A Raisin in the Sun Study Guide for Act Three

A Raisin in the Sun Study Guide for Act Three This plot summary and study guide for Lorraine Hansberrys play, A Raisin in the Sun, provides an overview of Act Three. To learn more about the previous scenes, check out the following articles: A Raisin in the Sun: Act One, Scene OneA Raisin in the Sun: Act One, Scene TwoA Raisin in the Sun: Act Two, Scene OneA Raisin in the Sun: Act Two, Scene TwoA Raisin in the Sun: Act Two, Scene Three The third act of A Raisin in the Sun is a single scene. It takes place an hour after the events of Act Two (when $6500 was swindled from Walter Lee). In the stage directions, playwright Lorraine Hansberry describes the light of the living room as gray and gloomy, just as it was at the beginning of Act One. This dismal lighting represents the feeling of hopelessness, as though the future promises nothing. Joseph Asagais Proposal Joseph Asagai pays a spontaneous visit to the household, offering to help the family pack. Beneatha explains that Walter Lee lost her money for medical school. Then, she recounts a childhood memory about a neighbor boy who injured himself severely. When the doctors fixed his face and broken bones, young Beneatha realized she wanted to become a doctor. Now, she thinks that she has stopped caring enough to join the medical profession. Joseph and Beneatha then launch into an intellectual discussion about idealists and realists. Joseph sides with idealism. He is dedicated to improving life in Nigeria, his homeland. He even invites Beneatha to return home with him, as his wife. She is both bewildered and flattered by the offer. Joseph leaves her to think about the idea. Walters New Plan During his sisters conversation with Joseph Asagai, Walter has been listening intently from the other room. After Joseph leaves, Walter enters the living room and finds the business card of Mr. Karl Lindner, the chairman of the so-called welcoming committee of Clybourne Park, a neighborhood with white residents who are willing to pay a large amount of money to prevent black families from moving into the community. Walter leaves to contact Mr. Lindner. Mama enters and starts to unpack. (Because Walter lost the money, she no longer plans to move to the new house.) She remembers when as a child people would say that she always aimed too high. It seems she finally agrees with them. Ruth still wants to move. She is willing to go to work extreme hours in order to keep their new house in Clybourne Park. Walter returns and announces that he has made a call to the Man more specifically, he has asked Mr. Lindner back to their home to discuss a business arrangement. Walter plans to accept Lindners segregationist terms in order to make a profit. Walter has determined that humanity is divided into two groups: those who take and those who are tooken. From now on, Walter vows to be a taker. Walter Hits Rock Bottom Walter breaks down as he imagines putting on a pathetic show for Mr. Lindner. He pretends that he is speaking to Mr. Lindner, using a slave dialect to express how subservient he is in comparison to the white, property owner. Then, he goes into the bedroom, alone. Beneatha verbally disowns her brother. But Mama devoutly says that they must still love Walter, that a family member needs love the most when they have reached his lowest point. Little Travis runs in to announce the arrival of the moving men. At the same time, Mr. Lindner appears, carrying contracts to be signed. A Moment of Redemption Walter enters the living room, somber and ready to do business. His wife Ruth tells Travis to go downstairs because she does not want her son to see his father debase himself. However, Mama declares: MAMA: (Opening her eyes and looking into Walters.) No. Travis, you stay right here. And you make him understand what you doing, Walter Lee. You teach him good. Like Willy Harris taught you. You show where our five generations done come to. When Travis smiles up at his father, Walter Lee has a sudden change of heart. He explains to Mr. Lindner that his family members are plain but proud people. He tells of how his father worked for decades as a laborer, and that ultimately his father earned the right for his family to move into their new home in Clybourne Park. In short, Walter Lee transforms into the man his mother had prayed he would become. Realizing that the family is bent on moving into the neighborhood, Mr. Lindner shakes his head in dismay and leaves. Perhaps the most excited of all the family members, Ruth joyously shouts, Lets get the hell out of here! The moving men enter and begin to pack up the furniture. Beneatha and Walter exit as they argue about who would be a more suitable husband: the idealistic Joseph Asagai or the wealthy George Murchison. All of the family except Mama have left the apartment. She looks around one last time, picks up her plant, and leaves for a new home and a new life.

Definition and Examples of Tmesis

Definition and Examples of Tmesis Tmesis is the separation of the parts of a compound word by another word or words, usually for emphasis or comic effect. The adjective form is  tmetic. Related to tmesis is synchesis, the jumbling of word order in an expression. Etymology:  From the Greek, a cutting Pronunciation:  (te-)ME-sis Also Known  As:  infix,  tumbarumba  (Australia) Examples and Observations Abso-friggin-lutely! I said triumphantly as I mentally crossed my fingers. (Victoria Laurie, A Vision of Murder. Signet, 2005)Goodbye, Piccadilly. Farewell, Leicester bloody Square. (James Marsters as Spike in Becoming: Part 2. Buffy the Vampire Slayer, 1998)Whoopdee-damn-doo, Bruce thought. At most newspapers, general assignment reporters were newsroom royalty, given the most important stories. At the East Lauderdale Tattler, they were a notch above janitors, and burdened with lowly tasks . . .. (Ken Kaye, Final Revenge. AuthorHouse, 2008)To persuade people to keep watching [the television program Zoo Quest], [David] Attenborough gave the series an objective, a rare animal to pursue: picarthates gymnocephalus, the bald-headed rock crow. He doubted this creature would be alluring enough, but when his cameraman Charles Lagus was driving him down Regent Street in an open-top sports car and a bus driver leaned out of his cab and asked, in a neat piece of tmesis, if he was ever going to catch that Picafartees gymno-bloody-cephalus, he knew it had lodged itself in the public mind. (Joe Moran, Armchair Nation. Profile, 2013) This is not Romeo, hes some other where. (William Shakespeare, Romeo and Juliet)In what torn ship soever I embark,That ship shall be my emblemWhat sea soever swallow me, that floodShall be to me an emblem of thy blood. (John Donne, Hymn to Christ, at the Authors Last Going Into Germany)Most often, tmesis is applied to compounds of ever. Which way so ever man refer to it (Milton); that manhow dearly ever parted (Troilus and Cressida 3.3.96); how heinous eer it be,/To win thy after-love I pardon thee (Richard II 5.3.34). However, the syllable of any word can be separated: Oh so lovely sitting abso-blooming-lutely still (A. Lerner and F. Lowe, My Fair Lady). Or See his windlilycockslaced (G.M. Hopkins, Harry Ploughman). Tmesis is also commonly used in terms of British slang, such as hoo-bloody-ray. (A. Quinn, Tmesis. Encyclopedia of Rhetoric and Composition, ed. by T. Enos. Taylor Francis, 1996)Its a sort of long cocktailhe got the formula off a barman in Marrakesh or some-bloody-where . (Kingsley Amis, Take a Girl Like You, 1960) I did summon up the courage to poke a camera through Terry Adamss front gate last year, only to be met with a minders greeting: Why dont you leave us a-f-ing-lone. I wonder if the brute was aware of his use of tmesis, the insertion of one word into another? (Martin Brunt, How Terror Has Changed the Crime Beat. The Guardian, Nov. 26, 2007)old age sticksup KeepOffsigns) youth yanks themdown(oldagecries NoTres) (pas)youth laughs(singold agescolds Forbidden StopMustnt Dont) youth goesright ongrowing old(E.E. Cummings, old age sticks)Gideon [Kent] knew [Joseph] Pulitzer, of course. He admired the publishers insistence that his paper never become the captive of any group or political party. Indegoddamnpendent was Pulitzers unique way of putting it. (John Jakes, The Americans. Nelson Doubleday, 1980) Tmetic Rhythms When you insert a word for emphasis- be it fricking, bleeping, something ruder, or something less rude- you cant just stick it any old where. We know this because abso-freaking-lutely is fine but ab-freaking-solutely or absolute-freaking-ly is not. Whether its in a word, a phrase, or a name- you stick the emphatic addition right before a stressed syllable, usually the syllable with the strongest stress, and most often the last stressed syllable. What were doing, in prosodic terms, is inserting a foot. . . . When it comes to sticking these extra feet in, we normally break the word or phrase according to the rhythm of what were inserting. To be or not to be, that is the question is thought of as iambic pentameter, but you wont break it between iambs if your interrupting foot is a trochee: To be or not to bleeping be, not To be or not bleeping to be . . . But if its an iamb? To be or not the heck to be, not To be or not to the heck be. Look, these are rude, interrupting words. Theyre breaking in and wrecking the structure. Thats the freaking point. But they still do it with a rhythmic feeling. (James Harbeck, Why Linguists Freak Out About Absofreakinglutely. The Week, December 11, 2014) The Split Infinitive as Tmesis A split infinitive has been elsewhere defined as a type of syntactic tmesis in which a word, especially an adverb, occurs between to and the infinitival form of a verb. Different labels have been used to name this particular ordering of English, spiked adverb or cleft infinitive among others, but the term split infinitive has eventually superseded all its predecessors (Smith 1959: 270).  (Javier Calle-Martin and Antonio Miranda-Garcia, On the Use of Split Infinitives in English. Corpus Linguistics: Refinements and Reassessments, ed. by Antoinette Renouf and Andrew Kehoe. Rodopi, 2009)

No U.S. Military Action Warranted in Libya Essay

No U.S. Military Action Warranted in Libya - Essay Example Qaddafi has been accused of violating human rights for decades and using the military to quell the rebel advancements. Therefore Obama’s bold rhetoric seems justified and responsible by many. However, George W. Bush remains accused of war crimes, violating human rights and illegally invading a country but if another nation’s leader was to say â€Å"Bush must go† most of those same people would not take it seriously. The U.S. has lost all credibility regarding military interventions especially in Arab countries. This gung-ho, tough-guy talk from our political leaders is empty, hypocritical and counter-productive. If the UN, with the blessing of the Arab League, thinks it proper to take action, that’s much more acceptable than the U.S. taking what is essentially unilateral aggressive action, again. This is not a video game. Enforcing a no-fly zone over Libya, a country larger than the State of Alaska, (â€Å"Basic Facts,† 2011) is not as easy as many politicians, pundits and armchair warriors must be thinking it is. That’s a lot of air space to cover 24 hours per day seven days per week over unfamiliar territory. It’s anyone’s guess how much manpower and how many planes it would take to successfully keep the Libyan Air Force (LAF) on the ground. Some suggest the LAF pilots wouldn’t dare want to engage the U.S. ...The Libyans are no different. Its pilots would almost certainly put up a fight as would others loyal to Qaddafi. Would Libyans change their minds about rebelling when they see their own planes being shot down by a country well-known in the Arab world for its imperialistic tendencies? A no-fly zone would require U.S. and other soldiers who are mostly European, or ‘westerners,’ to occupy Libyan cities, ‘boots on the ground.’ â€Å"We had a no-fly zone over Iraq. It did not prevent Saddam Hussein from bombing his civilians and it did not get him out of office. We had a no-fly zone over Serbia: it still took 78 days of bombing to get Milosevic out of office. It did not get him out of Kosovo until we put troops on the ground with our allies,† Secretary of State Hillary Clinton said. â€Å"I really want people to understand what we are looking at.† (â€Å"Clinton,† 2011) Is this what these saber rattlers are wanting and will U.S. citizens allow yet another invasion of an Arab country? Labeling the action as a ‘enforcing a no-fly zone’ gives the appearance the military is acting more in the role of a security guard. If politicians and others called it an ‘invasion force,’ which is a term closer to the reality of the situation, the idea would not be as widely accepted. Even if one thinks the U.S. should be involved militarily common knowledge suggests such an action is likely unsustainable. Senator John Kerry, presidential candidate in 2004, said this week the UN should consider bombing Libyan airports and runways. This tactic is intended to limit the use of already limited resources and the time of ‘western’ involvement.

Review chapter 9( Design Approach in Ethics & Responsible Essay

Review chapter 9( Design Approach in Ethics & Responsible Administration) from the book (The Responsible Administrator...) and chose any article and make relation - Essay Example Again the chapter advocates that ethical issues should be reflected on so that the best alternatives for the solutions can be arrived at. It does not advocate for set standards or guidelines for any ethical situation ( Cooper, 2012). Consequently, this chapter arrives at three key points, the first one being that all ethical problems have solutions, only the alternatives differs and as such the implications. Secondly, the public administrative role ought to have an appropriate approach and lastly, a well-designed approach is very significant while solving any ethical problem. In the Journal of Public Affairs Education (2011), it has been spelt out that the American constitution is the foundation for public administration theory and practice. In this constitution lies the basic code of conduct by a public administrator. Hence this is the basic approach applied while solving ethical issues. In addition, the author notes that if the utilization and misuse of administrative discretion is thoroughly evaluated then it results as being another positive relationship between the rule of law and competent public sector management methods ( Sharpe, 2011). However, the constitution should not be a limiting factor for any public administrator. There are those situations that call for individual judgment. As such, those entitle to train public administrators should enlighten the students on where the limits of the constitution lies. In essence the above points are very much in line with the three key points outlined in this chapter by Cooper. The approaches need to solve an ethical situation is very important. In fact, these approaches are imbedded in the constitution and other codes of conduct that the public administrator abides by. However, there are other factors that should be looked into apart from the constitution and these ethical codes. Such

The Boy in the Striped Pyjamas: Analysis

The Boy in the Striped Pyjamas: Analysis Thesis: When boundaries like social, cultural physical and separations constrained Bruno’s life, it never prevented him from forming a forbidden friendship Sana Ibrahim -3202 John Boyne is an Irish novelist born in Dublin. He wrote 70 short stories and many novels focused on adults and young readers. The Boy in Striped Pyjamas is a novel focused on a younger audience. Several film adaptations were done to this film and in 2006 film adaptation was an award-winning Miramax. Furthermore, the novel won 2 Irish awards and received positive reviews by many papers. For instance The Guardian reviewed as, â€Å"A small wonder of a book†¦this is what fiction is supposed to do† (Boyne, 2010-2014). The Boy in Striped Pyjamas is a fable which captures a hint of the holocaust but still has a great impact on our emotions. This is a story written from a 9 year old boy’s perspective, who lived during World War II. In this story the 9 year old Bruno along with his family moved from Berlin to Poland due to his father’s job promotion. His father was a Nazi officer who was recently appointed to the commander by the Fuhry. As a result they were sent to an isolated area near the â€Å"Out With† concentration camp. (In reality it is Auschwitz Concentration camp in Poland). In this story Bruno felt the loneliness of the place very much. This is because they were home schooled and he had no friends to play with unlike in Berlin. Bruno being a curious and adventurous explorer started to explore the house he lived paying no heed to boundaries. One day he sneaked from the back door and ran through the forest and ended finding a boy near a fence. He met the Jew boy Shmuel fo r the first time. They shared same birthday and age. Bruno sneaked every day to meet his friend near the fence as their budding relation prospered. One fateful day Bruno being a loyal friend to Shmuel decided to help find his dad trapped in the concentration camp. So he disguised in the striped pajama and crawled down the fence. Unfortunately, they ran into a death marching group leading to a gas chamber. They were naà ¯ve about what was about to happen as they walked into their death. It was their ill-fate that they were among the Jews who became the victims of the incinerators (Boyne, 2006). Despite the fact that Bruno was taught to hate the Jews as mortal enemies and his parents’ constant warnings, he proceeded with his virtues. When boundaries like social, cultural, and physical separations constrained the 9 year old boys’ life, it never prevented him from forming a forbidden friendship. Bruno’s family was portrayed as a rich family in Berlin as well as at Auschwitz. In Berlin they had a 5 story building in a position that entire city can be seen. Bruno says this in the story as he could see right across Berlin if he stood in his tiptoes as he held onto the window frame tightly. When they shifted to Poland they had a three story house with a rich life. There were servants attending to every need. However, in Bruno’s room through the only small window, he sees a farm like place from a distant. The area doesn’t look as lively as he thought it would be. His first impression was, â€Å"I don’t think other children look at all friendly,† (Boyne.p.18) even though his mother taught him not to prejudice others. Furthermore, Bruno is brought up in a place where he couldn’t interrupt his mother in any case. While they were about to leave the Berlin house, when the servant Maria interrupts, Bruno immediately recalls the rule of not inte rrupting his mother. Likewise, he cannot disturb his father unnecessarily. His father pays importance in maintaining disciple and the kids are forbidden to question their parents’ authority in decisions (Boyne, 2006). Judaism is considered as a religion by most scholars but the Germans describe Judaism as ethnicity (Hollingshead.p.4). During the holocaust due to this the two different groups were separated while the Jews behind a barbed fence deprived them from their lives. The Boy in Striped Pajamas reckons vast discrimination of Jews and Germans. For instance when Bruno and his family were travelling to Auschwitz they travelled by a train in which there were plenty of spaces for people to sit. On the one, Jews were tightly packed into the trains with undesirable conditions for a human being to breathe or live. â€Å"†¦transport arrived in Auschwitz on September 5, 1944 with 1,019 Jews on board. Men and women were separated† (United States of Holocaust Memorial, 2013). Jews were treated badly because they belonged to a certain ethnic group even though both groups were headed to same destination. During the time when Shmuel described how they came to the camp Bruno found it hard to bel ieve this since there was nothing like that in the trains they travelled. Moreover, having seen the documentary which shows the conditions and how the people were treated greatly influenced his little mind to believe things with in the camp were good (Boyne, 2006). As the two kids came to know each other more they ultimately believed each other more than the parents. This is the main reason why Bruno in the end with natural reluctance, joined his friend in the concentration camp. While the Nazis separated the two groups of people, they however failed to recognize their own type. This proves that what they actually hate is the religion not the people. While the Jews survived in misery, Germans had the choice to live. In this story Bruno was given all the freedom he wants within the household and beyond that he is deprived from this. For example the back door physically separated him from the surrounding. As he was not allowed to cross the door and the boredom pushed him to explore beyond it. Just like his tutor Herr Liszt encouraged in exploring, Bruno went pass the back door into the forest to discover new and interesting things just like the great explorers Christopher Columbus and Amerigo Vespucci (Boyne.p.56). On his first venture he found the boy sitting near the fence and their small talks resulted to build the trust in which each promised to be friends for life (Boyne, 2006). During World War II Jews and Christians were separated by the Germans providing bad conditions within the concentration camps. The Nazi officers removed their clothing and forced them to wear one â€Å"striped pajama† as in the story. In this story Bruno asks Shmuel why do they always wear pajamas and he responds that is the only type of clothing they get to wear unlike Bruno who wears different clothing every day. The Jews barely get to eat and almost every day when Bruno meets Shmuel he is hungry and longing for food. When Shmuel was brought to commanders house to clean the wine glasses Bruno offered Shmuel the fancy foods they eat which ended poor Jew being beaten by the officer (Boyne, 2006). During this time children were subjected to child labor and many were killed just as they arrived the camp. This is because the Officers believed that they are â€Å"useless eaters† (United States Holocaust Memorial, 2013), and immediately killed them in gas chambers.† On ly 6 to 11% of Europes prewar Jewish population of children survived† (United States Holocaust Memorial, 2013). Shmuel, Paul (who comes to peel vegetable) and other Jews in the camp are always sad, whereas the Germans are happy despite their brutality to humans. Bruno however worries and questions Shmuel about these although some answers are hard to believe because of the good conditions they have been subjected to in their lives. â€Å"Holocaust was an event of such consequence and philosophical significance it seems to transcend the boundaries of time† (Hollingshead, p.1).Through the eyes of Bruno the people inside the fence makes him sad. Although his sisters comment that they look â€Å"filthy† he rather says, â€Å"but maybe they don’t have any baths† than agreeing to the fact that they look dirty (Boyne, 2006). In a life where everything of Bruno is controlled by someone to a certain extent he manages to question certain behaviors and things even though he is not allowed to act differently in any circumstances. Bruno is a free spirit and at such a young age he considers his own thoughts over others. He finds his own ways to overcome the boredom at his new house. One day he makes a swing for him although he gets hurt at the end. He formed a strong bond with the dirty Jew boy he said at the beginning making him believe what is important in life is to accept people for who they are. References Boyne, J. (2010-2014) The Boy in the Striped Pyjamas http://www.johnboyne.com/fiction/younger-readers/the-boy-in-the-striped-pyjamas/ Boyne, J. (2006) The Boy in the Striped Pyjamas http://www.anderson5.net/cms/lib02/SC01001931/Centricity/Domain/222/The%20Boy%20in%20the%20Striped%20Pajamas.pdf Hollingshead, A. (2005-2006) G-d was not in Auschwitz http://www.gwu.edu/~uwp/fyw/euonymous/2005-2006/06-hollingsheadfinal.pdf United States Holocaust Memorial. (2013, 6) Plight of Jewish Children http://www.ushmm.org/wlc/en/article.php?ModuleId=10006124 United States Holocaust Memorial. (2013, 6) Children during the holocaust http://www.ushmm.org/wlc/en/article.php?ModuleId=10005142 Word count 1526

The Abortion Arguments of Cider House Rules Essay -- Movie Cider House

The Abortion Arguments of Cider House Rules I am writing this essay on a Saturday evening, not with any real contemplation, or even planning. I am writing this because I was just minutes ago watching the movie Cider House Rules. I won't go into the plot of the movie, but, to explain my motivation for writing this, I will simply describe one portion of the movie. The scene at issue in my mind right now is one where a fourteen-year-old girl comes to the orphanage which is the setting for part of the movie. This girl came to the orphanage because it was known in the region as a place that performed abortions. She had had a crude abortion performed in such a way that she had been severely injured (her uterus was punctured by a crochet hook, and, not being a sterile instrument, this caused an infection of the uterine lining, eventually killing her). The resident doctor is disgusted by this, and uses the girl's injury as an example explaining why he performs abortions. The doctor's argument is fairly simple. If the girl had come to him, rather than the ignorant abortionist she chose, she would likely have survived. In addition, he claims that potential parents have a right to choose to be parents or to not be parents. The doctor, a seeming proponent of utilitarianism, says that this demonstrates a duty to perform abortions. The young man to which the doctor is speaking, Homer, has been in essence an apprentice under the doctor, but has refused to perform abortions. His reasoning is this: those individuals seeking an abortion should have been responsible enough to have not conceived an unwanted child. Their lack of sexual responsibility should not be an excuse to take human life. Homer, while not legally a doctor (having... ...e that die do so in the commission of a wrongful act, and because of this are to be blamed for their own demise. Perhaps this sounds cold and uncaring to you. My intent is not to make some kind of case for the despising of young pregnant women who seek abortions. I feel a real sense a pity for them, but I cannot circumvent what I believe to be a solid refutation of one of the major arguments for abortion legalization. This essay, remember is not meant to be a complete argument against abortion, but rather attempts only to address the argument used in Cider House Rules. There are many other areas of discussion which can have a great effect on the ethics of abortion. The point at which a fetus becomes a person with rights is one such area. The question of whether or not a mother is obligated to carry to term a child who is in fact a full-fledged human is another.

Cultural Differences

Cultural Differences COM/360 November 12, 2012 The movie Crash (2004) is about a handful of disparate people’s lives intertwined as they deal with the tense race relations that belie life in the city of Los Angelos over a thirty-six hour period.All the players involved in the movie are: a Caucasian district attorney, his Caucasian wife who believes her stereotypical views are justified, therefore they’re not racist; two black carjackers that use their race to their advantage; two Caucasian police officers, one who is racist and abuses his authority to non-whites, and the other who hates his partner for his racist views; a black film director and his black wife, who feels her husband does not support their own culture enough especially with the wife being violated by the racist cop; the two detectives and sometimes lovers, one Hispanic female and a black male; an East Asian man who gets hit by a car, but is hiding valuable cargo in his van; a Persian store owner who feel s he is not getting enough satisfaction or respect from American society when his store is continuously robbed; and a Hispanic locksmith who is just trying to keep his family safe out of harm’s way (Imbd, 2012). Each person’s story interlocks in some way as they all crash into one another through a series of racist endeavors and stereotypical judgments. Hall argues that every human being is faced with so many perceptual stimuli—sights, sounds, smells, tastes, and bodily sensations—that it is impossible to pay attention to them all.Therefore, one of the functions of culture is to provide a screen between the person and all of those stimuli to indicate what perceptions to notice and how to interpret them (Lustig & Koester, pg. 109, 2012). Hall splits cultures into high/low context and describes how high context cultures use high-context messages where the meaning is implied by physical setting or presumed to be part of the individual’s beliefs, value s, norms, and social practices; very little is in the coded message. These cultures include; Japanese, African American, Mexican, and Latino. The low-context cultures prefer to use low-context messages, where the majority of the information is vested in the explicit code. These cultures include German, Swedish, European American, and English (Lustig & Koester, pg. 109, 2012).An example of high-context communication; is when the two black carjackers interpret the same meaning and gestures in all their actions. Their actions do not need to be discussed explicitly because they both act the same and carry the shared understanding based on their relationship. An example of the low-context communication is when the Hispanic locksmith goes into the Caucasian attorney’s house to fix the locks and deals with the wife. She harasses him on how she needs every statement to be precise and all his actions to be accounted for. She is looking for his every move to be overt and very explicit because she immediately judges his performance and morale on his race.Hofstede’s five dimensions were identified in his early research when he came to find which dominant patterns of a culture can be ordered, these are; power distance, uncertainty avoidance, individualism versus collectivism, masculinity versus femininity, and long- term versus short-term orientation to time. His findings have provided an excellent synthesis of the relationships between cultural values and social behaviors, which are identifiable throughout this movie. Power distance is one dimension believed to be most present throughout the movie Crash. One basic concern to all cultures is the issue of human inequality and knowing that all people in a culture do not have equal levels of status or social power. A persons power and social status depends more upon their culture and things such as; wealth, age, gender, education, physical strength, etc.As Hofstede’s research expresses; â€Å"cultures al so differ in the extent to which they view such status inequalities as good or bad, right or wrong, just of unjust, and fair or unfair. That is, all cultures have particular value orientations about the appropriateness or importance of status differences and social hierarchies† (Lustig & Koester, pg. 114, 2012). Power distance is extremely visible in this movie as far as each race having their individual degree of institutional and organizational power, and how to distribute it. For example, when the two Caucasian cops pull the black film maker and his wife over after leaving a work party and are blatantly playing the authority card based on their race and job description.The one racist white cop violates the black woman right in front of her husband for no apparent reason, while the husband is made to feel that if he makes one move he will be punished for his actions. Another example is when the Persian store owner walks into the Caucasian male’s gun store and wants to buy a gun. He has his daughter with him to help translate and pick the right weapon. As they are exchanges words in their language, the white man insults him by referring to him as â€Å"Osama† and tells him to leave his store immediately. The Persian man yells that he is an American citizen and has every right to purchase a gun, the white man replies with, â€Å"not in my store you don’t, now get the fuck out. That of uncertainty avoidance is also seen within the movie from the more foreign cultures that feel they may be presented â€Å"under† the more dominant white race. For example, when the Hispanic locksmith is in the Caucasian attorney’s home changing the locks on the doors, the wife flips out on her husband about how the locksmith is going to go sell their house keys to his â€Å"amigos† and she wants them changed again. She storms off to the kitchen where she looks up to see the locksmith starring at her with a look of shame. He walks to her counter, drops the spare sets down and expects nothing from her, feels no room to express his feelings to her assumptions.Because of his race he is immediately seen by the dominant race as being untrustworthy and sneaky. â€Å"Cultural Identity refers to one’s sense of belonging to a particular culture or ethnic group. It is formed in a process that results from membership in a particular culture, and it involves learning about and accepting the traditions, heritage, language, religion, ancestry, aesthetics, thinking patterns, and social structures of a culture (Lustig & Koester, pg. 142-43, 2012). The formation of one’s cultural identity is known to form from three different stages known as; unexamined cultural identity, cultural identity search, and cultural identity achievement.The first stage is one’s cultural characteristics being taken for granted and not much interest in exploring cultural issues. The second stage is that of wanting to explore and q uestion one’s culture in order to learn of the strengths and learn acceptance of both themselves and their culture. Last stage, is known as being the clear and confident stage of acceptance to one’s culture and self-identity. In this stage, a person has learned to develop ways of dealing with stereotypes and discrimination as well as being clear about the personal meanings of their culture. Throughout this film, it is justifiable through all the characters actions and perceived self-identity that all three stages are experienced by everyone.A good example is the two black carjackers, in the beginning they questionable as to why their appearance caused them to wait over an hour to eat at a restaurant†¦they were paying customers like everyone else. The two men began to question their race and cultural backgrounds with one another, where they found it justifiable to carjack a white couples’ vehicle (being the attorney and his wife) when spotted in the streets. Towards the end, it became clear to the one black male that he can accept what cultural identity may be fixated on him, but he does not need to follow a society’s outlook, he can learn to deal with stereotypes and discrimination.At this point of his realization, he took the stolen van he had planned to sell, filled with Chinese/Japanese people, and let them go free with $40 of his own money for them to eat. Cultural similarity and fluency allows different cultures to reduce that cultural bias aspect that many of us suffer from when interacting with people of a different race or culture. It has been pointed out that culture really does exist in the minds of people, but that the consequences of culture—the sared interpretations—can be seen in people’s communication behaviors. These provide people with guidelines on how they should behave, and indicate what to expect when interacting with others (Lustig & Koester, pg. 148, 2012).This film indicates how each culture is so self- involved with their own beliefs and cultural patterns that they all seem as if they are unfamiliar with different cultures surrounding them. This is not the truth though. Each race and culture is assumed by those who are different because it’s the unknown, those who act similar to one another share interpretations that reduced uncertainty; create predictability, and also stability in their lives. Although, there are several different scenarios in the movie where interracial mixes are seen working together such as; the black and Latino police detectives, the Caucasian attorney working with the police (white and black) about their car being stolen.Although, these type of interactions are solely based on the individual’s interpretation of the unknown culture. â€Å"Interaction only within one’s culture produces a number of obvious benefits. Because the culture provides predictability, it reduces the threat of the unknown. When something or som eone that is unknown or unpredictable enters a culture, the culture’s beliefs, values, norms, and social practices tell people how to interpret and respond appropriately, thus reducing the perceived threat of the intrusion† (Lustig & Koester, pg. 148, 2012). â€Å"Your beliefs become your thoughts, thoughts become your words, words become your actions, actions become your habits, habits become your values, values become your destiny. † (Mahatma Gandhi).A good example of trusting those with similar cultural patterns is the white cop and his father; The frustrated and racist cop with a chronically ill father who believed, that only a â€Å"white† supervisor or person was competent enough to help him with his ill father’s medical needs (Wolfe, 2010). Another cultural pattern in the film is seen by the two black carjackers, â€Å"systematic and repetitive instead of random and irregular. † The two young men and their discussion of why they should be scared being the only black people in an all-white restaurant, even though they were not, instead others being scared of them because of the color of their skin.This in turn led them both to steal the car because it was expected of their race to steal. Nonverbal communication can send messages to the receiver just as loud and clear as any verbal communication message. There are many different instances of both these concepts being utilized in the film making each culture really â€Å"pop out† in their identity. Nonverbal messages can work to either complement or contradict the intended verbal message. They also help maintain the back-and-fourth sequencing of conversations, which function to regulate the interaction. Nonverbal messages can also work to substitute for the verbal channel by replacing verbal words. In intercultural communication, difficulties in achieving competence in another verbal code are compounded by variations in the nonverbal codes that accompany the spoken word† (Lustig & Koester, pg. 200, 2012). An example of nonverbal and verbal message in the film is a message of action that expresses emotion as well as specific information; How the racist white cop unprofessionally conducted himself after pulling the black Buddhist film maker and his wife over for a traffic violation. He physically man-handled and shamefully performed his search on the wife up against the vehicle. He aggressively communicated that he was in charge and he can do what he wants (Wolfe, 2010).Another example of nonverbal and verbal communication is toward the end of the movie where the young white cop picks up the young black boy hitchhiking and they begin to discuss where the black guy has been, seeing how he was covered in dirt and visible blood spots. The white off duty cop continuously looks him over for evidence, when the boy starts laughing out loud about the statue that was sitting on the cops dashboard. The cop kept asking what was wrong and as th e boy went to reach inside his pocket, the cop grew nervous, grabbed for his gun, and shot the boy. Only to realize that the boy was carrying the same statue that was sitting on the cops dashboard (Wolfe, 2010).The film Crash, is a remarkable, must see film with bravery and honesty in showing fear, prejudice and the dismembered society that people live in. It truly expresses the characters in a way that they are able to see the ugliness inside them as well as others who work to redeem themselves after realizing their cultural beliefs and ways. This movie is socially important in teaching its viewers the meaning and emotions behind the lives people realistically walk through on a daily basis. It teaches the importance of understanding cultural identity and working through cultural bias. Far too often, people are quick to make judgments simply based on someone’s physical appearance.It is imperative that people learn to accept their cultural identity but be mindful and respectfu l of those who are different around them. Initial perspectives, such as those presented by Hall, can be deadly towards others and lead to Hofstede’s dimensions that can destroy a relationship in many ways. References: Imbd. (2012). Crash. http://www. imdb. com/title/tt0375679/plotsummary Lustig, M. and Koester, J. (2010). Intercultural competence: Interpersonal communication across cultures (6th ed. ). Boston, MA: Allyn & Bacon Wolfe, J. (2010). Cramberry. Intercultural communication Indentifies in Movie- â€Å"Crash. † https://cramberry. net/sets/28641-intercultural-communication-indentifies-in-movie-crash-by-j-wolfe Cultural Differences Every country has contributed in shaping the profound history of the world. However, there are notable countries that greatly impacted societies today. Among many nations in the world, two countries have a rich cultural background: United States of America and Egypt. Although both countries differ in various aspects, the legacy of both nations in present society cannot be overlooked. As such, the differences and similarities of the said countries are needed to be examined in detail in order to further understand their impact in world societies.United States of America is a federal republic region situated in the North American continent, consisting of 50 states. USA is considered as the third largest and most populous country in the world with an estimated population of 303,824,650. Each of the 50 states of USA is further divided into counties. One of the key features of America’s culture is diversity. Right before the Europeans and the Africans arrived, United States is alrea dy a diverse culture, inhabited by Native American people, who are able to speak 300 different languages.The Europeans and Africans later added their own varying culture to America’s diversity (Boehm, 2008). Meanwhile, Egypt is an Arab Republic country, located in the north-eastern part of Africa and the south-western part of Asia. Unlike the USA which is made up of several states, the terrain of Egypt is made of dessert which is divided by the Nile River into two unequal parts, the valley and delta which are the main areas of habitation (Johnson, 2008). Similar to USA, Egypt is also a populous country.It is noted to be the most populous among the Arab regions (Tristam, 2008). In terms of economic perspective USA is known to have a capitalist economy which means that the economic system of the country is controlled by several small groups of people. America’s economy benefits a lot in its advanced technology (â€Å"How the US Economy Works,† 2008). Contrary to A merica’s economy, the Egyptian economy is run and owned by the state, and the country’s government plays a significant role in economic planning.However, just like the USA, Egypt’s economy is now moving toward a decentralized and market oriented economy, giving further emphasis on foreign investment (â€Å"Egypt: Economy,† 2008). This is also due in part with the country’s adoption of advanced technology. The economic prosperity of both nations is reliant on natural resources. Likewise, both countries are consistently acquiring substantial gains through labor productivity. However, it has been noted that America is currently experiencing reductions in the worldwide value and status of dollars (CIA, 2008).Conversely, Egypt’s economy is stable and growing. Yet, despite the economic improvements, the country remained in the poor index due to the economy’s inability to sustain energy, housing and food to its people (Tristam, 2008). Anothe r point of discussion is centered on the religion of each country. The prominent culture in Egypt in terms of religious perspective is Islam, while majority of the American populace adheres to Christianity which is made up various components. Islam and Christianity trace its roots to the prophet Abraham.Currently, together with Judaism, Christianity and Islam are three of the greatest monotheistic religion practiced in the world (Ahmad, 2008). The constitution of Egypt stipulates religious freedom, but in practice the liberty to choose religion is severely limited. This is because the legal system in Egypt follows the law of Islam which is known as Sharia. Hence, despite the claim for religious freedom, religious intolerance, and discrimination against other religious groups is still present in Egypt.The law recognizes an individual’s conversion to Islam, but the law does not tolerate Islam members to convert in other religions (Tristam, 2008). On the other hand, the legal sy stem and religion in America are different set of entities. USA has a tradition of religious tolerance and each individual has the total freedom to choose their religions. The freedom to exercise the choice of religion is incorporated in the US constitution’s first amendment. Christianity is the widely practiced religion in the United States. However, there is other religious influence permeating in the United States.Still, it is claimed that despite the differences Americans remained religious (â€Å"Religion,† 2008). Islam is ruled by the notion of conservativeness and honor. Such notion strictly applies among all the Egyptians but especially for the women. Egyptian women are expected to behave and dress modestly. Thus, women who reveal themselves by dressing inappropriately, having a loud voice and sensual behavior within the public eye is regarded as a dishonor to their hosts and kin, and is therefore considered as an insult to their families (â€Å"Egyptian View point,† 2000).Because religion and state functions are separate in the US, American’s especially the women are enjoying their freedom in terms of personal choice of clothing, although there are also Christian groups in America that require appropriate dressing during church services. Despite of the traditional belief in the value of marriage, American society practice and fully recognizes divorce. Islam, on the other hand, although discourages such action, does permit and grant divorce upon the initiation of either the husband or wife (Ahmad, 2008).Human rights record is also a distinct characteristic between the two countries. Egypt’s human rights records are poor and showed little improvements in the past years. Egyptian prisons are known for notorious tortures and arbitrary detentions. Torture is not only inflicted among political dissents, but also among ordinary people who were detained due to petty crimes (Human Rights Watch, 2005). Likewise, women and stre et children are also violated and non-governmental and political organizations are under the unwarranted control of the government.In addition, the creation of associations is heavily guarded and engagement in political unions is subject to penalties (Human Rights Watch, 2005). United States has long recognized itself as an effective advocate of human rights worldwide and a country that puts into action what it preaches. However, such picture has never been perfect, and America’s reputation is undermined by the long standing presence of institutionalized discrimination and the reported coercive interrogation and maltreatment of the detainees in Afghanistan (Human Rights Watch, 2005).Apparently, Egypt and the United States share little resemblance and myriads of differences. Each country presented cultural backgrounds that are at some point enticing and at times were not. However, whatever similarities and differences that each country has, it is with no doubt that each has ma naged to influence different nations with their rich cultural background. References Ahmad, S. (2008). Islam in a nutshell. Tour Egypt. Retrieved November 14, 2008 from http://www. touregypt. net/featurestories/islam. htm. Boehm, R. (2008). United States Geography. Microsoft Encarta Online Encyclopedia.Retrieved November 14, 2008 from http://encarta. msn. com/text_1741500822___0/United_States_Geography. html Central Intelligence Agency (CIA). (2008). United States. Retrieved November 14, 2008 from https://www. cia. gov/library/publications/the-world-factbook/geos/us. html. Egypt: Economy. (2008). Infoplease. Retrieved November 14, 2008 from http://www. infoplease. com/ce6/world/A0857909. html Egyptian view-point. (2000, June 01). Tour Egypt. Retrieved November 14, 2008 from http://www. touregypt. net/magazine/mag06012000/mag6. htm. How the U. S. economy works. (2008). US Info.Retrieved November 14, 2008 from http://usinfo. state. gov/products/pubs/oecon/chap2. htm. Human Rights Watc h. World Report. New York: Human rights watch, 2005. Johnson, D. (2008). Egypt. Microsoft Encarta Online Encyclopedia. Retrieved November 14, 2008 from http://encarta. msn. com/encyclopedia_761557408/Egypt. html. Religion. (2008). Just Landed. Retrieved November 14, 2008 from http://www. justlanded. com/english/USA/Tools/Articles/Culture/Religion. Tristam, P. (2008). Egypt: Country profile. About. com. Retrieved November 14, 2008 from http://middleeast. about. com/od/egypt/p/me080116. htm. Cultural Differences Cultural Differences COM/360 November 12, 2012 The movie Crash (2004) is about a handful of disparate people’s lives intertwined as they deal with the tense race relations that belie life in the city of Los Angelos over a thirty-six hour period.All the players involved in the movie are: a Caucasian district attorney, his Caucasian wife who believes her stereotypical views are justified, therefore they’re not racist; two black carjackers that use their race to their advantage; two Caucasian police officers, one who is racist and abuses his authority to non-whites, and the other who hates his partner for his racist views; a black film director and his black wife, who feels her husband does not support their own culture enough especially with the wife being violated by the racist cop; the two detectives and sometimes lovers, one Hispanic female and a black male; an East Asian man who gets hit by a car, but is hiding valuable cargo in his van; a Persian store owner who feel s he is not getting enough satisfaction or respect from American society when his store is continuously robbed; and a Hispanic locksmith who is just trying to keep his family safe out of harm’s way (Imbd, 2012). Each person’s story interlocks in some way as they all crash into one another through a series of racist endeavors and stereotypical judgments. Hall argues that every human being is faced with so many perceptual stimuli—sights, sounds, smells, tastes, and bodily sensations—that it is impossible to pay attention to them all.Therefore, one of the functions of culture is to provide a screen between the person and all of those stimuli to indicate what perceptions to notice and how to interpret them (Lustig & Koester, pg. 109, 2012). Hall splits cultures into high/low context and describes how high context cultures use high-context messages where the meaning is implied by physical setting or presumed to be part of the individual’s beliefs, value s, norms, and social practices; very little is in the coded message. These cultures include; Japanese, African American, Mexican, and Latino. The low-context cultures prefer to use low-context messages, where the majority of the information is vested in the explicit code. These cultures include German, Swedish, European American, and English (Lustig & Koester, pg. 109, 2012).An example of high-context communication; is when the two black carjackers interpret the same meaning and gestures in all their actions. Their actions do not need to be discussed explicitly because they both act the same and carry the shared understanding based on their relationship. An example of the low-context communication is when the Hispanic locksmith goes into the Caucasian attorney’s house to fix the locks and deals with the wife. She harasses him on how she needs every statement to be precise and all his actions to be accounted for. She is looking for his every move to be overt and very explicit because she immediately judges his performance and morale on his race.Hofstede’s five dimensions were identified in his early research when he came to find which dominant patterns of a culture can be ordered, these are; power distance, uncertainty avoidance, individualism versus collectivism, masculinity versus femininity, and long- term versus short-term orientation to time. His findings have provided an excellent synthesis of the relationships between cultural values and social behaviors, which are identifiable throughout this movie. Power distance is one dimension believed to be most present throughout the movie Crash. One basic concern to all cultures is the issue of human inequality and knowing that all people in a culture do not have equal levels of status or social power. A persons power and social status depends more upon their culture and things such as; wealth, age, gender, education, physical strength, etc.As Hofstede’s research expresses; â€Å"cultures al so differ in the extent to which they view such status inequalities as good or bad, right or wrong, just of unjust, and fair or unfair. That is, all cultures have particular value orientations about the appropriateness or importance of status differences and social hierarchies† (Lustig & Koester, pg. 114, 2012). Power distance is extremely visible in this movie as far as each race having their individual degree of institutional and organizational power, and how to distribute it. For example, when the two Caucasian cops pull the black film maker and his wife over after leaving a work party and are blatantly playing the authority card based on their race and job description.The one racist white cop violates the black woman right in front of her husband for no apparent reason, while the husband is made to feel that if he makes one move he will be punished for his actions. Another example is when the Persian store owner walks into the Caucasian male’s gun store and wants to buy a gun. He has his daughter with him to help translate and pick the right weapon. As they are exchanges words in their language, the white man insults him by referring to him as â€Å"Osama† and tells him to leave his store immediately. The Persian man yells that he is an American citizen and has every right to purchase a gun, the white man replies with, â€Å"not in my store you don’t, now get the fuck out. That of uncertainty avoidance is also seen within the movie from the more foreign cultures that feel they may be presented â€Å"under† the more dominant white race. For example, when the Hispanic locksmith is in the Caucasian attorney’s home changing the locks on the doors, the wife flips out on her husband about how the locksmith is going to go sell their house keys to his â€Å"amigos† and she wants them changed again. She storms off to the kitchen where she looks up to see the locksmith starring at her with a look of shame. He walks to her counter, drops the spare sets down and expects nothing from her, feels no room to express his feelings to her assumptions.Because of his race he is immediately seen by the dominant race as being untrustworthy and sneaky. â€Å"Cultural Identity refers to one’s sense of belonging to a particular culture or ethnic group. It is formed in a process that results from membership in a particular culture, and it involves learning about and accepting the traditions, heritage, language, religion, ancestry, aesthetics, thinking patterns, and social structures of a culture (Lustig & Koester, pg. 142-43, 2012). The formation of one’s cultural identity is known to form from three different stages known as; unexamined cultural identity, cultural identity search, and cultural identity achievement.The first stage is one’s cultural characteristics being taken for granted and not much interest in exploring cultural issues. The second stage is that of wanting to explore and q uestion one’s culture in order to learn of the strengths and learn acceptance of both themselves and their culture. Last stage, is known as being the clear and confident stage of acceptance to one’s culture and self-identity. In this stage, a person has learned to develop ways of dealing with stereotypes and discrimination as well as being clear about the personal meanings of their culture. Throughout this film, it is justifiable through all the characters actions and perceived self-identity that all three stages are experienced by everyone.A good example is the two black carjackers, in the beginning they questionable as to why their appearance caused them to wait over an hour to eat at a restaurant†¦they were paying customers like everyone else. The two men began to question their race and cultural backgrounds with one another, where they found it justifiable to carjack a white couples’ vehicle (being the attorney and his wife) when spotted in the streets. Towards the end, it became clear to the one black male that he can accept what cultural identity may be fixated on him, but he does not need to follow a society’s outlook, he can learn to deal with stereotypes and discrimination.At this point of his realization, he took the stolen van he had planned to sell, filled with Chinese/Japanese people, and let them go free with $40 of his own money for them to eat. Cultural similarity and fluency allows different cultures to reduce that cultural bias aspect that many of us suffer from when interacting with people of a different race or culture. It has been pointed out that culture really does exist in the minds of people, but that the consequences of culture—the sared interpretations—can be seen in people’s communication behaviors. These provide people with guidelines on how they should behave, and indicate what to expect when interacting with others (Lustig & Koester, pg. 148, 2012).This film indicates how each culture is so self- involved with their own beliefs and cultural patterns that they all seem as if they are unfamiliar with different cultures surrounding them. This is not the truth though. Each race and culture is assumed by those who are different because it’s the unknown, those who act similar to one another share interpretations that reduced uncertainty; create predictability, and also stability in their lives. Although, there are several different scenarios in the movie where interracial mixes are seen working together such as; the black and Latino police detectives, the Caucasian attorney working with the police (white and black) about their car being stolen.Although, these type of interactions are solely based on the individual’s interpretation of the unknown culture. â€Å"Interaction only within one’s culture produces a number of obvious benefits. Because the culture provides predictability, it reduces the threat of the unknown. When something or som eone that is unknown or unpredictable enters a culture, the culture’s beliefs, values, norms, and social practices tell people how to interpret and respond appropriately, thus reducing the perceived threat of the intrusion† (Lustig & Koester, pg. 148, 2012). â€Å"Your beliefs become your thoughts, thoughts become your words, words become your actions, actions become your habits, habits become your values, values become your destiny. † (Mahatma Gandhi).A good example of trusting those with similar cultural patterns is the white cop and his father; The frustrated and racist cop with a chronically ill father who believed, that only a â€Å"white† supervisor or person was competent enough to help him with his ill father’s medical needs (Wolfe, 2010). Another cultural pattern in the film is seen by the two black carjackers, â€Å"systematic and repetitive instead of random and irregular. † The two young men and their discussion of why they should be scared being the only black people in an all-white restaurant, even though they were not, instead others being scared of them because of the color of their skin.This in turn led them both to steal the car because it was expected of their race to steal. Nonverbal communication can send messages to the receiver just as loud and clear as any verbal communication message. There are many different instances of both these concepts being utilized in the film making each culture really â€Å"pop out† in their identity. Nonverbal messages can work to either complement or contradict the intended verbal message. They also help maintain the back-and-fourth sequencing of conversations, which function to regulate the interaction. Nonverbal messages can also work to substitute for the verbal channel by replacing verbal words. In intercultural communication, difficulties in achieving competence in another verbal code are compounded by variations in the nonverbal codes that accompany the spoken word† (Lustig & Koester, pg. 200, 2012). An example of nonverbal and verbal message in the film is a message of action that expresses emotion as well as specific information; How the racist white cop unprofessionally conducted himself after pulling the black Buddhist film maker and his wife over for a traffic violation. He physically man-handled and shamefully performed his search on the wife up against the vehicle. He aggressively communicated that he was in charge and he can do what he wants (Wolfe, 2010).Another example of nonverbal and verbal communication is toward the end of the movie where the young white cop picks up the young black boy hitchhiking and they begin to discuss where the black guy has been, seeing how he was covered in dirt and visible blood spots. The white off duty cop continuously looks him over for evidence, when the boy starts laughing out loud about the statue that was sitting on the cops dashboard. The cop kept asking what was wrong and as th e boy went to reach inside his pocket, the cop grew nervous, grabbed for his gun, and shot the boy. Only to realize that the boy was carrying the same statue that was sitting on the cops dashboard (Wolfe, 2010).The film Crash, is a remarkable, must see film with bravery and honesty in showing fear, prejudice and the dismembered society that people live in. It truly expresses the characters in a way that they are able to see the ugliness inside them as well as others who work to redeem themselves after realizing their cultural beliefs and ways. This movie is socially important in teaching its viewers the meaning and emotions behind the lives people realistically walk through on a daily basis. It teaches the importance of understanding cultural identity and working through cultural bias. Far too often, people are quick to make judgments simply based on someone’s physical appearance.It is imperative that people learn to accept their cultural identity but be mindful and respectfu l of those who are different around them. Initial perspectives, such as those presented by Hall, can be deadly towards others and lead to Hofstede’s dimensions that can destroy a relationship in many ways. References: Imbd. (2012). Crash. http://www. imdb. com/title/tt0375679/plotsummary Lustig, M. and Koester, J. (2010). Intercultural competence: Interpersonal communication across cultures (6th ed. ). Boston, MA: Allyn & Bacon Wolfe, J. (2010). Cramberry. Intercultural communication Indentifies in Movie- â€Å"Crash. † https://cramberry. net/sets/28641-intercultural-communication-indentifies-in-movie-crash-by-j-wolfe