“The Sum of All Fears” from Novel to Film: Shifting the Discourse of Terrorism
“The Sum of All Fears” from Novel to Film: Shifting the Discourse of Terrorism
Abstract
This article aims at exploring the terrorist representation in the film The Sum of All Fears (2002), which is adapted from the novel with the same title. The study is drawn from Fairclough’s Critical Discourse Analysis, with its three dimensions of analysis. The first dimension is the micro level that deals with the language used in social practice. The second dimension analyzes the discourse practice, such as intertextuality, text production, and consumption, that relate to the reference of ideas presented. The third dimension, called the macro level, deals with the social context of a text, such as the practice of exercising power through particular discourse. The finding reveals that the adapted film directed by Phil Alden Robinson represents the terrorists whose identity differs from the one in the novel. Besides, the discourse of terrorism developed in the film has three essential elements, the nuclear weapon, the terrorist, and the international relation between America-Russia in danger. The novel and film share the same idea of nuclear weapons as the threat. The other similar aspect is the implication of a nuclear bomb attack on the international relations between the USA and Russia, which might lead to war. However, the terrorist identity in both media is shifted. In the novel, the terrorist is depicted as an Arab-nationalists, while in the film, the terrorist is a neo-Nazi. Both portrayals of terrorists involve stereotyping and labeling and represent different political discourses. The discourse of terrorism in the novel is represented as the Arab-origin terrorist. At the same time, the film underpinned the idea that terrorism implies the contestation of the Cold War or two superpower nations. The film also reveals that the individual breakthrough done by Jack Ryan proves the solution to the rigid bureaucracy at the top executive level.
Full Text:
PDFDOI: https://doi.org/10.5430/wjel.v13n7p186
World Journal of English Language
ISSN 1925-0703(Print) ISSN 1925-0711(Online)
Copyright © Sciedu Press
The concept of native-speakerism
Native-speakerism refers to a form of discrimination or bias that favors native speakers of a particular language over non-native speakers. It is a term commonly used in the context of language teaching and learning, but it can also extend to other areas where language skills are relevant, such as employment, immigration, or social interactions.
Native-speakerism assumes that native speakers of a language possess superior language skills, cultural knowledge, and communication abilities compared to non-native speakers. This bias can lead to various forms of discrimination, including:
Employment discrimination: Non-native speakers may face barriers when seeking employment, promotions, or equal opportunities in industries where language proficiency is considered crucial. Employers may prioritize native speakers, assuming that they possess better communication skills.
Language teaching: Native-speakerism can impact the field of language teaching, where native speakers are often seen as the ideal language instructors. Non-native speakers may face challenges in finding teaching positions or may be relegated to teaching non-native speakers of the language, despite their proficiency and qualifications.
Stereotyping and bias: Native-speakerism can perpetuate stereotypes and biases against non-native speakers. Non-native speakers may be seen as less intelligent, less proficient, or less knowledgeable about the culture associated with the language they are learning.
Language policies and immigration: Some language policies or immigration regulations may prioritize native speakers or native-like proficiency in order to grant certain privileges or opportunities. This can create barriers for non-native speakers who may be equally capable or qualified.
It is important to challenge native-speakerism and recognize the value and expertise that non-native speakers bring to language learning, teaching, and other areas. Language proficiency should be assessed based on an individual's actual skills and abilities rather than their native or non-native status.
Native-speakerism is an ideology that has wide-ranging impact on how teachers are perceived by each other and by their students. It falsely positions teachers as either "native speakers" or "non-native speakers," creating a hierarchy where "native speakers" are seen as culturally superior and "non-native speakers" as inferior.
This ideology is pervasive within English Language Teaching (ELT) and is characterized by the belief that "native-speaker" teachers represent a "Western culture" from which the ideals of the English language and teaching methodology originate.
It is seen as a chauvinistic and discriminatory practice that ignores the dynamic nature of language and the impact of time, people, and places on language use.
The concept of native-speakerism has been a subject of discussion and critique in the field of ELT, with scholars highlighting the political inequalities and negative labeling associated with it. It is argued that this ideology perpetuates stereotypes and restricts the recognition and value of other "non-native speaker" cultures.
The British Council emphasizes that while "native speakers" may possess an intuitive understanding of the language, it is important to recognize the diversity and contributions of "non-native speakers" in language teaching.
Efforts have been made to address and challenge native-speakerism in ELT. Educators and organizations advocate for inclusive and equitable practices that value the expertise and contributions of all teachers, regardless of their native language background. The focus is on promoting diversity, intercultural understanding, and recognizing the strengths and experiences that "non-native speaker" teachers bring to the classroom.
In conclusion, native-speakerism is an ideology that perpetuates a hierarchy between "native speakers" and "non-native speakers" in the field of language teaching. It is seen as discriminatory and limiting, and efforts are being made to challenge and address this ideology in order to promote inclusivity and diversity in language education.
JOLCC CALL FOR PAPERS VOL 1 NO.2 December 2023
JOLCC CALL FOR PAPERS VOL 1 NO.2 December 2023
Journal of Linguistics, Culture, and Communication
E-ISSN : 2988-1641
CALL FOR PAPERS VOL 1 NO.2 December 2023
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The journal is particularly interested in research whose impact crosses disciplinary and sub-field borders because it aims to provide a public venue for language, culture, and communication scholarship.
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Link terpenting AI Research Writing Assistants
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Gemini (google.com)
Cognosys
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jurnal terindex scopus kajian ELT yang nggak termasuk jurnal předator
several interesting topics in the field of Islamic economics
There are several interesting topics in the field of Islamic economics that you can explore. Here are a few suggestions:
Islamic Banking and Finance: Study the principles and practices of Islamic banking and finance, including the prohibition of interest (riba) and the concept of profit-sharing (mudarabah). You can examine the growth and development of Islamic banking institutions, their products, and their impact on the global financial system.
Zakat and Islamic Social Finance: Explore the concept of zakat (obligatory alms-giving) and its role in poverty alleviation and social welfare. Investigate how Islamic social finance instruments such as waqf (endowment), sadaqah (voluntary giving), and qard al-hasan (benevolent loans) can be utilized for community development and social justice.
Islamic Economic Ethics: Examine the ethical dimensions of Islamic economics, including the principles of justice, fairness, and accountability. Explore how Islamic economic principles address issues such as income inequality, exploitation, and unethical business practices.
Islamic Business Ethics: Investigate the application of Islamic ethical principles in business practices. Analyze topics such as ethical investing, consumer protection, corporate social responsibility, and the concept of halal (permissible) and haram (forbidden) in business transactions.
Islamic Economics and Sustainable Development: Explore the compatibility of Islamic economics with the goals of sustainable development. Analyze how Islamic principles can contribute to environmental sustainability, social equity, and inclusive economic growth.
Islamic Microfinance: Study the role of Islamic microfinance in promoting financial inclusion and poverty alleviation. Explore the principles and practices of Islamic microfinance institutions, their products, and their impact on entrepreneurship and economic empowerment.
Islamic Economics and Globalization: Analyze the challenges and opportunities posed by globalization for Islamic economics. Investigate the integration of Islamic economic principles in the global economic system and the potential for harmonizing Islamic finance with conventional finance.
Islamic Economics and Economic Development: Examine the role of Islamic economics in promoting economic development in Muslim-majority countries and beyond. Investigate the application of Islamic economic principles in sectors such as agriculture, industry, trade, and investment.
5 JURNAL TUJUAN PUBLIKASI MAHASISWA S3 LINGUISTICS & ENGLISH EDUCATION
1. The XLinguae Journal
http://www.xlinguae.eu/
2. World Journal of English Language
https://www.sciedupress.com/journal/index.php/wjel/index
3. The Journal of Namibian Studies - History Politics Culture
https://namibian-studies.com/index.php/JNS/si
4. International Journal of Learning, Teaching and Educational Research
https://www.ijlter.org/index.php/ijlter
5. Journal of Social Studies Education Research
https://www.jsser.org/index.php/jsser/index
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ChatGPT: what are the differences between gender and sex?
ChatGPT
Gender and sex are two distinct concepts that are often used interchangeably but have different meanings.
Sex refers to the biological and physiological characteristics that distinguish males from females. These characteristics are primarily based on reproductive organs and functions. In most cases, individuals are categorized as either male or female based on their sex assigned at birth. Biological factors such as chromosomes, hormones, and physical characteristics like genitalia are used to determine an individual's sex.
On the other hand, gender refers to the roles, behaviors, activities, and expectations that society considers appropriate for males and females. It is a social and cultural construct that encompasses a wide range of identities and expressions beyond the binary categories of male and female. Gender identity is an individual's deeply felt sense of being male, female, or something else, which may or may not align with the sex assigned at birth.
Here are some key differences between gender and sex:
Biological vs. Social Construct: Sex is primarily a biological concept based on reproductive functions, whereas gender is a social construct that encompasses societal expectations, roles, and identities.
Assigned at Birth vs. Self-Identified: Sex is usually assigned at birth based on observable physical characteristics, while gender identity is self-identified and can differ from the assigned sex.
Binary vs. Non-Binary: Sex is often categorized as male or female in a binary manner, whereas gender includes a broader spectrum of identities, including non-binary, genderqueer, and genderfluid, among others.
Biological Determinism vs. Social Influence: Sex is primarily determined by biological factors, such as chromosomes and reproductive organs, while gender is influenced by social, cultural, and personal factors.
Constant vs. Variable: Sex remains relatively constant throughout an individual's life, whereas gender identity and expression can evolve and change over time.
It's important to note that while sex and gender are distinct, they can interact and influence each other in complex ways. Some individuals may experience a congruence between their sex assigned at birth and their gender identity (cisgender), while others may have a gender identity that differs from their assigned sex (transgender). The understanding and recognition of these differences are crucial for fostering inclusivity and respecting individual experiences.
The difference between deixis and anaphora in pragmatics
In pragmatics, deixis and anaphora are essential concepts that involve the use of language in context. While they are related, they refer to distinct phenomena. Let's explore the difference between deixis and anaphora:
- Deixis: Deixis refers to the phenomenon where the interpretation of certain linguistic expressions depends on the context of the utterance. It involves using words or phrases that are inherently context-dependent and rely on the speaker, the listener, and the surrounding situation for their meaning. Deictic expressions include pronouns, demonstratives, adverbs of place and time, and other terms that point to specific entities or temporal/spatial locations. The interpretation of deixis relies on the physical and temporal context of the speech act.
Example 1: Speaker A: "I am going to the store." The interpretation of "I" depends on the speaker's identity, while the interpretation of "store" relies on the knowledge of the store's location in the immediate context.
Example 2: Speaker A: "Give me that book." The interpretation of "me" depends on the speaker's identity, and the interpretation of "that" relies on the speaker and listener's shared context and perceptual information.
- Anaphora: Anaphora refers to the use of linguistic expressions that refer back to earlier-mentioned entities or concepts in a discourse. It involves repeating or referencing a word or phrase to avoid redundancy or establish coherence within a conversation or text. Anaphoric references avoid repeating information and rely on the shared knowledge between the speaker and the listener.
Example 1: Speaker A: "John is my best friend. He just won an award." The pronoun "he" refers back to the earlier mentioned entity, "John." The interpretation of "he" depends on the antecedent "John."
Example 2: Speaker A: "I bought a new car. It's red." The pronoun "it" refers back to the earlier mentioned entity, "car." The interpretation of "it" depends on the antecedent "car."
In summary, deixis involves the context-dependent interpretation of words or phrases based on the speaker, listener, and situational context. In contrast, anaphora involves the use of linguistic expressions that refer back to previously mentioned entities or concepts to maintain coherence in discourse.
The idea of Theocracy
I do agree with the idea of theocracy, which refers to a system of government where religious leaders hold the ultimate authority, has been discussed and implemented in various societies throughout history. While the concept of theocracy can be controversial and has its critics, there are some positive aspects associated with it as well. It's important to note that these positive aspects are subjective and depend on individual perspectives. Here are a few points that proponents of theocracy often highlight:
Moral Foundation: Proponents argue that a theocratic system can provide a strong moral foundation for society. By basing laws and governance on religious principles, they believe that it promotes values such as justice, compassion, and ethics, which are derived from the religious teachings. This can contribute to a cohesive and harmonious society where people share common values and moral standards.
Social Cohesion: Theocratic systems often emphasize communal bonds and shared religious beliefs, which can foster social cohesion. They argue that a common religious identity and purpose can unite individuals and communities, promoting a sense of belonging and collective responsibility. This can potentially lead to a stronger sense of solidarity and cooperation among citizens.
Guidance and Guidance: Proponents suggest that religious leaders, who are believed to have a deep understanding of religious texts and teachings, can provide guidance and counsel to both individuals and the government. They can offer moral and ethical insights, mediate conflicts, and guide decision-making processes based on religious principles. This can be seen as an advantage in terms of seeking wisdom and spiritual guidance within the governance structure.
Cultural Preservation: Theocracy can be seen as a means to preserve and protect religious and cultural traditions. Proponents argue that by integrating religious principles into the governance system, the unique cultural heritage associated with that religion can be upheld and safeguarded. This can include preserving religious rituals, customs, and practices that are considered important to the community.
It's important to note that the positive aspects mentioned above are not exclusive to theocracy, and many of them can also be achieved through other forms of governance that uphold moral values, promote social cohesion, and respect cultural diversity. The potential drawbacks and challenges of theocracy, such as the potential for religious intolerance or limiting individual freedoms, should also be carefully considered and solved wisely when evaluating this form of government.
7 occupations or jobs which cannot be replaced by artificial intelligence (AI)
While artificial intelligence (AI) has the potential to automate many tasks and replace certain jobs, there are several occupations that are less likely to be completely replaced by AI due to their complex nature and reliance on human skills and abilities. Here are some examples:
Creative professions: Jobs that involve artistic creativity, such as writers, poets, painters, musicians, and other forms of artistic expression, require human imagination, emotions, and subjective interpretation.
Healthcare professionals: Occupations like doctors, surgeons, nurses, and therapists involve complex decision-making, empathy, and interpersonal skills, which are crucial for patient care. While AI can assist in diagnosis and treatment, the human touch is essential in healthcare.
Social workers and counselors: These professionals deal with individuals' emotional well-being, personal problems, and social issues. The empathetic and nuanced understanding of human emotions and relationships makes their role essential and challenging to replicate with AI.
Teachers and educators: Educators play a vital role in imparting knowledge, understanding individual learning needs, and fostering critical thinking and creativity. Human teachers create dynamic learning environments and adapt their teaching methods to engage students effectively.
Skilled tradespeople: Professions such as plumbers, electricians, carpenters, and auto mechanics require hands-on skills, problem-solving abilities, and adaptability to various scenarios. These jobs often involve unpredictable environments and tasks that are challenging for AI to replicate.
Research scientists: While AI can assist in data analysis and pattern recognition, scientific research requires hypothesis formulation, experimental design, and critical thinking that go beyond automated processes.
Senior-level executives and decision-makers: Leadership positions often involve strategic planning, complex decision-making, managing diverse teams, and considering ethical and moral implications. These aspects require human judgment, creativity, and interpersonal skills.
It's important to note that while AI may not fully replace these jobs, it can augment and enhance them by automating certain tasks or providing decision support systems. Additionally, as AI technology advances, the boundaries may shift, and new occupations may emerge.
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maksud terdalam dari maqasid syariah dalam ekonomi islam
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Maqasid Syariah adalah prinsip-prinsip utama dalam hukum Islam yang bertujuan untuk mencapai kemaslahatan umat manusia di dunia dan akhirat. Dalam konteks ekonomi Islam, maqasid syariah memiliki makna dan tujuan yang mendalam. Berikut ini adalah beberapa makna terdalam dari maqasid syariah dalam ekonomi Islam:
Keberpihakan kepada kemaslahatan umat manusia: Maqasid syariah dalam ekonomi Islam menekankan pada keberpihakan kepada kemaslahatan umat manusia secara luas. Tujuan utamanya adalah untuk menciptakan keadilan sosial, menghilangkan kemiskinan, dan memperbaiki kesejahteraan umat manusia secara keseluruhan.
Keadilan dan kesetaraan: Maqasid syariah mendorong terciptanya keadilan dan kesetaraan dalam sistem ekonomi Islam. Hal ini meliputi keadilan dalam distribusi kekayaan dan sumber daya ekonomi, perlindungan hak-hak individu dan kelompok, serta penghindaran eksploitasi dan penyalahgunaan kekuasaan ekonomi.
Keberlanjutan dan lingkungan hidup: Maqasid syariah menekankan pentingnya menjaga keberlanjutan ekonomi dan lingkungan hidup. Dalam ekonomi Islam, penggunaan sumber daya alam dan lingkungan harus dilakukan dengan bijak dan bertanggung jawab, serta tidak merusak ekosistem dan meningkatkan risiko bencana alam.
Kepemilikan dan kepemilikan bersama: Maqasid syariah mengatur prinsip kepemilikan dalam ekonomi Islam. Prinsip kepemilikan pribadi diakui dan dihormati, tetapi juga ditekankan pentingnya kepemilikan bersama dan distribusi kekayaan yang adil. Ekonomi Islam mendorong pemenuhan kebutuhan dasar semua individu dan masyarakat melalui konsep zakat, infaq, dan wakaf.
Etika bisnis dan transaksi yang adil: Maqasid syariah memperhatikan etika bisnis dan transaksi yang adil dalam ekonomi Islam. Hal ini mencakup larangan riba (bunga), gharar (ketidakpastian yang berlebihan), dan maysir (perjudian). Ekonomi Islam juga mendorong praktik bisnis yang jujur, transparan, dan bertanggung jawab sosial.
Dengan menghayati dan menerapkan prinsip-prinsip maqasid syariah dalam ekonomi Islam, diharapkan tercipta sistem ekonomi yang lebih adil, berkelanjutan, dan memberikan kemaslahatan bagi semua anggota masyarakat. Prinsip-prinsip ini mencerminkan pandangan Islam tentang pentingnya mengintegrasikan aspek moral, spiritual, dan sosial dalam kehidupan ekonomi.
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