Monday, June 4, 2012

What is required for an Oral Presentation? Some Tips

English: Photo of student/practitioner interac...Discusss
Common Mistakes; Suggestions for Improvement:

1. Talking without pausing - Suggestions:
Don't talk too quickly.
Stop and breathe at the end of sentences.
The best speakers in the world are not the fastest.

2. Don't talk with a monotone voice. You will not sound interested.
People usually stop listening when speakers have little intonation.
Stress important words by speaking louder, higher, lower or slower.

3.Too much intonation - Suggestions: Too much intonation is not natural. Other students may laugh at you! Practice stressing important words by presenting to your classmates.

4. Reading notes - Suggestions:
- Talk to people, not note cards, in presentations.
- Students who write too many notes usually look less confident.
- Looking down stops you speaking clearly and confidently.

5. Mispronunciation of character names - Suggestions:- Learn how to pronounce character names correctly.
- Ask your friends or teachers if you don't know how to say a word.
- Say other words if you still don't know. e.g. the woman, her boyfriend, the hero, the bad guy. - When giving a presentation, DO NOT copy a film review from the Internet.

6. Plagiarism - Suggestions:
- Published articles and books often have words that you do not know so you won't sound natural.
- Your teachers know your level. They will know when you copy!

7. Think about the topic you are given.
Your talk should be related to the topic.
Interaction means that you listen to others.

8. Becoming a character - Suggestions:
- You can respond to what you say yourself.
- Don't make a speech or ignore what the last speaker said.

9. Turn-taking; reasons for opinions - Suggestions:
- You don't need to take turns, one after the other, in interactions.
- Natural discussions are less planned. Speak as soon as you have something to say.
- Give support for your opinions.

10. Nervous start - Suggestions:- Everyone is nervous before an oral exam.
- Try to use English before your presentation or interaction.
- If you talk English to your classmates beforehand, you will understand them more during the interaction.

11. Not interrupting - Suggestions:
- Some students could speak all day! You must interrupt them to have a chance to speak.
- Wait until they finish a sentence then speak.
- Be brave! Say, 'Excuse me...' or 'Sorry to interrupt you...' then begin.

12. Not serious enough - Suggestions:
- When nervous, some students giggle and can be silly.
- You can laugh and have fun during an interaction.
- However, teachers do not like silly comments.

13. Not asking for clarification - Suggestions:
Students may say a word wrongly. You should ask, 'What do you mean by... ?' This shows you are following the discussion.

Tuesday, May 15, 2012

Life on Titan, the Largest Moon of Saturn?

Space: 
Life on Titan?









Discussion Questions



  • What characteristics of Titan's landscape are similar to those found on Earth?
  • What did Cassini's radar find on Titan's surface?
  • How did scientists discover what the liquid on Titan's surface was composed of?

Wednesday, April 18, 2012

Letters to the Editor: A Great PR Tool

First edition of the Houston Chronicle newspap...First edition of the Houston Chronicle newspaper, 1901. (Photo credit: Wikipedia)Letters to the Editor: A Great PR Tool:

How many times have you read a newspaper article about your topic, your area of interest, the subject about which you are an undeniable authority—and felt disheartened and disgusted that you were not the person who was being quoted?
  • “I could have given that reporter a lot better interview than ____.”
  • “The so-called expert quoted in this article doesn’t know what the heck he/she is talking about!”
  • “That guy who got interviewed didn’t even mention ________. Any story on this subject is incomplete without discussing _______.”
Does this sound like you?
Well, all is not lost if you weren’t the expert quoted. There’s still a way to get your message and your name published in that newspaper.
Here’s how:
Write a letter to the editor referencing the article you read—the one without any quotes from you. In your letter, you can (1) take issue with what you read in the article, (2) agree with what you read, but expand on the issue (don’t expand too much, though—remember this is just a letter!), (3) introduce a little-known fact or issue related to the subject or, (4) simply congratulate the paper for having the extraordinary insight to cover the story in the first place!
So, how do you rack up PR points for yourself with a letter to the editor?
In only a few words, you can establish yourself an expert in the subject covered in the story. Ex: “As a dogcatcher with twenty years experience cornering canine’s in our comunity, I believe that . . .” But please, please be careful not to offer up a litany of self-serving comments [ex: “. . . as a five-time award winner in the Canine Catchers’ Hall of Fame, I see the issue another way . . .”]. Such literary acting out will guarantee your letter a place in the editor’s round file.
Some people ask, “How can a simple letter to the editor even compare with being quoted in an article?”
Look at it this way: letters to the editor are always published in the editorial section – possibly the most respected real estate in any newspaper. Simply by being included in these venerable environs, your letter—thus you—are accorded a great measure of credibility.
And, by the way, who reads these letters? Get yours published and see for yourself how friends and colleagues will come out of the woodwork commenting or congratulating you on getting it in paper.
One more thing: What—in the opinion of Judy Minshew, the Houston Chronicle editor whose only job it is to select letters for publication—is the reason that most letters are rejected as unusable?
“The ones most likely to be picked,” she says, “are the shorter ones, written concisely and succinctly on one topic.” And, make no mistake—like editors in her position all over the country, Minshew wants those cards and letters to keep coming in.
“The next time the Chronicle gets your heart racing,” she says, “please, send us a letter."
Sharon Dotson, APR, is the owner of Houston-based Bayou City Public Relations, a PR firm specializing in getting positive media coverage for small, successful niche businesses.
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Letter to the Editor

Letter to the editor regarding Obituary for Ch...Letter to the editor regarding Obituary for Charles Babbage (Photo credit: Wikipedia)
My Letter to the EditorMy Letter to the Editor (Photo credit: garlandcannon)Video and exercise: letter-to-the-editor writing
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Saturday, March 31, 2012

Argument Fallacies

Fallacies in Argumentation
   A fallacy is an assertion that is stated sloppily or with the intent to sell an idea deceptively.  Some fallacies occur when the writer has simply (out of laziness or an arrogant bias) not researched the idea well enough.  Some understanding of these defective ways of reasoning is important for writers. They should avoid using them.  It is important that citizens understand them so they will learn to recognize faulty or deceptive reasoning. 
   Argument is often complex and occurs in many different contexts.  There are some argumentative contexts in which fallacies are less frowned upon than others.  We need to be able to identify fallacies, but we should be cautious in jumping to conclusions about them.  Rather than thinking of them as errors, you find and use to discredit an arguer or to rebut in a debate.  You might think of them as barriers to common ground and understanding, since they so often shut off rather than encourage debate.
   What follows are some of the more prevalent fallacies. 
  • Either/Or fallacy: This fallacy occurs when a speaker or writer presents the audience with two false choices: "Either this or that."  Not everything in the world is right or wrong, black or white, good or evil, democratic or undemocratic, and so on.  There are, of course, several issues and ideas that do involve precisely two realities--one is either pregnant or one is not--but other times an either/or statement fails to account for all possibilities in a given situation.  Those who commit this fallacy fail to account for the complexity of an idea, sometimes purposely, in order to force adherence to an agenda.  
  • Faulty (or hasty) generalization:  One engages in a faulty generalization when the scope of the evidence is too small or the quality of it is too poor to support the conclusion.  In his only trip by car through St. Louis, Joe witnesses the aftermath of the worst car wreck (involving several vehicles and injuries) he's seen in his life.  If, upon arriving home, Joe concludes that St. Louis is the most dangerous city in the U.S. in which to drive, he has committed a hasty generalization.  In order to justify such a claim, one would probably need to consult reliable, recent data on automobile accident rates in U.S. metropolitan areas. 
  • After this, therefore because of this: This fallacy assumes that a time relationship is the same as a causal one, that precedence is indistinguishable from cause.  One of the most common (albeit light) instances of this fallacy occurs when one complains that a rainstorm occurs because one has just washed his car.  Similarly, the claim that a sharp sales increase in a brand of computers is due to the buying public's fondness for a company spokesperson on TV may well be an instance of a post hoc, ergo propter hoc fallacy.  Some amount of credible research would be required to determine the veracity of such a claim.
  • Begging the question: This occurs when one makes assumptions about an argument’s truthfulness, or when a claim carries an idea that is itself questionable.  For example, the question-assertion, "What has led to the current breakdown in the morals of contemporary society?" This begs two questions:  1. "In what ways, by what standards, have morals 'broken down' in society?" 2. "How do you know; how can you measure and confirm this?"  Some assertions ("Reading and writing improve one's mind.") are self-evident, but others ("Schools are more violent now than ever before.") are not, and they must be proven.
  • Argument ad hominem: This phrase means "to the man" and is one of the most common fallacies in public today.  To commit an ad hominem fallacy (or attack) is to criticize someone not on the substance of what he or she says but on the personality of the person who says it.  In other words, to attack someone ad hominem is to attack that person's character.  Of course, character can have relevance to an argument, but when such an attack is used to cloud the issue and distract from rational discourse, one is committing an ad hominem fallacy.  When actors and musicians are criticized for having opinions about social or political issues ("He doesn't know what he's talking about.  After all, he's a singer, not political analyst"), it won't do to simply dismiss their remarks because they are "mere entertainers."  Talk radio and tabloid-style media largely thrive on the ad hominem attack.  Careful thinkers will spot and denounce such tactics as invalid and, in some cases, reprehensible.
  • Argument ad populum: Meaning "to the people," this fallacy (similar to the ad hominem attack) occurs when one appeals to peoples' irrational fears and prejudices as a way of preventing them from directly facing issues.  So, if someone from Hong Kong says to another Hong Konger, "That speaker is full of nonsense.  He is a Northerner," he is relying on an attitude, a shared suspicion of a certain group of people. Another way of committing an ad populum fallacy is by employing connotative terms to stir the emotions of a certain group of people.  Words such as "patriotic" and "pro-family" stir emotions for some audiences, while words such as "socialism" and "feminist" are often used to stir up irrational anger.  People who think for themselves question the use of such words and phrases as ready-made codes about how and what to think. For example, one might argue that patriotism is, of course, a good thing, but that real patriots have an obligation to question authority and to reject the notion of "My country, right or wrong" as dangerous, totalitarian rubbish.                       
  • The Red Herring: This strangely-titled fallacy, named after a strong-smelling fish (the scent of which throws hounds off the scent of a trail), occurs when one draws attention away from the main issue in a given case by focusing on a side issue or on something irrelevant.  Accused of deceptive accounting practices, some in a major accounting firm replied that their practices are the norm in all accounting firms.  This claim may or may not be true, but it is a red herring because it attempts to draw fire away from the accounting firm and toward the larger profession of accountants.  Another way to see the red herring is as a changing of the subject.
  • Non-sequitur: Latin for "it does not follow," a non sequitur is an inference that doesn't follow from the premises.  In a sense, every fallacy is a non sequitur, an attempt to pass off two or more ideas as related though they are in fact not related (e.g., "If we can send a man to the moon, why can't we find a cure for the common cold?").
  • The appeal to traditional wisdom justifies something by stating, "We've always done it that way."  
  • A strawman fallacy occurs when one changes an opponent's argument, often by focusing on a weakened version of the argument (e.g., "My opponent wants to free serial killers and kidnappers, but I believe in laws that favor the rights of victims").  A straw man is, of course, easier to dissemble than a real man.
  • The bandwagon appeal suggests that a great movement is underway and makes the reader feel guilty or foolish if he or she has not become a part of it (e.g., "Over 60% of the city's residents believes he is a doing a satisfactory job as police chief, so your unfavorable opinion of him is discredited.")














Related articles:

Wednesday, March 28, 2012

Script of 2 TV Crime Reports

Crime Report 1: Mugging
Reporter: I’m standing here at the scene of an attack that took place at half-past nine this morning. An elderly lady was on her way to the shop to buy groceries when she was confronted by a young man. He produced a knife and threatened to hurt her if she didn’t give him her handbag. The lady called for help, but the man pushed her to the floor and pulled the bag out of her hands. He then ran away before help could arrive. The victim was shaken by the incident, but was not seriously hurt. She described the man as being in his late teens or early twenties. He wore blue jeans, white trainers and a black jacket with a hood that was pulled over his head. Police are looking for anyone who may have been in the area at the time to come forward.


Crime Report 2: Bicycle Theft
Reporter: Local news now, and police are said to be baffled by a spate of bicycle thefts on Lamma Island. Over the previous three nights, a total of twelve bikes have been stolen from outside houses in Yung Shue Wan. All of the bikes had wheel-locks fitted or were chained to railings, but it appears that the thieves were able to cut through these security devices. Police have conducted a thorough sweep of the island and found no evidence of the stolen vehicles. It is thought that this is the work of a gang with access to a boat, which they are using to take the bicycles off Lam ma to be sold elsewhere. Police are asking for Lamma residents to get in contact with them if they have seen any suspicious activity in the last few days.

Sunday, March 18, 2012

Notes on Survey Report Writing

Notes on Survey Report Writing

  • “Survey” = questions and answers; “Report” = your writing, telling what you learned, analyzing, and making recommendations
  • You should give your essay a title. Since a survey report is a very practical, factual piece of writing, it should have the topic and basic information “in a nutshell”.
  • The words of a title should all begin in caps, except for conjunctions and prepositions. (See the article referred to, below.)The title should be in the center of the page, and if it helps, underline each word and use bold to set it off from the rest of the writing.  E.g.,
             Report on a Survey of Consumer Attitudes
  • “medium” ß singular;   “media” ß plural; e.g., “There are two media we should use: the Internet and TV.  One medium will not be enough.”
  • The topic (or subject) of this writing was not mobile phones.  The topic was: a survey on consumer attitudes towards advertising.  Your Introduction should have stated this.
  • “find” means: to look for something; “find out”, a phrasal verb, means: to learn something new.  They have different meanings and uses.  E.g., “I cannot find my pen”; “We want to find the best way to advertise”; “When did you find out you had to do this writing?”; “We want to find out if TV is a better way of advertising than the Internet”.
  • Use correct indentation to guide the reader’s eye to the section or subsection that he wants to read.  Most readers of writing like a survey report do not want to begin “at the top”.  They want to be able to quickly find and read the information that is most important to them.  Numbering convention:
I.
                A.
                B.
                C.
                                i.
                                ii.
                                iii.
II.
III. 








Related articles:
Benefits Of Using Online Survey Software (pctechmojo.com)
What Words Do I Capitalize in a Title? (kat-collins.com)

Sunday, February 19, 2012

You will NOT do these during an Oral Presentation

Common Mistakes; Suggestions for Improvement:
1. Talking without pausing - Suggestions:

  • Don't talk too quickly.
  • Stop and breathe at the end of sentences.
  • The best speakers in the world are not the fastest.
2. No intonation - Suggestions:
  • Don't talk with a monotone voice. You will not sound interested in the film.
  • People usually stop listening when speakers have little intonation.
  • Stress important words by speaking louder, higher, lower or slower.  
3.Too much intonation - Suggestions: Too much intonation is not natural. Other students may laugh at you!  Practice stressing important words by presenting to your classmates.

4. Reading notes - Suggestions:
  • Talk to people, not note cards, in presentations.
  • Students who write too many notes usually look less confident.
  • Looking down stops you speaking clearly and confidently.
5. Mispronunciation of character names - Suggestions:
  • Learn how to pronounce character names correctly.
  • Ask your friends or teachers if you don't know how to say a word.
  • Say other words if you still don't know. e.g. the woman, her boyfriend, the hero, the bad guy. 
6. Plagiarism - Suggestions:
  • When giving a presentation, DO NOT copy a film review from the Internet. 
  • Film reviews often have words that you do not know so you won't sound natural.
  • Your teachers are clever. They will know when you copy! 
7. Becoming the character - Suggestions:
  • Think about the topic you are given.
  • Your talk should be related to the topic.
  • Talk about the characters. Don't become Spiderman, a princess or Seabiscuit!
8. Not listening to others - Suggestions:
  • An interaction means that you listen to other students.
  • You respond to what you say.
  • Don't make a speech or ignore what the last speaker said.  
9. Turn-taking; not giving reasons for opinions - Suggestions:
  • You don't need to take turns one after the other in interactions.
  • Natural discussions are less planned. Speak when you have something to say.
  • Give reasons for your opinions.  
10. Nervous start - Suggestions:
  • Everyone is nervous before an oral exam.
  • Try to use English before your presentation or interaction. Listen to songs and talk to your friends or family.
  • If you talk English to your classmates beforehand, you will understand them more during the interaction.
11. Not interrupting - Suggestions:
  • Some students could speak all day! You must interrupt them to have a chance to speak.
  • Wait until they finish a sentence then speak.
  • Be brave! Say, 'Excuse me...' or 'Sorry to interrupt you...' then begin.
12. Not serious enough - Suggestions:
  • When nervous, some students giggle and can be silly!
  • You can laugh and have fun during an interaction.
  • However, teachers do not like silly comments like 'You're stupid!'  
13. Not asking for clarification - Suggestions: Students may say a word wrongly. You should ask, 'What do you mean by... ?'  This shows you are following the discussion and your teacher will respect you.

More Oral Presentation notes

Common Mistakes; Suggestions for Improvement:
1. Talking without pausing - Suggestions:
  • Don't talk too quickly.
  • Stop and breathe at the end of sentences.
  • The best speakers in the world are not the fastest.
2. No intonation - suggestions:
  • Don't talk with a monotone voice. You will not sound interested in the film.
  • People usually stop listening when speakers have little intonation.
  • Stress important words by speaking louder, higher, lower or slower.  
3.Too much intonation - suggestions:
  • Too much intonation is not natural. Other students may laugh at you!  Practice stressing important words by presenting to your classmates.
 4. Reading notes - suggestions:
  • Talk to people, not note cards, in presentations.
  • Students who write too many notes usually look less confident.
  • Looking down stops you speaking clearly and confidently.
5. Mispronunciation of character names - suggestions:
  • Learn how to pronounce character names correctly.
  • Ask your friends or teachers if you don't know how to say a word.
  • Say other words if you still don't know. e.g. the woman, her boyfriend, the hero, the bad guy. 
6. Plagiarism - suggestions:
  • When giving a presentation, DO NOT copy a film review from the Internet. 
  • Film reviews often have words that you do not know so you won't sound natural.
  • Your teachers are clever. They will know when you copy! 
7. Becoming the character - suggestions:
  • Think about the topic you are given.
  • Your talk should be related to the topic.
  • Talk about the characters. Don't become Spiderman, a princess or Seabiscuit!
8. Not listening to others - suggestions:
  • An interaction means that you listen to other students.
  • You respond to what you say.
  • Don't make a speech or ignore what the last speaker said.  
9. Turn-taking; not giving reasons for opinions - suggestions:
  • You don't need to take turns one after the other in interactions.
  • Natural discussions are less planned. Speak when you have something to say.
  • Give reasons for your opinions.  
10. Nervous start - suggestions:
  • Everyone is nervous before an oral exam.
  • Try to use English before your presentation or interaction. Listen to songs and talk to your friends or family.
  • If you talk English to your classmates beforehand, you will understand them more during the interaction.
11. Not interrupting - suggestions:
  • Some students could speak all day! You must interrupt them to have a chance to speak.
  • Wait until they finish a sentence then speak.
  • Be brave! Say, 'Excuse me...' or 'Sorry to interrupt you...' then begin.
12. Not serious enough - Suggestions:
  • When nervous, some students giggle and can be silly!
  • You can laugh and have fun during an interaction.
  • However, teachers do not like silly comments like 'You're stupid!'  
13. In a discussion, or when asking questions, not asking for clarification. Suggestion:
  • Students may say a word incorrectly. You should ask, 'What do you mean by... ?'  This shows you are following the discussion and your teacher will respect you.

Friday, February 17, 2012

Tuesday, February 14, 2012

What are the worst branding gaffes? Listening, group discussion and exercises


You are going to discuss gaffes, advertising and translating, listen to a radio interview, do a true / false quiz and practise the passive voice.

Grammar - Passive
What's the difference between these sentences?
  • They translated the text into Chinese
  • The text was translated into Chinese
Which one uses the passive?
When do we use the passive?

Thursday, February 9, 2012

Dystopia

English: Picture of George Orwell which appear...Image via Wikipedia
Click here to go to Wikipedia article


Animal Farm and much of the other writing by George Orwell are examples of this kind of writing.



dystopia (from Ancient Greekδυσ-, "bad, hard",[1] and Ancient Greekτόπος, "place, landscape";[2] alternatively cacotopia,[3][4] or anti-utopia) is the idea of a society in a repressive and controlled state, often under the guise of being utopian, as characterized in books like Brave New WorldNineteen Eighty-Four, and more recently, The Hunger Games. Dystopian societies feature different kinds of repressive social control systems, various forms of active and passive coercion. Ideas and works about dystopian societies often explore the concept of humans abusing technology and humans individually and collectively coping, or not being able to properly cope with technology that has progressed far more rapidly than humanity's spiritual evolution. Dystopian societies are often imagined as police states, with unlimited power over the citizens.

Etymology

The word dystopia represents a counterpart of utopia, a term originally coined by Thomas More in his book of that title completed in 1516.[5]
The first known use of dystopian, as recorded by the Oxford English Dictionary, is a speech given before the British House of Commons by John Stuart Mill in 1868, in which Mill denounced the government's Irish land policy: "It is, perhaps, too complimentary to call them Utopians, they ought rather to be called dys-topians, or caco-topians. What is commonly called Utopian is something too good to be practicable; but what they appear to favour is too bad to be practicable."[6][7][8][9]


Counter-utopia, anti-utopia

Cover of "Brave New World"Cover of Brave New WorldMany dystopias found in fictional and artistic works present a utopian society with at least one fatal flaw,[10] whereas a utopian society is founded on the good life, a dystopian society’s dreams of improvement are overshadowed by stimulating fears of the "ugly consequences of present-day behavior."[11] People are alienated and individualism is restricted by the government. An early example of a dystopian novel is Rasselas (1759), by Samuel Johnson, set in Ethiopia.


Society

In the novel Brave New World, by Aldous Huxley, the class system is prenatally designated in terms of Alphas, Betas, Gammas, Deltas, and Epsilons. In We, by Yevgeny Zamyatin, people are permitted to live out of public view for only an hour a day. They are not only referred to by numbers instead of names, but are neither "citizens" nor "people", but "ciphers". In the lower castes, in Brave New World, single embryos are "bokanovskified", so that they produce between eight and ninety-six identical siblings, making the citizens as uniform as possible.[12]
Some dystopian works emphasize the pressure to conform in terms of a requirement not to excel. In these works, the society is ruthlessly egalitarian, in which ability and accomplishment, or even competence, are suppressed or stigmatized as forms of inequality, as in Kurt Vonnegut's Harrison Bergeron. Similarly, in Ray Bradbury's Fahrenheit 451, the dystopia represses the intellectuals with particular force, because most people are willing to accept it, and the resistance to it consists mostly of intellectuals.[13]

]Social groups

Concepts and symbols of religion may come under attack in a dystopia. In Brave New World, for example, the establishment of the state included lopping off the tops of all crosses (as symbols of Christianity) to make them "T"s, (as symbols of Henry Ford's Model T).[14] But compare Margaret Atwood's The Handmaid's Tale, wherein a Christianity-based theocratic regime rules the future United States.[15]
In some of the fictional dystopias, such as Brave New World and Fahrenheit 451, the family has been eradicated and continuing efforts are deployed to keep it from reestablishing itself as a social institution. In Brave New World, where children are reproduced artificially, the concepts "mother" and "father" are considered obscene. In some novels, the State is hostile to motherhood: for example, inNineteen Eighty-Four, children are organized to spy on their parents; and in We, the escape of a pregnant woman from OneState is a revolt.[16]


Nature

Fictional dystopias are commonly urban and frequently isolate their characters from all contact with the natural world.[17] Sometimes they require their characters to avoid nature, as when walks are regarded as dangerously anti-social in Ray Bradbury's Fahrenheit 451.[citation needed] In Brave New World, the lower classes of society are conditioned to be afraid of nature, but also to visit the countryside and consume transportation and games to stabilize society.[citation needed] A few "green" fictional dystopias do exist, such as in Michael Carson's short story "The Punishment of Luxury", and Russell Hoban's Riddley Walker. The latter is set in the aftermath of nuclear war, "a post-nuclear holocaust Kent, where technology has reduced to the level of the Iron Age"[18][citation needed] In TheHunger Games people are seperated by fences, it is advised not to go into the woods, but, no-one seems to enforce this law (at least not in District 12) as the lead character, Katniss can easily go into the woods and hunt for food, though it is mentioned that their are several mutated beasts out there, Katniss hardly ever comes across them in the wild, apart from the harmless mockingjay (a cross between a Mocking bird and a Blue jay).


Politics

In When the Sleeper WakesH. G. Wells depicted the governing class as hedonistic and shallow.[19] George Orwell contrasted Wells's world to that depicted in Jack London's The Iron Heel, where the dystopian rulers are brutal and dedicated to the point of fanaticism, which Orwell considered more plausible.[20]
Whereas the political principles at the root of fictional utopias (or "perfect worlds") are idealistic in principle, intending positive consequences for their inhabitants,[21] the political principles on which fictional dystopias are based are flawed and result in negative consequences for the inhabitants of the dystopian world, which is portrayed as oppressive.[10]
Dystopias are often filled with pessimistic views of the ruling class or government that is brutal or uncaring ruling with an "iron hand" or "iron fist".[citation needed] These dystopian government establishments often have protagonists or groups that lead a "resistance" to enact change within their government.[22]
Dystopian political situations are depicted in novels such as Parable of the SowerNineteen Eighty-FourBrave New WorldThe Hunger Games and Fahrenheit 451; and in such films as Fritz Lang'sMetropolisBrazilFAQ: Frequently Asked QuestionsV for Vendetta, and Soylent Green.


Economics

The economic structures of dystopian societies in literature and other media have many variations, as the economy often relates directly to the elements that the writer is depicting as the source of the oppression. However, there are several archetypes that such societies tend to follow.
A commonly occurring theme is that the state plans the economy, as shown in such works as Ayn Rand's Anthem and Henry Kuttner's short story The Iron Standard. A contrasting theme is where the planned economy is planned and controlled by corporatist and fascist elements. A prime example of this is reflected in Noman Jewison's 1975 Rollerball film. Some dystopias, such as Nineteen Eighty-Four, feature black markets with goods that are dangerous and difficult to obtain, or the characters may be totally at the mercy of the state-controlled economy. Such systems usually have a lack of efficiency, as seen in stories like Philip Jose Farmer's Riders of the Purple Wage, featuring a bloated welfare system in which total freedom from responsibility has encouraged an underclass prone to any form of antisocial behavior. Kurt Vonnegut's Player Piano depicts a dystopia in which the centrally controlled economic system has indeed made material abundance plentiful, but deprived the mass of humanity of meaningful labor; virtually all work is menial and unsatisfying, and only a small number of the small group that achieves education is admitted to the elite and its work.[23]
Even in dystopias where the economic system is not the source of the society's flaws, as in Brave New World, the state often controls the economy. In Brave New World, a character, reacting with horror to the suggestion of not being part of the social body, cites as a reason that everyone works for everyone else.[24]
Other works feature extensive privatization and corporatism, where privately owned and unaccountable large corporations have effectively replaced the government in setting policy and making decisions. They manipulate, infiltrate, control, bribe, are contracted by, or otherwise function as government. This is seen in the novel Jennifer Government and the movies AlienRobocopMax HeadroomSoylent GreenTHX 1138WALL-E and Rollerball. Rule-by-corporation is common in the cyberpunk genre, as in Philip K. Dick's Do Androids Dream of Electric Sheep? (made into the movie Blade Runner) and Snow Crash'.


Caste systems


In
 Nineteen Eighty-Four, for example, the Inner Party, the upper class of society, also has a standard of living that at least appears lower than the upper classes of today.[citation needed]In dystopian literature the advanced technology is controlled exclusively by the group in power, while the oppressed population is limited to technology comparable to or more primitive than what we have today. In order to emphasize the degeneration of society, the standard of living among the lower and middle classes is generally poorer than that of their equivalents in contemporary industrialized society.
In contrast to Nineteen Eighty-Four, in Brave New World and Equilibrium, people enjoy much higher material living standards in exchange for the loss of other qualities in their lives, such as independent thought and emotional depth.[citation needed]
In Ypsilon Minus by Herbert W. Franke, people are divided into numerous alphabetically ranked groups. Similarly, in Brave New World, people are divided into castes ranging from Alpha-Plus to Epsilon, with the lower classes having reduced brain function and conditioning to make them satisfied with their position in life.


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