Brave New World And Essays - Social Science Fiction, Fahrenheit 451

Brave New World And Fahrenheit 451 For more than half a century science fiction writers have thrilled and challenged readers with visions of the future and future worlds. These authors offered an insight into what they expected man, society, and life to be like at some future time. One such author, Ray Bradbury, utilized this concept in his work, Fahrenheit 451, a futuristic look at a man and his role in society. Bradbury utilizes the luxuries of life in America today, in addition to various occupations and technological advances, to show what life could be like if the future takes a drastic turn for the worse. He turns man's best friend, the dog, against man, changes the role of public servants and changes the value of a person. Aldous Huxley also uses the concept of society out of control in his science fiction novel Brave New World. Written late in his career, Brave New World also deals with man in a changed society. Huxley asks his readers to look at the role of science and literature in the future world, scared that it may be rendered useless and discarded. Unlike Bradbury, Huxley includes in his book a group of people unaffected by the changes in society, a group that still has religious beliefs and marriage, things no longer part of the changed society, to compare and contrast today's culture with his proposed futuristic culture. But one theme that both Brave New World and Fahrenheit 451 use in common is the theme of individual discovery by refusing to accept a passive approach to life, and refusing to conform. In addition, the refusal of various methods of escape from reality is shown to be a path to discovery. In Brave New World, the main characters of Bernard Marx and the "Savage" boy John both come to realize the faults with their own cultures. In Fahrenheit 451 Guy Montag begins to discover that things could be better in his society but, sue to some uncontrollable events, his discover happens much faster than it would have. He is forced out on his own, away from society, to live with others like himself who think differently that the society does. Marx, from the civilized culture, seriously questions the lack of history that his society has. He also wonders as to the lack of books, banned because they were old and did not encourage the new culture. By visiting a reservation, home of an "uncivilized" culture of savages, he is able to see first hand something of what life and society use to be like. Afterwards he returns and attempts to incorporate some of what he saw into his work as an advertising agent. As a result with this contrast with the other culture, Marx discovers more about himself as well. He is able to see more clearly the things that had always set him on edge: the promiscuity, the domination of the government and the lifelessness in which he lived. (Allen) John, often referred to as "the Savage" because he was able to leave the reservation with Marx to go to London to live with him, also has a hard time adjusting to the drastic changes. The son of two members of the modern society but born and raised on the reservation, John learned from his mother the values and the customs of the "civilized" world while living in a culture that had much different values and practices. Though his mother talked of the promiscuity that she had practiced before she was left on the reservation (she was accidentally left there while on vacation, much as Marx was) and did still practice it, John was raised, thanks to the people around him, with the belief that these actions were wrong. Seeing his mother act in a manner that obviously reflected different values greatly affected and hurt John, especially when he returned with Marx to London. John loved his mother, but he, a hybrid of the two cultures, was stuck in the middle. (May) These concepts, human reaction to changes in their culture and questioning of these changes, are evident throughout the book. Huxley's characters either conform to society's demands for uniformity or rebel and begin a process of discovery; there are no people in the middle. By doing so, Huxley makes his own views of man and society evident. He shows that those who conform to the "brave new world" become less human, but those who actively question the new values of society discover truth about the society, about themselves, and about people

The Role of Bobby Kennedy throughout the Cuban Missile Crisis essays

The Role of Bobby Kennedy throughout the Cuban Missile Crisis essays On the morning of Tuesday October 16, 1962, President John F. Kennedy was reading the Tuesday morning newspapers in his bed at the Whitehouse. Not twenty fours hours before, McGeorge Bundy, Kennedys national security adviser, received the results of Major Richard S. Heysers U-2 mission over San Cristobal Cuba. In light of recent mysterious Soviet and Cuban activities developing in the Caribbean Sea and Atlantic Ocean, the presidents administration had given the order to conduct reconnaissance missions over the island of Cuba. In particular a fifty-mile trapezoidal swath of territory in western Cuba was to be looked upon under intense scrutiny. A CIA agent reported in the second week of September that this stretch of land was being guarded closely by Peruvian, Colombian, and actual Soviet soldiers. There was a real reason to be suspicious of the activity in western Cuba. The first of this U-2 reconnaissance mission would reveal a shocking discovery.(Chang The U-2 reconnaissance reports that Bundy received in full detail two 70-foot-long MRBMs at San Cristobal. The news that Bundy would eventually have to expose to President Kennedy would sound alarms not just in his administration or in the United States of America, but throughout the entire world. Bundy did not tell the president that night. He opted to allow him a good nights rest, the last he would have for some time, as it turned out. Bundy felt there was nothing the president could do about the missiles that night anyway, and he would need to be sharp the next morning.(Brugioni p.68) Besides Bundy and the leadership of the U.S. intelligence community, Dean Rusk and his team at State, as well as McNamara and the deputy secretary of defense, Roswell Gilpatric, received word of the U-2s discovery before going to bed on October 15. Kennedys discovery of the missiles could wait till the next morning.(May & Zelikow p.2...

Chautauquas Essay Example | Topics and Well Written Essays - 250 words

Chautauquas - Essay Example Dilaura explains that note taking process involves writing notes that supplement the lecture notes that will enable effective mastering of the subject under study. Note taking starts by listening and seeing, the art of listening requires that one be active in judging, evaluating and relating the issues being presented. Listening intently enables one to gather the main points that give meaning to the information being provided. Recording of this information is the next step in taking notes. These notes are study aids and therefore they can be graphs, drawings, sketches that illustrate points presented in the lecture (Dilaura 28). A look into the lecture notes after the class is over allows one to fill in the details that are vital in understanding the concepts presented by the lecturer. Formulating questions that aid in the study is the next step of note taking. The questions, drawings, graphs will provide the student with an easier task when going through the notes (Dilaura 33). This also allows one to have knowledge of the areas that may not be clear therefore allowing one to approach their lecturers for assistance. In not taking the key ideas should be separated from the supporting explanations such as drawings, graphs, equations. This is by providing a space between key ideas for these annotations. COA1011 is a course that I find to be the most interesting of all lectures I have attended. This is because it is an engaging course. Apart from providing an understanding of the world of design this course allows one to feed their curiosity by providing students with the chance to air their ideas. It provides an environment for challenging one another in the process of re-inventing the existing ideas. The course encourages aspiring architectures to be critical when making inquiries, when making observations as well as when putting their ideas into creations. Being a supervised

The British Empiricists and Kant's Ethics Essay Example | Topics and Well Written Essays - 500 words

The British Empiricists and Kant's Ethics - Essay Example First, because of the theory of conatus, painful things happen to us because of external and not internal causes. And second, passive emotional states or passions, arise only from inadequate ideas – anger, fear, hatred, occur because of ignorance or incomplete understanding of their external causes. Therefore, in so far as we have an adequate idea of our emotions and their causes, we will not be subject to passions. The British empiricists all believe that knowledge is derived from experience alone. This aspect of arriving at knowledge seems quite interesting from the point of view of Locke, Berkley, and Hume. For Locke, our mind is a blank and clean slate, which he calls â€Å"tabula rasa.† Thus, all ideas and knowledge can only come to us and are founded upon experience alone. On the other hand, for Berkeley, all that we ever know are the qualities of an object that our faculty of vision is capable of sensing. Hence, it implies that any given object is the summation of its perceived qualities. Lastly, Hume sets out to achieve the limits of our knowledge. Herein, as far as knowledge is concerned, we are limited to our impressions and their corresponding ideas, which manifest in constant conjunction through experience. We have no way of knowing what causes them. For Hume, if an idea has no corresponding impression, then it is meaningless, that is, it does not exist. Kant’s ethics distinguishes between â€Å"acting in accordance with duty† and â€Å"acting for the sake of duty.† The latter are actions that have moral worth, while the former has no moral worth. Moreover, Kant explains another way of determining whether an action is morally good or not. This is presented in The Categorical Imperative. This principle states that before I will a certain mode of conduct, I should see to it that my subjective course of action could be universalized as a moral legislation. If my desired act involves certain contradictions, then my act cannot qualify as  a moral law and must be rejected. However, if it is devoid of contradictions then, it can be morally acceptable.  Ã‚  

PERSONAL LEADERSHIP ASSESSMENTS Assignment Example | Topics and Well Written Essays - 1250 words

PERSONAL LEADERSHIP ASSESSMENTS - Assignment Example Coaching leadership has helped me recognize that the essence of leadership is having a conscience that drives you to want to make a difference and inspire progress by building personal strengths among the team members. As a team leader, coaching leadership to me is characterized as one which helps in connecting individual goals to that of a larger group where I ensure that I delegate work, realize strengths and weaknesses of team members and urge them to work hard to achieve the set ends. I consider myself a mentor to the team members and help in improving their talents, strengths and providing guidance for maximum productivity is both my duty and responsibility. As a team leader, one of my greatest strengths is leadership communication. Communication comes naturally to me; over the years, I have perfected my ability to command an audience especially while interacting and while on the job with team members. This is something I learnt from Terry Pierce’s Leading Out Loud: Inspi ring Change through Authentic Communication. Pierce believes that proper leadership communication builds resonance (Pierce, 2003). The lesson here is that leadership communication revolves around growth and change, which is to say that communication creates a story line, that is, a past, a present, and a future. The rationale of leadership, therefore, revolves around inspiring true commitment through communication and guidance; a leader ought to be able to reach out to people by speaking genuinely from the heart (Pierce, 2003). As Scouller (2011) notes, even the best leaders are likely to miss something seeing as nobody is perfect. As for me, there are certain behaviors that I am likely to neglect. To begin with, it is important to note that some leaders may fall short of having the ability to command authority. Despite the fact that leadership may entail some form of empathy, it is very important for any kind of leader to command authority over the subjects (Parsons & Cohen, 2008). This is very essential in instilling structure and discipline and as such, the failure to do so may be a major setback to effective leadership. Gaining control over the team is the second thing that I am most likely to neglect given my choice of leadership philosophy. Gaining relative control over the team is quintessential to leadership since it allows a leader to manage the team effectively (Scouller, 2011). The absence of effective control leads to indiscipline and lawlessness, which is a major setback to leadership. Command is the third leadership trait that I am likely to neglect. Leadership may at times entail making commands so that subordinates are dedicated to accomplishing their tasks as opposed to being emphatic with team members, which may make team members slack behind. Many would agree to be successful some form of command would bring more results as opposed to empathy (Parsons & Cohen, 2008). The fourth behavior is unruliness on the part of the team members. Having e mpathy is likely to blindside me subsequently compromising my ability to create a compliant team.

Elucidating the p53 Signalling Network by Reverse Genetics

Elucidating the p53 Signalling Network by Reverse Genetics Reiyyan Tariq Nizami Aim In my research project I am working with four different strains Caenorhabditis elegans. I have been performing a double mutant screen using an RNAi knockout library. Cep-1 is a protein that causes apoptosis due to DNA damage in the worm. The cep-1 protein is an ortholog of the human tumor suppressor protein p53, which is found mutated in many cancerous cells. The aim of my experiment is to find genes that are regulators of cep-1 which cause lethality if mutated with cep-1. Alternatively mutants which are lethal as single mutants but survive as double mutants in combination with a cep-1 mutant are also potential genes of interest. These mutants have the potential to be regulated by drugs/proteins to change the levels of cep-1 and induce/prevent apoptosis in cells. Background Cancer is a disease of uncontrolled cell growth in our body. Under normal conditions a cell has regulatory proteins and check points that make sure that a cell is growing at the right pace and if for any reason the cell starts to grow irregularly then these proteins stop the cell growth and cause apoptosis. Apoptosis is the programmed death of a cell, as you can imagine it is tightly regulated and loss of regulation can result in catastrophe for the cell and the organism. When apoptosis is over active, healthy cells will die and this is often seen in diseases such as neurodegenerative diseases, hematologic diseases and many other tissue damage diseases. Loss of apoptosis in turn results in cancers, autoimmune diseases and inflammatory diseases. P53 is a tumor suppressor protein that was discovered in 1979. Since then a lot of research has been done into p53 and its functions. P53 is a tumor suppressor protein that is involved in defense of the cell. It is activated when a cell undergoes many various kinds of stress, such as DNA damage, hypoxia, metabolic stress and oncogene activation. It is one of the most important barriers to cancer in many mammals. P53 works in many various pathways, primarily p53 is involved in binding to transcription factors that then activate pathways involved in cellular defense, such as preventing angiogenesis and cellular growth. Malfunctioning p53 is one of the greatest hallmarks of cancer. The majority of mutations found in p53 are due to single nucleotide substitutions in the amino acids of the DNA binding domain of the protein. Similar cancerous phenotypes are observed when either p53 loses function due to a loss of function mutation or when negative regulators of p53 are overactive or positive regulators of p53 lose their function. However p53 is quite unique amongst tumor suppressor proteins because different missense mutations in the protein can cause different levels of p53 activity and hence have varying effects on the host. The effect of the mutation is further modified depending on the genetic background of the person with the mutation. Due to the different effects of various amino acid substitutions and the varying genetic background of patients it is quite difficult to study large populations. This is because high-throughput sequencing and genome wide single nucleotide polymorphism maps are expensive to obtain. The prices are going down as new technologies are becoming available however until now there have been no larger scale studies relating different mutations to varying levels of risks for different types of cancers. It is also hard to perform molecular studies on entire humans and so research is done on cell lines, mice and on cep-1 the Caenorhabditis elegans ortholog of p53. Caenorhabditis elegans is a worm in the nematodes phylum. They are a very well-studied organism due to their ease of study. C. Elegans are one of the simplest organisms that have a nervous system and that make them a very good model organism for neuronal studies. They are transparent creatures and so many molecular and cellular processes especially those involved in development have been thoroughly researched. They have a short generation time and are very cheap to maintain. They are an extremely good model organism for performing screens because any of their nonessential genes can be knocked out easily by using RNAi. The cep-1/p53 pathway is highly conserved throughout evolution as it is an extremely important pathway that is essential for cellular survival over time. The cep-1 protein works through the following pathway to cause apoptosis in cells suffering DNA damage. Cep-1 à ¯Ã†â€™Ã‚   Egl-1/Ced-13 –| Ced-9 –| Ced-4 à ¯Ã†â€™Ã‚   Ced-3 à ¯Ã†â€™Ã‚   Apoptosis A similar pathway is observed in humans p53 à ¯Ã†â€™Ã‚   BH3 –| Bcl2 –| Apaf1 à ¯Ã†â€™Ã‚   Caspase à ¯Ã†â€™Ã‚   Apoptosis A majority of these proteins are orthologs to one another. It was hoped that through my screen further proteins which interact with Cep-1 would be found and then their orthologs in humans could be found and then researched and targeted to regulate p53. Materials and Methods The experiment in itself was an extremely simple but time consuming experiment. Screens were performed with mutant worm strains which were then fed RNAi, through Escherichia coli (E. coli), to silence the gene of interest and create double mutants. To begin with a liquid screen is preferred over a solid screen. This is because with a liquid screen you can screen a larger sample of double mutants more easily than a solid screen. Liquid Screen The following strains of bacteria and worms were utilized, E. Coli – OP50, C. Elegans – N2, C. Elegans – GK138, C. Elegans – LG12501. E. Coli – OP50: Food source for C. Elegans C. Elegans – N2: Wild type worms C. Elegans – GK138: Cep-1 Mutant worms C. Elegans – LG12501: Cep-1 Mutant worms RNAi Knockout library for C. Elegans Chromosome 1 Day 1: Grow worms on Nematode Growth Medium (NGM) plates with OP50 as a food source for the worms. Day 3: Bleach worms that were plated on day 1 so as to only have eggs remaining on plates. Bend glass rod into L shape using a high temperature flame (Bunsen burner) Pipette bleach onto plates with worms on them and gently scrape the surface to mix worms and eggs with bleach Pipette fluid into Eppendorf tube and centrifuge at max speed for 3 minutes Aspirate most of the fluid and keep as much of the pellet as possible Suspend pellet with bleach Repeat steps 3 and 4 Suspend pellet using M9 solution Centrifuge at high speed for 1 minute Aspirate most of the fluid and keep as much of the pellet as possible Repeat 7 and 8 Suspend pellet using M9 solution and vortex Eppendorf tube at low speed to mix solution Place Eppendorf tubes in slow rocker in a 20 ° fridge overnight to allow eggs to hatch Day 4: Replicate bacteria containing RNAi from knockout library using a sterile 96 pin replication tool into a 96 well containing Liquid Broth (LB) with Ampicillin and allow the bacteria to replicate overnight at 37 °C in an incubator Induce transcription of RNAi using adding 0.1 Molar IPTG into wells and place in a shaker for 1 hour. Pellet bacteria by centrifuging in a cold centrifuge at 5 °C for 5 minutes at 2,500 g Remove the supernatant by flipping over the well quickly but carefully so as to keep pelleted bacteria in the wells Suspend bacterial pellet in wells using NGM Pipette worms into wells and place in 37 °C shaker Day 8: Remove worms from shaker gently making sure not to tilt the 96 well plates Observe and record phenotype of the worms Compare phenotype between the 3 different strains of worms Leave worms in 20 °C fridge overnight Day 9: Remove worms from fridge gently making sure not to tilt the 96 well plates Observe and record phenotype of the worms Compare phenotype from previous day Compare phenotype between the 3 different strains of worms Sequencing After potential hits were found in the liquid screen the RNAi from these bacteria were sequenced to ensure that the sequence of the RNAi was correct and hadn’t randomly mutated over time. RNAi was prepared by using a Qiagen miniprep spin kit. Suspend bacteria in 250  µl Buffer P1 and place in a microcentrifuge tube Mix 250  µl Buffer P2 and shake the mixture by flipping tube over a few times To the mixture add 350  µl N3 buffer, mix well quickly Centrifuge at 13000 rpm for ten minutes Aspirate supernatant into new tube Centrifuge again for a roughly 1 minute and discard the flow through Wash spin column with 0.5 ml PB buffer and centrifuge for 1 minute, discard flow through Wash spin column with 0.75 ml PE buffer and centrifuge for 1 minute Discard flow through and centrifuge at maximum speed for 1 minute Place prep column in a sterilized 1.5 ml microcentrifuge tube Add 50 ÃŽ ¼l of water to prep spin column and allow to rest for 1 minute after which centrifuge for 1 minute After the Qiagen miniprep is complete the tubes were sent for sequencing to The Centre for Applied Genomics where it was sequenced and results were obtained within a week. Solid Screen Solid screens were performed on genes which were found to have increased lethality with cep-1 deletion or increased survivability with cep-1 deletion. The following strains of bacteria and worms were utilized, E. coli – OP50, C. Elegans – N2, C. Elegans – TG12 E. Coli – OP50: Food source for C. Elegans C. Elegans – N2: Wild type worms C. Elegans – TG12: Cep-1 Fluorescent tagged (GFP) worms C. Elegans – Ned-8: Positive control C. Elegans – HT115: Negative control RNAi Knockout library for C. Elegans Chromosome 1 Day 1) Streak RNAi bacteria of interest from RNAi Library to obtain single colonies. Allow them to grow overnight in 37 °C incubator Day 2) Pick and grow a single colony in 5 ml of LB + Amp + Tet overnight in a 37 °C shaker Day 3) Add 0.1M IPTG for 4 hours to induce RNAi Plate 100  µl of induced bacteria on RNAi plates incubate at 37 °C incubator overnight Day 4) Pick 5 worms at the same stage and plate onto RNAi plates Allow to grow over 4 days at 20 °C Day 8) Score phenotypes and compared between different strains Day 9) Score phenotypes again on next day and compare between different strains and the previous day Fluorescent Microscopy We used a Differential interference contrast (DIC) microscopy to observe localization of cep-1 in TG12 worms. Worms were mounted using the following method Place a drop or two of hot liquid agarose onto microscope slide Immediately place a second slide perpendicularly on top of the agarose Allow agarose to settle for one to three minutes Gently slide off second slide so as to leave an agarose patch behind Add a drop of 1mM Levamisole to paralyze worms and prevent their movement Pick worms and place them on the slide Slowly place coverslip on top of worms, be very gentle Once prepared the slides were observed using a DIC microscope to find any irregularities in the localization or amount of cep-1 in the worms, especially in the germline and the eggs. Results The aim of this experiment was to find genes that cause lethality as double mutants with cep-1 mutants but not in wild type worms, these genes would be positive regulators of cep-1 and cause apoptosis through cep-1. The screen was also designed to find worms that cause lethality in wild type worms but not in cep-1 mutants, these would be negative regulators of cep-1 and cause apoptosis through cep-1. The results were gathered and tabulated to allow for an easier and better analysis of data. Note: There is a lot of data and so only data that is relevant is shown. Liquid Screen Results Legend L = Synthetic LethalE = Embryonic LethalG = Slow GrowthB = Egg laying abnormal R = No RNAi C = Contamination A = Larval Arrest S = Sterile V = Variable Morphology P = Lethal progeny W = No Worms Cells of interest are highlighted Chromosome 1 – Plate 1 N2 1 3 5 7 9 11 13 15 17 19 21 23 A R G G/L L C A/C A/C E R E/S G R R I S/L S R R R R K R R R R M R R R R S O R R S/E R cep-1 (gk) 1 3 5 7 9 11 13 15 17 19 21 23 A R L C/L C/L G/E C G/S G/L C/L E R E/S G R R I E/S E/S R R R R K R R R R M R G/E R R R /G/S O R R S R cep-1 (lg) 1 3 5 7 9 11 13 15 17 19 21 23 A R C/L L L E/P C G/L G L E R E/S G R R I S/B S/B R R R R K R R R R M R E/G R R R S O R R S/E R Chromosome 1 – Plate 5 N2 2 4 6 8 10 12 14 16 18 20 22 24 A C E G E I E K R M R R R O G R cep-1 (gk) 2 4 6 8 10 12 14 16 18 20 22 24 A C E G I E K R M R R R O R cep-1 (lg) 2 4 6 8 10 12 14 16 18 20 22 24 A C E G I E K R M R R R O R Key results of interest in liquid screen Lethality in gk and lg but not in N2 Well Gene N2 gk lg A23 F53G12.5 G/E E/P M03 Y95B8A_85.h G/E E/G Lethality in N2 but not in gk or lg Well Gene N2 gk lg G04 F25H2.10 E Solid Screen Results 3 hits of interest were obtained from all the plates that were screened. These 3 hits were then repeated multiple times on solid media to make sure the results were accurate. N2 lg gk A23 -1 A23 -2 A23 -3 N2 lg gk M03 -1 E M03 -2 E M03 -3 N2 lg gk G04 -1 L A G04 -2 E G04 -3 The M03 strain showed opposite results in the solid screen in comparison to the liquid screen. However since the results were consistent we decided to study both M03 and G04 under the microscope with fluorescent markers. Fluorescent microscopy results No major mislocalization of GFP tagged cep-1 was found and no extra or lack of GFP tagged cep-1 was observe

Black Panther Party Essay -- Black Panther Movement Radical

What comes to your mind when you think of the mission of the Black Panther Party? Do you even know who the Black Panthers truly were? Well, the fact is that many people do not the answers to either of these questions. It may be due to the fact that the history text book failed to go into the Black Panther Party in detail as they did in many other great historic revolutionist and revolutionary events. In the following essay I will be discussing the journey of Huey P. Newton and Bobby Seale, the founders of the Black Panther Party, showing the events that took place in their lives. I will also be discussing what the mission of the Black Panther Party was in their stand to make the government accept the responsibility poverty in urban communities in the United States and abroad. By the end of this paper you will surely know what history text books failed to discuss about the Black Panther Party. The date is February 17, 1942, in Monroe, Louisiana; this is the time and place where a future revolutionary is born. His name is Huey P. Newton. He was born the last of seven children to Walter Newton and Armelia Johnson. When Huey was three years old his family picked up and moved to Oakland, California. It was in Oakland where Huey would grow up and learn from many life changing situations. As acknowledged in Revolutionary Suicide, written by Huey P. Newton, he grew up on the East Side of Oakland in a below-standard neighborhood where he got into countless fights and built up a temper that he would carry throughout his life. (27) In the eighth grade Huey P. Newton attended Woodrow Wilson junior high school where he first learned how to fight not only to protect himself but also to protect his dignity. When Huey P. N... ...n the Bay Area would crack down on and the Black Panther Party would be over quicker than it was started. Huey P. Newton knew the law from studying it the entire time he spent in college and in jail. He also knew that all the cops would have to have is for the Black Panther Party members break one tiny law to take them down so they had to be smart with it if they wanted break the law. The cops began to stop the Black Panther’s vehicles on the street and look for and violations. Huey P. and Bobby Seale made sure that all the vehicles were clean, hence, the cops never found any violation. (H,P Newton 122) During the routine traffic stops the cops were usually met by Panthers who were willing to comply in the search. Unless they pulled over Huey P and Bobby Seale who continually pulled their guns on the cops after the cops pulled them out on them. (H.P Newton 123)