John’s Character Development A Brave New World Analysis Essay Sample For College

In Aldous Huxley’s Brave New World, John’s identities are shaped by two contrasting societies. Despite his efforts to assert his manhood and challenge the norms of the brave new world, he fails to gain genuine acceptance anywhere. John’s mother, Linda, comes from the brave new world but gives birth to him in the savage reservation. Her behaviors, influenced by the brave new world’s framework, contribute to John’s alienation in the reservation. Seeking acceptance, John moves to the brave new world where he becomes popular, but his identity shaped by his “savage” culture is rejected by the community. Consequently, John attempts to change the society’s framework out of conflict, but his efforts are in vain as they contradict the stability of the new environment and ultimately lead him to suicide. John’s inability to gain acceptance and prove his manhood in the savage reservation is a result of his mother’s unacceptable behaviors, which stemmed from the framework of the brave new world. Born in the savage reservation, John is an outcast and differs from others within that society. This isolation primarily arises from his mother’s unacceptable conduct. Linda was once a typical citizen in the brave new world, her character conditioned by its code of behavior that directly clashed with that of the savage reservation.

The main contrast lies in the perspective on sexual relations. In the pursuit of stability, the brave new world discourages its citizens from suffering due to their sexual desires. Even after visiting the savage reservation, Linda maintains this belief and engages in sexual activity without comprehending any wrongdoing. However, these behaviors are not accepted by the savage citizens, who believe that sexual activity should be based on love and marriage, accompanied by loyalty to one’s partner. As a result of this difference in viewpoints, women start to mistreat Linda, which not only deeply affects her emotionally but also alters people’s perception of John. Consequently, John becomes isolated and starts to reconsider his perspective on sex. Despite his efforts to focus on cultivating his reading skills as a way to establish his manhood, the fundamental disparity between the two cultures remains unchangeable. Consequently, John fails to attain acceptance within the savage reservation. His isolation serves as a testament to the clash between two contradictory cultures.

John gains popularity in the brave new world due to his special identity originating from the savage reservation. However, his “uncivilized” values are not accepted in this society. Despite being perceived as uncivilized in the eyes of the brave new world citizens, they remain intrigued by this enigmatic society that most of them never have the opportunity to experience. John’s uniqueness arising from being from the savage reservation and his shocking birth captivates the attention of the inhabitants. Consequently, all these factors contribute to John’s popularity within this society and even alter Bernard’s societal standing. Many individuals strive to be on good terms with Bernard in order to meet John, as Bernard’s destiny becomes intertwined with John henceforth.

Despite John’s popularity, society refuses to accept his true identities and values. He is merely seen as an experiment to others. The stark differences between the two societies have caused his values to be seen as unacceptable. His homeland is considered irrelevant and his religion is treated as a mere joke in the brave new world. Furthermore, most of his beliefs are considered erroneous within the framework of this new society.

However, after exploring the brave new world and interacting with its citizens, John’s initial anticipation turns into horror and disgust. His relationship with Lenina brings about a change in both their identities as they have conflicting views on love. Lenina believes that love is equivalent to sex, whereas John desires to prove his manhood and have a genuine connection with Lenina. This difference in perspective prevents Lenina’s desires from being fulfilled. Consequently, instead of feeling nothing towards John, Lenina begins experiencing strong passion and emotion towards him.

On the other hand, John cannot accept Lenina’s viewpoint on love and becomes infuriated by her actions. Their love eventually transforms into violence and pain. Despite John’s popularity, he struggles to prove his integrity, strength, and abilities to both himself and others. His talent for reading and enjoyment of Shakespeare sets him apart in the brave new world, allowing him to possess unique ideas and independent thoughts about this society.

John attempts to alter the framework of this courageous new world according to his values, but his efforts to resist stability are not accepted and ultimately lead to his demise. The death of Linda signifies a turning point in John’s life, exposing him to the apathy of its inhabitants. He is unable to comprehend their indifference towards the loss of a human life. Linda held the role of his biological mother, an affectionate bond that is absent in this brave new world. As a result, John cannot adopt the attitudes of its citizens and is viewed as a threat to the established order. This incident profoundly impacts John’s emotions, compelling him to oppose this society. His opportunity to confront this “enemy” arises from halting the distribution of soma. In contemplating rebellion, he reflects, “Linda had been a slave, Linda had died; others should live in freedom, and the world be made beautiful” (210). This introspection motivates him to discard soma.

This reaction also leads to Helmholtz’s awakening, as he realizes his desire to liberate the citizens. However, this rebellion cannot be sustained indefinitely, as it ultimately disrupts any semblance of stability. Many citizens have never cultivated their own identities, blindly adhering to the ideologies of the brave new world. They reject any notion of change and are incapable of acknowledging any criticisms against the community. Despite John’s conversation with Mustapha Mond confirming his beliefs, the community refuses to embrace his values, considering any changes, such as genuine art, science, and religion, as threats to societal stability. Upon discovering the true nature of their world, both John and Helmholtz embrace their own principles. They no longer value stability over happiness and therefore make the decision to depart for arduous destinations, choosing the suffering over an easy and comfortable existence. The freedom to think becomes paramount for them rather than a life of luxury. John finds solace in a tranquil place far from the brave new world and starts anew. He even subjects himself to self-inflicted abuse in order to eradicate any remnants of lavishness and comfort. The pain and punishment grant him the liberty to assert his manhood and worth. Unfortunately, this idyllic period comes to an end when someone exposes his actions. Countless citizens flock to his new abode, regarding him as a fool.The ridicule of others destroys his inner peace as their reactions reveal their inability to accept his beliefs, ultimately leading to his death upon Lenina’s arrival. Huxley portrays his fate through the manner in which he dies: “The feet turned towards the right; north, north-east, east, south-east…” (259). Despite being influenced by two societies, there is no genuine place that truly embraces him.

In general, the conflict between two contrasting cultures is responsible for John’s state of isolation. Linda’s exposure to the brave new world leads to John’s estrangement in the savage reservation. Concurrently, the savage reservation shapes his values and masculinity. As a result, he is unable to be accepted due to the inability of the “uncivilized” culture to be embraced by the brave new world.

John is a product of two contrasting societies. His identity is shaped by the structures of these societies, resulting in his isolation within each one. This impact influences his interactions within both societies, ultimately affecting his identity. This essay explores the consequences that contribute to John’s misfortune and isolation, as well as his societal interactions within these two societies.

Accounting And The Bible

There are many basic accounting concepts that are either directly or indirectly referenced in the Bible such as financial accounting, internal control, and management accounting, as discussed in the article “Accounting in the Bible” by Robert L. Hagerman. According to our textbook Fundamental Accounting Principles, accounting is an information and measurement system that identifies, records, and communicates relevant, reliable, and comparable information about an organization’s business activities.” (pg.4) One of the key elements of accounting is balancing. Deuteronomy 25: 13-16 says, “Do not have two differing weights in your bag- one heavy, one light. Do not have two differing measures in your house- one large, one small. You must have accurate and honest weights and measures, so that you may live long in the land of the Lord your God is giving you. For the Lord your God detests anyone who does these things, anyone who deals dishonestly.” The Old Testament of the Bible is full of laws, rules, and guidelines that deal with accounting and business ethics, and can be used as a starting point for accounting concepts that are used today.

Maintaining honest weights and measurements is a specific precept to the Bible. Leviticus states, “Just scales, just weights, just dry measures, and just liquid measures you shall have.” (19:35-36) Honest weights and measures would also seem to include keeping honest accounting records. All types of deception and misrepresentation are inappropriate. Accountants have a moral obligation to avoid deceptive acts and practices and ensure that clients maintain a high level of ethical behavior. “Accounting ensures that debtors and creditors agree on the amount due and that partners and other classes of owners know their share of the earnings.” (Hagerman ) ”Whatever stores you issue do it by number and weight, spending and taking put everything in writing.” (Eccl. 14:7) Keeping records and making a budget are also key elements of accounting. “The goal of accounting is to provide useful information for decisions.” (Wild, Shaw, Chiappetta pg 7) When the Israelites were in the desert, Moses recognized the importance of keeping records. Precious metals were contributed to the construction of the Tabernacle and Moses took special care recording the total amounts of metals used. Record keeping was so important the Bible takes account of the quantities of gold, silver, and copper that were used during construction. The Bible states in Exodus, “These are the accounts of the Tabernacle, the Tabernacle of the Testimony, as they were calculated according to the commandment of Moses.” (38:21-31) It is believed that Moses was probably the first to use an outside auditor. “Though Moses was the sole treasurer, yet he called others to audit the accounts with him.” (51:1) As a way to protect against fraud, Paul recognized that when dealing with funds, custody by multiply honest men would reduce the probability of fraud. (Hagerman) After sending Titus and two brothers to collect funds from the Corinthians, Paul praises the virtue of these men.

“We hope that in this way there will be no accusations made about our administering such a large fund; for we are trying to do right not only in the sight of God but also in the sight of men.”(2 Cor. 8:20) Accountants should behave in a manner that does not cause others to be suspicious. Another important element of accounting that can be found in the Bible is the subject of budgeting. Luke 14: 28-29 says, “Which of you here intending to build a tower would not first sit down and work out the cost to see if you had enough to complete it?” ”This quotation refers not only to project budgeting but also cash flow forecasts.” (Hagerman) Good financial planning is a part of wise stewardship. Wise decisions can be made with the confidence that God directs your every step as you seek His will in prayer, in Bible study, and in the Holy Spirit. There are several passages throughout the Bible that show a link to many modern day accounting concepts.

References

The Bible. New King James Version.

Hagerman, R. L. Accounting in the Bible. Accounting Historians Journal. Vol. 7.Retrieved from http://www.accountingin.com/accounting-historians-journal/volume-7-number-2/accounting-in-the-bible/ Wild, J.J., Shaw, K.W., Chiappetta, B. (2013) Fundamental Accounting Principles. Volume 1

Summary Steven Vogel

Summary of “Grades and Money” by Steven Vogel

When someone asks you why earning a higher grade in class is important to receive, your first response might be to help increase your grade point average (GPA). But why is a high GPA so coveted? Is it to get into a good post graduate school? But then why is this important? You would probably respond by saying to create more opportunities for yourself when it comes to a career to venture in. These are the questions that Steven Vogel dives into, and gets to the point that through all of these questions lead up to one underlying factor that grades are money and learning is what is paid for. He believes students will attempt to maximize their returns by learning the minimum necessary to get the optimal grade. Money, Vogel states, is in fact the definition of grades, and that our entire grading system is based of reaching the needs of a course syllabus rather than actually trying to gain the knowledge that is provided when learning the content.

Vogel starts off his argument by recalling a time when he was in college in the 1970’s. He explains that back in that time, people made it a point not to talk about their grades, which very much differs from the status quo of college students now. “And what strikes me today is how different my students are: they talk about their grades all the time” Vogel explains. “They argue and gossip about them, complain to me and my colleagues about them, orient their whole college lives, as far as I can tell, around them.” Through this comparison he made with these different generations of students, he then recalls reading about how President Bill Clinton was proposing a tax deduction in tuition for all college students. He goes on to say that he was bothered by this but couldn’t figure out why. “Everybody in the world of higher education…pays lip service to the idea that the point of education is, well, to get educated.” By this, he means that there is this growing sense of people in the world of higher education that state what is supposed to be going on as far as educating students; that the learning is the goal, not the grades. But as he describes as “lip service”, the people

in the world of higher education seem to be saying one thing and doing another.

Vogel then starts to explain what grades should actually be founded on besides money. “What grades ought to be is a report nothing more: how did the student do, how much did he or she learn, how much were his or her skills and critical self-consciousness and knowledge of the world expanded?” Vogel states. He believes that these aspects of a student that should be shown in grades is getting diminished by the overwhelming concern of tuition, GPA’s, and future employment; again, money being the underlying factor of these concerns. Vogel explains his relationship to his current students as an “exchange relationship”. In fact, most of the vocabulary and word usage used in Vogel’s article are words that are familiarized in the conversing of money. For example, in paragraph seven he refers to his class syllabus as a “contract”, and even uses the term “docking grades” in relation to a bank contract if you had a late fee. Whereas in this case, he relates it to late work assignments in class. Then Vogel starts to explain the faculty side of this system of “grades being money”. “If grades are money, for us they are funny money, Monopoly money, because it costs us nothing to give them out—and no more; except in terms of our self-image, to give out an A than a C.”. This explanation tries to focus on the idea that teachers have some type of overwhelming power as far as just freelancing and handing out grades simply only considering your self-image beforehand. This extended metaphor is effective, but I don’t necessarily agree with this logic. If the professors are as adamant as Steven Vogel is perceived in this, and want to make grades more about knowledge rather than financial statuses, then this shouldn’t be a problem with the right teacher understanding the value and importance of understanding school material, right?

As you go through the last page of this article, you can infer by his tone and diction that he uses ethos, pathos, and logos to persuade into the idea that money in general has downgraded, and polluted newfound learning for future students. With credibility (his job as a professor) considered, and also logical and emotional approaches throughout, you can see that Vogel is

passionate about the topic at hand. Vogel uses very well described, and easy-to-follow examples and stories that intrigues you to “open your eyes” per say, and realize what exactly what your true motive is in school; is it to make yourself better and gain as much knowledge as possible, or is it just to simply stay afloat financially, and use the most minimal effort possible in receiving your appropriate grade. Although Vogel effectively makes his point, and delivers it in a way that college students like me can fully understand, there wasn’t a sufficient solution to this epidemic that he perceives is going on in this grading system world, which makes his position on this topic slightly less effective than what it could’ve been if he had provided an adequate solution. All in all, Vogel’s take on the relationship between grades and money is clear, cut, and very self-explanatory through reading. “We let grades count as money—we let education count as money—because money, nowadays, is the only value we know.”

Works Cited

Vogel, Steven. “Grades and Money.” Reading and Writing in the Academic Community. n.d. 389-392. Print.

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