Ironic Narrative in A Farewell To Arms by Ernest Hemingway Essay

Within the pages of A Farewell to Arms, modernist work of the 1920s, Hemingway often blurs the lines between the romantic narrative pattern and the ironic one. Critics argue over the specifics of each case: Do his heroes change and grow? Do they stagnate? Do they fail? Are they initiated into some greater consciousness of the world around them? Are Hemingway’s heroes romantic conquistadors or are they ironic failures? How does an understanding of these heroes’ initiations enhance Hemingway’s meaning in the novel? These are the sorts of questions that must be considered in any effort to determine the necessity of an ironic reading of this important Hemingway work. Paradigms Romance and Irony Although tragedy and comedy have typified many movements and periods of literary history, for the purposes of this essay, it is necessary to focus upon the paradigms of romance and irony. These narrative patterns are not as familiar to many readers. Readers may associate romance with a particular genre of literature, whether gothic or harlequin, or recognize salient ironic details within plots, characters, and/or dialogues, but many fail to realize the archetypal patterns that define the literary paradigms of romance and irony and their relationship to one another. Foulke and Smith lay the foundation for this exploration of romantic hero versus ironic anti-hero and romantic quest versus anti-quest, yet this construction can be explored even more fully if one examines the elements of the hero’s journey as (de) constructed by Joseph Campbell in Hero with a Thousand Faces. In this work, Campbell draws from the traditions of Freud and Jung to illustrate how the â€Å"deeds of myth survive into modern times† (Campbell 4). Because themes of initiation and the related hero’s quest are fundamental to the human condition, tying into universal perceptions of birth, growth, and death, the quest theme itself is always a â€Å"shape-shifting yet marvelously consistent story† that fits into the psychologically prescribed â€Å"checkpoints† of a narrative pattern such as romance or irony (Campbell 3). In the realm of romance, young heroes, generally in possession of some power that transcends the ordinary, are called to adventure, initiated into some sort of knowledge or greater understanding of the universe (in other words, he or she receives the booty or treasure, whether physical, psychological, or spiritual), and returns transformed, armed with some sort of greater understanding about the world around him or her significant enough to improve the plight of humankind or at least improve the lot of society (Foulke and Smith 5). On the contrary, the ironic journey is rooted in, well, irony. Perhaps the ironic hero, plagued by a less than ordinary potency, living in a world of chaos and disorder, ventures upon an aimless journey, and either fails to attain the treasure, or perhaps even more significantly, remains unchanged by his or her quest (Foulke and Smith 5). The narrative modes of romance and irony, then, can best be explored by pitting one against the other. Each pattern illustrates or represents a polarized human experience: romance represents the imagined, idealized world of constancy and order, while the ironic mode represents â€Å"the world of frustrated human desires† (Foulke and Smith 8). Because of the universal significance of such patterns, such paradigms are powerful mechanisms for the exploration of the human condition. Ironic Narrative in A Farewell to Arms From the beginning of the novel, readers immediately sense the ambiguity and uncertainty of hero’s role in an unpredictable world. The book opens with an ironic tone depicting a wilting earth in a drenched autumn: â€Å"leaves all fell from the chestnut trees and the branches were bare,† even the vineyards are described as â€Å"thin and bare-branched† (Hemingway 4). And, even more poetically, Hemingway artfully sets up an ironic tone for the novel by cleverly, though morbidly, emphasizing that with â€Å"the winter came permanent rain and with the rain came the cholera†; though, â€Å"in the end† only seven thousand â€Å"died of it in the army† (Hemingway 4). With this opening, a wilting depiction of nature, Hemingway sets his readers up for an ironic interpretation of his novel. It is within the context of such a pervasive unsettling setting, as typical of the ironic mode, that readers encounter Hemingway’s ironic hero: Frederic Henry. Frederic is initially set into a traditional hero’s role: he is a soldier. And, not only is Frederic a soldier, but he is an American volunteer for the Italian army. Within the context of the traditional romanticized soldier hero, it could be suggested that such action as volunteering for someone else’s war is valiant, brave, and even representative of that larger-than-life archetypal hero depicted in narrative romance. However, Hemingway is certain to emphasize Frederic’s naivetà ©, if not foolishness, from the very beginning of this anti-hero’s journey. Although Frederic technically ranks as an officer, he describes his work to Catherine as â€Å"not really [with] the army,† but â€Å"only the ambulance† (Hemingway 18). As an ambulance driver on the Italian front, Frederic’s innocence is encapsulated in his belief that it is impossible for him to be killed at the front; after all, the war â€Å"did not have anything to do† with him (Hemingway 37). Frederic’s innocence is also depicted and reinforced by his obliviousness to the war; he is able to travel comfortably in convoy if in â€Å"the first car† and appreciate the â€Å"clear, fast and shallow† river and the mysterious looming mountains (Hemingway 44-5). Frederic’s ability to appreciate the â€Å"picturesque† Italian front illustrates his inability to realize the significance of both the â€Å"deep pools† of the river â€Å"blue like the sky† and the reality of life and death shuttled within his ambulance (Hemingway 47). This naivetà © is similarly reflected early in the novel by the fact that Frederic clearly and staunchly believes in the traditional virtues of soldiering: good soldiers are ‘†brave and have good discipline'† (Hemingway 48). When these naive character traits are coupled with the dominant impression presented by the fading, rainy fall, and cholera-struck winter, the stage is set early on in A Farewell to Arms for another Hemingway triumph of irony. However, from the beginning of the book, readers are aware that Frederic is becoming increasingly cognizant of the fact that â€Å"It evidently made no difference† whether he â€Å"was there to look after things or not† (Hemingway 16). When Frederic returns to the front after his leave time, he realizes that all is as he â€Å"had left it except that now it was spring† (Hemingway 10); the front had remained static, and neither side had advanced or taken new territory. As typical of the ironic hero, Frederic begins to think that perhaps â€Å"the whole thing† runs better without him anyway (Hemingway 16). From Frederic’s perspective, not even the wounded in the hospital are â€Å"real wounded†; rather, true casualties could only result from the action when the war picks back up again (Hemingway 12). Frederic’s dissatisfaction with the world around him represents his call to adventure. As a foreigner in someone else’s war, Frederic Henry is beginning to sense the calculated nature of war as well as his insignificance in this cataclysmic event. For regardless of the supposed honor of military service, Frederic is beginning to question the dignity of his post; he considers his position as an ambulance driver to be â€Å"not really the army,† the Italian salute, a gesture â€Å"not made for export,† begins to make him uncomfortable, and even the steel helmets soldiers are required to wear seem â€Å"too bloody theatrical† (Hemingway 18, 23, 28-9). And, even life at the front is beginning to grow dull: â€Å"The priest was good but dull. The officers were not good but dull. The King was good but dull.† Only the wine, â€Å"bad,† was â€Å"not dull† (Hemingway 38-9). Frederic is beginning to question his role, and his significanc e, within the context of the war, and within the context of his morality. All around Frederic Henry, soldiers much more connected than he is to the war, such as Italian peasants, workers, and citizens, recognize the horror of the war for what it is: senseless fighting for abstract principles that results in the death of innocent soldiers often blindly fighting for these goals. This reality is exemplified in Frederic’s encounter with a soldier suffering from a hernia at the front. The soldier, of course, wants out, but tells Frederic, the ambulance driver, that officers do not find his condition worthy of excusing him from duty. Henry advises the man with the hernia to â€Å"fall down by the road and get a bump on† his head so that he can legitimize taking the soldier to the hospital (Hemingway 35). However, irony permeates this situation. Henry and his compadres encounter the man with the â€Å"rupture† once again, only this time his head is bleeding as two men lift him; â€Å"They had come back for him after all† (Hemingway 36). This anecdote illustrates the fundamentally ironic nature of war: violence, injury, motivation, unpredictable motives and priorities, the inherent irony in fighting for someone else’s cause. Soldiers in war must struggle to choose to fight for arguably noble causes of an abstract nation, ideological principle, or political goal, look out for one another on the front, or simply prioritize their own survival. Frederic must grapple with why he is risking his life in this war at all. Is there more to fighting in a war than simply existing in a particular place at a particular time? Frederic himself suggests that he merely stumbled into the war: he â€Å"was in Italy†¦and spoke Italian† (Hemingway 22). How moral is it to participate in collective violence without a passionate code of ethics that supports the cause? These are the types of concerns plaguing Hemingway’s ironic hero as he is beckoned towards the threshold of adventure. Conclusion After analyzing the impotent nature of the major character of A Farwell to Arms, it becomes clear that the novel do indeed illustrate the futile struggle of a â€Å"lost generation.† Perhaps the most central question that must be explored in the consideration of whether or not this work are examples of the paradigm of narrative irony hinges upon the endings of the works. Does Frederic transform over the course of his literal and symbolic journey? It is clear that he does not. Frederic has learned that life is only meaningful if one lives it according to his or her own values, but he has also learned the lessons of the great irony: that â€Å"the world breaks everyone†¦It kills the good, and the very gentle, and the very brave impartially† and â€Å"The only thing that one can be sure of in this world is that one will be destroyed† (Hemingway 249; Phelan 54). Hemingway’s A Farewell to Arms ends in utter irony. When Frederic finally says goodbye to his beloved Catherine, he remarks that it is like â€Å"saying good-by to a statue.† The novel ends as Frederic walks â€Å"back to the hotel in the rain† (Hemingway 332). Left in a post-World War I experience, Frederic is lost, â€Å"bereft, homeless, and a drift† (Donaldson 15); Frederic Henry has learned the ironic lessons of life, and attempted to establish and live by a moral code dictated by his own creation, only to be defeated by the ultimate truth of existence, that is, that stripped of the traditional props of God, country, and tradition, the modern hero must face the â€Å"harsh and irremediable realities of existence† (Gurko 65). Hemingway’s skillful use of narrative irony in this text represents the most appropriate use of the modernist writer’s palette, for within the â€Å"anti-hero† of Frederic Henry readers find universal symbols for the plight of modern man. Because Hemingway stresses this fundamental futility of the human struggle within the confines of life and death, any interpretations that stress the romantic triumphs of this early Hemingway novel, that is, that this hero attain knowledge that can transform his world within his move from innocence to experience, is countered by the undeniable reality portrayed in this novel and that the book â€Å"end in overwhelming irony† (Smith 33). The ironic mode dominates as Frederic, desperate to add meaning to his life through love and experience, emerge as mere humans â€Å"clutching at a straw† (Smith 34). As Philip Young so eloquently argues in Hemingway: A Reconsideration, the fundamental reality of both the ironic mode, as well as Hemingway’s novel, is that â€Å"In the end, man is trapped† (93). Works Cited Campbell, Joseph. The Hero with a Thousand Faces. Princeton: Princeton University, 1968. Donaldson, Scott. Introduction. New Essays on A Farewell to Arms. Ed. Scott Donaldson. Cambridge: Cambridge University, 1990. 1-25. Foulke, Robert and Paul Smith. An Anatomy of Literature. New York: Harcourt Brace Jovanovich, 1972. Gurko, Leo. Ernest Hemingway and the Pursuit of Heroism. New York: Thomas Y. Crowell, 1968. Hemingway, Ernest. A Farewell to Arms. New York: Scribner, 1995 Phelan, James. â€Å"Distance, Voice, and Temporal Perspective in Frederic Henry’s Narration: Successes, Problems, and Paradox.† New Essays on A Farewell to Arms. Ed. Scott Donaldson. Cambridge: Cambridge University, 1990. 53-74. Smith, Paul. â€Å"The Trying-out of A Farewell to Arms.† New Essays on A Farewell to Arms. Ed. Scott Donaldson. Cambridge: Cambridge University, 1990. 27-54.

Nations and Nationalities in Europe

Rule by the people and for the people. This is a common phrase used by many today to describe the  variety of democratic political institutions found all over the globe today. While nearly all  democracies outside of Europe model the beginnings of their form of government to the United  States and more specifically   to the U.S. Constitution, for democracies within Europe, the beginnings  are traced even farther back in time   to embrace two different traditions. One of these traditions  being the English Constitution primarily involving the Magna Carta, and the other tradition  revolving around the French Revolution. In comparing these two as to which has ultimately proved stronger as the base for popular rule and  why, one can discern that the French revolutionary tradition has accomplished this for two reasons.  The first reason being due to the fact of it being more recent in historical context. Such an important  event having occurred less than 300 years ago has more relevance in the minds of many political  thinkers in our modern era than a similar event which occurred nearly 800 years ago. Mankind tends  to believe that his ideas improve over time and thus the later the idea, the better the idea it is. The second reason for the French tradition being the base for most forms of popular rule today is due  to it truly identifying and involving the three classes of the populace the aristocracy, middle-class,  and poor, back then as it does today, in the political and economic process of society. While both  traditions sought to limit the power of the monarch from being absolute over its subjects, it was the  French revolution which gave a strong voice to those neither rich nor poor. The English tradition on  the other hand, primarily involved the nobility and the monarch, much like a dispute being settled  today between the millionaires on one side and the billionaires on the other. Today, like in the late  18th century during the time of the French revolution, in most advanced and developing democratic  societies, the vast majority of the citizenry fall in the middle. Thus, it is their political interests and   perspectives which influence political discussion and change, just as it did  nearly 300 years ago.

Castles and Kings Crumble

A cold fear jumped out of my throat. It's not my fault, but I know that I messed up this job, but fat ladd decided not to let go of Coca-Cola slowly. Regardless of the reason, he still has to blame me, otherwise I did not answer my phone. Okay, I have it for now. I took the phone. Molan, the voice on the other side of the line, said that the tone is tightly cut. I think that this is unusual for Smith. Smith usually sounds like a cold frog. Edward issued an order to demand the Queen to protect Wales: defend 400 soldiers in Cardiff, defend the harbor, re-release felonies, and take them to the defense of Kelfri Castle Please give me. This is a waste of time. His powers have collapsed so far, he has been ignored. He drowned and the castle could last for a few months but could not last forever. Without fear of being counterattacked, the queen can betray the castle as long as he is hungry. Forced to surrender, Hugh will be executed, it may be terrible. Regarding Edward, he knows that death often happened to the royalty. It is essential to change the rules of the game The theme of the collapsed haunted castle, which has greatly contributed to the definition of the Gothic style, is an important feature of Horace Walpole's Otranto Castle (1764). In the postpot work, there was a large, divided house symbolizing the destruction of the human body. These emotions concentrate on Roderick Usher suffering from anonymous diseases like many Ellen Points. Like a storyteller of the heart of storytelling, his illness caused his overactive sensation. This disease appears in the body, but it is based on the spirit and moral status of Roderick. He is suggested to be sick because he wants to get sick according to his family medical history, hence basically depression. Likewise, he wanted to buried a living person and wanted to make his own self-realizing prophecy, he filled his living sister. Still, they live in the castle. This is a partially destroyed old castle, near the Norman Towe r. Family living in a castle - even a collapsing family - how can it become poor? Well, the castle is a lease, on the one hand their presence sounds miserable. Smith does not shy away from describing old and more tailored clothes with their slight meal (bread and margarine, or cold Brussels bean sprouts and rice - eggs are treats). The castle is cold and ventilated, selling most of the furniture, and unless Moto Main writes another book, everyone must wait until Thomas finishes his research and finds a job . According to the definition of our castle, we say that this castle is a good place for fortification and defense. But why did the king, nobility, his family, supporters feel that they needed to live in the castle during the Middle Ages? Because the castle is a place to protect, the people living there will have to worry about being attacked. There are three main reasons why the king or baron want to live in the castle. - Of the three risks listed here, the need to control civil war threats or population is the main reason most castles are built in Europe. A foreign invasion has occurred, but it is safe to say that many castles could not be built due to the fear of foreign invasions. People on the South and East Coast of the UK such as Dover and Port Chester

According the ppt in attachment write a Speech about 2 page in hurry Essay

According the ppt in attachment write a Speech about 2 page in hurry plz - Essay Example existence of diverse knowledge, attitudes, competence, and concepts that are based on diverse cultures in today’s workforce necessitates competence in intercultural communication. When the knowledge is integrated with business, it constitutes intercultural business communication. Intercultural communication study is not a new concept. It started in the 1920s with the study and teaching of linguistics. Linguistics constituted lessons on communication skills such as listening that enhanced understanding languages. In the 1950s, E.T. Hall introduced the terms, â€Å"intercultural tensions,† and â€Å"intercultural problems.† The terms created awareness on the diversity and differences that are evident among individuals from different cultures and worldviews. Furthermore, awareness of the existing tensions and problems created by cultural differences promoted the urge for different people to harmonize them through commonalities in communication. In 1958, Lederer and Burdick published â€Å"The Ugly American† that created mass awareness of intercultural issues and concerns. In 1959, Hall published â€Å"The Silent Language† that further promoted awareness on intercultural communication. Later, in 1961, Kluckhohn and Stodtback contribut ed greatly to the concept of intercultural communication. Oliver’s 1992 publication â€Å"Culture and Communication† and Smith’s 1996 â€Å"Communication and Culture† further enhanced understanding of the concept. The period from 1971 to 1980 featured landmark and rapid development of intercultural communication. Three major publications were influential in enhancing understanding of the concept. â€Å"American Cultural Patterns† by Stewart, â€Å"Communication: A Reader† by Samorar and Porter, and Prosser’s †Intercommunications among Nations and People† were notably influential publications that promoted understanding of intercultural communication as a concept. Since 1980 to present, there have been several studies and publications

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Costa Rica Geography - Essay Example Electronic products are one type of products exported by Costa Rica and it is mainly Intel products. Despite the bug plague, Costa Rica still remains as a major banana exporter. Lastly, although harvested by mostly Nicaraguan migrants, bananas are also another major export product from Costa Rica. Generally from the Dominican Republic, Costa Rica imports medicines. The country also imports petroleum products from other countries in order to finance its industrial operations. Lastly, Costa Rica also imports integrated circuits from other countries as many are needed in the emerging industries of the country. Despite the rich Spanish cultural heritage of the country, Costa Rica is beset with several problems and two are worth mentioning. The first issue, and probably the most important, is deforestation and the destruction of natural resources. There are only few laws to protect the flora and fauna in Costa Rica and many existing laws are not properly enforced. Another thing is that the country does not have a military force thus this poses as a risk for the country. Nevertheless, there is still good quality exports, an equally great tourism industry, and relatively low unemployment and poverty rates plus the beautiful land and water forms. That is still so much to be thankful for. Adams, Becket. â€Å"U.S. Unemployment Down to 6.6 Percent, Labor Participation at 35-Year Low.† 2014. The Blaze. 5 Feb 2014.

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J.R.R. Tolkien Biography - Essay Example Tolkien completed his education at the height of the World War I. It was then the society’s expectations for the youths to volunteer into the military (White 75). However, Tolkien chose not to become a volunteer in the British army but instead enrolled in a degree program. After completing his degree course Tolkien chose to join the military as a lieutenant instead of taking a civilian job (Zimrack web). He retained his service to the military despite encountering the first-hand witness of execution his closest friend and college colleagues who served in the military. His ill health, however, prevented him from being deployed in the front line.After the end of World War I, Tolkien got his first job with the Oxford English dictionary where he worked on the etymology of words (Chance 105). His work with the Oxford English dictionary earned him a teaching position at Leeds University. He later became the youngest professor of Leeds in his time. Although Tolkien was a dedicated ac ademician and a writer, he had a keen interest in wars and matters of national interest. Although he once served in the military, he had a negative attitude concerning wars. He also objected other European ideologies such as Stalinism and imperialism. In addition, to the surprise of many Tolkien was totally against racism.In conclusion, Tolkien lived a successful life with a legacy. His thinking and actions that surpassed the expectations and norms of the society are the main sources of his success. His success.

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Lars Peter Hanser - Research Paper Example The most noticeable element of his work is that he shed light on how various policy proposals may affect the economy (Tom, 12). Hansen also made changes to the process of carrying out empirical research through his work, â€Å"Large Sample Properties of Generalized-Methods of Moment Estimators.† His work had great impacts to macroeconomics and finance since these are the areas in which the concept of prices has big effects. Hansen shares the prized with Eugene F. Fama who is also a professor at the same university. With their imperial analysis and provisions on asset prices, the Royal Swedish Academy of Sciences greatly honored them. Their research and development is important in the fact that evaluators use the analysis to give basis to why and how band and stock prices fluctuates with time (Tom, 16). Hansen came up with an important statistical concept that may be used to determine short-term changes in the price of assets. In his research, Hansen came up with a statistical method that could be used to test for the rational theories of asset pricing. The two professors were also very important from the university’s perspective since they demonstrated its mission towards solving rampant economic problems in the society today. Their work has had great impacts in the shaping of the nature of today’s financial markets and economics in general. ... He tactfully used various economic models to explain asset prices. Hansen has always looked for chances through which financial and economic data may be linked up with economic models. Hansen saw the development data analysis methods and processes such as testing analyzing and formulating dynamic models in areas of high uncertainty (Tom, 28). With the help of these models, Hansen has been able to the determinants of important variables such as security market prices, savings and consumption. During the early days of 1980’s, Hansen was mentioned to be the leading contributor when it came to the development and use of testing methods and rigorous estimation for financial data. To this date, Hansen is still a prolific researcher. His most recent works consist of models that seek to incorporate the beliefs of investors and consumers as well as existing ambiguity in the relationship. More precisely, Hansen sought to explain how models may be used in the analysis of financial and ec onomic data to help determine the consequences accruing to various policy options (Tom, 29). Hansen is the one who invested on a research project to bring together a group of elite economists to come up with new economic models to help in creating linkages to the financial sector. The developed models will be of great importance as they will provide more powerful policy tools to be used in the measuring, monitoring of an economy’s systematic risks arising from financial markets. International studies Hansen has been working with the University of Chicago ever since 1981, where he happens to have been a former, chairman and director of graduate circles. Hansen has also received an award of 2006 Erwin Plein Nemmers prize

How could the Holocaust have beet prevented Essay Example for Free

How could the Holocaust have beet prevented Essay You have probably heard about a period of time, not so long ago, known as The Holocaust. A holocaust, according to Websters dictionary, is a complete destruction by fire (Stadtler, 1). In Europe, during this period, there was a complete destruction by fire of Jewish homes, Jewish businesses, Jewish neighborhoods, and Jewish people. This destruction was carried out under the direction of Adolf Hitler, during the years 1939-1945, but it actually began earlier, in 1933, when Hitler came to power in Germany. In my opinion, the Holocaust, which was caused by ignorance, could very well have been prevented. There were many powerful nations, such as the United Stated, the USSR, and Britain, whose leaders and militaries could have stepped in and helped the Jewish people who were facing extremely brutal persecution. Throughout most of the war, the American government clung to the delusion that the Nazis were persecuting the Jews because of their political or religious beliefs. The U.S. closed its gates to emigration from Europe in 1940-1941, when Jews were still allowed to emigrate. Anti-Semitism in America actually increased during the war and started to decline only at the end of it (Bauer, 297). A Soviet attitude toward the murder of the Jews simply did not exist. While fighting a desperate battle for its own survival, Britain saved the Jews of Palestine, North Africa, and much of the British Empire from the fate of European Jewry. The British fought only for themselves, but the defense of their own interests coincided with the defense of civilized humanity, including the Jews (Bauer, 296). The May 1939 White Paper on immigration to Palestine stated that immigration to Palestine would end after 75,000 had been admitted between 1939 and 1944. When war broke out, the British decreed that no enemy nationals could enter Palestine, which in effect, closed the doors to those who needing rescue most, specifically the European Jews trying to escape the Nazis. At first, the thought of such destruction in Europe was incomprehensible to other Nations. They heard of what was occurring, but did not believe it, and therefore did nothing. The suffering of hundreds of thousands, soon of millions, was evident for consciences to be aroused, for steps to be taken.  Nothing was done (Bauer, 297). I feel the ignorance of these Nations was the cause of the loss of 6 million lives. Had these Nations not turned their heads away and ignored what was happening, they could have saved many lives and prevented the Holocaust. By allowing emigration from Europe into their countries, by trying to negotiate with Hitler, or if worse came to worse, assassinating Hitler, things might have been different. By not recognizing the events leading to the Holocaust and of the Holocaust, they also caused the Holocaust along with Adolf Hitler. The Holocaust could only have been prevented by the World Powers, but they failed to do so because they were so ignorant. During the 19th century, European Jewry was being emancipated, and in most European countries, Jews were achieving some equality of status with non-Jews. Nonetheless, at times, Jews were vilified and harassed by anti-Semitic groups. Indeed, some anti-Semites believed that Jewry was an alien race not assimilable into a European culture, but they did not formulate any coherent anti-Semitic campaign until Hitler came to power. Germany was defeated in World War I after a four year struggle that left its people exhausted and divided. The harsh peace terms of the Versailles Treaty placed a heavy economic burden on them. Before the war Germany had thought of itself as Europes greatest nation. Now it was confused, bitter, and economically crippled, its wealth drained to pay the vast sums demanded by the Versailles Peace Treaty. Rising inflation left many Germans poor and others jobless. Political differences exploded in assassinations and street fighting. The new democratic government of Germany, the Weimar Republic, was unable to prevent disorder and caused people to lose faith in democracy. With Germans of all outlooks desperately seeking solutions for the nations problems, Adolf Hitler and the Nazi Party began their climb to power. Hitler was gifted with effective political talents. He offered an explanation for Germanys defeat, and a vision of Germanys future destiny, that played upon the fears, prejudices, and hopes of many Germans. He promised to rebuild  Germanys power and restore its prosperity (Isaacman, 16). This won the support of many Germans. Hitler was such an effective speaker that anything he said was believed even if it was not true. Hitler believed that the German people were part of an Aryan race, a superior group that should be kept pure to fulfill their mission of ruling the world. He felt that the Jewish people were sub-human, when in actuality they were virtually the same as his Aryan race. Not only did Hitler have a personal hatred toward the Jewish people, but he also blamed them for stabbing Germany in the back after Germanys defeat in World War I. Hitler used them as scapegoats because they were a minority and were easy to put the blame on. Historians agree that the Holocaust resulted from a confluence of various factors in a complex historical situation. That anti-Semitism festered throughout the centuries in European culture is centrally important; the Jews were (and are) a minority civilization in a majority environment. In periods of crisis, instead of searching for the solution of such crisis within the majority culture, the majority will tend to project blame for the crisis on a minority which is both familiar and weak. As the originators and bearers of an important part of civilization, the Jews are a father civilization against which pent up aggressions are easily unleashed (Bauer, 330). Anti-Semitism had always played a role in Nazi propaganda, for Hitler blamed most of Germanys problems on the Jews. Anti-Jewish laws of every kind were passed. Jews could no longer be judges, lawyers, teachers, government officials, army officers. Jewish doctors could not treat non-Jewish patients, Jews could not employ non-Jews, and Jews and non-Jews could not have social relationships. Jewish property was taken by the government, Jewish businesses were closed down, Jewish children could not attend public schools. All the media were utilized to spread anti-Jewish messages. On the street, Jews were mocked, tormented, and even beaten for no other reason but being Jewish. Jewish people were forced to wear Star of David armbands and were often attacked by storm troopers. On November 9-10, 1938, known as Kristallnacht (Night of the Broken Glass), hundreds of synagogues throughout Germany were burned by Nazi mobs, windows of Jewish shops were smashed, and thousands of Jews were arrested. Kristallnacht was a signal to Jews in Germany and Austria to leave as soon as possible. Several  hundred thousand people were able to find refuge in other countries, but a similar number, including many who were old or poor, stayed to face an uncertain fate (Stadtler, 12). The countries of Europe and the United States too, only admitted a small number of Jews. Had these countries made an exception for these people who were being treated poorly in their home countries there would have been a smaller amount of lives lost in the years to come. Throughout the 1930s, conditions for the Jews in Germany worsened. Some people in the United States refused to buy German products in an effort to put pressure on Hitler, but it did not help. This was not enough, the United States was a strong world power and could have done more to aid the Jewish people of Germany. What could a small amount of people not buying German products do? Absolutely nothing because Germany was much stronger than these few people; the aid of an entire nation was needed, not the aid of a few people. Since no one was stopping Hitler, he proceeded to enlarge Germanys territory. Threatening to use force if he did not get his way, he gained control of Austria in 1938 and of Czechoslovakia in 1939. Later in 1939, when Hitler invaded Poland, World War II broke out. During the early years of the war, Hitlers armies conquered most of Europe. Millions of Jews were now under German rule, and Hitler felt he was at last in a position to solve the Jewish Question. As Hitler saw it, the Jewish Question was simply the fact that the Jews existed. Therefore, the final solution emerged as a way to destroy them. Throughout Europe, in all the countries under their control- Poland, Western Russia, Hungary, Czechoslovakia, Lithuania, Latvia, Bulgaria, Yugoslavia, Greece, Italy, France, Holland, Denmark, Norway- the Jews were rounded up and confined in concentration camps or ghettos. Stripped of their property, brutalized, terrified, and disoriented, they were forced to work as slave laborers in abominable conditions. Many died of starvation and disease. Others were shot or beaten to death. Before long, rumors of this brutality reached capitals of the world, but nothing was done. As the war against the Jews progressed, however, the Nazis turned to large scale centralized killing operations. Jews from all over Europe were loaded into trains and shipped to death camps, among them, Auschwitz, Treblinka, Sobibor. LOCATION OF GERMAN CONCENTRATION CAMPS In the death camps, human life was destroyed quickly and efficiently (Isaacman, 19). Under the whips of cruel SS guards, the Jewish victims were herded off the trains and into gas chambers, where they were exterminated by a poisonous gas. Millions of non-Jews were also systematically killed- political opponents, Slavic peoples, and other minorities. In the case of the Jews, the Nazis were determined to annihilate an entire people. Some Jews fought back at every possible opportunity. Some Christians, too, tried to help. Taking great personal risks, they hid Jewish friends in their homes or cellars. Many of these people were caught and killed by the Nazis. People willing to take such risks were few and far between in Europe. Had other nations of the world been as righteous and as brave as these people, and combined their efforts, this attempted annihilation of the Jewish people could have been prevented. To some Nazis the final solution was more important than anything else. Though Germany was hemmed in by enemies and fighting for its life, they diverted valuable resources to the extermination machine (Isaacman, 20). Trains that could have carried ammunition to the front were used to transport Jews to death camps. Soldiers who could have been defending their country were instead sent to round up and guard Jewish civilians. After several years of war, Hitler knew he could not defeat America and the other Allies, but he was determined to win at least one victory by wiping out the Jews (Isaacman, 20). The United States and other world powers were too focused on the war to maintain their pride. While in Germany Hitler was trying to wipe an entire people off the face of the Earth. If these other nations of the world were not so ignorant, the lives of six million people  could have been saved. Hitler and his Nazi Party treated the Jewish people so inhumanely. He and his party felt that the Jews were biologically different, when in fact they were and are not. Every human being is equal and should be treated equally. No one is superior to anyone else, even though some may have an egocentric attitude. In 1945, Hitler committed suicide. Rather than correcting his errors, Hitler took the easy way out by committing suicide. The ultraorthodox Jewish theology justifies the Holocaust as an act of God, a punishment for sins committed by the Jewish people against their God. Others feel that the Holocaust was a result of mans betrayal to God. I feel that the Holocaust is not at all justified. During the Holocaust, six million Jewish people died, that is more than one-third (about 34 percent) of the Jewish population. From the liberated Nazi camps, weeping skeletons of men and women emerged. Among them were 200,000 Jews. These have to be added to the 210,000 that survived in France, about 37,000 in Belgium, 20,000 in the Netherlands, about 1,900,000 in the Polish-Soviet area, 350,000 in Rumania, 130,000 in Hungary, and smaller numbers elsewhere. Including Soviet Jewry, part of whom were never under Nazi rule, about 3 million Jews were left in Europe out of the original 9 million Jews before the war (Bauer, 334). As I stated before, there is only one thing and one thing only that caused this horrid event called the Holocaust, ignorance. Not just ignorance of the United States and the other world powers, but the ignorance of Hitler and his Nazi Party as well. Had the U.S. and other nations offered aid to the Jewish refugees, and opened their doors to these refugees, they would have saved many lives. Instead, they were just as guilty as the Nazis by helping in the destruction of an entire race. WORKS CITED PAGE Bauer, Yehuda. A History of the Holocaust. New York: Franklin Watts, 1983. Chartock, Roselle, Jack Spencer. The Holocaust Years: Society on Trial. New York: Bantam Books, 1978. Des Pres, Terrence. The Survivor: An Anatomy of Life in the Death Camps. New York: Oxford University Press, 1976. Holocaust. Microsoft Encarta (CD ROM). 1993. Stadtler, Bea. The Holocaust: A History of Courage and Resistance. New York: Behrman House, Inc., 1973. Isaacman, Clara. Pathways Through the Holocaust. New York: Ktav Publishing House, Inc., 1988.

Cross Cultural Business Training And Communication Management Essay

Cross Cultural Business Training And Communication Management Essay Culture affects every part of a business from initial communication to building team synergy. To conduct business in a foreign country, one must understand the traditions and values of the society, along with consumer needs. Estimates show that more than half of all international joint ventures fail within 2-3 years because of the lack of cultural competency.   Certain issues need to be addressed for a business to ascertain what is culturally correct in a country. Resolution of these issues comes through direct experience with the culture to determine the needs and desires of the population, then addressing these in culturally appropriate ways. Behavioral assessments and adjustments need to be made constantly by employees to effectively penetrate a market and culture to be successful. In todays business world this is now essential for building and maintaining a competitive global advantage. (2010, June 8).  Cultural Savvy A Global Cross-Cultural Consulting, Coaching Training. Re trieved October 10, 2010, from : http://www.culturalsavvy.com/index.htm Providing a cross-cultural training experience is an investment that will reward a company in the long run. Companies that institute these types of programs have a competitive advantage over those that do not, as training reduces culture shock, affectively alleviates inappropriate situations, and ultimately creates lasting relationships with international partners. Culturally savvy employees are more effective leaders as they can better relate to situations outside their realm of comfort, with ease, and continue to build on them for the future. China and Indias current business relations; future endeavors When looking at China and India and their current relationship, one must consider, first and foremost, their size. China has recently over taken Japan as the worlds second largest economy, with Indias own recovering economic status coming in close behind. For centuries they have shared advanced ideas, inventions and philosophical traditions. They have reemerged as leading techno-economic nations, and recent developments and exchanges between them indicate that the ball is already rolling in the direction of globalization for common good. No two nations are better equipped than India and China to show the world how the common concerns of humanity can be addressed through mutual respect, friendship, healthy competition, and sharing of resources. Both Democratic India and Communist China have embarked upon ambitious science, technology, and economic development programs through centralized planning. Both emphasize self-reliance through local initiatives, restricting the flow of foreign capital and technology. ((Ahmad, A. A. (2010, February 10). Share The Worlds Resources. Retrieved October 5, 2010, from http://www.stwr.org/india-china-asia/india-and-china-conflict-competition-and-cooperation-in-the-age-of-globalization.html)) Prospects for India and China Prospectively speaking, India and China are facing an energy crisis that needs to be addressed today. India must create 15 million new jobs a year to keep the younger population employed. China has 17% of the worlds population and only .8% of the oil reserves, with an economy growing at a rate of 8-10% every year. China and India alike are actively seeking imports to meet their energy needs. China recently invested in oil interest in Russia and the Middle East.   China and India continue to compete with each other for oil resources, however an opportunity can be created here where they can cooperate. Discussions have been taking place between CNOOC, The Chinese Oil Conglomerate, and Indias Oil and Natural Gas Commission. Discussions include developing a committee of oil producing nations to determine the supply and price of crude oil, for the benefit of importers in rapidly developing countries, and exploring acquisitions strategies to meet these needs. China and India have allocated a large amount of capital to research and development, consequently they are producing more innovations than any other countries in the world after signing the Indo-China Inter-governmental Science and Technology Agreement. These two countries are highly trained in the fields of science and technology which make them a diverse resource to outside countries wanting to utilize those talents. Specific joint projects are proposed at inter-agency levels in such diverse fields as meteorology, ocean science and technology, space science and technology, and biotechnology.   These two countries graduate millions of students each year that are inundated with the knowledge to produce and actively participate in the global production of goods and public services. With these numbers, manufacturing may be at stake in the western world, by combining these efforts they are causing a power shift from manufacturing countries. (Ahmad, A. A. (2010, February 10). Share Th e Worlds Resources. Retrieved October 5, 2010, from: http://www.stwr.org/india-china-asia/india-and-china-conflict-competition-and-cooperation-in-the-age-of-globalization.html) Insights into China   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  China is the worlds fourth largest country (9.6 M sq km) in area after Russia, Canada, and the US. China is located in Eastern Asia, bordering the East China Sea, Korea Bay, Yellow Sea, and South China Sea. China is surrounded by fourteen neighboring countries namely: Afghanistan, Bhutan, India, Kazakhstan, Kyrgyzstan, Laos, Mongolia, Myanmar, Nepal, North Korea, Pakistan, Russia, Tajikistan, and Vietnam. The Land   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Chinas terrain consists mostly of mountains, high plateaus, and deserts in the west, and plains, deltas, and hills in east. China has extremely diverse weather, from tropical in the south to subarctic in north. The lowest point of China is Turpan Pendi, 154 m below sea level, and the highest point is Mount Everest at 8,850 m. Total area of China is 9,596,961 sq km, land area being 9,569,901 sq km and water area being 27,060 sq km. The land consists of 14.86% arable and 1.27% permanent crops. 83.87% of land is used for other purposes. 545,960 sq km consists of irrigated land. The natural resources of China include aluminum, lead, zinc, uranium, coal, iron ore, petroleum, natural gas, mercury, tin, tungsten, antimony, manganese, molybdenum, vanadium, and magnetite. China has the worlds largest hydropower potential. The natural hazards include frequent typhoons (about five per year along southern and eastern coasts), tsunamis, damaging floods, droughts, e arthquakes, and land subsidence. People and History On 1 October 1949 Peoples Republic of China was established. The most recent promulgation of the constitution was done on 4 December 1982 with amendments in 1988, 1993, 2004. The flag of China is red with a large yellow five-pointed star and four smaller yellow five-pointed stars in the upper hoist-side corner. The color red represents revolution, while the stars symbolize the four social classes: the working class, the peasantry, the urban petty bourgeoisie, and the national bourgeoisie, united under the Communist Party of China. Beijing is the capital of China. Major cities include Shanghai, Tianjin, Shenyang, Wuhan, Guangzhou, Chongqing, Harbin, and Chengdu. China has five official religions: Buddhism, Taoism, Islam, Catholicism, and Protestantism. The ethnic groups include the Han Chinese at 91.5%; the Zhuang, Manchu, Hui, Miao, Uighur, Tujia, Yi, Mongol, Tibetan, Buyi, Dong, Yao, Korean, and other nationalities comprise the remaining 8.5%. The languages spoken in China include S tandard Chinese or Mandarin (Putonghua, based on the Beijing dialect, official), Yue (Cantonese), Wu (Shanghainese), Minbei (Fuzhou), Minnan (Hokkien-Taiwanese), Xiang, Gan, Hakka dialects, and minority languages.   Ã‚  Ã‚  Ã‚   China is the worlds most populous country with 1,330,141,295 people (July 2010 est.). The birth rate is 12.17-births per 1,000 of the population, and the death rate is 6.89 deaths per 1,000 of the population with the population growth rate being 0.494%. The male to female ratio being 1.06. The life expectancy for males is 72.54 years and females is 76.77 years. The median age is 34.1 years, with 33.5 years for males and 34.7 years for females. The literacy rate is 90.9%, 95.1% for males and 86.5% for females. As of 2000, percentage of population age 15 and over having no or incomplete primary schooling is 15.6%. Those that have completed primary is 35.7%, some secondary is 34.0%, complete secondary is 11.1%, some postsecondary through advanced degree is only 3.6%. Education China has a vast and varied school system to provide for its population. There are preschools, kindergartens, schools for the deaf and blind, key schools (similar to college preparatory schools), primary schools, secondary schools of diverse disciplines, and various institutions of higher learning. Chinas basic education involves pre-school, a nine-year compulsory education from elementary to junior high school, and the standard senior high school education. It also has special education for disabled children, and education for illiterate people. The Law on Nine-Year Compulsory Education, which took effect July 1, 1986, established requirements and deadlines for attaining a universal education system, tailored to local conditions, and guaranteed school-age children the right to receive an education. China has over 200 million elementary and high school students, who, together with pre-school children, account for one sixth of the total population. The Central Government has prioritiz ed basic education as a key field of infrastructure construction and educational development. Public Administration China has a communist government. The administrative divisions include 23 provinces which consist of: Anhui, Fujian, Gansu, Guangdong, Guizhou, Hainan, Hebei, Heilongjiang, Henan, Hubei, Hunan, Jiangsu, Jiangxi, Jilin, Liaoning, Qinghai, Shaanxi, Shandong, Shanxi, Sichuan, Yunnan, Zhejiang; and Taiwan. There are five autonomous regions consisting of Guangxi, Nei Mongol, Ningxia, Xinjiang Uygur, Xizang (Tibet) and four municipalities consisting of Beijing, Chongqing, Shanghai, Tianjin. Economy During the past 30 years, Chinas economy has changed from a centrally planned system that was largely closed to international trade, to a more market-oriented economy that has a rapidly growing private sector. It is now a major player in the global economy. In the late 1970s, reforms were started with the phasing out of collectivized agriculture. The reforms led to the expansion of fiscal decentralization, increased autonomy for state enterprises, the foundation of a diversified banking system, gradual liberalization of prices, the development of stock markets, the rapid growth of the non-state sector, and the opening to foreign trade and investment. The labor force consists of 813.5 million people. These numbers consist of 39.5% agriculture, 27.2% industrial and 33.2 % services. The unemployment rate is 4.3%, and the population below the poverty line is only 2.8%. The GDP growth rate of the country compared to other countries is 9.1%. The agricultural products include rice, wheat, p otatoes, corn, peanuts, tea, millet, barley, apples, cotton, oilseed, pork, and fish. The industries in China include consumer products, such as footwear, toys, and electronics; food processing; transportation equipment, such as automobiles, rail cars, locomotives, ships, and aircraft; mining and ore processing of coal, iron, steel, aluminum, and other metals; machine building; armaments; textiles and apparel; petroleum; cement; chemicals; fertilizers; telecommunications equipment; commercial space launch vehicles, and satellites. The Chinese government has vowed to continue to reform the economy and emphasize the need to increase domestic consumption in order to make China less dependent on foreign exports for GDP growth in the future. (The World Factbook. Retrieved August 31, 2010 from https://www.cia.gov/library/publications/the-world-factbook/geos/ch.html) Cross Cultural Training plan The term cross cultural training refers to a variety of different training courses. Each in essence aims to develop awareness between people where a common cultural framework does not exist. The main purpose of cross cultural training is to simulate problems that may arise in the workplace due to cultural differences and be prepared with resolutions to these problems. In todays economy, it is becoming increasingly essential to conduct business globally. For a multinational company to experience long-term success, its employees must have an understanding of the beliefs and values of the country in which they are conducting business. (Cross Cultural Training. Retrieved November 09, 2010 from http://www.kwintessential.co.uk/cross-cultural/training.html) Cross-cultural training includes both general orientation and specific skill development. General orientation consists of self-assessment, dealing with change, stress management and identifying attributes, and cultural awareness including national values, general dimensions, and work place incidents.   Specific skill development consists of knowledge acquisition, area studies, language studies, host attitudes, and skills training, such as case studies, area simulation and behavior modeling. Training includes providing the information to the trainee about national culture and attitudes in the host country. The trainee should be trained to handle different situations in a simulated environment. (Rohmeter, N. (2005).  Human resource development: challenges and opportunities. Daryaganj, New Delhi: Anmol Publications PVT. LTD) One major issue surrounding cross-cultural training includes getting beyond culturally determined stereotypes, how to raise and deal with stereotype. Most often, the common thought is, Life would be a lot simpler if people would just see things our way. Without realizing it, we carry those misconceptions and stereotypes into meetings, conferences, trainings, or even social gatherings that can make communication difficult and hard work. This break down in communication leads to in-effective work strategies, and also a non-productive work environment; in reality, the only person that can be changed is you. By learning about another culture i.e. their beliefs, values, common practices, and social norms, ultimately this will open up the communication lines. Other issues of cross cultural training include: feedback, how to counsel employees, coaching and team building, resolving conflicts (those include various ethnic groups at work place). (The Library. Retrieved November 09, 2010 from h ttp://www.impactfactory.com/library.shtml) Need for plan It is critical for managers to develop effective communication between employees. Training deals with interpersonal interaction. It provides management staff with the knowledge and skills to effectively supervise a multicultural staff. It results in a hospitable and understanding work environment. Cross cultural training covers areas such as values, morals, ethics, business practices, etiquette, protocol, and negotiation styles.   It helps in developing successful business relationships. It provides managers with a thorough cultural profile of the target country, highlighting similarities and differences between the target and home country. It also discusses factors that may arise regarding family, personal and business relationships, and runs interactive simulations that reflect realistic situations in the target culture. People and practices differ across cultures People can react very differently to a situation based on cultural differences. The need to motivate employees varies by culture. What motivates employees to work in India may not be a relevant motivator to Chinese employees. Therefore the trainees will need to become familiar with the differences in the employee motivation across cultures. The differences in the way motivation is perceived by the employees will need to be taken into consideration for performance appraisals everyday business decisions.   The expatriate will need to perform the same tasks he has performed in his home country in a new environment with new environmental stressors. The cultural stress will affect the performance and yield of job related duties. Expatriates failure in cross cultural environments is often due to inability to adapt to the new culture. The skills that have been shown to generate success are: -Show respect to the values of the new culture -Ability to be non-judgmental -Ability to understand ones limits in relation to knowledge and perception of the culture -Ability to empathize -Flexibility Rohmeter, N. (2005).  Human resource development: Challenges and opportunities. Daryaganj, New Delhi: Anmol Publications PVT. LTD. Designing of cross-cultural training Linguistic barriers are a major area of the crossings of two cultures. This major form of expression needs to be addressed to even begin to understand another culture, but then it is closely followed by those things around us that we would use to describe a culture. Language barriers, and breakdowns can lead to ineffective business plans and can damage relationships with potential clients. English is used for most transactions, but the usage of English tends to change with the countrys context.   In order for the expatriate to learn to communicate in China, we will enroll them in a 3-month Survival Chinese course taught by Surfchinese.com. The first program will consist of three 50 minute classes per week.   This course is designed for those who have no experience with the Chinese language.   Through this class, the expatriates will learn about 100 topics that are used in daily life, in addition to culture tips and interaction with a Chinese teacher.   Ã‚  The course is a ra pid learning course based on oral Chinese to help them deal with their practical needs in daily life. (Survival Chinese. Retrieved November 09, 2010 from http://www.surfchinese.com/class/SC1.asp)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   After the completion of Survival Chinese, we will continue to enhance the language skills of the expat by continuing to a Business Communication course. This course is designed to help the businessperson learn the essential communication for business circumstances.   The course progresses through three levels starting with Basic Communications such as, time schedules, business banquet, marketing, and business consulting. The Intermediate Level moves to business topics such as, business greetings, conversations in the office and trading.   The Advanced Level will progress to allow the use of Chinese to perform more complicated communications such as negotiations, presentations, or business meetings. Since these are online courses the expatriat can continue with the language training throughout the transition to China and as long as needed until they are competent in the communications needed for their professions. (Business Chinese Courses. Retrieved November 09, 2010 from http:// www.surfchinese.com/class/BC1.asp)   Timetable and steps of the plan The timetable for training our India managers in China has 3 phases. The overall process will take roughly 30 days, with some continuing education to follow. It is important for our managers to not only learn and understand the culture, but it is equally important for them to stay current with it. Having a good grasp will generate a higher level of respect, and that will generate a higher level of business. Documentary training 3 day training The initial phase will be a 3-day training phase, or 24 hours, covering the culture and what is acceptable through documentary training. Language, behaviors, and demographics will be topics discussed during this time. Proper greetings and gestures should also be mentioned here. A pre-test will be administered to gauge our managers knowledge, so we can tailor the training program to the level of knowledge of our group. A documentary training program about the countrys geography, economics, and sociopolitical history helps to show cultural differences between the home and foreign countries.   It is expensive to send the trainee abroad for training; it is more economical to train in the home country with videos and books to learn about the foreign culture. Cultural and field simulation trainings and exercises 7 days or 40 hours The second phase will be approximately 7 days or 40 hours of applying the knowledge received in step one through cultural simulation trainings and exercises. It will be the responsibility of those in the group to be active in the community, talk to the local people, and learn firsthand the quirks of the culture that has been taught to them. A short synopsis will be required pending completion of this phase to showcase real experiences and application of the lessons up to this point. Cross Cultural Simulations are easy ways to get people involved in learning about different cultures. It allows them to actually be immersed in the culture and experience what someone of a different culture may encounter in a new country. By allowing yourself to step into someone elses shoes, you are able to see the basic similarities, differences, obstacles, first impressions, and interact with culturally different groups. Simple simulations can be played such as how many ways can you come up with to say hello in different languages; the Story of my name, where you give an inside look into the meaning or origin of your name; case scenarios, multicultural games addressing counting, stereotypes, and English as a second language. (Wilderdom, (2006, February 11). Multicultural, Cross-cultural Intercultural Games Activities. Retrieved October 19, 2010, from http://wilderdom.com/games/MulticulturalExperientialActivities.html) Role playing is a training simulation that allows a trainee to be placed into specific situations that may be encountered. Creating specific simulations can help others become more aware of the challenges faced and behaviors that may be primarily cultural, rather than natural. Instructions 1.   Ã‚  Ã‚  Make role playing cards depicting certain attributes for different cultures. Each person should get just one of the secret instructions to act out during the meeting. 2.   Ã‚  Ã‚  Tell the group they are to read their individual instructions by themselves, and not let anybody else know what they are. Tell them they should intentionally act the way their instructions indicate during the group activity. 3.   Ã‚  Ã‚  Role-play for about 20 min. 4.   Ã‚  Ã‚  At the end, allow at least 20 minutes to discuss the questions provided. The different cards that people are to follow should be specifically pertaining to an attribute of a culture. For example: You are someone from a cultural group that believes men and women should be separate. You would never shake hands with the opposite sex, and prefer to be seated in the same sex groups during meetings.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Another example would be: You are from a culture that it is common to greet hello with quick kisses on the cheek or long handshakes. Friendships are important, you ask a lot of questions to get to know someone and gender-mixed relationships are common.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  While playing this game it is extremely important to stick to the roles given, while not giving away that this is what you are actually portraying. This in effect puts the player directing into the shoes of someone who is of a different culture. It allows them to see first-hand the challenges that can be faced, and ultimately allows them to see how they can be more accepting and responsive when faced with someone whose common practice is opposite of their own. After the meeting, you should allow for questions to be answered pertaining to: 1. How they felt during the exercise? 2. Describe what happened during the exercise. 3. What did you learn? 4. How does this relate to the real world? 5. What if you had known why the others were behaving as they did? 6. How can you apply this?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The focus is to learn by doing, rather than by showing. These simulations allow you to gain a firsthand experience of a different culture, but also allow you to make those mistakes that are inevitable between the mix of cultures. It allows you to address those mistakes or downfalls that may occur in a watered down version of a culture, and how best to handle those situations once they occur. Even though a full-blown culture experience will have unexpected situations that arise, this allows for highlights into a culture and the firsthand experience at what to expect. Implementation of the Plan The next 2 weeks or 13 days will be spent implementing some of the learned strategies to determine if any of them are viable. This encourages those that came up with the ideas and motivates those who did not. Hopefully, this will build a team atmosphere and establish who the true leaders are. During this time we will be able to evaluate where the company stands at this point in the training process. A closing test will be administered to recap the lessons learned and to promote continued practice of the new strategies. The next 7 days will be a research and development phase. This is a good time to have the group come up with a clever and creative way to market the business, and break into the scene so to speak. The group will start with a SWOT analysis, followed by a marketing plan, explaining in detail their ideas for market penetration. Spouse and family issues Another important area to address for any candidate who is incorporating their family into a cross-culture scenario is to provide the candidates family with sufficient training on the host country. It is better to train the spouse and family members of the trainee, so they can adjust to the new culture. Training the family enables the employee to concentrate more on the work that will lead to success of the business and not have the added stress of the adjustment time of both themselves and their families. Budget for the plan Language Training 1 Survival Chinese. Online 3 months of language classes. 3 classes per week. 36 Lessons $810 Language Training 2 Business Chinese. Online 3 months of language classes. 3 classes per week. 36 Lessons $810 Documentary Training 3 8 Hour Days $3750 Cultural Simulations 7 Days -40 Hours $200 Implementation of the Plan 2 Weeks $0 7 Days $0 Total $5570Estimated Budget for the Cross Cultural Business Plan Per Individual * This plan does not include Spouse and Family training. Language training would be approximately $7 per 50 minute session. Cultural Training is approximately $1250 per day per person. *Cultural simulation cost in this example is based on a Chinese community within the city of the expat. Pricing would be greater if travel is required to a Chinese Community. *Implementation of the Plan is based in an office setting and would not require additional funding for travel, per diem, etc. Expected results in cross cultural training Cross-cultural training has many benefits to be gained by participants and the business. Measuring the effectiveness of cross cultural training can be challenging, but it is rather clear that cross cultural competence has the potential to make a significant contribution to top and bottom line results as well as the individuals performance. Cross-cultural training increases cross-cultural competence i.e., the ability of the individuals to perform effectively and confidently in other countries or with foreign nationals. This training helps to develop new skills, attitudes, and gain new insights. The main benefits of a properly designed and customized cross cultural training are: Greater understanding of the customs and beliefs of other cultures. Better relationships and communication with people from other cultures. Insight into needs and opportunities of the global market. Greater level of adjustment to living and working in a new environment. Develops inter-personal and listening skills. Change in Motivation Levels:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Motivation is considered to be a goal-oriented behavior. It may be either intrinsic or extrinsic. Motivation levels are of great importance in the business world. During the cross-cultural training programs, one tries to enhance the motivation levels of the expatriates by the various training programs. These programs increase the work performance of the expatriates and also build confidence in them. By enhancing the trainees personal experiences in a specific culture, he becomes more aware of situations he may encounter. This ultimately relieves the stress and culture shock of a situation, allowing their true motivation to show through, and business transactions to be conducted smoothly. Change in Competency   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Competency can be defined as the ability to perform the prescribed work efficiently. The cross-cultural training increases the skills, knowledge, and behavior of the person. These three qualities combined can be termed as Competence.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Competency is the general requirement for a person to participate effectively in various organizations and communities. This training program increased levels of competency in the expatriates, which helps them with their work activities individually, and enables them to rely on the skills provided and learned through simulations, and cultural interactions. Change in Organizational Effectiveness   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Organizational effectiveness is considered one of the key factors for success of the company. It can be defined by the effectiveness in which the organization achieves specific outcomes. This is a cumulative effort put forth by all employees, which makes an organization effective and productive in their goals.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The success of the company is dependent on the organizational competence and ethics. The effectiveness of an organization is not measurable, but can be evaluated based on the profits they earn. Thus cross cultural training can enhance the effectiveness of the organization by building confidence and enthusiasm in the workers.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In conclusion cross cultural training programs prove to be profitable to both countries, the families, and the employees who are involved in the business exchange. With the training as a guide, the expatriates as they get to know about the culture, customs and most importantly the working style of the foreign country. A company with employees knowledgeable about the culture of the country in which they are performing business will be more adept at meeting the goals of the organization. This knowledge will also increase consumer confidence in the company, and enhance the relationship between the countries i.e., China and India.

Security Dillemma & Ethnic Conflict Essay examples -- essays research

The security dilemma can be used explain and predict ethnic conflict within a given state. Posen’s argument is supported by the belief that the basic tenets of realism provide a clear view of the security dilemma and its relationship with ethnic conflict. I believe the security dilemma in general is largely based in realist theory, and therefore fails to view international relations fairly. I believe that liberalism offers important insight into dealing with conflict that Posen fails to address.   Ã‚  Ã‚  Ã‚  Ã‚  Realist theory believes that one states military improvements are undistinguishable as offensive or defensive, and are seen as threats to another state. This, in turn, requires the opposing state to improve its military to ensure its own self interest. Posen argues that when an empire falls, there will be a power struggle between competing groups, within a state, as a result of the anarchy left by the failing empire. It is argued by Posen that the competing groups variations in the history of their group and whatever military power they may have will threaten other groups, creating a security dilemma, which results in ethnic conflict.   Ã‚  Ã‚  Ã‚  Ã‚  I believe the security dilemma is shaped by realist theory because it presupposes military improvements will be seen as threats. It has been shown that military improvements are not always seen as threats, for example the United States is not threatened by Pakistan having nuclear weaponry. Mutu...

Stonehenge :: European Europe History

Stonehenge Stonehenge, one of the great Seven Wonders of the World, but what do we really know about it. What was its purpose, how was it built and by whom. Many different answers come up when asking the question "What was the purpose of Stonehenge", some say that it was a horrid place, which the Druids used for religious sacrifice, but most others have a more positive idea. A temple of the sun, a Pagan Cathedral, or a holy sanctuary in the midst of blessed ground, or maybe a clock or even a place to Predict Eclipses. No one really knows what it was used for; this is due to a great number of facts surrounding all of these ideas. Many ideas come up when talking about why this great structure was built along with an equal amount on who built it. The Druids is the most common response because the Druids inhabited most of the area in which Stonehenge is built. The Pagans are another common answer to this age old question because of the building structure of Stonehenge how it resembles a Pagan Cathe dral. Whoever built Stonehenge, they were an extremely advanced society either on purpose or by complete fluke. Many say that because of Stonehenge's exact solar and lunar alignment. That is was the most common thought is that it was built to predict eclipses for worshiping. The following essay is going to state the facts and myths about the great Stonehenge. By the end of this essay, hopefully a solid conclusion will be found to be the most plausible answer for Stonehenges construction. The moon, it has been a sight for all over time. Back long ago little was none of the reasons for an eclipses, it was thought to be a sing from the gods. In a society which worshiped gods for all the mysteries of the world, the eclipse must have been very special. The builders of Stonehenge must have been marveled at the sight of this holy event, which happened every four years. Most likely the great Stonehenge was built to be a prediction device for the eclipse. Many people have studied Stonehenge and many have found that the stones are mathematically placed to show when and eclipse might occur. "In favor of this solution - that the Aubrey holes were used as a computer are these facts: the number 56 is the smallest number that measures the swing of the moon with an over-all accuracy of better than 3 days, and lunar cycles provide the only method of long-range eclipse prediction related to the seasons of the year.

Procrastination And Sloth The Spice Of Life? :: essays research papers

I’m what most people might call lazy, lethargic, and a procrastinator. How did it start? The first specific instance that I can remember was in 5th grade math class. I didn’t do my math. My mentality was that school consumed more then half of my waking hours and I wasn’t going to let it take anymore then that. So my assignments were partially completed, from the day before, and handed in unfinished. I knew that my parents and teachers would raise hell itself when I did this but my mind wouldn’t waiver on this. Since I had been able to get through all of grade school without homework why should I have any now? Great reasoning for a 5th grader, but this thinking contained a few flaws. To start out, there are 3 types of people in the world. The first kind will generally always try their best and be a competitor in life. They treat life as a marathon that needs a steady vigil pace to complete. The second is the person the will try to complete the absolute bear minimum to survive and occasionally misjudges what is needed done. The third and final is the person that absolutely cannot find any reason to try at all and hope for the best to come to them but never actively seek it. This is the lowest form of life that will suckle away your money, forgiveness, and love never sharing it back with you. To thoroughly understand the three classes of people, a more detailed analysis is needed. The first kind is the ideal person. One, which all parents and communities hope to produce. They are considered the leaders, overachievers, and well standing citizens. The second class is the C student of life. They’re the average person who occasionally does exceptional work but for the most part will be in the shadows of the first class. Procrastination and laziness is most common to occur in this class and becomes extreme when we reach the third class. The 3rd class no longer tries or cares too much about their life to do anything about their state. They are the ones that abuse the welfare system and borrow anything and everything from their friends and strangers alike. The causes for these differences can be attributed to many factors. At one point we are all the in the same class, class number one.

Existentialism Is a Humanism Essay

Sartre is trying to defend existentialism against some disapproval to it. The Communist criticized existentialism as an invitation to people to take interest in hopeless world affairs. On the other hand, Christians reproached from the fact that people deny the need of attention in human affairs. People have the will to do anything they want and wish. With the example given, about ignoring the Ten Commandments, we can people deny the value of following the commandments and will only follow it if they wish. THE MEANING OF EXISTENTIALISM. According to Sartre, existentialism is a principle that provides human life possible. It also determines that every truth and action we know involves both an environmental and a human subjectivity. The two types of existentialist are the Christians and Existential Atheists. What they have in common is that they both believe in â€Å"existence comes before essence†, which means that a human has no predetermined essence or nature. â€Å"Man is nothing else but that which he makes of himself. † If a man cannot define himself, then he is bound to happen that he is nothing. The paper-knife example talks about how an artisan conceptualized an object, how he paid close attention to it and knew what the purpose of the object would be. The paper-knife is existentially different from human because for Existential Atheists, which Sartre is included, man defines himself and not the creator that conceived him. RESPONSIBILITY An implication given in the lecture is how a being would be able to existence would come before its essence even if God does not exist. Sartre mentioned that there is no human nature because we define ourselves and not by any force that lives inside us. By Sartre saying that â€Å"in choosing for himself, he chooses for all men†, he means that when humans make decisions, it affirms that value of which he had chosen. The choices we consider are always the better, and nothing can be better for us unless it is better for all. When a human chooses to do something for himself, like marrying and have children, he is still creating and contributing an image for the whole the whole mankind. ANGUISH Existentialist frankly state that man is in anguish because he only decides for himself, not realizing that the whole mankind is resting upon his shoulders. When we are in verge of act, we should ask ourselves â€Å"What would happen if everyone did so? † In asking this, we would be able to fully re-evaluate the actions or decisions we’re about to do. In the story of Abraham and the hallucinating women, we are taught on how to ask ourselves with that question. It is not enough to do an act with merely hearing the command. We should prove to ourselves that what we are about to follow would be reasonable and just. ABANDONMENT Sartre said that if God did not to exist, nothing would really change. He believed that we would still have the same progress that we have now. But for the existentialist, they would be embarrassed because it disappears with God the possibility of finding values in an intelligible heaven. For Dostoevksy, if God did not exist, everything will be permitted. He said that human would be free from doing anything they wish. One will be never to be able to explain one’s action because he doesn’t have anything to refer to. On the other hand, he proposes that if God does not exist there wouldn’t be values or commands that will legitimize our behavior. Existentialists believe in the power of passion. They believe that man is responsible for his passion, not some drive that is hidden inside a man. The story of the student teaches us that we should trust our instinct. With his dilemma, whether to join the Forces or to stay with him mom, he based his decision on what he felt. Because he had been living with his mother, the value of feeling to be always by her side is developed. Thus, he chose not to live his mother. In addition, the Jesuit’s story tells us that through our decisions and action, we are bound to choose our own path and bear the entire responsibility. DESPAIR According to Sartre, the definition of despair is that â€Å"we limit ourselves to a reliance upon which is within our will, or within the sum of the probabilities which render our action feasible. † I think the reason why Sartre thought that when Descartes said, â€Å"Conquer yourself rather than the world,† what he meant was â€Å"we should act without hope† is because both statements are saying that we should be in control of ourselves. The Marxists believe that you can rely upon the help of others. That even when you die, other will still continue what you did and help. While Sartre’s argument is that he cannot fully trust those people he doesn’t know. Yes, he can entrust his works and life with his comrades and family, but not to strangers. Does that mean that I should abandon myself to quietism? NO. What we should do is to commit ourselves then act the commitment made. Sartre stated that man is nothing else than what he proposes. Because he hasn’t found anything yet he seeks, he continues to living until the day he found it. â€Å"You are nothing else but what you live†, this means that â€Å"a man is no other than a series of undertaking, that he is the sum, the organization, the set of relations that constitute these undertaking. † Behaviors of the people are caused by the actions happening in their environment upon them. The implication given was how a coward became a coward, and a hero became a hero. Being a coward is the act of giving up. How sternness of optimism here is seen on how a man can make himself a coward or hero, through his action and thinking. In the end, what counts is that â€Å"the destiny of man is placed within himself. † There wouldn’t be any hope or changes unless he starts doing something. SUBJECTIVITY What Sartre and Descartes both agree on is that truth must first have an absolute truth. If not, it will crumble into nothing. Sartre thinks that the theory alone is incompatible with the dignity of man because â€Å"it is the only one which does not make man into an object. † Their main aim of that view is to distinguish the human kingdom as pattern of values to that of the material world. THE OTHER Sartre believes that when we are trying to think to discover ourselves, we are to discover everything from others. To recognize oneself is to be recognize by other people. With â€Å"I cannot obtain any truth whatsoever about myself, except through the mediation of another†, Sartre is saying that we need other to seek the truth that we are trying to find. That being an individual is not enough to find the truth and identity. INTER-SUBJECTIVITY We should understand that â€Å"all the limitations which a priori define man’s fundamental situation in the universe. † The historical situation of every man is different from what they experienced. Human condition is saying that from having freedom, we are also entitled to take full responsibility of it. I think it is possible to understand and value something about all people because there is still universality, which mean that in somehow we can still understand things outside ourselves. BAD FAITH One of the implications are â€Å"every man realizes himself in realizing a type of humanity†, meaning that if a man decides to classify himself, he would be able to realizes himself. There is no difference between free being and absolute being. Lying to yourself by saying that it doesn’t matter to you is a bad faith. It is wrong to say that what you choose doesn’t matter to you. People can always choose, but in not choosing is still a choice. â€Å"†¦without reference to any pre-established value, but it is unjust to tax him with caprice. † I do agree what he is trying to say here. Because he has no knowledge of a pre-established value, there is no sudden change in his choice. When Sartre that we make ourselves, what he meant is that through our actions and decisions we are forming our identity. FREEDOM In saying â€Å"You are unable to judge others†, it is true in one sense and false in the other. Whenever a man chooses his decisions and purpose, it is now impossible to choose another one. It is true in the sense that we do not believe in progress. The goal of freedom is to judge the logical value and not a judgment of value. They also search for the real meaning of freedom. How can the existentialists form judgment? By saying that he deceives himself and by doing that you are having good faith. â€Å"One can choose anything, but only if it is upon the plane of free commitment. † With this, we can conclude that selecting choices involving the commitment of oneself. INVENTION OF VALUES His response is an analogy, â€Å"if I have excluded God the Father, there must be somebody to invent values. † He disagrees on the kind of humanism that takes man as an end. He says so because man is still to be determined and should be considered as an end. What he meant by â€Å"Transcendence† is a man’s relation to his world and that of the people around him. Because man wants to surpass what he has done, he is in the center of his transcendence. A man can realize himself as truly human when he decides for himself, always seek truth and beyond himself and having an aim of some particular realization. CONCLUSION From his point of view, even if God did not exist, it would make no difference. Because for existentialists the real problem is how man will be able to find himself to in order to save himself, by not giving full reliance of God’s existence. Existentialism is a doctrine of action in a way that they confine their own despair with existentialists that Christians can describe them as without hope.

Allegiant Travel Company is a leisure travel company Essay

Allegiant Travel Company is a relaxation travel organization concentrated on giving travel administrations and items to occupants of little, underserved urban areas in the United States. The Company works a traveler carrier showcased fundamentally to relaxation travelers in little urban communities, permitting it to offer air transportation both on a stand-alone foundation and packaged with the offer of air-related and outsider administrations and items. Furthermore, it provides air transportation under altered charge flying courses of action. The Company provides planned air transportation on restricted recurrence tenacious flights between little city markets and relaxation goals. Since Allegiant offers fares that are low, strict costs controls tend to be mandatory to achieve the desired profit margins. One of the cost control measure used by Allegiant is the use of MD-80 jets. The MD-80 jets incline to be preferable to the airline is that, at a price of four million Dollars, they are cheap to buy as well as maintaining (Yenee, 2004). These plans tend to be cheaper in comparison to the acquisition of the newer planes such as the Boeing 737. Allegiant withal prefers the utilization of MD-80 because they are facile as well as frugal to refurbish. The MD-80 agreeably is a dependable plane but with the emergence of the relatively better airplanes such as the Boeing 737, the MD-80 is becoming outdated day after day which why it makes much sense for Allegiant Air to acquire the better plane such as the Boeing 737. One of the key reasons as to why the Boeing 737 is superior to the MD-80 is that, the MD-80 carries with it the many nuisances in flights assessments of safety at times when there is increased concern regarding aircraft maintenance (Vasigh, 2012). Back in the day when the McDonnell Douglas-80 came to be first used, it was fuel-efficient compared to other planes. Today, however, the MD-80 is considered a fuel hog airplane with regards to the developments that have emerged in fuel efficiency in the year 1980 when it was first built. In addition to this, companies that use the MD-80 airplanes such as Allegiant Air have to have the airplanes retrofitted to comply with the more modern noise rules as compared to the Boeing 737, which does not (Yenne, 2004). One major reason the MD-80’s need a replacement by the Boeing 737 is the fuel efficiency. Airlines such as Allegiant, which tend to use the MD-80, suffer losses in fuel consumption of 25%-35% in comparison to the newer models of planes such as the Boeing 737. As crude oil prices play around $112 per barrel, it is clearer that the future for the MD-80’s is very limited. The latter also being based on the number of passengers that both MD-80 and the Boeing 737 take. The Boeing 737 can carry more passengers than the MD-80 by around 17 passengers. The 737 can take up to 189 passengers whereas the MD-80 can only take up to 172 passengers (Vasigh, 2012). Operating economics is one of the major determiners of what type of plan is best used to increase the profit margins, but relatively hard to evaluate as it is in the case of the two airplanes in comparison here- The MD-80 and the Boeing 737. Some of the variables to look at including the potential that the airplanes in discussion have to give financially. The potential that it has in terms of revenue as well as the contribution towards profitability that the two planes have to give should also consider. Flights’ crew expenses as well as the costs of fuel present a significant portion of total operating costs. The 737 with a better fuel economy and passenger comfort is the better option over the MD-80 to affect exogenous variables such as the customer preference so as to increase the profit margins. One of the aspects that the Allegiant should consider is the aspect of shifting from buying one plane for $5 million to buy $40 million to save about 30%-40% fuel costs. Looking at this from a short run perspective, it might not look akin to a very good conception but calculating these from a long run viewpoint (Vasigh, 2012). It is clear that the 737 is a better option. The latter is based on the fact the savings on fuel in the end outshine the $35 million of purchasing a 737 over the MD-80. Other monetary reasons as to why the MD-80 should be traded for the Boeing 737 is that the counts of cycle on the MD-80 frame in terms of depreciation. The MD-80 depreciates more than the 737 and it has to pay higher landing fees due to its noisy JT8D engine. References Vasigh, B., Taleghani, R., & Jenkins, D. (2012).  Aircraft finance: Strategies for managing capital costs in a turbulent industry. Ft. Lauderdale, FL: J. Ross Pub. Yenne, B. (2004).  Classic American airliners. Osceola, Wis: MBI. Source document

How is religion a human response in the search for meaning? Essay

Every culture has some kind of religion, and all faiths answer the question â€Å"What is the meaning of life?† Humanity’s search for an answer to this question is one of the main reasons that people are drawn to religion. The answers, although different from religion to religion, give people’s lives purpose, meaning, and hope. Religion is found in all ages and all cultures. Its principles and values have given motivation and guidance to every human society. The function of religion in a society is often to explain to people their primal origins, the nature of life, the function and aims of life and reasons for living. Religion is just one of many answers to the questions that most human beings spend their lives searching for. Maybe that’s why so many strongly religious people are so at peace with themselves and with the world. Everyone’s looking for meaning in life, from all kinds of different sources. It’s human nature to want connection, a sense of belonging to something greater than ourselves, and a sense of community. This is derived from the human characteristic of curiosity. We want connection to our pasts and our heritage. We want answers to the big questions: Where do we come from? What’s the meaning of life? Why do good people suffer? Why is evil often rewarded? Religion provides solutions to many of these questions, to those who believe, but it also provides many new questions. Religion is a human response to the search for meaning for some people, but ultimately all are looking for the answers. Whether their path is through religion, obsessive meditation, staring at crystals, running 47 kilometers a day or talking to walls, everyone has to come to their answers on their own terms. Some people use religion for this purpose. When trying to find answers to life’s mysteries, religious impulse begins. When the mystery is understood, you come to understand the religious life as more as a quest than a destination. Steve Tyler of Aerosmith once sang â€Å"Life’s a journey, not a destination†. Maybe life is a journey of the search for meaning, its not something that your trying to accomplish, more something that you work through and once you’ve reached it then its over, which seems so much more purposeful than simply spending each day killing time. The study of philosophy seeks to develop intellectual abilities important for life as a whole. Properly pursued, philosophy enhances analytical, critical and interpretive capacities that may be applied to any academic field. In a world where religion often plays a central role in political, social and even economic events, there is a vital need for an ongoing critical analysis, reflection and understanding of religious traditions, issues and ideas. Taken together, philosophy and religious studies develops how to critically examine, analyze and appreciate these traditions and ideas. Proverbs 4:7 says â€Å"Wisdom is the principal thing; therefore get wisdom: and with all thy getting get understanding.† To me this seems to state that to understand something, one must have knowledge and astuteness of the subject. Therefore maybe the philosophy of religion is the path to realisation†¦ Religion is a source of meaning because it provides a way of addressing such diverse foundational questions as those raised by the facts of life and death or the very existence of the universe. Even more importantly, in terms of the meaning of everyday life, all religions provide a value structure within which the quality of human life or human progress can be measured. Religion acknowledges the validity of the quest for human happiness and all religions claim to be able to offer a map that traces the path by which happiness can be attained. All religions provide a sense of personal identity within which human life  can be structured. They also provide a social context that allows us to understand ourselves as part of a community with rights and responsibilities to that community and ways of relating to other communities. Obviously it is possible to find alternative ways of shaping one’s personal and social identity. However, history suggests that there are few ways that can match religion in catering for this key requirement in the search for meaning.