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. 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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. 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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. International Journal of Intercultural Relations, 36: 553à ¢Ã¢â€š ¬Ã‚ 562. Crossà ¢Ã¢â€š ¬Ã‚ Cultural Management, 8(2): 3à ¢Ã¢â€š ¬Ã‚ 24. Hall, E.T., Hall, M.R. (1990). Hidden Differences: Doing business with the Japanese. New highà ¢Ã¢â€š ¬Ã‚ context communication patterns: Towards mapping crossà ¢Ã¢â€š ¬Ã‚ cultural Hofstede, G. (1993). Cultural constraints in management theories. Hofstede, G.H., Hofstede, G.J., and Minkov, M. (2010). The rules of the social game. Hofstede, G.H., Hofstede, G.J., and Minkov, M. (Eds), Cultures and organizations: International Business Studies, 14 (2): 29à ¢Ã¢â€š ¬Ã‚ 47. International Business: Toward a Definition and a Model. Journal of International International Journal of Intercultural Relations, Spring: 71à ¢Ã¢â€š ¬Ã‚ 89. Johnson, J.P., Lenartowicz, T., Apud, S. (2006). Crossà ¢Ã¢â€š ¬Ã‚ Cultural Competence in jungle? The effects of cultural intelligence and emotional intelligence on cross-cultural. Koracà ¢Ã¢â€š ¬Ã‚ Kakabadse, N., Kouzmin, A., Koracà ¢Ã¢â€š ¬Ã‚ Kakabadse, A., Savery, L. (2001). Lowà ¢Ã¢â€š ¬Ã‚  and moderating effect of personality on the relationship between host national contact. LaFrance, M., Mayo, C. (1978). Cultural aspects of nonverbal communication. Lin, Y., Chen, A., Song, Y. (2012). Does your intelligence help to survive in a foreign Management Executive, 7 (1): 81à ¢Ã¢â€š ¬Ã‚ 94. Moore, A.M., Barker, G.G. (2012). Confused of multicultural: third culture individuals Organizations: Premises, Paradoxes and Progress. Management International Pennycook, A. (1985). Actions speak louder than words: Paralanguage, communication Review, DOI 10.1007/s11575à ¢Ã¢â€š ¬Ã‚ 015à ¢Ã¢â€š ¬Ã‚ 0277à ¢Ã¢â€š ¬Ã‚ 0. software of the mind: Intercultural cooperation and its importance for survival. New Yamazaki, Y., Kayes, D.C. (2004). An experiential approach to crossà ¢Ã¢â€š ¬Ã‚ cultural learning: York: Anchor Books Doubleday. Pgs 1à ¢Ã¢â€š ¬Ã‚ 28. York: McGrawà ¢Ã¢â€š ¬Ã‚ Hill. Zander, L., Jonsen, K., Mockaitis, A.I. (2016). Leveraging Values in Global

Ovarian Cancer Essays - Gynaecological Cancer, RTT, Tumor Markers

Ovarian Cancer Of all gynecologic malignancies, ovarian cancer continues to have the highest mortality and is the most difficult to diagnose. In the United States female population, ovarian cancer ranks fifth in absolute mortality among cancer related deaths (13,000/yr). In most reported cases, ovarian cancer, when first diagnosed is in stages III or IV in about 60 to 70% of patients which further complicates treatment of the disease (Barber, 3). Early detection in ovarian cancer is hampered by the lack of appropriate tumor markers and clinically, most patients fail to develop significant symptoms until they reach advanced stage disease. The characteristics of ovarian cancer have been studied in primary tumors and in established ovarian tumor cell lines which provide a reproducible source of tumor material. Among the major clinical problems of ovarian cancer, malignant progression, rapid emergence of drug resistance, and associated cross-resistance remain unresolved. Ovarian cancer has a high frequency of metastasis yet generally remains localized within the peritoneal cavity. Tumor development has been associated with aberrant, dysfunctional expression and/or mutation of various genes. This can include oncogene overexpression, amplification or mutation, aberrant tumor suppressor expression or mutation. Also, subversion of host antitumor immune responses may play a role in the pathogenesis of cancer (Sharp, 77). Ovarian clear cell adenocarcinoma was first described by Peham in 1899 as "hypernephroma of the ovary" because of its resemblance to renal cell carcinoma. By 1939, Schiller noted a histologic similarity to mesonephric tubules and classified these tumors as "mesonephromas." In 1944, Saphir and Lackner described two cases of "hypernephroid carcinoma of the ovary" and proposed "clear cell" adenocarcinoma as an alternative term. Clear cell tumors of the ovary are now generally considered to be of mullerian and in the genital tract of mullerian origin. A number of examples of clear cell adenocarcinoma have been reported to arise from the epithelium of an endometriotic cyst (Yoonessi, 289). Occasionally, a renal cell carcinoma metastasizes to the ovary and may be confused with a primary clear cell adenocarcinoma. Ovarian clear cell adenocarcinoma (OCCA) has been recognized as a distinct histologic entity in the World Health Organization (WHO) classification of ovarian tumors since 1973 and is the most lethal ovarian neoplasm with an overall five year survival of only 34% (Kennedy, 342). Clear cell adenocarcinoma, like most ovarian cancers, originates from the ovarian epithelium which is a single layer of cells found on the surface of the ovary. Patients with ovarian clear cell adenocarcinoma are typically above the age of 30 with a median of 54 which is similar to that of ovarian epithelial cancer in general. OCCA represents approximately 6% of ovarian cancers and bilateral ovarian involvement occurs in less that 50% of patients even in advanced cases. The association of OCCA and endometriosis is well documented (De La Cuesta, 243). This was confirmed by Kennedy et al who encountered histologic or intraoperative evidence of endometriosis in 45% of their study patients. Transformation from endometriosis to clear cell adenocarcinoma has been previously demonstrated in sporadic cases but was not observed by Kennedy et al. Hypercalcemia occurs in a significant percentage of patients with OCCA. Patients with advanced disease are more typically affected than patients with nonmetastatic disease. Patients with OCCA are also more likely to have Stage I disease than are patients with ovarian epithelial cancer in general (Kennedy, 348). Histologic grade has been useful as an initial prognostic determinant in some studies of epithelial cancers of the ovary. The grading of ovarian clear cell adenocarcinoma has been problematic and is complicated by the multiplicity of histologic patterns found in the same tumor. Similar problems have been found in attempted grading of clear cell adenocarcinoma of the endometrium (Disaia, 176). Despite these problems, tumor grading has been attempted but has failed to demonstrate prognostic significance. However, collected data suggest that low mitotic activity and a predominance of clear cells may be favorable histologic features (Piver, 136). Risk factors for OCCA and ovarian cancer in general are much less clear than for other genital tumors with general agreement on two risk factors: nulliparity and family history. There is a higher frequency of carcinoma in unmarried women and in married women with low parity. Gonadal dysgenesis in children is associated with a higher risk of developing ovarian cancer while oral contraceptives are associated with a decreased risk. Genetic and candidate host genes may be altered in susceptible families. Among those currently under investigation is

Seven Sisters Colleges Should You Go to One

Seven Sisters Colleges Should You Go to One SAT / ACT Prep Online Guides and Tips If you're looking at applying to elite liberal arts colleges, you've probably come across the Seven Sisters schools. But what schools are Seven Sisters colleges, and what makes them so special? In this article, we explain what the Seven Sisters schools are, which of them still exist, and which of them are still all-women's colleges. I'll also use my expertise as an alum of a Seven Sisters school to break down what the benefits are of applying to a Seven Sisters school and five tips for getting admitted. Feature image credit: Nicholas Knouf/Flickr What Are the 7 Sisters Colleges? When people refer to the Seven Sisters colleges, they're talking about this specific group of seven historically all-women's colleges in the Northeastern United States: Barnard Bryn Mawr Mount Holyoke Radcliffe (now part of Harvard) Smith Vassar Wellesley The name of the group comes from Roman mythology, where the Seven Sisters were the seven daughters of the god Titan and the nymph Pleione. All of the Seven Sisters colleges were founded in the 19th century between 1837 (Mount Holyoke) and 1889 (Barnard), with the goal of providing post-secondary education opportunities for women that were of similar caliber to what men were getting at colleges like Harvard and Yale. The Seven Sisters schools not only sought to give women access to a high-quality education but also actively searched for female faculty and administrators so that the schools were also led by women. These values continue through to today, with at least one of the Seven Sisters (Wellesley) never having had a male president. In the 1970s, when top formerly all-male schools like Harvard and Amherst were going co-ed, some women's colleges began to think about the same question. Radcliffe made the decision to merge with Harvard and no longer exists as an independent undergraduate college. While Vassar was offered a similar partnership with Yale, Vassar turned it down and decided to go co-ed on its own (a story which you'll definitely hear told on the campus tour). The rest of the Seven Sisters schools remained more or less women's colleges, but each of the five remaining non-co-ed Seven Sisters colleges has exchange programs with nearby co-ed schools that allow students to take classes outside of their own college. How much these intercollegiate academic programs affect life on campus vary widely from school to school. For instance, because of Barnard's close partnership with (and physical closeness to) Columbia University, there's a lot of crossover between the two schools. On the other hand, while Wellesley has an exchange program with MIT, Babson, and Olin, there aren't usually a lot of non-Wellesley students in classes, probably because of having to bus or drive between schools. There's a good bus system that allows students to take classes at Smith (pictured here), Mount Holyoke, Hampshire, Amherst, and UMass Amherst. Rusty Clark ~ 100K Photos/Flickr. List of the 7 Sisters Schools We've created a table for you to compare the names, locations, admission rates, sizes, and co-ed policies of the original Seven Sisters colleges. Name Location Admissions Rate Total Undergrad Enrollment Co-Ed?* Barnard New York, NY 13.9% 2,562 No Bryn Mawr Bryn Mawr, PA 34.1% 1,360 No Mount Holyoke South Hadley, MA 50.9% 2,208 No Radcliffe Cambridge, MA n/a n/a n/a Smith Northampton, MA 31.0% 2,502 No Vassar Poughkeepsie, NY 24.6% 2,456 Yes Wellesley Wellesley, MA 19.5% 2,534 No *Note: For the most part, the policy of the Seven Sisters schools is that anyone who identifies as female or who was assigned female at birth and doesn't identify as male may apply. If you're concerned you may not qualify, you should check with the individual school as to the specifics of their policy. RIP, Radcliffe College. Boston Public Library/Flickr. Why Apply to a 7 Sisters College? As someone who applied to and ended up choosing between Vassar and Wellesley for college, I have thought about this question a lot. Five reasons really stand out to me for applying to and attending a Seven Sisters college. #1: Get a Good Liberal Arts Education By going to a Seven Sisters college, you'll get a lot of the benefits you'd get from a good small liberal arts school, including... small class sizes good student-faculty ratios a strong focus on academics You'll also be encouraged to take classes outside your own school to broaden your academic horizons. Every one of the Seven Sisters schools has partnerships with nearby schools that allow you to take classes there. Whether you just want to take some co-ed classes or you're interested in a different learning environment, the net result is that you'll get a more diverse academic experience. Barnard's affiliation with and nearness to Columbia University means that Barnard students can easily cross-register to take classes there. Boston Public Library/Flickr. #2: Have a Higher Chance of Admission The Seven Sisters colleges are much less selective than comparable co-ed schools. This is illustrated in the table below, which lists five of the top liberal arts colleges in the country and their admissions rates. School Name Admission Rate Amherst 12.8% Bowdoin 10.3% Swarthmore 9.5% Wellesley 19.5% Williams 13.0% Despite being one of the top colleges in the country, Wellesley has 1.5 times to nearly double the admissions rate of comparable colleges. This is true across most of the remaining Seven Sisters colleges. Why are the admission rates higher for Seven Sisters schools? Well, since all of the remaining Seven Sisters colleges (except Vassar) do not accept male applicants, the pool of potential students is basically cut in half. Instead of competing against 8,000 students for 1000 spots, you might only be competing against 4,000 other students, which means you'll have a better chance of getting in. The comparatively decreased selectivity of the Seven Sisters schools has nothing to do with the quality of the schools - Wellesley and Smith in particular are known for their academic rigor. But by simple math, you have better chances of getting into a Seven Sisters school than you do an equally academically-rigorous co-ed school. #3: Gain a Life-Long Network The counterpart to the "good ol' boys" network of the Ivy League schools is the network created and fostered by graduates of the Seven Sisters colleges. If you go to a Seven Sisters school, you will gain access to a strong and supportive alumnae network that stretches beyond whatever individual school you attended to include all those who attended Seven Sisters schools. The benefits of this network range from having an advantage when job-searching because you have that inside connection, to getting tips on housing and settling in a new location after college or grad school, to connecting socially in a place where you might not know anyone. Become part of the interconnected network of Seven Sisters alums (ivy garland not included). Above: 1917 Smith College Graduation. Richard/Flickr. #4: Learn in an All-Women's Environment That most of the Seven Sisters colleges are all-women's schools is often a deciding factor for students considering whether or not to apply. For some, the idea of going to an all-women's college is unthinkable and may even seem archaic in the 21st century. However, one of the most valuable features of all the Seven Sisters schools (including Vassar), particularly in this day and age, is that they all promote the importance of women taking leadership roles and succeeding in the world. I personally didn't place a huge amount of importance on this factor when I was applying to colleges- in fact, Wellesley was the only all-women's college I applied to. But as a Wellesley student (and now alum), I found that being almost entirely surrounded by smart, driven, and confident women meant I felt compelled to rise to meet those standards myself. #5: Be in an LGBTQ+ Friendly Environment All of the Seven Sisters lean socially liberal to some extent, which includes having robust LGBTQ+ cultures on campus. The degree to which this is the case varies from school to school, and this is not to say that there aren't socially conservative students at Seven Sisters colleges, because there are. However, the overall environment at the Seven Sisters schools is generally social progressive and LGBTQ+friendly. If this is something you don't care about much one way or the other, you'll still be able to have a great experience at any of the Seven Sisters schools. And if being at a school where being LGBTQ+ is not just safe, but celebrated and part everyday normal life, then you should definitely consider applying to a Seven Sisters college. On the other hand, if you do not want to attend a school where LGBTQ+ students and culture are a significant part of campus life, a Seven Sisters school is probably not going to be a great fit for you. 5 Tips to Get Into the 7 Sisters Colleges Now that you've learned more about the Seven Sisters schools, you're probably champing at the bit to find out how to get accepted. I've gathered up five top tips for getting into a Seven Sisters school below, based on my experience as a prospective (and then admitted) student. Tip 1: Excel in School Just because the Seven Sisters colleges are relatively less selective doesn't mean that you can slack off academically. You'll still need a top GPA and test scores and strong letters of recommendation to have a good chance of getting in. Letters of recommendation are particularly important for Seven Sisters schools because of the value that those schools place on how you can contribute to their community. Because the alumnae networks are so central to the Seven Sisters colleges, the expectation is that if you are accepted and attend one of the schools, you'll be part of the community for a long time. Admissions officers at Seven Sisters schools want to be sure you're someone who exemplifies the quality of a Seven Sisters student, which means they don't just care about your grades; they also care about how you interact with teachers and other students. The bottom line is that to get into a Seven Sisters school, along with good grades, test scores, and GPA, you want your recommender to be able to describe your leadership, your personality, or your ability to work well both individually and as part of a group. You do not want them to write something impersonal like "Laura was a good student who succeeded academically in my class." Tip 2: Interview With an Alum Depending on where you're located, it might be tricky to set up an alumnae interview, and so it's not a required part of the application process. If at all possible, though, you should make sure to interview with a representative of the college, ideally with someone who attended the college themselves. Not only will interviewing with an alum give you a better idea of what the environment is like at that particular school, but it will also provide another data point for the admissions office about what you're like beyond a set of numbers. As I stated in the previous tip, the Seven Sisters colleges place a lot of value on choosing students who will flourish in their particular environments. Because of the strength of the alumnae network and the connection many alums feel to their alma maters, alumnae interviewers are as invested as you are in making sure not just that you're the right choice for the school, but that their school is the right fit for you. I honestly believe that my interview with an alum is what clinched my acceptance at Wellesley. Yes, I had a strong transcript and good SAT scores, but without the alumnae interview I did (that ended with the interviewer saying "You're the most Wellesley applicant I've seen in a while"), I don't know how things would have turned out. And just as importantly, that interview made me realize "Oh. Yeah. This school seems like a really good fit for me." Bryn Mawr. Mark Goebel/Flickr. Tip 3: Research the School All the Seven Sisters schools have a "Why [school name]?" component to their application. The question of why you want to attend the school isn't there just to boost the schools' egos; it's there because the admissions officers genuinely care about your reasons for applying and wanting to be part of those schools' communities. Because of this requirement, you need to thoroughly research whichever of the Seven Sisters colleges that you apply to. Don't just write an essay for Barnard and expect it to work for every Seven Sisters school. Instead, look into what makes each school unique and highlight the aspects that you value in your "Why [school name]?" essays. As with setting up an alumnae interview, the benefits of researching the school are not just that you'll increase your chances of getting in because you'll demonstrate your interest to the college, but that you'll also learn more about whether or not the specific school is the right fit for you. For instance, if you research Vassar, you'll learn that the campus is a designated arboretum and also gorgeous. Adam Jones/Flickr. Tip 4: Embrace That You're Applying to a 7 Sisters School It might feel like you're being too enthusiastic or overselling it if you emphasize the fact that you're applying to one of the Seven Sisters and that that's important to you. While you don't want to overemphasize it ("I truly believe that Smith, one of the Seven Sisters, is a great fit for me. From the first time I visited the women's college Smith, I knew I wanted to attend it"), you should not shy away from directly stating that attending a historically women's college is something that appeals to you. It's not some big secret that the Seven Sisters colleges were traditionally women's colleges that promoted women's education and women's success in the world; the schools are well aware of their own history and what they stand for. Even for Vassar, stating that you value the history of the school and the long tradition of valuing women's education will only help you (assuming you don't come off as insincere). You can be honest about doubts you have about applying to a non-co-ed school, but you still need to show that you appreciate the value of attending a college with a tradition of high-quality education for women. For instance, I'm pretty sure that in my "Why Wellesley?" essay, I wrote that I hadn't considered applying to a women's college until I visited Wellesley, but that after I visited campus and learned more about it I knew I wanted to apply (which was all true). If you can't come up with a way that you value that the school you're applying to is a Seven Sisters school, then you shouldn't be applying to a Seven Sisters school. Mount Holyoke. Barry Stock/Flickr Tip 5: Don't Call It an All-Girls School When you write your personal statements or your "Why [school name]?" essays for one of the all-women's Seven Sisters, do not call the school an "all-girls school;" call it a women's college. This might seem like a relatively minor point compared to the other things I've mentioned, but it's actually a really useful tip to keep in mind if you're applying to any of the all-women's Seven Sisters schools. The term "all-girls school" is not one that the schools ever use to refer to themselves, so using that term demonstrates that you have done pretty much no research into the school. It also implies (even if you don't mean it to) a certain disdain for the school, as if attending a non-co-ed school is for children. So make sure to check all of your application materials and change any instances of "all-girls school" to "women's college." It's a simple change that will create a positive, or at least neutral impression if you do it, but will leave an extremely negative impression if you don't. Boston Public Library/Flickr. What's Next? Planning out your college visits but not sure where to go? Our guides on how to choose a college and what colleges you should apply to will help you organize your trip. What do I mean when I say that the Seven Sisters schools are top liberal arts colleges? Find out what a liberal arts college is with this article. Do you have what it takes to get into the most competitive schools? Get the inside scoop on the most selective colleges and which colleges have the highest SAT and ACT scores. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Wedding Toast Quotes for the Father of the Groom

Wedding Toast Quotes for the Father of the Groom At a wedding reception or grooms dinner, the couples parents may be tasked with coming up with toasts. Here are a few quotes for the father of the groom to weave into his speech of well wishes, advice, and touching memories to share with the crowd and the newlyweds. Helen Rowland Falling in love consists merely in uncorking the imagination and bottling the common sense. J. Krishnamurti The moment you have in your heart this extraordinary thing called love and feel the depth, the delight, the ecstasy of it, you will discover that for you the world is transformed. Mother Teresa ï » ¿It is not how much we do, but how much love we put in the doing. It is not how much we give, but how much love we put in the giving. Tom Mullen Marriage- as its veterans know well- is the continuous process of getting used to things you hadnt expected. Andre Maurois A successful marriage is an edifice that must be rebuilt every day. Ogden Nash To keep your marriage brimming, with love in the loving cup, whenever youre wrong, admit it; whenever youre right, shut up. Victoria Secunda, Women and Their  Fathers, 1992 Sons are for fathers the twice-told tale. Jane Austen I pay very little regard to what a young person says on the subject of marriage. If they profess a disinclination for it, I only set it down that they havent seen the right person yet. Zsa Zsa Gabor A man in love is incomplete until he is married. Then hes finished. Joey Adams A psychiatrist asks a lot of expensive questions; your wife asks for nothing. Joseph Leunig Love one another and you will be happy. Its as simple and as difficult as that. Mignon McLaughlin A successful marriage requires falling in love many times, always with the same person. Henry David Thoreau There is no remedy for love but to love more. Nanette Newman A good marriage is at least 80 percent good luck in finding the right person at the right time. The rest is trust. Sir Harold Nicolson The great secret of a successful marriage is to treat all disasters as incidents and none of the incidents as disasters. Paul Tillich The first duty of love is to listen. Alfred A. Montapert The man or woman you really love will never grow old to you. Through the wrinkles of time, through the bowed frame of years, you will always see the dear face and feel the warm heart union of your eternal love. Winston Churchill A family starts with a young man falling in love with a girl. No superior alternative has been found. Alfred A. Montapert The secret of health, happiness, and long life: If you simply learn how to accept and express love, you will live longer†¦be happier†¦grow healthier. For love is a powerful force. Antoine de Saint-Exupà ©ry Love does not consist of gazing at each other, but in looking outward together in the same direction. Greek Proverb A heart that loves is always young. Hawkeye Pierce in M*A*S*H Without love, what are we worth? Eighty-nine cents! Eighty-nine cents worth of chemicals walking around lonely.

Jonathan pollard Research Paper Example | Topics and Well Written Essays - 1250 words

Jonathan pollard - Research Paper Example Having completed his high school and scored well, he joined Stanford University to study political science where he graduated with a degree, and later joined several graduate schools but did not finish a post graduate degree (Olive, 2006). During his high school years, he was a trouble maker and when he transitioned to the university he developed more interest in the Israel history and the Holocaust seemed to form art of his major interest, owing to the fact that his immediate family had been adversely affected by it. Pollard developed much interest in the intelligence career after his university studies, and he consequently applied for intelligence jobs both in the CIA and the US Navy, but the CIA turned down his application since he tested positive for drug use for the several past years (Goldenberg, 1993). However, the Navy Intelligence Command (NIC) found him suitable for intelligence gathering due to his interest in intelligence issues, thus was hired as an intelligence specialist in 1979 (Taylor, 2014). Pollard had indicated signs of inappropriateness for the intelligence career earlier in his employment, when his immediate supervisor had requested the termination of his employment after he was found to lie about issues related with the CIA involvement of his family. However, rather than terminating his employment, he was simply deployed to a different department of the NIC (Olive, 2006). Thus, he was recommended for termination or deployment to non-sensitive area of the intelligence service where he could not be involved in direct intelligence collection, but kept evading the arm of the recommending officers while transferring to different departments. In 1984, he applied for promotion to the position of naval intelligence analyst, and was subsequently accepted after the departmen t was reorganized (Shaw, 2001). John Pollard’s espionage started after he met an Israel Air force officer on leave, who was seeking to earn a