A Brave New World Summary
Brave New World Précis The novel begins at the Central London Hatching and Conditioning Center, where the Director of the human production plant and his assistant, Henry Foster, are giving a group of male students a tour of the center. The boys take notes as the Director explains how the plant produces as many identical human clones as possible. The Delta, Gamma and Epsilon, three classes of people, are conditioned to love their surroundings, but are deprived of oxygen to make them less intelligent than the other two classes, Alpha and Beta. A worker at the plant, Lenina Crowne, describes how she must give antibiotics and hormones to certain children produced. The students are ushered through the training and conditioning of the infants in the nursery of the plant. Delta babies are conditioned to hate books and flowers, while Beta babies undergo sleep lessons. The Director then takes the students to a play area for young children, where they engage in "erotic play." The students are taught about history, and are shocked by the restrictions on sex in the past. Soon, Mustapa Mond, one of the World Leaders, tells them that history is unimportant and that in the past, which was full of morals and love, humans were insecure and could not function properly. Lenina upsets her friend, Fanny, by telling her she has been having a relationship with Henry Foster. She also
Remind yourself of the passage in 'Neighbors' from 'In the morning he had Arlene call in for him...' to the end of the story. Discuss the significance of this to the story as a whole.
Remind yourself of the passage in 'Neighbors' from 'In the morning he had Arlene call in for him...' to the end of the story. Discuss the significance of this to the story as a whole. In the course of your answer: * Look closely at the effects of the writing; * Comment on how this passage relates to the test's methods and concerns This extract is placed after Bill's second visit to the Stone's apartment. Carver's view on women is very interesting in Short Cuts. The way that Bill gets Arlene to "call in for him" in the morning suggests that women are there to serve men or are somehow below men. This theme is carried out throughout the book in many different situations. Bill "[tries] to start a book" which shows how obsessed he has become with the Stone's apartment. At first it seems as though Bill is merely a voyeur in their vacated house, but this quote suggests that he has in fact lost interest in his own life. He goes out for a walk and "[feels] better", somehow, by getting out of his own house he has felt better. What has he felt better from? Has his own home caused him discomfort, maybe he feels that he cannot live his own life anymore without feeling that it is somehow incomplete and the Stone's vacated home is needed to fill this gap. Bill enters the Stone's apartment "He [sees] everything", when the cat appears he "[strokes] her twice and [carries] her into the
What do you understand by the term “Total war”?
What do you understand by the term "Total war"? Total war is a term that till the 20th century had never been in use or practiced. Total War is the total engagement of a nation's economic, social, cultural, and political capital in the war. Till world war one wars had only occurred on the battlefields. Wars were only head to head collisions of bloodshed and casualties. Wars had till then never involved people at home. The last century of the millennium was to change that. 'Total war was the organization or mobilization of all sectors of society to support the war efforts. As a result of this mobilization of the civilian population, the term 'home front' came to be used to describe the domestic scene.' World war one involved both the war front, but also, for the first time, the home front. All elements of this total war are connected. The First World War was fought using enormous amounts of materials including weaponry, ammunition and transport vehicles, but also millions of men. This in turn led to involvement on the civilian population on the home front. It was no longer possible to relay on supplies. Further mass production of equipment, weapons, ammunition, transport and food was necessary to continue the military struggle. A problem occurred when insufficient amounts of men where present to continue to work. Both in England and in Germany, men where in the fronts and
Equiano, the Free Man.
Ashley Abboud Dr. Keegan English Literature II 5 December 2002 Equiano, the Free Man Black Trans-Atlantic writers tend to be placed into three categories such as American, British or African. Many of these authors fit nicely into such categories, and would believe that Equiano is just another African author. There in lies a problem, his writings do not reflect an African mentality, Equiano has made a category for himself, authors of the "free" category. In his autobiography, as do many other black Trans-Atlantic authors, he writes about the trouble and troubles faced in slavery. This is not the central motif of his autobiography, but rather a record of his work to earn his freedom. Through Equiano's narrative The Interesting Narrative of the Life of Olaudah Equiano, this essay will illustrate Equiano's desire to be in a category all his own. His curiosity with the "white magic," helps him forge relationships with men aboard the ship and aids in his persual of education. Another aspect that gains Equiano freedom is his education which makes him a viable person in the "European world." His ability to trade and be trusted, gains him the money to buy his freedom. His inclusion of the letter of manumission at the end of his narrative, symbolizes his idea of earned freedom. Finally the title alone speaks for itself. These instances through interpretation, argue
A Detailed Analysis of the Dramatic Qualities of the Duologue between Krogstad and Nora and the End of Act One
A Detailed Analysis of the Dramatic Qualities of the Duologue between Krogstad and Nora and the End of Act One The very start of the duologue, when Krogstad silently enters the Helmer household, disturbing Nora's innocent game with the children strongly draws on themes from Victorian melodrama, that is to say the 'villain' coming in to disturb the 'perfect family'. This theme of the family being threatened by some external force at first encourages the audience to sympathise with Nora, however as the duologue goes on and more information is revealed, smudging the boundary between the 'evil villain Krogstad' and 'innocent heroin Nora', Ibsen challenges the conventions of Victorian melodrama by allowing the characters to develop, hence reaching a level of complexity where they can no longer be categorised as simply good or bad. Nora greets Krogstad with great hostility, feeling authoritative in the given situation as he has entered her ground, and taking on a rather rude tenor with her first words to Krogstad being: 'Oh! What do you want?' Nora clearly registers surprise at Krogstad's unexpected appearance shown by her exclamation 'Oh!', and doesn't feel she has to hide her disappointment in seeing him as she doesn't believe that Krogstad poses a threat to her. Nora's extensive use of interrogative sentences such as 'You want to speak to me' further proves that she feels
Duffy obviously takes the figure of Miss Havisham from Dickens's Great Expectations. But the question then is: why? to what effect? what, in this pre-existing figure, presents itself as an opportunity for the writer? how is Duffy's figure different fro...
Duffy obviously takes the figure of Miss Havisham from Dickens's Great Expectations. But the question then is: why? to what effect? what, in this pre-existing figure, presents itself as an opportunity for the writer? how is Duffy's figure different from Dickens's? One simple thing: The title is Havisham, rather than Miss Havisham - which is how the character is always referred to throughout Great Expectations. Why, to what effect? Perhaps Miss defines the character socially - whereas the poem concentrates on the nature of the character's individual feelings - the character's psychological/sexual nature, rather than her social being. The absence of the formal title also makes the 'feel' of the poem blunter, more simply there, perhaps. Duffy's poem gives Miss Havisham a body, a knot of desires which Dickens does not attempt. beloved sweetheart bastard The poem begins as if addressed to the jilting bridegroom. It doesn't continue in this direct address - by the end of the poem the male figure will have become a male corpse - any male (generalised), and radically rendered into an object (no longer even alive). The most striking thing about the first sentence is the combination of 'love' (beloved sweetheart) and hatred (bastard). Dickens's character is motivated by revenge alone - against the male sex in general. Duffy is interested in the unstable combination of desire
Violence in A Clockwork Orange
Violence in A Clockwork Orange Remind yourself of Chapter 2 of Part II of A Clockwork Orange. (i) How does Burgess present violence in this chapter? This chapter is unusually short; it is probably the shortest in the book. And yet the violence that takes place in the chapter is extremely graphic. It seems more intense because it is concentrated in two ways: firstly, it is limited by the more obvious confines of the prison cell walls; but secondly, it is confined in a metaphorical sense within the "walls" of a very small chapter. Therefore one would expect the chapter to be weak. But instead Burgess manages to cram every shocking image into a small space, concentrating the violence into one large, disturbing image. Scenes are described such as "the Wall fisted his rot" and "a horrorshow kick on the gulliver". These are nothing special when compared to some of the actions of the previous chapters. But what makes the entire scene stick in the reader's mind is how complete the description of it is. Added to the images are the descriptions of sounds, such as "oh oh oh " and "the new plenny creeched". Furthermore is the vivid and widespread use of the colour red: there are the usual copious amounts of "dripping red krovvy"; and the entire scene is cast in an ominous blood-like glow from the "red light from the landing", which almost sounds like a filming technique, even though
A prequel to 'Of Mice and Men' - Drawn together.
Drawn together Dawn had barely passed when the playful sounds of laughing and splashing filled the air by a small river in Auburn. The sun streaked heavily through the crispy remains of the last leaves in autumn. It was just cold enough to see your breath floating away in front of you like a tiny silver cloud. The sudden sound of a loud shout encouraged many resting birds to fling them selves noisily from the huge birch trees; causing a shower of autumn leaves to rain upon two fifteen year old boys. "Hey, hey George, I caught one George, I got one of these here lil' fish!" "That's great Lennie, just put um' in the bag." "Okay George I will, I'll put um' right in the bag, and we can take um' home to your ma' and my aunt Clara." With that the tall, broad fifteen year old boy plunged himself towards the sunken river bank, where an old brown shoulder bag lay; half empty with glistening autumn salmon flopping every few seconds as they slowly dried up. On the other side of the river there was another boy of about the same age. He was much smaller than Lennie but average for his age. He had dark features and was sprawled slovenly across a blue and red woollen rug with an aimed slingshot in his dirty hands; ready to shoot a small pebble at the other boy, Lennie. He slowly pulled back the elastic trigger and followed Lennie with one eye closed. He let the elastic go and watched
How far is Hamlet dominated by a Christian worldview? Does its Worldview have any relevance for a modern day audience?
'There are more things dreamt of in heaven and earth than are dreamt of in your philosophy' HOW FAR IS HAMLET DOMINATED BY A CHRISTIAN WORLDVIEW? DOES ITS WORLDVIEW HAVE ANY RELEVANCE FOR A MODERN DAY AUDIENCE? England during the 17th century was a Christian society and country. All Children would most certainly have been baptised shortly after birth and once at a suitable age capable of understanding religion would be taught the essentials of Christian faith. Attendance at church was compulsory; failure to do so without a good medical reason or otherwise would lead to a hefty fine. During the 16th century in England those of Christian faith subsequently despised other races against that of Protestantism, and any other religion or paranormal existence that they did not understand. The persecution of Jews within Elizabethan England meant the state forbade them the rights to ownership of land or to engage in trade. Shakespeare showed an incredible understanding and knowledge of issues and crises of his time, introducing burning issues of today into his deeply Christian country that showed an inability of understanding and respecting other faiths and religions. Within the pre-Elizabethan period and onwards society was influenced heavily by the head of state, religion and new theoretician's ideas. A Theocentric world view stated that everything was circled around God,
Critical Analysis of Soldier's Home
Kevin Davis English 12 CP Mrs. Connie Newcomb March 25, 2002 Critical Analysis of Soldier's Home Ernest Hemingway uses his life as a setting in his short story "Soldier's Home". Although this is not considered an autobiography, it certainly contains some relevance to Hemingway's life and can be interpreted many ways. "Soldier's Home" is a story about a young man, Harold Krebs, who returns home from World War 1 in a time in which the country was to "return to normalcy." His relationship with his family is increasingly deteriorates, he cannot adapt to the changes that have taken place in his community, and he cannot leave the tragic events of the war behind him. Hemingway grew up in very much the same way, and when a writer can write about his/her personal experiences, the emotions and creativity are expressed vividly. In "Soldier's Home," Hemingway creates an emotional, somewhat autobiographical look at a young soldier returning to society from war. Ernest Hemingway was born in Oak Park, Illinois in 1899 into an upper-middle class family. His childhood was not traumatic, but as he grew older, his hostility towards his father and mother increased. He saw his father as a "weak and ineffectual" (#87) man, and his mother as "strict and domineering" (#87). He entered World War 1 as an ambulance driver for the Red Cross in Italy at the beginning of the United States'