Brave New World By Aldous Huxley - 1337 Words

In the novel Brave New World, Aldous Huxley was trying to convey the message that a perfect world could never exist despite any effort to control not only society, but all aspects of the lives of human beings. Utopian societies often result in totalitarianism because rulers are so consumed with making a perfect society that they are too controlling. The demolition of a dystopian society is quite inevitable because of human curiosity, which ultimately ends in the uncovering of the lies that a government attempts to communicate. In this novel, the government in London controls the lives of the people by making a perfect human race, and outcasts are exiled to another place outside of the State. First, totalitarianism is a branch of dictatorship that is ruled by one central power that attempts to control the lives of their victims. It can be dated back to the Maurya dynasty of India from 321-185 B.C. Throughout the history of totalitarian governments, the victims are often oppressed. A f ew common totalitarian rulers include Adolf Hitler from Nazi Germany, Benito Mussolini from fascist Italy, and Joseph Stalin from the Soviet Union. In the time period when these rulers were in power, it was illegal for anyone to stand up for their rights or express their negative beliefs on the government. In the novel, many pastimes have been prohibited by Mustapha Mond, their ruler. Books on religious teachings, dictionaries, novels, poems, and any books used for information or entertainmentShow MoreRelatedA Brave New World by Aldous Huxley668 Words   |  3 PagesIn Brave New World, there are similarities that have a deeper meaning that we can understand. There are personal effects in Aldous Huxley life that contribute to what he has written in the book. Aldous Huxley throughout his life have seen, done, and events have happened to him, just like all of us, but he has expressed it in his book. So when Aldous wrote the he had so many ideas. I have read the book; it’s notRead MoreBrave New World by Aldous Huxley811 Words   |  3 Pages Brave New World is based around characters who gave up the right of freedom for happiness; characters who ignored the truth so that they could live in a utopian civilization. The deceiving happiness was a constant reminder throughout the book. Almost every character in Brave New World did whatever they could to avoid facing the truth about their own situations. In this society, happiness is not compatible with the truth because the World State believes that happiness was at the expense of theRead MoreBrave New World By Aldous Huxley1525 Words   |  7 PagesA Brave New Feminist The novel Brave New World written by Aldous Huxley in 1932 is known for its social satire, utopian values, and unusual standpoints on stereotypical gender roles. In this time where futuristic technology has completely taken over, and men and women are given the same opportunities for everything, â€Å"the genders appear equal within the social order; both men and women work at the same jobs, have equal choice in sexual partners, and participate in the same leisure pursuits† (MarchRead MoreA Brave New World by Aldous Huxley664 Words   |  3 Pagesfor the fact being in the future and in the past time has changed and many differences were made. In his Dystopian Society Huxley portrays masses of niches where the government produces clones for specific reasons. Huxley decides throughout Brave New World that cloning humans is unethical. He then becomes in contact with the society’s most powerful Alphas and Betas clones. Huxley suggest in BNW that lower class groups in clo ning humans to act like servants to terrorize them into working hard conditionsRead MoreA Brave New World by Aldous Huxley1189 Words   |  5 Pages In the world of sex, drugs, and baby cloning you are going to be in many situations where you feel like the world we live in should be different. In the story Brave New World, they had sex with multiple partners along with a very bad use of drugs. It is weird that Aldous Huxley wrote this book in 1931 about the world he was living in during that time and how it is similar to the world we live in today. Nowadays, drugs are still being used and people are still engaging in sexual encounters withRead MoreBrave New World By Aldous Huxley968 Words   |  4 PagesAldous Huxley’s utopia in Brave New World foreshadowed and illuminated the complications within modern day society. Upon its release, the narrative became widely banned all over the United States due to the unorthodox thoughts and actions of multiple characters in it. Early readers, as well as modern day audiences, feared and rejected the ideals that Huxley incorporated into his perfect society; however, our society today is heading towards the dark paths the older generations desired to avoid. Read MoreA Brave New World by Aldous Huxley895 Words   |  4 Pagesthe novel Brave New World, Aldous Huxley tells of a society where everyone is the same but, compared to t oday’s society, everything is different. Huxley tells of a world where everything that happens or takes place is because of one’s own desire and nothing more. The hero in the novel, a â€Å"savage† named John, is Huxley’s main focal point. It is through his eyes and mind that the reader sees what’s going on. Now when I read this novel, I began to think, â€Å"Could this perfect, conformed world actuallyRead MoreA Brave New World by Aldous Huxley1684 Words   |  7 Pagesimperfect world and is usually only a hopeful dream. These types of worlds can greatly be described in detail through the world of science fiction. Aldous Huxley was an English writer who lived during a time when war and chaos were engulfing the world. His works reflect his view and thoughts on a dystopia, which is a false utopia, and describes what could occur in possible governments of the world. The ability to understand and dive into the thoughts of the author is what make s world literatureRead MoreA Brave New World by Aldous Huxley614 Words   |  2 Pagesthem truly happy. What if someone were to tell you that what you thought was true happiness was all an illusion. In a Brave New World by Aldous Huxley people in the world state are conditioned and drugged up by soma to not experience true happiness. In a world that is perfect, human beings do not have to depend on drugs to keep our world in balance. In a Brave New World by Aldous Huxley there is always a perfect drug called soma that keeps everyone happy, which they have based their society on. ThisRead MoreA Brave New World by Aldous Huxley948 Words   |  4 PagesWelcome to a world were â€Å"Brave† is not just a word; It has a true meaning. This is a story were everything as you know it, doesn’t seem to be right and will completely change your way of thinking. When this story was written, life was very harsh for many people†¦.Mostly for the author who wrote â€Å"Brave New World† During this time (1930s) they didn’t have much sexual content Living The Future Of The Past In The Present†¦.. In the air; But Aldous made a future full of sex for them and we are the

Dracula and Science, Superstition, Religion, and Xenophobia

There are many debates in the United States that have been ongoing for decades, and some for even centuries. Some of these issues are in relation to science, religion, and some are even a combination of the two. Film and other media outlets have commonly been used to address these types of issues ever since these outlets were started. In the film Dracula, directed by Tod Browning in 1931, many controversial issues of the 1920s and 1930s including science, superstition, religion, and xenophobia are addressed. An argument that has been extremely controversial and debated for centuries is science versus religion. Dracula takes the side of religion in this debate, which is shown throughout the novel. Many times the protagonists attempt†¦show more content†¦Dracula takes the side of the West in basically saying that science is overrated and that old world logic is what people should be relying on. The message is that people should not be putting all of their faith into scie nce, and that they should still be reserving some for old world superstitions and religion. Another theme in this film and the early 1900s is anti-Semitism. In Dracula it is outrageously apparent the physical features of Count Dracula alone. He has a large nose, bigger ears, and to add to his physical Semitic features he also greedy, which is yet another stereotypical attribute of people with Jewish backgrounds. It is not surprising that Dracula was made out to be Jewish during this time period, because in the early 1900s the Jews were everyone’s scapegoat. Often times they were called â€Å"vampires† or â€Å"bloodsuckers† because they were portrayed as shady individuals who were often involved is sketchy business deals. These racist nicknames made it easy to create a Jewish Dracula, because the Jew was already portrayed as exactly that, a vampire. During the early 1900s there was a great deal of anti-Semitism around the world, especially in Europe. The most obvious example of it is The Holocaust, where there were nearly seven million Jews murdered. This was caused by Adolf Hitler manipulating different medias into portraying Jews in a poor light. This manipulation of the JewishShow MoreRelatedBram Stoker s Dracula - Dracula1964 Words   |  8 PagesHargrave 7/25/2016 Eng 2305 Dracula Interpretive Essay In Bram Stoker’s Dracula, we are introduced to the monster that is Dracula. Throughout his Stoker touches on several themes of Dracula’s monstrosity. This paper will explore Bram Stoker’s Dracula under the theory of, â€Å"The Monster Dwells at the Gates of Difference† The rejection of modernity, sexual expression, and the xenophobic threat from Old World Europe are all gates of difference that Stoker touches on. Dracula dwells at the gates of difference

Foundation’s Edge PROLOGUE Free Essays

The first Galactic Empire was falling. It had been decaying and breaking down for centuries and only one man fully realized that fact. He was Hari Seldom the last great scientist of the First Empire, and it was he who perfected psychohistory – the science of human behavior reduced to mathematical equations. We will write a custom essay sample on Foundation’s Edge PROLOGUE or any similar topic only for you Order Now The individual human being is unpredictable, but the reactions of human mobs, Seldon found, could be treated statistically. The larger the mob, the greater the accuracy that could be achieved. And the size of the human masses that Seldon worked with was no less than the population of all the inhabited millions of worlds of the Galaxy. Seldon’s equations told him that, left to itself, the Empire would fall and that. thirty thousand years of human misery and agony would elapse before a Second Empire would arise from the ruins. And yet, if one could adjust some of the conditions that existed, that Interregnum could be decreased to a single millennium – just one thousand years. It was to insure this that Seldon set up two colonies of scientists that he called â€Å"Foundations.† With deliberate intention, he set them up â€Å"at opposite ends of the Galaxy.† The First Foundation, which centered on physical science, was set up in the fuel daylight of publicity. The existence of the other, the Second Foundation, a world of psychohistorical and â€Å"mentalic† scientists, was drowned in silence. In The Foundation Trilogy, the story of the first four centuries of the Interregnum is told. The First Foundation (commonly known as simply â€Å"The Foundation,† since the existence of another was unknown to almost all) began as a small community lost in the emptiness of the Outer Periphery of the Galaxy. Periodically it faced a crisis in which the variables of human intercourse – and of the social and economic currents of the time – constricted about it. Its freedom to move lay along only one certain line and when it moved in that direction a new horizon of development opened before it. All had been planned by Hari Seldon, long dead now. The First Foundation with its superior science, took over the barbarized planets that surrounded it. It faced the anarchic warlords who broke away frog, a dying, empire and beat them. It faced the remnant of the Empire itself under its last strong Emperor and its last strong general – and beat it. It seemed as though the â€Å"Seldon Plan† was going through smoothly and that nothing would prevent the Second Empire from being established or, time – and with a minimum of intermediate devastation. But psychohistory is a statistical science. Always there is a small chance that something will go wrong, and something did – something which Hari Seldon could not have foreseen. One man, called the Mule, appeared atom nowhere He had mental powers in a Galaxy that lacked them. He could mold men’s emotions and shape their minds so that his bitterest opponents were made into his devoted servants. Aries could not, would not, fight him. The First Foundation fell and Seldon’s P1an seemed to lie in ruins. There was left mysterious Second Foundation, which had been caught unprepared by the sudden appearance of the Mule, but which was now slowly working out a counterattack. Its great defense was the fact of its unknown location. The Mule sought it in order to make his conquest of the Galaxy complete. The faithful of what was left of the First Foundation sought it to obtain help. Neither found it. The Mule was stopped first by the action of a woman, Bayta Darell and that bought enough time for the Second Foundation to organize the proper action and, with that, to stop the Mule permenently. Slowly they prepared to reinstate the Seldon Plan. But, in a way, the cover of the Second Foundation was gone. The First Foundation knew of the second’s existence, and the First did not want a future in which they, were overseen by the mentalists. The First Foundation was the superior in physical force, while the Second Foundation was hampered not only by that fact, but by being faced by a double task: it had not only to stop the First Foundation but had also to regain its anonymity. This the Second Foundation, under its greatest â€Å"First Speaker,† Preem salver, manages to do. The First Foundation was allowed to seem to win, to seems to defeat the Second Foundation, and it moved on to greater and greater strength in the Galaxy, totally ignorant that the Second Foundation still existed. It is now four hundred and ninety-eight years after the First Foundation had come into existence. It is at the peak of its strength, but one man does not accept appearances – How to cite Foundation’s Edge PROLOGUE, Essay examples

Business Rovor Mentor Program

Question: Describe about the Report for Business Rovor Mentor Program. Answer: Using and developing Victoria University Graduate Capabilities According to Schon, the capacity to reflect on the actions requires in engaging with the continuous process of learning and paying critical attention to the practical values and theories related to the practices at workplace (Moon 2013). The Graduate capabilities during the learning process at the Victoria University have helped me in developing my skills as a Finance Officer during my course. In addition to developing knowledge, skills and the applications of the same, the learning course has enabled me in developing the capabilities which are described below. Graduate capabilities 1: Adaptable and capable 21st century citizens, who can communicate effectively, work collaboratively, think critically and solve complex problems This Graduate Capability program has helped me in gaining new knowledge and understanding of the complex local and global problems. It also helped me in enhancing my capability to solve the complex problems by implementing my critical thinking skills. The capability incorporated the organizing, planning and executing of the business plans, case studies and business plans which helped me in assisting knowledge development to complete my assessment tasks with efficiency. This capability has helped me in developing my communication and interpersonal skills which are required to work collaborate in the business environment as a 21st century citizen (Vaughan et al. 2014). Graduate Capabilities 2: Confident, creative lifelong learners who can use their understanding of themselves and others to achieve their goals in work and learning The Master of Business (Finance) course at the VU included the Graduate Capability learning program of infusing confidence and creativity within me that helped in developing my understanding about the cultural values throughout my course duration (Chahal 2015). The various assessment tasks as incorporated in the learning process required to initiate and develop ideas by using my creative skills that I had acquired during the course. Graduate Capabilities 3: Responsible and ethical citizens who use their intercultural understanding to contribute to their local and global communities The VU has helped me in developing my knowledge, skills and abilities throughout my Master of Business (Finance) course. It also helped me in developing the inter cultural understanding by valuing and respecting diversity amongst peers. This graduate capability has helped me in developing my skills such that I am capable enough to supervise my team members who are responsible for accounts payable and receivable, record keeping benefit processing, payment processing, generating bill receipts, and other finance related works (Officer 2016). This developed capabilities of supporting my peers has helped me in understanding more about the global and local communities and has enabled me in contributing to a more sustainable and equitable world. Relevance to course concept and theories Concepts of Graduate capabilities 1: Determining, anticipating and solving the problems that range from simple to complex and important to unpredictable problems While working in a business environment, I would be tested on my abilities and challenged to be resilient and adaptive towards making a project successful. This unit of the learning program has helped me in enhancing my critical thinking and problem solving ability such that I feel the confidence to solve complex problems at ease (Nguyen et al. 2013). Accessing, evaluating and analyzing the information In a business environment, I would be required to think critically and rigorously analyze and evaluate information, use statistic and data to establish facts (Giacalone and Promislo 2013). I would also be required to display my abilities and skills in this regard which I have learned from this unit. Effective communication using tools in the various contexts This capability program has helped me in developing my communication and interpersonal skills which are required to work collaborate in the business environment as a 21st century citizen (Funston and Lee 2014). Using effective interpersonal skills to influence work and community networks both locally and globally This unit of the learning program helped me in developing my interpersonal and effective communication skills. These skills would help me in ensuring the delivery of a quality project by exploring my critical thinking and problem solving ability throughout the project. Concepts of Graduate capabilities 2 Understanding of the role of culture, values and dispositions in affecting achievement of goals The graduate capability learning program helped in infusing confidence and creativity within me that helped in developing my understanding about the cultural values throughout my course duration. Understanding how to initiate and develop new ideas The various assessment tasks as incorporated in the learning process required to initiate and develop ideas by using my creative skills that I had acquired during the course. Planning and organizing self and others The learning program also helped me in developing an inter cultural understanding by valuing and respecting diversity amongst peers. This cultural understanding would be helping me in obtaining a better understanding about organization self and others. Decision making The critical thinking skills that I have acquired during my learning process at the VU would be helping me in arriving at an effective decision related to any project in the business environment. Concepts of Graduate capabilities 3 Respecting and valuing diversity The graduate capability helped in developing the concept of the diversity through the illustration of modern Olympic Games where I learned to respect and value the diversity and cultural practices in a global exposure. Developing capacities required to contribute to a more equitable and sustainable world, including courage and resilience The course at the VU included the graduate capability of infusing confidence and creativity within me that helped in developing my understanding about the cultural values throughout my course duration. Understanding the workings of local and global communities and individuals responsibilities within these The course has helped me in developing the inter cultural understanding by valuing and respecting diversity amongst peers wherein I learned more about the global and local communities which has enabled me in contributing to a more sustainable and equitable world. Understanding the intricacies of balancing individual and public good The cultural practices in the global exposure as taught in the learning program had explored the rights of the individuals, communities and balance with public good. 3. Learning over time- framework for reflection Description The Graduate capability development program during the learning process at the Victoria University has helped me in developing my skills as a Finance Officer during my course. In addition to developing knowledge, skills and the applications of the same, the learning course has enabled me in developing the capabilities to work efficiently in the business environment (Papadopoulos and Armatas 2013). Thinking and feelings During my Master of Business (Finance) course at the VU, I gained more insightful knowledge of business as a whole. During the learning process, I found myself more comfortable in approaching the issues that were required to be addressed related not only to finance, but also to controls, database management, strategic outline and revenue generating areas of the business environment. Evaluation The Victoria University has helped me in enhancing my capability to solve the complex problems by implementing my critical thinking skills during the entire course. The various Graduate Capabilities as incorporated in the extended program of the University has helped me in the organizing, planning and executing of the business plans, case studies and business plans which in turn helped me in assisting knowledge development to complete my assessment tasks with efficiency. The learning program also helped me in developing the inter cultural understanding by valuing and respecting diversity amongst peers (OBrien et al. 2013). This graduate capability has helped me in developing my skills whihc would be helping in enahancing my capabililty. This would help me in developing my skills such that I could be able to supervise my team members who are responsible for accounts payable and receivable, record keeping benefit processing, payment processing, generating bill receipts, and other finan ce related works. Analysis One of the main reasons why I decided to study at the Victoria University is due to the extensive Graduate Capabilities learning program that it incorporates within the learning modules. This learning program runs for the full two year of the Masters in Business (Finance) course which helps in the continuous self-assessment of the individuals. Conclusion Thus, I could have done nothing but to dedicate myself into extensive learning program of the VU to transform my unconscious incompetence into conscious incompetence. This dedication and hard work of mine has played a part, but I wonder what impact of the learning program and its reflection mechanism is having on me. Action plan As opposed to the isolated incidences, I have learnt to view my life in a systemic control wherein, I believe, every thought of mine would be having an impact on my life. Hence, I am going to apply my knowledge, skills and abilities as acquired during the entire duration of course, into further development of my communication and interpersonal skills such that to complete my assessment tasks efficiently and also help in developing the inter cultural understanding by valuing and respecting diversity amongst my peers. This reflection has been analysed on the basis of the framework as provided by Schon (Farrell 2012). References Chahal, D., 2015. The Student Rover Mentor Program: Inclusion, satisfaction and perceived impact. Journal of Academic Language and Learning, 9(2), pp.A46-A61. Farrell, T.S., 2012. Reflecting on reflective practice:(re) visiting Dewey and Schn. TESOL Journal, 3(1), pp.7-16. Funston, A. and Lee, N., 2014. The graduating project: A cross-disciplinary inquiry-based capstone in arts. Inquiry-based Learning for Faculty and Institutional Development: A Conceptual and Practical Resource for Educators (Innovations in Higher EducationTeaching and Learning, Volume 1) Emerald Group Publishing Limited, 1, pp.223-241. Giacalone, R.A. and Promislo, M.D., 2013. Broken when entering: The stigmatization of goodness and business ethics education. Academy of Management Learning Education, 12(1), pp.86-101. Moon, J.A., 2013. Reflection in learning and professional development: Theory and practice. Routledge. Nguyen, D.M., Truong, T.V. and Le, N.B., 2013, March. Deployment of capstone projects in software engineering education at duy tan university as part of a university-wide project-based learning effort. In Learning and Teaching in Computing and Engineering (LaTiCE), 2013 (pp. 184-191). IEEE. OBrien, K., Moore, A., Hartley, P. and Dawson, D., 2013. Lessons about work readiness from final year paramedic students in an Australian university. Australasian Journal of Paramedicine, 10(4). Officer, A.C.F., 2016. Accounts Receivable Management. Policy. Papadopoulos, T. and Armatas, C., 2013. Evaluation of an ICT skills program: Enhancing graduate capabilities and employability. International Journal of Electronic Commerce Studies, 4(1), p.93. Vaughan, B., Florentine, P. and Carter, A., 2014. Introducing a portfolio assessment in a pre-professional osteopathy program. International Journal of Osteopathic Medicine, 17(2), pp.129-134.