Hofstede Cultural Difference Critiques Essay Example for Free

Hofstede Cultural Difference Critiques Essay Arguably, Hofstede’s work (1980, 1997) represents a pioneering approach of culture as a way of comparing international management frameworks. First of all, prior to offering any evaluations in regards to McSweeney’s criticism (2002a/b), it is crucial to identify the nature of Hostede’s work within the entire sphere of the culture approach itself. In contrast to the guarantors of the emic approach , whose main concepts tend to discard the equalization and standardization of dimensions in national cultures’ comparisons, the pillars of Hofstede’s work, which belong to the etic approach , are based on 5 dimensions whereby national differences are then measured. In other words, from the emic standpoint it is also arguable that the etic research methodology, as aiming to identify equalities among national differences, would risk throwing out the baby with the bath water . On the other hand, from the emic perspective, dividing the culture into a set of defined scopes stands as the only way to actually enable researchers to compare cultures . Having briefly introduced the shortcomings related to both approaches, McSweeney’s critiques can now be narrowed down to a specific scope, which is mainly encompassed with Hofstede’s research methodology. Research Validity  In light of the importance for any researches to provide clear definitions on the specific research concepts and key words, the first part of this essay will evolve on contextualizing the meaning of culture within Hofstede’s work, thus, giving ground to McSweeney’s relevant sources of criticism. Geert (1980) has defined culture as the collective programming of the mind distinguishing the members of one group or category of people from another. McSweeney essentially critiques Hofstede’s adoption of nations as means of cultural comparisons, scorning the territoriality uniqueness of culture in primis. In regards to this issue, Hofstede in a second stage (2002: 1356) acknowledges that nations are not the ideal elements for studying cultures, yet this is the only way researchers could have access to comparable units. Predictably, thousands of other author’s contributions in regards to the definition of culture would make this argument even more complex. For the sake of this analysis, emphasis would be given to the arguments in regards to the research methodology. Research Reliability: Research Sample The first criticism which may arise is likely to involve the representativeness of Hofstede’s research sample. In more details, he argues that 117,000 questionnaires for two surveys, covering 66 countries would be enough to ensure the research reliability. From my point of view, McSweeney’s critiques result founded when analysing the sampling framework in more details. CountryNumber of Respondents for Each Country Belgium, France, Great Britain, Germany, Japan and Sweden (6 countries)More than 1000 Chile, Columbia, Greece, Hong Kong, Iran, Ireland, Israel, New Zealand, Pakistan, Peru, Philippines, Singapore, Taiwan, Thailand and Turkey (15 countries)Less than 200 [Tab. 1] As it can be seen by the table (Tab. ), in 15 countries the sample size is composed by less than 200 respondents, which results to be extremely small compared to other countries with over 1000 respondents. To couple this argument, McSweeney discusses about the narrowness of the population surveyed as respondents were all IBM employees, mainly involved with the marketing and sales departments. Hofstede’s reply ( 2002), stating that this sample’s framework had only been used in order to isolate the national culture differences from both the organizational and occupational culture, seems however to give rise to other arguments. As McSweeney’s (2002a: 95-99) argues, respondents’ cultural framework is made up by three non-interacting and durable levels of culture (Tab. 2). At the first level, the assumptions which would free this model from any shortcomings would be that there is only one IBM culture and that there is also a common worldwide occupational culture for each job (Hofstede 1980a: 181). What are these assumptions based on? According to McSweeney (2002a: 96), these assumptions are â€Å"too crude and implausible to underpin Hofstede’s emphatic empirical claims† . Following the thread of his argument we come across a situation where assuming that an IBM employee, whether in a developed USA head office or a new opened branch office in Pakistan, will possess the same identical organizational and occupational culture does become hard to encompass. In response to this argument, Hofstede acknowledges that considerable differences exist at the â€Å"organizational level† (1991: 93), yet it redefines the entire organizational culture as a mere set of â€Å"shared perceptions of daily practices† (1991: 182-3), therefore distancing from the early-stage value-based definition. According to McSweeney (2002b), this is only a failed attempt to deliver a straightforward concept and definition of organizational culture. Back to Culture Hofstede’s vision of culture is often linked to two different concepts, unique national tendency and central tendency, respectively. In the first case, as pointed out by McSweeney, the national uniformity which Hofstede claims to have found, results to have no valid grounds as it derives from a very specific micro-level (IBM). Secondly, in regards to the claimed average tendency, the heterogeneity of questionnaires’ responses completely contradicts this conceptualization at the first place. As cited from Jacob (2005), â€Å"if exceptions to the rule are as numerous as the rule itself† to what extent could predictions based on that rule be reliable? In many countries, McSweeney argues, the typical IBM employee would at a high extent diverge from the general population. That is to say that an IBM employee in Taiwan would not necessarily reflect Taiwan’s population average individual, especially when we are talking about someone who holds a managerial position in a multinational firm. This concept brings us to another aspect of McSweeney’s criticism (2002a:92), â€Å"culture treated as a mere epiphenomenon, completely casual†, as conceptualized by Hofstede, it would look like something which moves along the history â€Å"enduring†, yet it is not subject to radical changes due to fluctuating social, economic and institutional trends (Tab. 3). Questionnaire and Dimensions Arguably, the questionnaire itself also presents some limitations. Firstly aimed to investigate the employees’ morale at IBM, it also resulted to reflect some values that, for Hofstede, could have been used to unveil the national cultural differences’ myth. Citing one of his research questions, â€Å"How long do you think you will continue working for this company? †(1980 Appendix 1) , it is obviously clear there would be differences in whether this question is being asked in a country, say, the USA, with plentiful employment vacancies, or in a country, say Thailand where at the time of the research the unemployment rate was comparatively high. Under these circumstances, it is extremely hard to assume that the respondents were not influenced by other social, political and institutional factors (See Tab. 3). Therefore, his research’s entire reliability could be easily questioned on this basis. Despite ensuring the confidentiality of respondents’ answers, employees’ foreknowledge of the end objective of the survey might have easily encouraged them to assume a more positive attitude in order to support their divisions’ reputation. Arguably, the responses analysed by Hofstede were situationally restricted (McSweeney, 2002a: 107). In more details, the questions only reflected values related to the workplace, furthermore the surveys were exclusively directed within the workplace and were not tested in non-work place locations for both same respondents and others. In light of the first purpose of the questionnaire, it is spontaneous to raise a question in regards to the validity of the dimensions found by Hofstede. Could it be possible that a specialized study in cultural differences would have delineated different dimensions? In his response, Hofstede acknowledged that, although there may be some other dimensions equally important for the structuring of a comparative cultural analysis, relative questions were simply not asked. McSweeney with reference to Triadis (1994) argues that bi-polar dimensions of national cultures should not be comprised of opposite poles (for example: Individualism – Collectivism), but depending on the situations they could coexist. Under these principles, the work of Schwartz (1992) appears to give a comparatively dynamic dimensions’ disposition. History and Research Validations In the last section of his book, Hofstede (1980: 326- 331) includes some historical and contemporary events which he states would validate his research findings. However, McSweeney (2002b) argues that these stories reveal nothing but justifications, leaving out the basics for an accurate confirmation. According to his analysis, Hosfstede’s assertion, â€Å"the more masculine a culture the more antagonistic are industrial relations, is flawed as the trends for working days lost in industrial disputes , in both Spain and the UK, result to vary enormously over time. In other words, we could argue that these fluctuations are highly influenced by political, economic and institutional changes. In the case of industrial relations’ disputes in Spain, after the death of Spanish dictator Franco in 1975, the level of working days was subject to a huge increase. Hofstede’s findings have also been validated by other studies, reflecting the same national cultural differences . This is one of the reasons why Hofstede’s work has so far been used in many disciplines as pioneer of the cultural approach in the sphere of comparative international management. Under these circumstances, as Hofstede states (2002 p. 1358), it is just not all about faith in his research, but it is the willingness of the society to accept his work as something which could be taken to a step further. In some cases, institutional factors, history, politics and economy do provide better explanations in this field, yet as Hofstede would argue, the cultural perspective does have his validity as it offers a complete different view on values embedded by people which do have an influence on their daily lives. Conclusion Arguably, some of Hofstede research framework’s features, especially the ones related to his research methodology, do present various shortcomings. However, the overall importance of cultural approach for national differences should be seen as undeniable (Koen, 2005). Nevertheless, it is worth pointing out that after all, the main argument merely evolves on Hofstede’s claims to have â€Å"uncover[ed] the secrets of entire national cultures† (1980b: 44). Despite his book title narrowing the scope of its findings down to the work-place, â€Å"Culture’s Consequences: International Differences in Work-Place Values†, Hofstede, in many of his publications, seems to overestimate his findings. It is extremely important to acknowledge and appreciate the enormous contribution that Hofstede has made to the entire society’s understanding of international cultural differences. On the other hand, it is also crucial to stay away from the â€Å"taken for granted† approach when coming across such a complex topic. As mentioned in the preface, etic and emic approach despite having a different vision on how to measure and analyse culture, they could still be seen as two complementarities which could be extensively used for a more thorough research. In addition, although admitting that limitations in research methodology do hamper the objectivity of findings, the etic approach still stands as the unique way to allow researchers to obtain comparable quantitative data. I do also appreciate the contributions made by McSweeney, whose criticisms have enabled me to adopt a more critical line of thought in analysing this interesting topic. At some extent we could assume that Hofstede’s research is still a â€Å"work in progress†, eventually other advocates of the etic approach will take it to a more universal level, as some of other authors in this field have already done. I would like to conclude this essay with a quote from McSweeney (2002a: 90), when he states that Hofstede’s work could be dismissed as a misguided attempt to measure the unmeasurable .

For those not familiar with this storyline Essay Example for Free

For those not familiar with this storyline Essay For those not familiar with this storyline, Romeo + Juliet is just your average boy-meets-girl, boy-and-girl-fall-hopelessly-in-love, boy-kills-girls-cousin, girl-feigns-death, boy-and-girl-commit-suicide plot. Not one to watch with a box of chocolates and a boyfriend bonfire, but a box of tissues may well be needed. Director Baz Lehrmann chooses to set this epic in Mexico, a perfect modern backdrop for the violent gangland culture Shakespeares script conveys in a modern context. The two families-the Capulets and the Montegues- are beautifully contrasted; the lighthearted Montegues in open Hawaiian shirts, against the tight black clad Capulet boys sporting many gold accessories. These two groups of arch nemeses are, however, united by their mutual habit of openly wearing guns with such flair and style they could easily pass as a fashion accessory, rather than an accessory to murder. In the prologue the role traditionally played by the chorus is adopted by a real life U. S anchorwoman. The prologue is so turned into a news bulletin. You are literally drawn in to the film as the shot slowly zooms in on the television showing the newsreader, before the shot hurtles down a metropolitan street, dragging the audience, with trailing stomachs, behind it. Lehrmann captivates his audience from the outset with a visually stunning repeat of his prologue, utilising imagery from the whole film and conveying the entire storyline in under a minute. Contrary to what you may think, this in fact draws the viewer into the film. The imagery used in the prologue directly links to and supports the words in the scripted opening, and translates them into the modern context. Two houses, both alike in dignity is represented by two giant skyscrapers either side of a road, one bearing a huge sign saying Capulet, the other Montague. As Romeo, Dicaprio shows the full depth of his acting ability. From lovelorn-Did my heart love til now? to murderous Either thou or I or both must go with him and back down again through all the levels of shock, anxiety, and of course suicidal. Clare Danes gives a beautiful portrayal of young innocent Juliet. Her facial expressions are convincing and manage to wordlessly express every feeling perfectly. Her lines are also delivered with huge compassion and emotion. Danes along with Dicaprio shows a huge variety in her performance, keeping a wide audience interested in a script labelled by many as boring. This is not the first time modern directors have messed around with the star crossd lovers. Most notably Bernsteins all singing all dancing West Side Story, but also China Girls and-more loosely- Romeo Must Die. However, this is the first modern adaptation to stick with Shakespeares script. Lehrmann has obviously had to make cuts in the text for the sake of the length of the film, but the dialogue he leaves in is fantastically effective. This spunked up version a timeless classic engrosses a viewer of any age from the outset, and keeps its grip almost complete through to hugely moving finale. Even staunch traditionalists must see that dragging this dusty play kicking and screaming in to a twentieth century riddled with guns, drugs, and rock n roll has revived it in a way no amount of Lawrence Olivier ever could.

Lady Lazarus by Sylvia Plath Analysis

Lady Lazarus by Sylvia Plath Analysis In Lady Lazarus by Sylvia Plath, there are many different poetic devices that are chose to portray the speakers tone. Throughout the poem, the speaker seems to be talking about death at a glance it seems like she is happy with the though of death. But if we dissect the literary elements that Plath uses we can see that death is far from a happy topic, it is disastrous to her. The speakers tone throughout the poem tells us how depressed she is about the entire idea of death. Plath uses diction, images, sounds and repetition to set up the foundation of the poem. The choice of words used throughout this poem helps portray the tone. The images that are described through the speakers experiences on death show her emotions about death. These events give a vivid description which helps us understand her attitude towards death. The repetition and sounds set a certain mood and stress on some important aspects of death. Through these literary methods it helps the reader get a better understandi ng of Plaths true feelings towards death. Also, there are words that describe actions taking place when death attempts occur. For example, annihilate (24), The peanut-crunching crowd / Shoves in to see (26-27), I rocked shut (39) and That knocks me out (56) shows negative action towards death. First of all, annihilate means to destroy, which gives a downbeat connotation towards the tone of the poem. Then, the crowd refers to the others and their discouragement in this womans life, which leads to disappointment and an unconstructive tone towards death in the poem. Then the last two examples describe the speakers feelings towards a hopeless end to life. This type of diction used to accentuate the tone of the poem further supports the pessimistic nature. Lastly, another use of diction in Plaths poem is words associated with death and therefore, internally affect the tone of the poem. First, in line fourteen they use the word vanish which means to go away and never come back. This word is directly related to what death means and in using this word suggests that there is death involved in this particular poem, and the attitude towards it is not positive. Also, with the use of words like this explain why there is a lot of animosity towards death and the activities that support it, Soon, soon the flesh / The grave cave. These connotations in this poem talk and discuss death in general. The key words in this example that show death is flesh and grave cave. Normally, people do not talk about flesh unless they are discussing the skin of a dead person. Then, in the next line choosing the words grave cave shows again the horrible connotation towards death because that describes where people lay in peace, when they have passed away. Again show ing what she knows and wants when she dies is expressed by her fears signified by the connotation of the cave. The cave indicates a hiding place or somewhere to go and get away or hide from ones problems. Lastly, I do it so it feels like hell (46) point outs very clearly her approach towards death and with the use of the word, hell viewing the connections of her wants in pain, both in the present and in the future. This line indicates that hatred towards her life and others influences in general depicts her depressing tone of the poem. This also, correlates to her boring and lonely life she lives. This is why diction is a very essential tool that Plath uses to show her emotional journey of death and her attitude towards it. As shown through many different word choices it expresses her true feelings towards this issue and the down, depressing tone that she has on death. As examples show, diction is one of the most essential poetic devises that Plath uses to enhance the attitude and tone of the poem. In addition to diction, imagery is another poetic devise that Plath applies to the context of the poem to augment the miserable tone. Through many of these images it vividly describes an event that associates with death. The first disturbing image that Plath brings into play is a description of her skin, my skin / Bright as a Nazi lampshade. This picture described correlates to the Nazis and how they used the skins of Jewish victims to make lampshades. This type of description defiantly shows vividly that the tone of the poem is far from joy and happiness. Another negative connotation to Jews is A paperweight, / My face a featureless, fine / Jew linen (7-9). This image again shows the ugliness of this woman and how she views herself, which suggests the down and revolting tone the speaker has towards life and death. Another description of the face that ne gatively describes the speaker, which in turn helps to determine the feeling of the tone, is The nose, the eye pits, the full set of teeth? / The sour breath (13-14). These features of the womans face described here are those of someone who is sick, dying or dead. When reading these lines, the images that come into mind are disgusting and disturbing, which support and emphasize the horrible tone throughout the poem. Next, there are other types of images that show and describe other peoples reactions or interpretations of death and dying. What a million filaments / The peanut-crunching crowd (25-26) illustrate the audience and peers interpretations of the woman. The image of the filaments represents a thin line that burns out easily, and compares to the womans life, which is a thin string holding on. Then how she explains her life being short clarifies the awful tone she portrays. In addition, the crowd is an image that there are many people watching her go through her terrible life and struggling journey, and they are just there to watch not to help or participate in any way, like a crowd at a baseball game eating peanuts. This loss of caring towards the woman emphasizes again, the attitude towards death. Another use of imagery in this poem that Plath uses to give emphasis is an image that occurs after an attempt to one of her suicides, And picks the worms off me like sticky pearls (42). This di sturbing image shows and expresses the mood towards death in this poem. These words are so descriptive that they make a huge impact on the reader, which can make them cringe or feel uncomfortable. Those types of feelings that the reader may think of or sense supports the reasoning tone of the poem. Next, another image that supports the tone creates scenery after someone has been burned or cremated, Ash, ash- / You poke and stir. / Flesh, bone, there is nothing there- (73-75). Depicting this image are words that are only used when talking about death in a negative way. For example, flesh and bone are descriptions of the body, but when someone is alive they dont describe their body as flesh and bone. Using this type of diction and imagery shows the impact that it has on the deathly attitude of the tone. Lastly, the image that Plath uses to sum up the poem correlates back to the title. Out of the ash / I rise with my red hair / And I eat men like air (83-85), explains the rising of her death because of her multiple failures with suicide. Then in the last line she describes the image of eating the air, which explains her hatred for men, as well as life, but she continues to have to live and breath both the air of men and life. These images that describe death events, and other influences and reactions towards death are shown throughout the poem. Finally, in addition to diction and images, the last poetic devices that Plath utilizes to accentuate the attitude towards death are rhyme and sounds. Plath makes use of rhyme, sound and repetition to reiterate the points and the messages that she is trying to get across. For example, in lines 45 through 48, I do it exceptionally well. I do it so it feels like hell. I do it so it feels real. I guess you could say Ive a call. This shows that repetition reiterates the emphasis of the attitude towards dying. This method used by Plath drills the message and the negative tone into the reader to show the real feelings and emotions that are being expressed. In the next stanza, again Plath utilizes sounds to pierce the statement into the minds of the audience. Its easy enough to do it in a cell. / Its easy enough to do it stay put (49-50) explicates the true frustration of this woman speaker and the depressing tone that she is restating. Next, repetition of objects also emphasizes the attitude and tone of the speaker. For example, A cake of soap, / A wedding ring, / A gold filling (76-78) are all objects left behind from a cremation therefore, suggest a low and down tone to the poem. Lastly, the repetition of the word Beware (80) implies that there is fear and no reassurance that there is any positive connotation to these words. Therefore, all of this repetition and sounds that are used express and dramatically show the bitter tone of the speaker through her attitude. In conclusion, Plaths exercises various poetic devises that emphasize the attitude towards death by the speaker. Diction as a poetic devise shows though the choices that Plath makes in the selection of her words to depict the unenthusiastic tone of the poem. Then, the next poetic devise used is imagery, which was the most affective devise because of the vivid images the audience can imagine in their own minds. This approach also represents the depressing attitude and tone towards death. Lastly, the sounds and repetition are also used to show and express the downing aspects of the poem, including the tone and the attitude of the speaker. All together they make up just some of the important poetic devises that are being used in this poem that can analyze the speakers attitude towards death, which clearly is deadly.

John Calvin :: essays papers

John Calvin John Calvin was the founder of the Calvinist faith, the Presbyterian denomination of Christianity today. Calvin was born and died in 1564. John Calvin was one of the chief leaders of the Protestant Reformation. From his early life and start in Protestantism, to his life in Geneva, and the Proclamation of his faith, Calvin was an incredible individual. Calvin was born in Noyon, France, near Compiegne. His father was a lawyer for the Roman Catholic Church. Young Calvin was educated in Paris, Orleans and Bourges. Calvin planned to be a lawyer as his father was, but it is likely that he never inwardly committed himself to that career. With his father died in May of 1931, Calvin was free to make his choice. He completed his doctorate in law but then came to study Greek and Latin and the University of Paris. Calvin's life then took a new direction that he refers to as a "sudden conversion". He writes about his experience in the introduction to his Commentary on the Psalms written in 1557: "Since I was more stubbornly addicted to the superstitions of the Papacy than to be easily drawn out of so deep a mire, God subdued my heart-too stubborn for my age-to docility by a sudden conversion." Therefore, by 1533 Calvin had declared himself a Protestant. In 1534 Calvin moved to Basel, Switzerland where there, two years later in 1536, he published his first edition on Institutes of the Christian Religion. Calvin's book was the most influential work in the development of the Protestant churches of the Reformed tradition. It sets forth his basic ideas of religion, and he expanded it throughout his life. After much persuasion in 1536, Calvin became a leader of Geneva's first group of Protestant pastors, even though he was probably never ordained a priest. In 1538, Calvin and some of the other Protestant pastors were banished for their strict doctrines. While Calvin was banished from Geneva he became the pastor of a French refugee Protestant church in Strasbourg, Germany. There he met Martin Baucer who greatly influenced him. Calvin adapted many of Baucer's ideas on church government and worship. Also while in Strasbourg, Calvin met and married Idelette de Bure, a widow. The couple's only child died in infancy. In 1541 the Geneva city council begged Calvin to return due to their lack of able religious and political leadership. Calvin's wife died in 1549 and he never remarried. Calvin developed a constitution for Geneva with dealt with both secular and sacred matters.

Technology Past and Present Essays -- essays papers

Technology Past and Present Abstract Computers are in most schools in the United States. Most states have addressed the need to adopt technology standards in curriculum. As the spotlight focuses on technology integration and academic achievement, school districts are focusing on staff development as an integral part of the technology integration process. The role of computers in the classroom has changed from a support tool for basic skills and content using tutorial and remediation practice to an integral part of the instructional process. More households now have computers and Internet access and most parents believe the computer is an important tool in a child’s education. The Internet provides a wealth of information, resources, and a network throughout the world that facilitates the exchange and communication of ideas not available in the traditional classroom. Research has shown that technology does play a major role in providing an environment for increased student motivation and achievement. Technology has a powerful and positive impact on instruction today especially when staff development and technology integration is an integral part of the process. Educators have clearly underutilized technology in the classroom but it should not be confused with the significance of the role of technology in the educational process. Technology in this research paper is defined as a computer and online resources. The thrust of this paper is to explore some positive events that represent the role of technology in the educational process of children. In the article Past and Present Research Findings on Computers and Related Technology in Education, Fouts (2001) concludes that researchers have used different approaches ... ... (2001). Research on computers and education: past, present and future. Teacher Leadership Seminars, 1-27. Grunwald Associates and C&R Research,. (2003). Connected to the future: A report on children's internet use from the corporation for public broadcasting. Retrieved June 16 2003, from http://cpb.org/ed/resources/connected Honey, M. (1999). Perspectives on Technology and Education Research: Lessons From the Past and Present. Retrieved November 25 2003, from http://www2.edc.org/CCT/index.asp Kay, A. (2003). How children will finally invent personal computing. Paper presented at the National Educational Computing Conference, Seattle, WA. http://member.minds.tv/neccschedule.asp. Stratford, S.J. (1997) A review of computer-based model research in precollege science classrooms. Journal of Computers in Mathematics and Science Teaching, 16(1), 3-23.

Autor Of All Quiet On The Western Front :: essays research papers

THE AUTHOR AND HIS TIMES Born Erich Paul Remark on June 22, 1898, he grew up in a Roman Catholic family in Osnabrà ¼ck in the province of Westphalia, Germany- a city in the northwest part of what is now West Germany. He adored his mother, Anna Maria, but was never close to his father, Peter. The First World War effectively shut him off from his sisters, Elfriede and Erna. Peter Remark, descended from a family that fled to Germany after the French Revolution, earned so little as a bookbinder that the family had to move 11 times between 1898 and 1912. The family's poverty drove Remarque as a teenager to earn his own clothes money (giving piano lessons). He developed a craving for luxury, which he never outgrew. His piano playing and other interests, such as collecting butterflies and exploring streams and forests, later appeared in his fictional characters. His love of writing earned him the nickname Smudge. Because of the frequent moving, Remarque attended two different elementary schools and then the Catholic Praparande (preparatory school). He loved the drama of Catholic rituals, the beauty of churches, the flowers in cloister gardens, and works of art. He later wrote with a sense of theater, and he featured churches and museums, flowers and trees as symbols of enduring peace. While in school, he had problems with teachers, however, and eventually paid them back by ridiculing them in his novels. At the Praparande he argued so much with one teacher that he used the man's personality and another's name (Konschorek) to produce a specific character in All Quiet on the Western Front: Schoolmaster Kantorek. In November 1916, when Remarque was eighteen and a third-year student at Osnabruck's Lehrerseminar (teachers college), he was drafted for World War I. After basic training at the Westerberg in Osnabruck (the Klosterberg of All Quiet), he was assigned to a reserve battalion, but often given leave to visit his seriously ill mother. In June 1917, he was assigned to a trench unit near the Western Front. He was a calm, self-possessed soldier, and when grenade splinters wounded his classmate Troske, Remarque carried him to safety. He was devastated when Troske died in the hospital of head wounds that had gone unnoticed. Still, he rescued another comrade before he himself was severely injured- also by grenade splinters- and sent to the St. Vincenz hospital in Duisburg for much of 1917-1918.

Censorship and Rebellion Essay

The square in China was a act of rebellion because the citizens stood up against Cherman Mao. Tone has to do with auditory (what you hear). Tone in writing represents things you hear from the author’s writing. In Fahrenheit Four Hundred Fifty One Bradbury uses tone to show rebellion. Rebellion can be described as defiance of anything authority, control, or tradition. In this case Montag plans to rebel against control. Bradbury uses tone to characterize Faber and Montag’s rebellion as futile because Faber does not want to help Montag with his plan. Ray Bradbury uses tone to explain how Montag’s plan becomes useless because Faber does not believe in his plan. Montag went to Faber’s house to tell him about how they should rebel against burning books â€Å"Mr. Montag, you are looking at a coward. I saw the way things were going, a long time back. I said nothing. I’m one of the innocents who could have spoken up and out when no one would listen to the ‘guilty,’ but I did not speak and thus became guilty myself. And when finally they set the structure to burn the books, using the firemen, I grunted a few times and subsided, for by them. Now it’s too late†, the tone sounds as if Faber does not believe that Montag’s plan becomes useless because the citizens in their world are accustom to not having books and not speaking up for what is right. Bradbury uses tone to display how Montag’s rebellion becomes useless because he has no one who will rebel with him. This tone happens when Montag tries to tell Faber his plan. â€Å"Not if you start talking the sort of talk that might get me burnt for my trouble. The only way I could possibly listen to you would be is somehow the fireman structure itself could be burnt. Now if you suggest that we print extra books and arrange to have them hidden in firemen’s houses all over the country, so that seeds of suspicion would be sown among these arsonists, bravo I’d say! † (pg. 81) When Bradbury writes â€Å"Burnt for my trouble†, the tone sounds like Faber was not willing to risk his life for the rebellion against books being destroyed. Ray Bradbury uses tone to point out how Montag’s rebellion will be futile because who he came to for help (Faber) does not even want to help him; he just points out the negative things of rebelling. This tone happens when Montag was telling Faber, the people that might be able to help. † Can’t trust people, that’s the dirty part you and I and who else will set the fires? †(pg. 83) When Bradbury writes â€Å"Can’t trust people†, the tone sounds like Faber believes citizens not being able to be trusted revels that the rebellion will be unsuccessful and should not be done. Ray Bradbury uses tone to show how Faber believes the rebellion will have an unsuccessful ending. In his writing he demonstrates how Faber states things that make Montag’s rebellion very useless. He also shows how Faber shows unwillingness to risk his life just to save books and the idea in books. Also how Faber feels it is too late to try to change the burning of the books. Bradbury writes about rebellion because he does not believe in banning books and believes that people should be aware of all aspects of life. Meaning he revels through his character’s development that the world he lives in needs transformation.