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Dystopian literature
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Brave New World
George Santayana once said, “Ideal society is a drama enacted exclusively in the imagination.” In life, there is no such thing as a “complete utopia”, although that is what many people try to achieve. Aldous Huxley’s Brave New World is an attempt at a utopian society. In this brave new world, mothers and fathers and family are non-existent. Besides being non-existent, when words of that sort are mentioned, ears are covered and faces of disgust are made. In a report to the Controller, Bernard wrote,”…This is partly due, no doubt to the fact that he heard them talked about by the woman Linda, his m-----“(106). Words of the sort cannot even be written. Art, history, and the ability to have emotions are shunned. This utopia is shown as a perfect world in which everyone is happy. If this was true, the people would not need to take soma, an equivalent along the lines of a cross between one of today’s “designer drugs” and Prozac.
The Director, who goes nameless for most of the story, is less important than the controller is, and he also knows less. This is shown by his shock when the Controller dares to speak about two of the forbidden topics, history and biological parents. It is believed that topics of this nature will cause this utopia to deteriorate. Once the utopia deteriorates, people are not happy all the time. Even by its own criteria though, Brave New World is not a society where everyone is in fact happy. There are asylums in Iceland...
The future of the world is a place of thriving commerce and stability. Safety and happiness are at an all-time high, and no one suffers from depression or any other mental disorders. There are no more wars, as peace and harmony spread to almost every corner of the world. There is no sickness, and people are predestined to be happy and content in their social class. But if anything wrong accidentally occurs, there is a simple solution to the problem, which is soma. The use of soma totally shapes and controls the utopian society described in Huxley's novel Brave New World as well as symbolize Huxley's society as a whole. This pleasure drug is the answer to all of life's little mishaps and also serves as an escape as well as entertainment. The people of this futuristic society use it in every aspect of their lives and depend on it for very many reasons. Although this drug appears to be an escape on the surface, soma is truly a control device used by the government to keep everyone enslaved in set positions.
Technology, conditioning and manufactured happiness are tools for control, which is the foundation of the Brave New World. The Director says “It is better that one should suffer than that many should be corrupted” (148). The Director explains the motivation for controlling the people and everyone seems to be okay with his deceitfulness. In the book, John lashes out because he is against the consume of soma, he tries to convince the citizens that without the fake happiness they will face reality and break out of being controlled. Works Cited Brave New World
The main goal of Brave New World’s society is to create a balance social stability, and happy individuals. To create such a world; feelings, passions, and relationships are nonexistent. No one has parents, children, or lover. Instead, everyone belongs to anyone. There is no emotional attachment; nothing is valued, only physical interaction. When one feels negative emotions, that society cannot control, such as humiliation and stress, a drug called soma is taken to feel content and impassive again. Great works of literature, such as Shakespeare, religious texts, and art are forbidden in the society because it can cause passion and curiosity beyond what they have been programmed to know. Even science is suppressed for it searches for truth, and according to the novel, truth gets in the way of happiness. ( ) While one can evaluate the novel and view all who are a part of the ...
Aldous Huxley’s Brave New World illustrates a colorful, fantastic universe of sex and emotion, programming and fascism that has a powerful draw in a happy handicap. This reality pause button is called “Soma”. “Take a holiday from reality whenever you like, and come back without so much as a headache or a mythology.” ( Huxley 54 ).
The article begins by stating that the tumor suppressor p53 has great importance in the prevention of cancer growth and expansion. Although cancer is the most spoken about topic and p53’s significance against it, p53 also has a hand in ischemia, neurodegeneration, and ageing. While this tumor suppressor seems to be very busy it also regulates the repair of DNA and death of the cell, just to name a few. The activity of p53 can be seen when binding to the DNA at target sequences for transcription. It was pointed out that the doings of p53 are not designated to the nucleus such as other transcription factors as determined over time. Further mentioned in the introduction is a statement that lists this as the most studied mechanism while also related to the material covered in class is apoptosis. P53 inducts apoptosis in the by intrinsic mitochondria-mediated pathway, also transcriptionally through pro-apoptotic parts of the pathway, and in a transcription–independent way which has been recently been looked further into. As if the roles above were not plentiful enough cytoplasmic p53 is also thought to influence autophagy, movement of vesicles, signal transduction, cell metabolism and possibly stem cell expansion, but all are truly determined. Towards the end of the introductory section the authors state that there are still many mechanisms of cytoplasmic p53’s activation leading to apoptosis that are uncertain as well as some p53 missense mutants that lead to oncogenesis. The authors express that the article mainly will speak about the proper or improper activities performed by p53 on the mechanism in the cytoplasm while also looking for areas where beneficial treatments may be used.
Thought to be an oncogene, a gene that has potential in transforming normal cells into tumor cells, p53 was regarded as the most prominent tumor suppressor gene [1]. P53 is a gene which signals apoptosis (programmed cell death) if a cell cannot be repaired due to an extensive amount of damage. As stated in the textbook, p53 regulation occurs by an E3 ubiquitin-protein ligase known as MDM2 [1]. "Controlling the controller" is a statement that describes the molecular interaction where the presence of MDM2 targets the p53 for proteosome via degradation. With three main checkpoints in cell cycle, the literature states p53 functioning from G1 into S phase in a chaotic cell [2]. The normal state of cells is to keep p53 levels low in order to prevent uncontrolled apoptosis and random cell cycle arrest from occurring. In a further note, although p53 promotes apoptosis and cell cycle arrest, cancer may result from p53 unable to recognize the problematic site. In turn, a mutation in p53 may result engaging in new activities. These activities include cellular transformation, tumor metastasis,...
Imagine living in a society where there is no sense of independence, individual thought or freedom. A society where the government uses disturbing methods that dehumanize people in order to force conformity upon them. Taking away any sense of emotion, It would be very undesirable to live in a society with such oppression. Such society is portrayed in Aldous Huxley's novel Brave New World. The World State uses social restrictions to create permanent artificial personalities for people within the society. The World State also uses controlled groupings of people to brainwash them further to be thoughtless people with no sense of individualism. Lastly, the World State uses drugs to create artificial happiness for people, leaving no room for intense emotion which causes people to revolt against the World State. Within the novel Brave New World, it is seen that the World State eliminates individuality through social restrictions, government controlled groupings and the abuse of drugs to maintain control of the population.
Over the past five years, Uganda’s education system has proved both effective and successful. Although in the process of further development, it has nonetheless served as a model for many developing African countries. The Ugandan government, with President Yoweri Museveni at its forefront, has determined primary education to be one of the major channels toward poverty eradication and as a vital resource for economic and social development. The Ugandan government has made a national commitment to eradicate illiteracy and educate its citizens through the 1997 initiative, Universal Primary Education (UPE). All levels of government, the private sector, grass-root organizations, local and international non-governmental organizations (NGO’s), community and church leaders, international aid agencies, and international governments have been major players in Uganda’s universal primary education policy and continue to structure the policy in ways to benefit Ugandans, while simultaneously protecting their own interests. Unfortunately with such an enormous national commitment and the underlying interests of the many contributors, there were many shortages in the realistic policy as experienced by Ugandans. I argue that these shortages, which ultimately affect the quality of primary education, can be linked to inadequacies in the deliberations, monitoring, evaluation, and feedback of Ugandan education policy; once these areas are reformed, a more comprehensive education system can be re-established.
For years, authors and philosophers have satirized the “perfect” society to incite change. In Brave New World, Aldous Huxley describes a so-called utopian society in which everyone is happy. This society is a “controlled environment where technology has essentially [expunged] suffering” (“Brave New World”). A member of this society never needs to be inconvenienced by emotion, “And if anything should go wrong, there's soma” (Huxley 220). Citizens spend their lives sleeping with as many people as they please, taking soma to dull any unpleasant thoughts that arise, and happily working in the jobs they were conditioned to want. They are genetically altered and conditioned to be averse to socially destructive things, like nature and families. They are trained to enjoy things that are socially beneficial: “'That is the secret of happiness and virtue – liking what you've got to do. All conditioning aims at that: making people like their inescapable social destiny'” (Huxley 16). Citizens operate more like machinery, and less like humans. Humanity is defined as “the quality of being human” (“Humanity”). To some, humanity refers to the aspects that define a human: love, compassion and emotions. Huxley satirizes humanity by dehumanizing the citizens in the Brave New World society.
In Aldous Huxley’s Brave New World, truth and happiness are falsely engineered to create a perfect society; the belief of the World Controllers that stability is the the key to a utopian society actually led to the creation of an anti-utopian society in which loose morals and artificial happiness exist. Huxley uses symbolism, metaphors, and imagery to satirize the possibiliy of an artificial society in the future as well as the “brave new world” itself.
A long time ago, possibly two hundred years ago, many major discoveries were made by scientists. The chemistry, mathematics and technology of that time was discovered and/or developed. However, one thing they could not understand was genetics which then resulted in them making assumptions and their own conclusions about different ethnic groups. Most of these assumptions were false, which is why they are classified as pseudo-scientific. These same assumptions and conclusions led to prejudice and discrimination for the races that were “classified” as inferior - the most prominent of these being black Africans. (Grant, 1999)
I know that as I grow and learn as a teacher my theory on education will change and grow with me. I know that the best thing that I can bring to the table when it comes to being a teacher is the willingness to learn along with my students on what works best for us in our classroom, what is important to us when it comes to learning, and to change what needs to be change in order to have a positive learning environment for my student. The most important thing as a teacher I will bring with me into my classroom is the unwavering desire to help to guide, shape, and above all foster a love of learning in my
Animations are a series of drawings, computer graphics, or photographs of objects, like puppets and models, which are different from each to create a variety of entertainment for the audiences. Animations are what brings excitement and mystery, hooking the audience in through interest. It is a form of some sort of “magic” where things that aren’t real but from the imagination comes to life in front of people who live these mundane, ordinary lives, adding color to the eyes and mind. The creators of such amazing arts and creation are animators.
In the contemporary society, education is a foundational human right. It is essentially an enabling right that creates various avenues for the exercise of other basic human rights. Once it is guaranteed, it facilitates the fulfillment of other freedoms and rights more particularly attached to children. Equally, lack of education provision endangers all fundamental rights associate with the welfare of human beings. Consequently, the role of education and in particular girl child education as a promoter of nation states welfare cannot be overemphasized. As various scholars asserts, the challenges and problems faced by the African girl child, to enjoy her right to education are multifaceted. Such difficulties include sexual abuse, child labor, discrimination, early pregnancies, violence and poverty, culture and religious practices (Julia 219). Across the developing world, millions of young girls lack proper access to basic education. In the contemporary society, this crisis, which is particularly critical in remote and poor region of sub-Saharan Africa, the Middle East, and South Asia have fascinated increased public attention. However, almost all global nation states have assured their commitment in addressing various girl child challenges and allowed a declaration to enable each young girl and boy receive education by the year 2015 (Herz and Sperling 17). This target was firmly established and approved in the United Nations Millennium Development Goals. However, this study will focus on girls’ education in Africa and its impacts to their livelihood.
When thinking of a philosophy of teaching, four major issues need to be considered. Those issues are one’s views on education, the role of the teacher, teaching and learning, and on the children. This is something that someone entering the teaching profession needs to give serious thought to and realize the importance that this will hold in the future. The following essay will express my philosophy of teaching.