Mormondom's Lost Generation: the Novelists of the 1940S
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Contemporary Mormon Stories
EUGENE ENGLAND ed bright angels and familiars contemporary mormon stories salt lake city signature books 1992 xx 548348 appp 199519.95 reviewed by patricia mann alto a high school english teacher in ukiahukich california academics have recently been inundated with demands to include in what has been called a eurocentricEurocentric canon more litera- ture from other cultures such inclusion would necessitate exclu- sion of some standard material to make room in crowded curriculums yet the multiculturalists contend that students derive great satisfaction in literature written by or relating to their own cultures after reading bright angels and familiars contemporary mormon stories I1 better understand the deep satiety that comes from seeing ones culture explained explored and enhanced in what would be in anyones book good literature fortunately or not this books inclusion in the mormon canon of literature would not precipitate bumping much material off the short listfistbist of what one should read cormonsmormons are just now coming into their own in the realm of good literature england explores this coming of age in his introductory essay the new mormon fiction which stands as one of the best parts of the book he has peeled back the academic verbiage and schol- arly pretension that often accompany such an undertaking and offers a lucid and concise history and explanation of mormon fiction after tracing mormon literature from early apology and satire through home literature and the lost generation he intro- duces the crop of well schooled -
Preparing for Generation Z in the Workplace
University of South Carolina Scholar Commons Senior Theses Honors College Spring 2020 A New Generation of Workers: Preparing for Generation Z in the Workplace Kendra Harris University of South Carolina - Columbia, [email protected] Follow this and additional works at: https://scholarcommons.sc.edu/senior_theses Part of the Business Administration, Management, and Operations Commons, Organizational Behavior and Theory Commons, and the Training and Development Commons Recommended Citation Harris, Kendra, "A New Generation of Workers: Preparing for Generation Z in the Workplace" (2020). Senior Theses. 335. https://scholarcommons.sc.edu/senior_theses/335 This Thesis is brought to you by the Honors College at Scholar Commons. It has been accepted for inclusion in Senior Theses by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Harris 1 Thesis Summary A new generational wave has begun to enter the workforce. The oldest members of Generation Z, those approximately at the age of 25 and below, have recently begun their careers. In the past few years, some changes have been made to work environments, like constructing gyms and daycares at workplaces, expanding the options for work at home programs, and firms hosting social events to attract top, young talent. Some of these actions were to appease Generation Y (Millennials), but some, whether the intent was known or not, will be very pleasing and beneficial to Generation Z. However, Generation Y and Z have some key differences which can create new challenges for a firm’ managers and human resource departments. For example, Generation Z desires to complete their work in the correct way to please their managers, so exceptional training would be strongly recommended for Generation Z to be confident in their work. -
Baby Boomers and the Lost Generation: on the Discursive Legitimacy of Generations at Work [email protected]
Rebecca Whiting (Birkbeck, University of London) Baby Boomers and the Lost Generation: On the discursive legitimacy of generations at work [email protected] We present a critical examination of generations within conversations about age at work, focusing on Baby Boomers and the Lost Generation. Whilst not pre-defining these groups, Baby Boomers are broadly seen as a group in mid / later life, the oldest of whom might be expected to be nearing retirement; the Lost Generation are seen as a group of young people unable to secure jobs during the economic downturn. We utilise an empirically innovative e-research approach to untangle ways in which understandings of generations are discursively legitimated via Web 2.0 media. Applying Vaara et al's (2006) notion of strategies of discursive legitimation, we unpack the legitimation of generations overall and these two generations in detail. We analyze how generational categories are constructed and deployed in debates regarding work entitlement and responsibility, found to be major tensions within the battle for discursive legitimacy of these groups. We explore the discursive strategies deployed as different voices seek to establish work entitlement whilst also assigning responsibility within conversations about age at work. For example, while moral justifications are used regarding both groups, the outcomes proposed are rather different. For Baby Boomers, the focus is on personal economic struggle with increased reliance on governmental support postulated. For the Lost Generation, broader societal damage (including social unrest) is forecast if the claim to entitlement is not satisfied. Similarly, responsibility for the issues associated with each generation is variously allocated. -
A Humble Protest a Literary Generation's Quest for The
A HUMBLE PROTEST A LITERARY GENERATION’S QUEST FOR THE HEROIC SELF, 1917 – 1930 DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Jason A. Powell, M.A. * * * * * The Ohio State University 2008 Dissertation Committee: Approved by Professor Steven Conn, Adviser Professor Paula Baker Professor David Steigerwald _____________________ Adviser Professor George Cotkin History Graduate Program Copyright by Jason Powell 2008 ABSTRACT Through the life and works of novelist John Dos Passos this project reexamines the inter-war cultural phenomenon that we call the Lost Generation. The Great War had destroyed traditional models of heroism for twenties intellectuals such as Ernest Hemingway, Edmund Wilson, Malcolm Cowley, E. E. Cummings, Hart Crane, F. Scott Fitzgerald, and John Dos Passos, compelling them to create a new understanding of what I call the “heroic self.” Through a modernist, experience based, epistemology these writers deemed that the relationship between the heroic individual and the world consisted of a dialectical tension between irony and romance. The ironic interpretation, the view that the world is an antagonistic force out to suppress individual vitality, drove these intellectuals to adopt the Freudian conception of heroism as a revolt against social oppression. The Lost Generation rebelled against these pernicious forces which they believed existed in the forms of militarism, patriotism, progressivism, and absolutism. The -
The Poetics of Provincialism: Mormon Regional Fiction
The Poetics of Provincialism: Mormon Regional Fiction EDWARD A. GEARY THE LATTER-DAY SAINTS have been a source of sensationalistic subject matter for popular novelists almost since the beginning of the Church. But the Mormon novel as a treatment of Mormon materials from a Mormon point of view has come from two main wellsprings. The first was the "home literature" movement of the 1880s, the goal of which, according to Orson F. Whitney, was to produce a "pure and powerful literature" as an instrument for spreading the gospel, a literature which, "like all else with which we have to do, must be made subservient to the building up of Zion."1 Even though its early practitioners are little read today—Nephi Anderson is the chief exception—the influence of home literature remains strong. It provides the guiding principles by which fiction and poetry are selected for the official church magazines, and it is also reflected in such popular works in Mormondom as Saturday's Warrior and Beyond This Moment. However, home literature has not had the impact on the world that Brother Whitney hoped for. It has not led to the development of "Miltons and Shakespeares of our own."2 Good fiction is seldom written to ideological specifications. It is one thing to ask the artist to put his religious duties before his literary vocation or to write from his deepest convictions. It is quite another to insist that he create from a base in dogma rather than a base in experience. Good fiction, as Virginia Sorensen has said, is "one person's honest report upon life,"3 and in home literature the report usually fails to ring true. -
Read-Out of Regional Level No Lost Generation Donor Briefing on Adolescents and Youth1, 2018
Read-out of Regional Level No Lost Generation Donor Briefing on Adolescents and Youth1, 2018 The No Lost Generation initiative is a concerted effort by humanitarians, donors, governments and other partners to secure the safety and futures of a whole generation of children and young people in Syria, Iraq, Lebanon, Turkey, Jordan and Egypt whose safety, wellbeing, education and opportunities are jeopardized by conflict and displacement. The initiative comprises programming and advocacy under three pillars – Education, Child Protection and Adolescents & Youth – all of which are embedded in existing humanitarian plans. Overall, it is a powerful call, made together with children and young people, to invest in their rights, capacities, resilience, and potential – since these are the building blocks of a peaceful and prosperous future. On 26 September, 2018 the Embassy of the Kingdom of the Netherlands in Beirut hosted a regional level discussion under the auspices of the No Lost Generation (NLG) initiative on Adolescents and Youth in the Middle East and North Africa region (MENA). The event brought together young people affected by conflict, humanitarians, development experts and representatives of the international donor community, including: Australia, Canada, Denmark, EU, France, Germany, Italy Norway, Sweden, the UK and the US. Also present was a representative from the American University of Beirut Conveying the highlights of a regional level Evidence Symposium on Adolescents and Youth in MENA on 25 and 26 September, and organised by a regional UN:NGO group on adolescents & youth and the NLG partnership, the agenda of the Donor Briefing included presentations on the current evidence on and solutions for adolescents and youth in the region. -
Mormon Literature: Progress and Prospects by Eugene England
Mormon Literature: Progress and Prospects By Eugene England This essay is the culmination of several attempts England made throughout his life to assess the state of Mormon literature and letters. The version below, a slightly revised and updated version of the one that appeared in David J. Whittaker, ed., Mormon Americana: A Guide to Sources and Collections in the United States (Provo, Utah: BYU Studies, 1995), 455–505, is the one that appeared in the tribute issue Irreantum published following England’s death. Originally published in: Irreantum 3, no. 3 (Autumn 2001): 67–93. This, the single most comprehensive essay on the history and theory of Mormon literature, first appeared in 1982 and has been republished and expanded several times in keeping up with developments in Mormon letters and Eugene England’s own thinking. Anyone seriously interested in LDS literature could not do better than to use this visionary and bibliographic essay as their curriculum. 1 ExpEctations MorMonisM hAs bEEn called a “new religious tradition,” in some respects as different from traditional Christianity as the religion of Jesus was from traditional Judaism. 2 its beginnings in appearances by God, Jesus Christ, and ancient prophets to Joseph smith and in the recovery of lost scriptures and the revelation of new ones; its dramatic history of persecution, a literal exodus to a promised land, and the build - ing of an impressive “empire” in the Great basin desert—all this has combined to make Mormons in some ways an ethnic people as well as a religious community. Mormon faith is grounded in literal theophanies, concrete historical experience, and tangible artifacts (including the book of Mormon, the irrigated fields of the Wasatch Front, and the great stone pioneer temples of Utah) in certain ways that make Mormons more like ancient Jews and early Christians and Muslims than, say, baptists or Lutherans. -
Youth Unemployment, Education and Training in Croatia Since the Crisis*
Croatia’s Lost Generation? Youth unemployment, education and training in Croatia since the crisis* Iva Tomić The Institute of Economics, Zagreb Visiting Speaker Programme LSEE Research on SEE, European Institute, LSE 12 October 2016 *in collaboration with Vassilis Monastiriotis, European Institute, LSE Outline Motivation Related literature Data Model Results Policy initiatives 2 Motivation 2014 ended as a sixth consecutive year with negative real GDP growth in Croatia, with a cumulative drop of 13% as of 2009. The unemployment rate almost doubled in the period between 2008 and 2014. Youth unemployment rate is growing much more rapidly than the overall rate: . for conventional youth population (15-24) it increased by 25 pp between 2009 and 2013 (from 25% to 50%), more than double the total unemployment rate, considerably higher than the average rate of youth unemployment in the EU; . for the population aged 15-29 it increased by more than 15 pp in the same period. the NEET rate for youths aged 15-29 was 21.8% in 2014; more than 6 pp higher than in the EU-28 (15.4%), with an increase of almost 9 pp between 2008 and 2014. 3 Motivation Unemployment rates for different age-groups in Croatia In % 90 80 70 60 50 40 30 20 10 0 2007Q1 2010Q3 2007Q2 2007Q3 2007Q4 2008Q1 2008Q2 2008Q3 2008Q4 2009Q1 2009Q2 2009Q3 2009Q4 2010Q1 2010Q2 2010Q4 2011Q1 2011Q2 2011Q3 2011Q4 2012Q1 2012Q2 2012Q3 2012Q4 2013Q1 2013Q2 2013Q3 2013Q4 2014Q1 2014Q2 2014Q3 2014Q4 2015Q1 2015Q2 2015Q3 2015Q4 15-19 20-24 25-29 15-29 15-64 Source: Eurostat. -
A Critical Study of the Loss and Gain of the Lost Generation
Opción, Año 34, Especial No.15 (2018): 1436-1463 ISSN 1012-1587/ISSNe: 2477-9385 A Critical Study of the Loss and Gain of the Lost Generation Seyedeh Zahra Nozen1 1Department of English, Amin Police Science University [email protected] Shahriar Choubdar (MA) Malayer University, Malayer, Iran [email protected] Abstract This study aims to the evaluation of the features of the group of writers who chose Paris as their new home to produce their works and the overall dominant atmosphere in that specific time in the generation that has already experienced war through comparative research methods. As a result, writers of this group tried to find new approaches to report different contexts of modern life. As a conclusion, regardless of every member of the lost generation bohemian and wild lifestyles, the range, creativity, and influence of works produced by this community of American expatriates in Paris are remarkable. Key words: Lost Generation, World War, Disillusionment. Recibido: 04-12--2017 Aceptado: 10-03-2018 1437 Zahra Nozen and Shahriar Choubdar Opción, Año 34, Especial No.15(2018):1436-1463 Un estudio crítico de la pérdida y ganancia de la generación perdida Resumen Este estudio tiene como objetivo la evaluación de las características del grupo de escritores que eligieron París como su nuevo hogar para producir sus obras y la atmósfera dominante en ese momento específico en la generación que ya ha experimentado la guerra a través de métodos de investigación comparativos. Como resultado, los escritores de este grupo trataron de encontrar nuevos enfoques para informar diferentes contextos de la vida moderna. -
Maurine Whipple
IN MEMORIAM MAURINE WHIPPLE By Veda Tebbs Hale MAURINE WHIPPLE, author of The admission, and made enough to buy what Giant Joshua, died in St. George on 12 April she needed. Former students remember her 1992. She was eighty-nine. She was born on as "having red hair (hennaed), friendly and 20 January 1903 in St. George and lived innovative, with great vitality and a good there most of her life. The Giant Joshua, a dancer.’’2 However, none of her principals 637-page novel published in 1941 by ever offered her a contract for a second year. Houghton Mifflin, celebrates the history of In 1928-1929, her third year of teaching, her Southern Utah city; the richness of tex- she taught in a two-room school in the tiny ture, the vividness of its characters, and its community of Virgin, Utah. She liked being forthright treatment of the rigors of both free to organize in her own way, but it was a pioneering and polygamy have insured that lonely time, a time of reflection. She was it has never lacked for enthusiastic admirers twenty-six years old, felt she had missed her during the past fifty-one years. chance to marry, and knew that she was Maurineg serious writing began, she said, overqualified to teach in a small rural school. when she hitched a ride with a tourist to Salt She spent many hours sitting on the bank of Lake City to begin her college education with the Virgin River meditating. She claimed that only her dreams and a cheap cardboard the germ of The Giant Joshua had been in her suitcase containing two middy blouses and mind for as long as she could remember. -
Hemingwaytg 2014.Indd
Examining an author’s life can inform and expand the reader’s understanding of a novel. Biographical criticism is the practice of analyzing a literary work through the lens of an author’s experience. In this lesson, explore the author’s life to understand the novel more fully. 1 Ernest Hemingway grew up in Oak Park, Illinois, one of six children. In Lesson One 1917, the year President Wilson declared war on Germany, Hemingway graduated from high school. Instead of going to college, he became a FOCUS: reporter for a small newspaper. As a journalist, Hemingway learned to write concisely, using active verbs and brief, clear paragraphs. Many young Biography men were entering the military, but Hemingway’s vision did not meet military standards. Instead, he applied to the Red Cross as an ambulance driver and, in 1918, found himself in France and then in Italy. A Farewell to Arms, published in 1929, draws on the details of his wartime injury, his friendships, and his love affairs. ?? Discussion Activities Listen to The Big Read Audio Guide. Students should take notes as they listen. Ask them to present the three most important points they learned from the Audio Guide. Distribute Reader’s Guide essays, “Introduction to the Novel,” “Ernest Hemingway, 1899- 1961,” and “Hemingway and World War I.” Divide the class into groups. Assign one essay to each group. After reading and discussing the essays, groups will present what they have learned to the class. Ask students to add creative twists to make their presentations memorable. ?? Writing Exercise Have students read Chapter I. -
Historische Generationen
Beate Fietze Historische Generationen 2009-01-26 13-51-34 --- Projekt: transcript.titeleien / Dokument: FAX ID 02c9200876390888|(S. 1 ) T00_01 schmutztitel - 942.p 200876390896 Für Heinrich Beate Fietze (Dr. phil., Dipl.-Soz., Dipl.-Psych.) forscht an der Berlin Graduate School of Social Sciences des Instituts für Sozialwissen- schaften der Humboldt-Universität zu Berlin. Ihre Arbeitsschwer- punkte sind soziologische Theorie, Kulturanalyse, Sozialstrukturana- lyse, Generationssoziologie, Elitetheorie, Professionssoziologie und Organisationssoziologie. 2009-01-26 13-51-34 --- Projekt: transcript.titeleien / Dokument: FAX ID 02c9200876390888|(S. 2 ) T00_02 seite 2 - 942.p 200876390904 Beate Fietze Historische Generationen Über einen sozialen Mechanismus kulturellen Wandels und kollektiver Kreativität 2009-01-26 13-51-34 --- Projekt: transcript.titeleien / Dokument: FAX ID 02c9200876390888|(S. 3 ) T00_03 titel - 942.p 200876390912 Bibliografische Information der Deutschen Nationalbibliothek Die Deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliografie; detaillierte bibliografische Daten sind im Internet über http://dnb.d-nb.de abrufbar. © 2009 transcript Verlag, Bielefeld This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License. Umschlagkonzept: Kordula Röckenhaus, Bielefeld Lektorat & Satz: Ilse Scholz Druck: Majuskel Medienproduktion GmbH, Wetzlar ISBN 978-3-89942-942-8 Gedruckt auf alterungsbeständigem Papier mit chlorfrei gebleichtem Zellstoff. Besuchen Sie