This document discusses Susan Sontag's analysis of the language used to describe HIV/AIDS and how it shapes perceptions of those diagnosed. It explores how militaristic and invasive metaphors frame HIV/AIDS as an external threat, contradicting masculinity and notions of control over one's body. The document also examines how surveillance of those with HIV/AIDS serves to other and exclude sexual and ethnic minorities. Overall, Sontag argued the language used to discuss illness can influence stigma.
On metaphor: a book review of Metaphors we live byKai Li
It is a book review presentation made by Kai Li for Info861 at CCI, Drexel University. The presentation is about the book Metaphors we live by, written by George Lakoff and Mark Johnson.
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Youth participation in politics @2025. Increasing youth interest in politics.
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Hiv/Aids Research Paper
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On metaphor: a book review of Metaphors we live byKai Li
It is a book review presentation made by Kai Li for Info861 at CCI, Drexel University. The presentation is about the book Metaphors we live by, written by George Lakoff and Mark Johnson.
Check this out! Some amazing stats awaiting you!
Youth participation in politics @2025. Increasing youth interest in politics.
To know more about youth. Check out! Some amazing books for youth!
http://bestsuggested.com/hubs/Best-Youth-Books
Hiv/Aids Research Paper
Reflection Paper On HIV
HIV/AIDS Research Paper
Essay On AIDS
HIV and AIDS: The Epidemic Essay example
How Did Aids Affect People?
Essay on Understanding HIV/AIDS
Hiv Aids Conclusions
Essay on The Spreading of HIV/AIDS
Aids : Hiv / Aids Essay
AIDS and HIV Essay
The Holocaust - GCSE History - Marked by Teachers.com. Discussing the Holocaust. - GCSE History - Marked by Teachers.com. The holocaust - GCSE History - Marked by Teachers.com. Who was responsible for the Holocaust? - GCSE History - Marked by .... What Can We Learn From The Holocaust? - GCSE History - Marked by .... Explain the Holocaust Era In As Much Detail As Possible. - GCSE History .... The holocaust. - University Historical and Philosophical studies .... Persuasive Writing on the Holocaust - GCSE Religious Studies .... My Holocaust Story - GCSE English - Marked by Teachers.com. Why did the Holocaust Happen? - GCSE History - Marked by Teachers.com. How did the Holocaust happen, and who is responsible? - A-Level History .... English Holocaust Review - GCSE English - Marked by Teachers.com. Admitting the Holocaust: Collected Essays by Lawrence L. Langer .... The Jewish Holocaust. - University Historical and Philosophical studies .... Jewish Responses to the Holocaust - GCSE Religious Studies (Philosophy .... The Holocaust - A Literary Inspiration? - GRIN. The Holocaust - | Teaching Resources. Holocaust by David Lehman | David Ignatow: Selected… | Poetry Magazine. What Were the Origins of the Holocaust? - The New York Times. Revealing history | ASU Now: Access, Excellence, Impact. Help cant do my essay Jewish Genocide During the Holocaust. Extended essay topics on the holocaust definition. Argumentative Essay About The Holocaust.
Edward Said, Lecture 1Sociology of Religion Lecture, April 2.docxtoltonkendal
Edward Said, Lecture 1
Sociology of Religion Lecture, April 20
Edward Said
§ 1935-2003
§ Born in Jerusalem in Palestine (when it was a British
Mandate), he was a lifelong advocate for Palestinian
autonomy and the Palestinian people.
§ He was a professor of literature at Columbia and is
considered one of the founders of postcolonial theory.
§ His most famous book, published in 1978, was Orientalism.
Orientalism
§ Written in 1978
§ One of the most important books of the twentieth century.
§ Orientalism was historically considered alongside
anthropology and sociology/political science:
anthropology studied “the peoples without history”;
sociology and political science studies the West and its
settler colonies (the US/Canada/Mexico, etc.); and
Orientalism studied peoples with a literary history,
basically the “civilizations” of Asia
Orientalism
§ Yet one of the challenges of Orientalism was the
way that it froze history: European scholars would
emphasize their capacity with various Asian
languages (usually specializing in a region like
South Asia, East Asia, or the Middle East) and then
believe that learning the classical texts was all they
needed.
§ This is a process called “essentializing”
§ Think about what it would mean if someone felt
they could talk about the current French elections
by having carefully studied many of the texts in 9th
century France. Yet this still happens about Islam!
The phrase
“Orientalist”
§ People use this phrase a lot less often now, and
are more likely to talk about “Near Eastern
Language and Civilizations” (though note that
near east still refers to Europe. Near to whom?
That’s why you more often now say East Asia
instead of the Far East)
§ And in many ways, Said’s book helped to totally
reorient the field.
What does
Said mean by
Orientalism
§ “Orientalism is a style of thought based upon an
ontological and epistemological distinction made
between “the Orient” [East] and (most of the time) “the
Occident” [West] (2).
§ Ontological: Question of being. What kind of thing is
something?
§ Epistemological: Question of knowing. How do we know
something?
§ Said is interested in how we know the Orient and how that
kind of knowing changes what the Orient is.
Meaning of Orientalism
§ “Taking the late eighteenth century as a very roughly
defined starting point Orientalism can be discussed
and analyzed as the corporate institution for dealing
with the Orient-dealing with it by making statements
about it, authorizing views of it, describing it, by
teaching it, settling it, ruling over it: in short,
Orientalism as a Western style for dominating,
restructuring, and having authority over the Orient” (3).
Antonio Gramsci
§ Italian politician, Marxist theorist
§ Most famous for his Prison
Notebooks, which he wrote while
being imprisoned by Mussolini
§ Famous for being one of the major
influences on later Marxism,
bringing culture more into fo.
1Disease as Political MetaphorSusan Sontag February 23.docxjesusamckone
1
Disease as Political Metaphor
Susan Sontag February 23, 1978 Issue
I
Punitive notions of disease have a long history, and such notions are particularly active with cancer. There is the “fight” or “crusade” against cancer; cancer is the “killer” disease; people who have cancer are “cancer victims.” Ostensibly, the illness is the culprit. But it is also the cancer patient who is made culpable. Widely believed psychological theories of disease assign to the ill the ultimate responsibility both for falling ill and for getting well. And conventions of treating cancer as no mere disease but a demonic enemy make cancer not just a lethal disease but a shameful one.
Leprosy in its heyday aroused a similarly disproportionate sense of horror. In the Middle Ages the leper was a social text in which corruption was made visible; an exemplum, an emblem of decay. Nothing is more punitive than to give a disease a meaning—that meaning being invariably a moralistic one. Any important disease, whose physical etiology is not understood, and for which treatment is ineffectual, tends to be awash in significance. First, the subjects of deepest dread (corruption, decay, pollution, anomie, weakness) are identified with the disease. The disease itself becomes a metaphor. Then, in the name of the disease (that is, using it as a metaphor), that horror is imposed on other things. The disease becomes adjectival. Something is said to be disease-like, meaning that it is disgusting or ugly. In French, a crumbling stone façade is still “lépreuse.”
Epidemic diseases were a common figure for social disorder. From pestilence (bubonic plague) came “pestilent,” whose figurative meaning, according to the Oxford English Dictionary, is “injurious to religion, morals, or public peace—1513”; and “pestilential,” meaning “morally baneful or pernicious—1531.” Feelings about evil are projected onto a disease. And the disease (so enriched with meanings) is projected onto the world.
In the past, such grandiloquent fantasies were regularly attached to the epidemic diseases, diseases that were a collective calamity. In the past two centuries, the diseases most often used as metaphors for evil were syphilis, tuberculosis, and cancer—all diseases imagined to be, preeminently, the diseases of individuals.
Syphilis was thought to be not only a horrible disease but a demeaning, vulgar one. Antidemocrats used it to evoke the desecrations of an egalitarian age. In a late note for his never completed book on Belgium, Baudelaire wrote:
We all have the republican spirit in our veins, like syphilis in our bones—we are democratized and venerealized.
In the sense of an infection that corrupts morally and debilitates physically, syphilis was to become a standard trope in late nineteenth- and early twentieth-century anti-Semitic polemics. In 1933 Wilhelm Reich argued that “the irrational fear of syphilis was one of the major sources of National Socialism’s political views and its anti-Semitism.”1 But alth.
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Homeless Essay. Homelessness as a Major Issue in the Society Essay Example T...Lauren Davis
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HIV AND AIDS is the most critical disease in the world.
Human immunodeficiency virus infection and acquired immune deficiency syndrome (HIV/AIDS) is a spectrum of conditions caused by infection with the human immunodeficiency virus (HIV).At the end of 2015, 17.0 million people were receiving ART worldwide; this represents 46% (43–50%) of the 36.7 million (34.0–39.8 million) people living with HIV.
HIV/AIDS remains one of the world's most significant public health challenges, particularly in low- and middle-income countries.There is no functional cure for HIV or AIDS, meaning that there is no procedure or medication which has been scientifically proven to reliably eliminate the virus from a person's body or reverse the damage to the immune system.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Ethnobotany and Ethnopharmacology:
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Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
1. AIDS as Metaphor:
Body Politic and Culture of Surveillance
By DesiWimberly and John Wilkinson
2. Susan Sontag (1933-2004)
• Born in New York, raised in Tuscon, AZ and Los
Angeles, CA
• Celebrated writer and academic
• Taught Freshman English at Uconn, 1951-1952
• Identified as bisexual
• Wrote extensively about cancer, HIV/AIDS, and
illness
• Died from complications of cancer
3. HIV/AIDS
• What do you know about HIV/AIDS?
• What is your perception of people who have
HIV/AIDS?
• How can someone contract HIV/AIDS and
when you think of someone contracting HIV
and developing AIDS, what do you think of?
4. HIV/AIDS Definition
• HIVis an acronym for Human
ImmunodeficiencyVirus. The virus destroys
important cells that fight disease and infection. Can
stay hidden for prolonged periods of time (approx. 6
months). Attacks “T-Cells,” key part of the immune
system used in fighting infections and disease. The
virus invades “T-Cells,” using them to make copies of
itself before destroying them.
5. HIV/AIDS Definition (Cont.)
• AIDSis an acronym for
AcquiredImmunodeficiency Syndrome. Once
the virus has killed enough “T-Cells,” so that
the immune system can no longer fight
infections and disease, and the body is
attacked by “Opportunistic Infections” that it
cannot fight off.
• AIDS is the final stage of HIV
6. Current HIV/AIDS Trends
• Lower Transmission Rates
• More Awareness
• Cause of Death
• Late Diagnosis
• Disproportionate Impact
– CDC
7. Body Politic and Language
• Rudolf Virchow (1850): Founder of cellular pathology;
referred to the body as being like a society (Sontag 94f.)
• Body Politic: a nation regarded as a corporate entity; a state
– OED
– Also utilized to describe the representation of a body in terms
typically associated with a state
• Emphasizes the relationship between a condition and the
language used to describe the condition and the perception
of those with the condition.
– Militaristic diction and metaphor (Sontag 99)
– Disease and Foreigness (Sontag 136)
8. Body Politic (Cont.)
• John Donne – “describes illness as an enemy that
invades, that lays siege to the body-fortress”
(Sontag 195)
• “Disease is seen as an invasion of alien
organisms, to which the body responds by its
own military operations” (Sontag 156)
• Does the militaristic metaphor of “invading”
illnesses gender the language and perception of
people with medical conditions?
10. Myths and Misconceptions (Cont.)
• Comes from sex with monkeys and bestiality
• Only homosexuals/minorities can contract it
• Spread by homosexuals
• Government conspiracy and form of eugenics
• Devine retribution for hedonism
11. Myths and Misconceptions (Cont.)
• Hunters in West Africa killed and ate infected
chimpanzees
• May have been spread from infected
chimpanzees as far back as the late-1800s
– AIDS.gov
12. Myths and Misconceptions (Cont.)
• AIDS is an acquired medical condition, not an
illness in and of itself.
• Diagnosed in Temporal Stages
• Has a “dual metaphoric geneology” (Sontag
105): micro-process is equated with invasion
and transmission is equated with pollution.
13. Perception of HIV/AIDS Diagnosis
• “Fictions of Responsibility” (Sontag 100)
– Tuberculosis, Syphilis, Cancer, HIV/AIDS
– AIDS is perceived as a violation and invasion of the
body, being contracted from outside (without)
rather than coming from the body itself (within)
– HIV kills cells, Cancer mutates and proliferates
14. Body Politic and Literary
Representation
• “All these and security were within. Without
was the ‘Red Death’”
• “*T]here came yet another chiming of the
clock, and then there were the same
disconcert and tremulousness and meditation
as before.”
– Edgar Allen Poe, “The Masque of the Red Death”
15. Causality and Perception
• “Member of a certain ‘risk group’
• “Flushes out an identity”
• “Confirms an identity”
• Associated with hedonism, indulgence, and
delinquancy
– Sontag 112f.
16. Causality and Perception (Cont.)
• Does the language of invasion and weakness
of the body serve as a contradiction to ideas
of control and masculinity?
• Does the perception of HIV/AIDS serve to
actively exclude an “other” or “without”
despite the universality of the conditon?
– Sexualities, Minorites
17. Culture of Surveillance
• “Surveillance based on a system of permanent
registration”
• “The relation of each individual to his disease
and to his death passes through
representatives of power, the registrations
they make of it, the decisions they take on it”
– Michel Foucault, “Panopticism” 196f.
18. Culture of Surveillance (Cont.)
• Do you think that there is a correlation
between ideas of surveillance and people who
are HIV/AIDS positive?
– Categorization
• How does this possible surveillance disrupt
notions of masculinity?
19. Pedro Zamora
• 1972-1994
• Declared HIV/AIDS positive at 17 and died of
related complications at 22
• One of the first openly gay, HIV/AIDS positive
individuals in media
• Garnered attention through MTV’s The Real
World: San Francisco
• Pedro Zamora Documentary
20. Sources
• AIDS.gov. “What is HIV/AIDS?”
• "body politic, n.". OED Online. Oxford University Press.
26 March 2013.
• CDC, “HIV/AIDS Today”
• Foucault, Michel. “Panopticism.” Discipline and Punish:
The Birth of the Prison. Trans. Alan Sheridan. New York:
Vintage Books, 1979. Print.
• MTV. “A Tribute to Pedro Zamora.”
• Poe, Edgar Allen. “The Masque of the Red Death”
• Sontag, Susan. Illness as Metaphor and AIDS and Its
Metaphors. New York: Picador, 1989. Print.