual and culturally informed contextual analysis and comparison. The test cases also show that there are two steps in translation evaluation: firstly, analysis, description and explanation; secondly, judgements of value, socio-cultural relevance and appropriateness. The second is futile without the first: to judge is easy, to understand less so. Translation Quality Assessment is an invaluable resource for students and researchers...
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...Fundamentals of Database Systems Preface....................................................................................................................................................12 Contents of This Edition.....................................................................................................................13 Guidelines for Using This Book.........................................................................................................14 Acknowledgments ..............................................................................................................................15 Contents of This Edition.........................................................................................................................17 Guidelines for Using This Book.............................................................................................................19 Acknowledgments ..................................................................................................................................21 About the Authors ..................................................................................................................................22 Part 1: Basic Concepts............................................................................................................................23 Chapter 1: Databases and Database Users..........................................................................................23 ...
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...Literary Theory: A Very Short Introduction ‘Jonathan Culler has always been about the best person around at explaining literary theory without oversimplifying it or treating it with polemical bias. Literary Theory: A Very Short Introduction is an exemplary work in this genre.’ J. Hillis Miller, University of California, Irvine ‘An impressive and engaging feat of condensation . . . the avoidance of the usual plod through schools and approaches allows the reader to get straight to the heart of the crucial issue for many students, which is: why are they studying literary theory in the first place? . . . an engaging and lively book.’ Patricia Waugh, University of Durham Jonathan Culler LITERARY THEORY A Very Short Introduction 1 Great Clarendon Street, Oxford o x2 6 d p Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide in Oxford New York Athens Auckland Bangkok Bogotá Buenos Aires Calcutta Cape Town Chennai Dar es Salaam Delhi Florence Hong Kong Istanbul Karachi Kuala Lumpur Madrid Melbourne Mexico City Mumbai Nairobi Paris São Paulo Shanghai Singapore Taipei Tokyo Toronto Warsaw with associated companies in Berlin Ibadan Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries Published in the United States by Oxford University Press Inc., New York © Jonathan Culler 1997 The moral rights...
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...animal Books by Elliot Aronson Theories of Cognitive Consistency (with R. Abelson et al.), 1968 Voices of Modern Psychology, 1969 The Social Animal, 1972, 1976, 1980, 1984, 1988, 1992, 1995, 1999, 2004; (with J. Aronson), 2008 Readings About the Social Animal, 1973, 1977, 1981, 1984, 1988, 1992, 1995, 1999, 2004; (with J. Aronson), 2008 Social Psychology (with R. Helmreich), 1973 Research Methods in Social Psychology (with J. M. Carlsmith & P. Ellsworth), 1976 The Jigsaw Classroom (with C. Stephan et al.), 1978 Burnout: From Tedium to Personal Growth (with A. Pines & D. Kafry), 1981 Energy Use: The Human Dimension (with P. C. Stern), 1984 The Handbook of Social Psychology (with G. Lindzey), 3rd ed., 1985 Career Burnout (with A. Pines), 1988 Methods of Research in Social Psychology (with P. Ellsworth, J. M. Carlsmith, & M. H. Gonzales), 1990 Age of Propaganda (with A. R. Pratkanis), 1992, 2000 Social Psychology, Vols. 1–3 (with A. R. Pratkanis), 1992 Social Psychology: The Heart and the Mind (with T. D. Wilson & R. M. Akert), 1994 Cooperation in the Classroom: The Jigsaw Method (with S. Patnoe), 1997 Nobody Left to Hate: Teaching Compassion After Columbine, 2000 Social Psychology: An Introduction (with T. D. Wilson & R. M. Akert), 2002, 2005, 2007 The Adventures of Ruthie and a Little Boy Named Grandpa (with R. Aronson), 2006 Mistakes Were Made (But Not By Me) (with C. Tavris), 2007 Books by Joshua Aronson Improving Academic Achievement, 2002 The Social Animal To...
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