Transformation In Ernest Hemingways The Sun Also Rises

Ernest Hemingway’s novel, The Sun Also Rises, is a story that may seem underwhelming to the average audience, for to them the characters seem linear and are full of cliches, the story builds up to an anticlimactic ending, and it makes the reader contemplate the whole point of the adventure. But to the person with a palette for literature, The Sun Also Rises is everything but a bore; it is a ride of emotion, symbolism, progression, and character development, adding to that an ending that leaves the reader nodding in appreciation of how everything wraps up perfectly in a complete thematic message. The many aspects of Hemingways work that truly makes him such a masterful writer is in the nuances between the lines of his work. It is not a†¦show more content†¦Jake Barnes, on the other hand, was a soldier during World War I and has witnessed all there has to see about the brutal nature of humanity. He is forever scarred by impotence because of his war injury and therefore, will never be the same again. In a conversation with Georgette, Jake claims that â€Å"everybody’s sick. I’m sick, too.†(23) which demonstrates Jake’s atmosphere of melancholy when he makes a blanket statement under the assumption that everyone is miserable. Jake lost his innocence on the battlefield, and therefore, he always lived his live with a pessimistic outlook, illustrating the disparity between his and Robert’s personality that stemmed from their respective backgrounds. Another way that Hemingway demonstrates the opposite nature of Jake’s and Cohn’s character is through their character progression and development. Clearly, Robert Cohn is a dynamic character who undergoes significant change from the beginning of the story to the end. Cohn was wide-eyed innocent and had this figment of imagination that any relationship he gets into will be a happy, ideal one. However, clearly Cohn’s perspective has changed throughout the story. At first, it changed subtly after Cohn breaks up with his fiancee Frances, where Cohn was content with the breakup because he never truly loved Frances. But then, after being outed by Brett who Cohn believed wasShow MoreRelated Critiques of Ernest Hemingways Novel, Death in the Afternoon1434 Words   |  6 PagesCritiques of Ernest Hemingways Novel, Death in the Afternoon Ernest Hemingways Death in the Afternoon shows a new side of Hemingways writing which initially disappointed the critics. Published in 1932, Death in the Afternoon was not the expected fictional novel, but instead was more of a nonfiction description of bullfighting and Spanish culture in the 1920s and 1930s. In Curtis Pattersons words, It is a tripartite work: bullfighting in Spain, plus semi-autobiographical details ofRead MoreThe Sun Also Rises Annotated Bibliography1782 Words   |  8 PagesErnest Hemingway’s The Sun Also Rises A Transformation Of Values Mara L. Tyler American Literature II In The Sun Also Rises, during the transition of society from World War I to post-war, values transformed from the â€Å"old-fashioned† system of what was morally acceptable to a system that held the basic belief that anything of value, whether tangible or intangible, could be exchanged for something of equal value. This novel specifically pinpoints the transformation of the values of money, alcoholRead More Hemingways The Sun Also Rises Essay1524 Words   |  7 PagesHemingways The Sun Also Rises The title and narrative focus of Ernest Hemingway’s The Sun Also Rises are rooted in a passage from the Ecclesiastes. In referencing this book of the Hebrew Bible, Hemingway resorts to aged scripture to unearth steadfast truths. His novel uses old-world beliefs to provide a solution for modern day issues, asserting the undeniable value of tradition. The applicability of the Ecclesiastes passage to Hemingway’s portrait of hopelessness in the post-Great War generationRead MoreThe Role Of Women In Ernest Hemingways The Sun Also Rises1284 Words   |  6 Pagesagainst the fairer sex. The struggle for men to assert power is prevalent in Ken Kesey’s One Flew Over the Cuckoo’s Nest, as the mentally-ill patients, led by Randle McMurphy, strive to remove Nurse Ratched’s subordination. Furthermore, Ernest Hemingway’s The Sun Also Rises explores the role reversal of power in the sexes, through the adventures of expatriates in post-WWI Europe. Despite be ing written decades apart, Kesey and Hemingway both explore the concept of sexual empowerment and degradation in bothRead MoreThe Influence of Realism and Naturalism on 20th Century American Fiction2205 Words   |  9 Pagespresenting the basic ideas and of these literary genres, literary examples of each, and then make connections between the two literary movements. Realism Modernism not only depicted American society after World War I accurately and unbiasedly, but also tried to find the solutions brought upon by the suffering created by the war (Elliott 705). The realistic movement of the late 19th century saw authors accurately depict life and its problems. Realists attempted to give a comprehensive pictureRead MoreThe Failure Of Women s Consciousness2178 Words   |  9 PagesThe Failure of Women’s Consciousness Wakening -From The Sun Also Rises to The Weather Underground In The Sun Also Rises, Ernest Hemmingway created Lady Brett Ashley in the picture of the New Woman—attractive, uncontrolled and independent. Brett is regarded to be one of the many female characters that represents the rising women’s consciousness in the early twentieth century. It was indeed true that as the liberation movement progressed further, women got more involved in the society and startedRead More Mythology and Archetypes in Harper Lees To Kill a Mockingbird2536 Words   |  11 Pagesmodern society), represents the black communities lack of power and strength; however, all is not negative: Tom has a fundamental morality and a strong sense of integrity and empathy, and it can be implied that the community he represents does also. Benjy Compton and Tom Robinson are both examples of the same archetype: the individual who stands for an entire select citizenry.      Ã‚  Ã‚   Harper Lee might have drawn on other examples of this archetype, that of crippled character portrayingRead MoreSAT Top 30 Essay Evidence18536 Words   |  75 Pages....................................................................... 9 Artists, Authors, and Musicians: Bob Dylan (â€Å"The Prophet of Rock and Roll†) .......................................................................................... 11 Ernest Hemingway (Troubled, brilliant author and war reporter) ............................................................ 13 Frank Lloyd Wright (America’s legendary architect) ..........................................................................

Educating the Public about the Other Genders Free Essays

Issues about gender inequality and segregation have been dragging all the institutions, particularly schools and the workplace, over time (Blackwell, 2003; Albelda, 1986; Anker, 1998; Peace, 2003; Lester, 2008). At first, these issues were merely between men and women. We will write a custom essay sample on Educating the Public about the Other Genders or any similar topic only for you Order Now Now, there are other genders claiming for equality with the two socially accepted genders. Unequal opportunities, violence, and social injustices against lesbian, gay, bisexual, and transgender (LGBT) are still subjects of other gender’s struggle nowadays (Sloan Gustavsson, 1998). In addition, a number of arguments about lesbian and gay parenting, same-sex marriage and other familial rights tend to intensify other genders’ claim for equality, whereas in lesbian and gay parenting, the society is questioning their capability of serving as a role model of children at home (Hicks, 2008; Clarke, 2001; Hicks McDermott, 1999; Nicol Smith, 2008; Ghoshal, 2009). Gender critics and gender sensitive organizations are lobbying that if only the public has been educated regarding the existence and concerns of LGBT, then inequality and violence against these populations will be lessened and will be eradicated, if possible. The Other Genders Initially, there were two socially accepted genders: men and women. Now lesbian, gay, bisexual and transgender are claiming acceptance from the society.   Many psychological, biological and medical studies are conducted to explain and analyze the other manifestations of sexuality among the two primary genders (men and women), yet the most widely accepted analysis is that of Robert J. Stoller which argued that, A person’s physical sexual attributes, mental attitudes and objects of desire could â€Å"vary independently of one another†; so that â€Å"a man with predominantly male characteristics and also masculine in his erotic life may still be inverted in respect to his object, loving only men instead of women† (cited in Glover, 2002). Such statement explains the psychological cases of LGBT; even if they possess the physical sexual attributes these populations tend to think and act the other way contradictory of what is expected of them being a man or a woman. School Curriculum and Gender Studies The growing numbers of LGBT at young age (10 years old and below) alarmed many institutions particularly those concern in education and health care. Gender critics urge the inclusion of a gender-sensitive curriculum in all education institutions since most of the national school curricula manifests gender inequalities which uphold a â€Å"hegemonic male† dominance within a State and around the world (Arnot, 2002; Marshall Arnot, 2008; Peace, 2003). Previously, the courses being offered in all colleges and universities manifested gender inequality; for instance, there were separate courses for women and for men. Women are now entitled to take men’s courses and vice versa. Moreover, the titles â€Å"Baccalaureate† and â€Å"Masters Degree† connote the dominance of men in earlier education system. Also significant in the system of education is the prohibition of women to become school administrator not until the passage of 1972 Title IX of the Education Amendments (Meritz, 2006). It has been identified that the church is responsible for the patriarchal education and to the flight of women and LGBT for acceptance and equality (Pray, 1847). At present, LGBT are seeking their place in education curriculum to avoid gender preference being provided only for men and women. Homophobia in School and Nursing Environment There have been claims that education institutions are the best and safe place for LGBT youth, yet most studies conducted found that schools are usually a place of harassment where these populations are often victimized by peers and even by their teachers (Sloan, 1998). Many researches stated that most teachers and education professionals are not ready to address and affirm the needs of LGBT people; thus, their heterosexual students are likely to show negative attitudes toward the LGBT population (Macgillivray Jennings, 2008; Blackburn Donelson 2004; Szalacha, 2004; Robinson Ferfolja, 2001; Kozik-Rosabal Macgillivray, 2000; Roffman, 2000; Casper Schults, 1999; Petrovic, 1998; Maney Cain, 1997). Analyzing the trend, studies also discovered that, compared to heterosexual women, heterosexual men are more likely to be prejudiced against LGBT (Herek, 1988; Ratcliff, Lassiter, Markman Snyder, 2006; Bem, 1993). How to cite Educating the Public about the Other Genders, Papers

Cross-Cultural Management Communication Collective programming

Question: Describe about the Cross-Cultural Management Communication for Collective programming. Answer: Introduction The purpose of the study is to focus on the lessons, which has taught in twelve weeks about the Cross-Cultural Management and Communication. Cross-Cultural Communication refers to the processes through which people overcome the differences between cultures with communication. I have selected three topics from the lessons on which I will discuss my opinions and understanding about the topics to evaluate the issues regarding that. Discussion Topic 1: What is Culture and Cross-Cultural Communication? (Week 1) Summary The lesson of the first week enabled me to understand the definition of culture and its impacts on the regular life, especially in the organisational culture. According to Adler, (1983), culture is a very complex concept that defines the collective programming of the mind including the feelings, thinking and acting, to distinguish people from each other. This helped me to determine the need for proper understanding of cross-cultural communication in the context of a business organisation to develop the cross-cultural skills and team management capability. The lesson has taught me about the cross-cultures in the organisations to apply the intercultural communications processes in the company to increase the business without any hindrance. Therefore, the issues the organisations are facing, regarding managing the multicultural people in their company is explained here to overcome the situation. Theoretical Reflection The lesson has taught me about the cross-cultural communication that helps to overcome the challenges in the organisations, which rise from the variations of the cultures of the organisations. This is the main issue of this topic, which has stirred me. If the issue continues, then the business organisations have to face many challenges regarding the communication. As culture differs from person to person, therefore it is quiet natural that an organisation will consist various people from different backgrounds. Therefore, the conceptual developments of the topic have helped me to highlight the cultural issues with the theories of cross-cultural communication. Now the question has raised here about the main issue of team management in an organisation that has fallen in a risky situation recently. It can be cleared with the theoretical knowledge of the topic. The conception of culture has derived from the Latin word colere that mean the tilling of the soil like in agriculture. Generally, it refers to the feelings, thinking and acting of an individual while in business world, it refers to the attitudes and behaviour of corporations. As opined by Hofstede, (1993), over last twenty years the organisations are trying to understand the cross-cultural communication concept to implement them in their companies to solve the cultural problem. Therefore, the lesson has made me enable to enhance my knowledge on the concept. The culture can be two types, one type is High Context Culture and the other one is Low Context Culture (Hofstede et al. 2010). The first one refers to the cultures that rely on the non-verbal and subtle situational communications and the other one defines the communications conveyed by words. Therefore, culture will be different if the country will be changed. As the organisations are now engaging themselves in the international business, therefore the main aim of the corporate are to abolish the cultural differences from the organisation. According to the perceptions of the cross-cultural communication the organisations mainly faces the problems like, ethnocentrism, discriminations, cultural imposition, stereotyping, cultural blindness and tone difference (Hofstede et al. 2010). These are the main issues that a company faces due to the presence of the various cultures among the employees. All these are the hindrance in the way to success to attain the organisational goals and to achieve the sustainability in business. These challenges can be overcome through implementing various strategies in the company. The lesson has developed the knowledge regarding the cross-cultural challenges in the company by applyi ng intercultural sensitivity, intercultural communication and intercultural communication skill (Johnson yet al. 2006). I have learnt the solutions too from this lesson. The processes by which the companies can solve this intercultural issue in the company with studying other cultures and languages to enhance knowledge about them. It will help them to understand others culture to abolish the differences between them. Practical Reflection Cross-Cultural communication has applied in the companies to solve the problems about the cultural diversity in the organisations. As the companies are trying to invest their money in the international market to increase the business of the organisations, therefore they are trying to sort out the problem regarding cultural diversity to establish a good environment in the company. Wesfarmers, Woolworths are the companies that have used the cross-cultural communication to solve the problems regarding this fact (International Business: Toward a Definition and a Model). Therefore, I have analysed the issue properly to improve the organisational culture to increase the profits in the business. For those of us who are inhabitant English-speakers, it is opportune that English seems to be the language that people use if they want to reach the widest possible audience (Zander et al. 2016). Therefore, it can be said that the lesson has taught us about the importance of the cross-cultural commu nication in the organisational level. Conclusion The study has enabled me to know about the concept of culture and its origin from where the concept has incorporated in business world. Therefore, the lessons have taught me about the processes of the applications of Cross-Cultural communication in the organisations to gain the profit in business. As the companies are now trying to expand their business internationally, therefore, they have to face many hindrances regarding cross culture. The organisations have to implement the strategies to resolve the cultural issues in the organisations among the employees to gain the maximum profit from their work. Moreover, it has increased my knowledge about the implementation of cross-cultural communication. Topic 2: Cross-Cultural Skills and Abilities (Week 7) Summary Cross-Cultural skills and abilities are the competencies that are required to improve the organisational culture in the company. The abilities and skills in a person that make enable to work in a multicultural environment is the key competency of that person. This helps the organisation to practice the cross-cultural communication. The lesson of this week has taught me about the requirement of skills and abilities to solve the problems regarding cultural issues (Caligiuri, 2000). Therefore, I have gained knowledge about the improvement procedures in an organisation to gain the profit in business. Various models and theories on culture, which has explained in this lesson, have helped me to understand the competencies that are required for developing the organisational culture. The study has revealed that in recent time the employers are finding the people to work in their organisation who have the experience in the cross-cultural skills. Therefore, the discussion of various skills and ability to accept and adopt the cross-cultural communication has given me the knowledge about this. Theoretical Reflection As the lesson has taught me about the skills and abilities of the cross-cultural communication therefore, I have found the main issue in this context is the competency level of the employees. It has clearly showed that the organisations in recent time are hiring the people who are experienced in the cross-cultural environment (Johnson et al. 2006). Therefore, the people who have a set of skills to cope up with the cross-cultural organisational culture are fit for the posts. However, the people who have not the ability of providing the cross-cultural aspects in the organisational basis, they have to enhance the competency of the employees. The organisations are now searching for the employees who are already experienced in the cross-cultural zone to interact with any place and environment with their competency of cultural prospect. Sometimes the employees can understand the cultural variety within the country but at the time they go abroad, then their ability become imperfect in context of that and become inappropriate choice in order to achieve objectives (Lin et al. 2012). Cross-Cultural Skills and Strengths: The abilities and skills, which are required to strengthen the cross-cultural competency, are connected with succeeding in cross-cultural environments include cultural understanding, elasticity and compliance, Cross-cultural communication skills, optimistic attitude and spirit. It can make decisions in the face of vagueness or uncertainty, inquisitiveness and open-mindedness, zeal for learning and new experiences, aptitude to quickly set up and build trust and sturdy relationship building skills (Moore et al. 2012). Demonstrating Those Skills and Strengths for the company: These are the possible effective skills and abilities, which are required within a person to acquire the cross-cultural communication for an organisation. Despite the fact that the above list is not comprehensive, if a person is able to display most of these skills and strengths they are more likely to be seen as potential candidates for overseas positions (Yamazaki Kayes, 2004). However, the good explanation of this study is that through this no one has the need of this, to spent time overseas to demonstrate many of these qualities or skills. The everyday life is enough to develop these facts. The employees can share about times when their flexibility or adaptability in a challenging situation helped them to defeat obstacles and attain results. The people could cite their ability to build trust or strong relationships was an essential part of congregation key objectives. On the other hand, they can report on the processes that able to make some quick decisions in the face of indecision to drag the team through a difficult situation to meet goals (Lin et al. 2012). Practical Reflection I have learnt the skills and an ability that is needed for developing the cross-cultural communication is important for the organisations to increase business. Knowing the local language is not necessary in every country, but process of learning some languages is irrelevant. In the countries like Arabic and Mandarin, knowing the language is not essential and not appropriate for the fearful. According to the lesson, it can be said that the lesson of acquiring a local language is less relevant at the time when the employee is going to take an agreement with any outside country, then they have to know the language properly to complete the business deal. It the countries like United Arab Emirates, where the world of business and education is dependent on English, which is widely spoken in those countries (Lin et al. 2012). The zeal to learn is more important rather than actually learning that. A mere welcome in someone else's language or the ability to say "thank you" or "you are welcome " projects humility, admiration and openness (Johnson et al. 2006). Effectively noticing nonverbal cues is also an important part of getting to know how other cultures convey subtle messages. Gestures may mean completely different things in different countries, and blunders by the uninitiated may lead to much embarrassment all around. In some countries, the gesture of "thumbs up" hand signal is showing good luck while in some countries it is noted to be vulgar sign. Likewise, the hand sign of "zero" is a simple gesture in France whether in Brazil it is very offensive (Johnson et al. 2006). I have seen South Asian employees suspect a manager of being incompetent when he asked for their suggestions. Therefore, the Conclusion The study has explained me the topics of Cross-Cultural Communications and its impact on the organisational culture. In the part, the lesson was on the competency levels of the employees who have to develop their skills and abilities to improve the organisational cultural environment. Therefore, from this study I have gained the knowledge about the required skills and abilities to gain more profit with implementing those in the organisation. Topic 3: Cross-Cultural Communication: Nonverbal Code (Week 6) Summary In this week, the lesson on the non-verbal communication has taught me about maintaining the cross-cultural communication in an organisation to get the profit from the processes. Therefore, the non-verbal communication elements are discussed in the lesson to make us able to know about the non-verbal communications that influence the business a lot. I have developed an idea whether the countries and various body gestures can affect the business and organisational culture (Hall Hall, 1990). I have learnt the issues that many organisations are facing in running their business because of this non-verbal communication gap and misunderstanding. The organisations are now trying to overcome this misunderstanding through developing the non-verbal communication. Therefore, the study has transmitted the ideas about various ways of non-verbal communication to implement in the organisational culture to increase the business level. Theoretical Reflection The lesson has discussed about the non-verbal communications in various organisations regarding the business behaviours. I have found the main issue regarding this topic is the communication between the different cultural corporate heads and the different process of country wise. Therefore, the discussion in the lesson on the variations of the non-verbal communication has influenced the organisational culture as well as the business growth. The study has explained that there are many facial expressions, hand gestures, body positioning, silence, eye contact, and intonation and body postures to express the non-verbal communication (Korac et al. 2001). However, I have felt that the meaning of these communication procedures is different in every culture. If one body posture means politeness for a country, it can be used in another country to express violence. Therefore, the misunderstanding can be emerged from a very simple gesture or body language that can affect the business. If in a c ompany the employees are come from different cultural background, then it is very normal to misunderstand each other (LaFrance Mayo, 1978). It will lead the company towards a weak work culture with unity less employees. For instance, we have found the different use of this non-verbal communication in the countries of Australia and Japan where the same communication style is used for different purpose. In Australia, the silence is believed to be the sigh of inability for doing any work while the same paralanguage non-verbal communication refers to deep thinking in Japan. According to Hall and Hall, (1990), the non-verbal communications are mostly expressed in two types one is Paralanguage and other one is Extra linguistic communication. The first one is expressed through the volume of speaking, speed of talking, interruptions, intonation, silence and words emphasis. On the other hand, the second one refers to the kinetics and oculesics. The paralanguage communications are depending on the speech tone and processes in which the people interact with others. It defines the different attitude of a person while communicating through these processes. Therefore, it plays a crucial role in an organisational culture to create a good business environment in the place. As opined by Korac et al., (2001), there are more processes of non-verbal communications, which helps to improve the communications in cross-cultural environment as well as creates hindrances in the way to success. Paralanguage communication is one of the parts of this that refers to the study o f vocal cues and speech behaviour. Haptics is the variations of touch and its amount that affects one with need, receiving, tolerance and initiative. I have found the colour related communication that is done with the study where the impact of messages sent and received through colour indicators who are called Colorics. On the other hand, the process of Olfactis refers the study of smell on the communication behaviour. Proxemics is the process in which the people position themselves in a situation. Additionally, the Kinesics is the study of human movement and gestures in different situations. According to LaFrance and Mayo, (1978), the other non-verbal communication processes are appearance (dress), interpersonal distance, eye contact, food symbolism and meals, attitude toward time and voice tone differences. All these can refer the cultural differences, which is a part of cross-culture. Practical Reflection The practical expression of this lesson on my mind has enabled me to understand the cross-cultural differences in the organisation. We can find many practical examples about this non-verbal communication process that has led a misunderstanding among the people for being wrongly used in wrong place. The gesture of victory sign expressed by the hand, which is used by the President George H.W. Bush in Australia (Korac et al. 2001). The use of his victory sign has wrongly interpreted in the country and the chaos has risen in the country. On the other hand, the IMF Managing Director Michel Camdessus in Indonesia has held the cross hand posture during the Asian Financial crisis. It has a wrong implication to the people about his intentions. Another incident that has faced the same non-verbal communication problem during the World War II was Winston Churchill when he also wrongly used the victory gesture. Therefore, it can be proved that the communication problem has created many misunderst anding situations in the organisations. The lesson has helped me to understand the applications of this cross-culture that is creating many problems and misunderstanding in the business (Korac et al., 2001). Therefore, I have to solve the problem in this condition to make the companies culturally corrected with implying the proper theories to make the employees culturally improved. I have developed the knowledge about the various non-verbal processes to understand the cultural differences of the countries. As for example, I can state the eye contact as the communication process. In Arab, Latin Europe the eye contact is considered to express intensity while in Northern Europe and North America it is considered to express firm mind state. Therefore, the study has enabled me to identify the issues regarding non-verbal communication processes and then has analysed the theories on it to find out the solution to increase the profitability in business. Conclusion The part of this study has explained the non-verbal communication styles in a cross-cultural organisation that had helped me to improve the quality of the business in the organisation. However, it has not successfully presented the ideas and processes to meet the ultimate goal of attaining a cross-cultural environment in an organisation. I have gained the theoretical knowledge about the cross-cultural elements and its impact on the professionalism of the employees. In the last topic, the non-verbal communications has discussed in the class that has increased my understanding about the processes in which way culture can affect the organisation. Reference List A review and integration of competencies for successful expatriate adaptation. Academy of Management Learning Education, 3 (4): 362à ¢Ã¢â€š ¬Ã‚ 379. International Journal of Intercultural Relations, 36: 541à ¢Ã¢â€š ¬Ã‚ 552. Adler, N.J. (1983). A typology of management studies involving culture. Journal of and rossà ¢Ã¢â€š ¬Ã‚ cultural adjustment. Management International Review, 40 (1): 61à ¢Ã¢â€š ¬Ã‚ 80. and education. TESOL Quarterly, 19 (2): 259à ¢Ã¢â€š ¬Ã‚ 282. Business Studies, 37 (4): 525à ¢Ã¢â€š ¬Ã‚ 543. Business Studies, 37 (4): 525à ¢Ã¢â€š ¬Ã‚ 543. Caligiuri, P.M. (2000). Selecting expatriates for personality characteristics: A cultural identity. 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