Cyber-Eugenics: The Neural Code

Bernard Amador

Description

In her search for Hans Barskova, a Teaching Assistant at MIT, Eliza Boria learns that the neural code was deciphered by the United States government and the technology to create computer-controlled humans ("Cybernatons") was tested in the Soviet Union during the Cold War. Eliza discovers her grandmother, Bernice Figueroa, traveled to Russia with Norbert Weiner during his lectures on cybernetics and planted the idea of utilizing cybernetics for the advancement of eugenics to create a master race on earth. The Soviets were part of a greater design and exploited as a prototype in the race for global control. Eliza becomes victim of the political and scientific communities who want to prevent the key mechanism of the mind from being revealed. Eliza must help the American government preserve the conspiracy and convince the world that the neural code cannot be deciphered. Eliza reveals the technology to the modern day eugenics leaders in an attempt to put a stop to their diabolical plans.

Sujets

• Cognitive Science
• Sciences et techniques
• Science

Informations

• Publié par: eBookIt.com
• Date de parution: 25 mars 2013
• Nombre de lectures: 0
• EAN13: 9781456615086
• Langue: English

Extrait

CYBER - EUGENICS :
The Neural Code
By
Bernard Amador
Also by Bernard Amador

To Know Å Fallen Angel :
Understanding the Mind of a Sexual Predator
The Rut
The Hei
This is a work o f fiction. Names, characters, places, and incidents either are the product of the author’s imagination or are used fictitiously. Any resemblance to actual persons, living or dead, or locales , is entirely coincidental.
Copyright © 2008 by Bernard Amador
All rights reserved.
No part of this book may be reproduced, stored in a retrieval system, or transmitted by any means without the written permission of the author.
www.toknowafallenangel.com
First edition published in paperback in 2008 by CreateSpace ISBN 9781434854070
Fulbright Scholarship Stamp Design © United States Postal Service. All Rights Reserved. Used with Permission.
Cover Design by Bernard Amador
For Eliza
“The human desire to know why is as powerful as the desire to know what happened next, and it is a desire of a higher order. Once we have the facts, we inevitably look for the links between them, and only when we find such links are we satisfied that we ‘understand.’”
“The imagination must come first. The m achine will follow.”
~ Janet Burroway
Table of Contents
Prologue
Part I: Cybernetics
Chapter I: Assignments
Chapter II: Genealogy
Chapter III: Weeding Out
Part II: Eugenics
Chapter IV: The Dissertation
Chapter V: Building 2
Chapter VI: Communication
Chapter VII: Electromagnetism
Part III: Åmalgamation
Chapter VIII: Neural Code
Chapter IX: Control
Chapter X: Lessons Learned
Acknowledgement
About the Author
Prologue
The world does no t know that the neural code h as been deciphered by the United States government , and the technology to create computer-controlled humans (“ Cybernatons ”) was tested in the Soviet Union during the Cold War with the first orbit of Sputnik in 1957. Graduate student Eliza Boria learns the truth in her search for Hans Barskova, her Teaching Assistant at MIT who has disappear ed . Along the way she finds a past she never knew, when she discovers that her grandmother Bernice Figueroa traveled to Russia with cybernetics pioneer Norbert Weiner during his lectures on cybernetics and planted the idea of utilizing cybernetics for the advan cement of eugenics to create a master race. The Soviet s utilized the technology that Weiner laid out to them , but what they did not know was that they were part of a greater design and were being exploited as a prototype in the race for global control.
Eliza finds herself catapulted into the combined eff orts of the CIA and FBI to prevent the workings of the neural code from be ing used by leaders of the underground modern day eugenics movement that has concealed itself in academic disciplines throughout the world. In her efforts to discover her own past, Eliza becomes a victim of the political and scientific communities who want to prevent the key mechanism of the mind from being revealed. Eliza soon learns that her time at MIT is preparing her for the mos t important lesson of her life-- how to help the American government preserve the conspiracy . Eliza must help them to continue to convince the world that the neural code cannot be deciphered and that technology to remotely control humans i s unrealistic. Eliza becomes a pawn as the government tries to show everyone that any attempts to figure it out may be fatal. She part icipates in a government-funded study at MIT that results in the sweltering of the brains of its subjects , proving to the world that deciphering the neural code is a threshold that modern day scientist s should not cro ss. B ut because of her past, Eliza becomes the one to reveal the technology to the leaders of the modern day eugenics movement in an attem pt to put a stop to their diabolical plans.
Part I: Cybernetics
Chapter I: Assignments
It was a balmy Friday afternoon and Eliza, a second year Fulbright Scholar, rushed across the campus mall to catch the remaining fifteen minutes of her advanced mathematics course at the Massachusetts Institute of Technology. This was a course once taught by the prominent Norbert Weiner, the father of cybernetics. Eliza walked along the side of the Brain and Cognitive Science Complex and glanced up at some flyers that were posted on the walls of the building. She stopped for a second and stared at one in particular. It was a fly er for the showing of Michael Crichto n’s The Terminal Man . The picture showed a man lying down with electrodes ta ped to his forehead and wires coming out of his head. Eliza made note of the date and time then continued off to her class. She reached the front door of The McGovern Institute for Brain Research that had a rug of golden fall leaves before it and entered the building. Walking down the hallway she noticed the same flyer posted on the wall near the door of her classroom. She looked up at the poster, grinned and reached out for the door knob.
Eliza quietly turned the knob of the classroom door and her tall lanky body entered the already filled room. Her long flowing wavy brown hair fluttered in the wind as she headed for a seat near the front of the class. The door slammed shut behind her. Dr. Jeffrey Young, a medium height high yellow stout African American man with a beard and glasses, was standing directly between the podium and blackboard. He stopped writing an algorithmic equation on the board and quickly turned around to look at her. Eliza approached the empty chair in front of the classroom too intimidating to be occupied by any other student, dropped her bag by its side and slid gingerly onto its oak surface. She wrapped her arms around her torso and rubbed her back exposed by a pink tank top that accentuated her olive colored skin.
“It’s nice of you to join us Ms. Boria, please mind your time,” said Dr. Young.
He glanced into her almond shaped hazel eyes then quickly returned to face the black board to finish writing the equation. Eliza looked around at the other students many of whom were typing notes into their laptops. Dr. Young once again turned to face the class.
“In considering your reading of Algebra of Conscience due today, can someone please tell the class how many ethical systems Lefebrve argues can exist simultaneously and be proven directly by psychological experimentation?” asked Dr. Young.
The class was silent with most students looking down onto their laptops. Eliza raised her hand.
“Yes, Ms. Boria?” asked Dr. Young.
“Two, sir,” said Eliza .
“And how is that?” asked Dr. Young.
“Only two ethical systems exist for him because his comparison is a closed system that only includes Western and Soviet culture’s notions of good and evil. His main argument is that human ethics is not a byproduct of another occurrence,” said Eliza.
“What does that tell us about the phenomena of conscience and moral choice?” asked Dr. Young.
“There are two fundamental ethical systems, neither of which is morally acceptable, that determine human behavior in situations of conflict,” said Eliza.
“Well stated. We will continue our discussion next class. I want you all to consider the question why one cannot predict which alternative will be chosen between two moral choices or the probabilities with which they will be chosen,” said Dr. Young as his watch alarm rang out.
He lifted his arm to glance at it then lifted an old pocket watch hanging from his vest to verify the time.
“Hand in your assignments as you leave and next class, please come prepared with the algebraic proof that explains the formula written on the board!” shouted Dr. Young as the class handed their assignments to Hans Barskova, the Teaching Assistant (TA), who stood by his chair in the front of the room near the classroom door, as they exited.
Hans was a tall lanky man that fit William H. Sheldon’s description of the ectomorph. His head held a mop of shaggy brown hair that draped over his forehead and reached the rim of his silver edged spectacles. As usual, he was dressed in his casual attire of white oxford shirt, beige chinos and loafer style shoes. He had a fair complexion that contrasted thick brown eyebrows that made his bright blue eyes radiate. Hans always had a glow of intensity in his appearance, an appearance many of the female students and on some occasions a male like Pierre St-Hilaire, seemed to admire. Pierre was a Parisian exchange student of Moroccan de s cent, tall and lanky with a dark complexion. He had black hair as dark as coal with thin eyebrows and light brown eyes. Pierre showed an admiration for Hans that Eliza herself felt. She tried to conceal it but seemed to show it stronger from a distance. It was clear she wanted to be in a relationship with him that was beyond academic.
Eliza flipped through her notebook for her assignment. She located it and tore it out along the perforated lines all the while glancing at Hans. Hans likewise was looking at Eliza waiting for her to approach him with her assignment. Eliza reached for her bag beside her chair, grabbed it, placed her notebook inside and rose from her seat. She headed for the door with assignment in hand. She slowly walked over to Hans not only to hand in her assignment b ut to thank him for spending an hour with her the night before to discuss Lefebrve’s theory. Although he knew Eliza very well, Hans blushed as Eliza drew near him. It was obvious to the other students and especially Dr. Young, who was witnessing their interaction from the podium, that Hans was just as attracted to Eliza.
“Very well done,” said Hans.
“Thank you for your help,” said Eliza as Pierre and Amy Fielding waited behind her to hand in their assignments.
Amy was an advanced first year student who was given permission to register for Dr. Young’s course. Amy stood slightly shorter than Eliza and Pierre with jet black hair to her shoulders , which s he wore in a messy bob held by a purple sparkling h