What A Good American Should Be Like Essay Example for Free

What A Good American Should Be Like Essay To many, America is already a much developed country. Yet a lot of Americans themselves find it difficult to accept that their country is already at its peak success. Why? This is primarily because of the unequal views of both races and people’s economic status. These two are only a few of the many reasons why Americans refuse to say that they have already attained the American Dream. In this paper, two views of two different writers shall be examined. Namely, Leon E. Wynter who wrote the essay â€Å"Transracial America Sells†, and Langston Hughes who wrote the poem â€Å"Let America Be America Again† Before the writings are to be observed and examined, it’s very important that we gain knowledge about who the writers really are so as to be able to understand why they have views such as what they wrote. Leon E. Wynter has been writing for the Wall Street Journal for about 10 years now and has also been a regular contributor to the National Public Radio. His essays and articles which are published in the Wall Street Journal, Washington Post, New York Times and New York Newsday are usually a series of discussions on how the elimination of racial discrimination, specifically that of the black-Americans and the white-Americans, in the marketplace could contribute to the attainment of the American dream of equality. On the other hand, Langston Hughes is known for his poetry and compositions on how the old America used to dream of a free America in the future. He’s also known for contributing so much to the Harlem Renaissance through his written works. His writings show of his opinion on how laboring the people could help eliminate the inequality in the American society. As we go through these paper, several questions are to be considered to clearly understand what these two writers really suggest for the fulfillment of the American dream. Here are some of the questions we must consider: Which vision of the American dream is more compelling? Will the American dream be fulfilled by the marketplace or by labor? Which writer has a deeper understanding and what are the problems with the views of the less convincing writer?

Left Behind Book Series :: essays research papers

Feeling left behind? You might be if you have looked in the religion section of a bookstore recently. Since 1995, over fifty million books bearing the banner of the Left Behind series have showed up not only in Protestant bookstores but also in mainstream, secular bookstores. In 1998 the original four books of the series simultaneously occupied the top four slots in the New York Times bestseller list—which does not count sales figures from Protestant bookstores. The tenth volume of the series debuted at number one on the list. The books of the Left Behind series offer a fictionalized account of the end of the world, based on the authors’ understanding of the book of Revelation and other Bible prophecies. But Left Behind is much more than a series of books. It is a multi-media franchise that includes not only the original novels (which should total twelve to fourteen) but also two motion pictures, over twenty children’s books, study guides, dramatized and unabridged audio books, and graphic novels—with more on the way! Also attached to the franchise are a number of non-fiction works in which the authors explain their views of Bible prophecy in a straightforward manner rather than using the form of a novel. Evangelical publishing has never seen a phenomenon like this. It dwarfs even The Late Great Planet Earth, which was the best-selling book of the 1970s. Left Behind leaves many Catholics scratching their heads. They may know that it has something to do with the end of the world. Some Catholics have even had Evangelical friends try to get them to read the books as a subtle (or not so subtle) attempt to evangelize them. But few have a clear idea of what the books are about, who is behind them, and how they relate to the Catholic faith. This is a problem. There is nothing wrong with having a successful publishing franchise, but when that franchise contains anti-Catholic prejudice and bad theology, that is a problem. Matters are worse when the franchise is so profit-driven that it puts making a buck over the spiritual and psychological well-being of children. As we will see, Left Behind does all of that. The Man Behind Left Behind The Left Behind books carry the bylines of two men, Tim LaHaye and Jerry B. Jenkins. The latter is a prolific freelance author and ghostwriter who has published several dozen books. He is the actual author of the Left Behind books, but his is the less important role, because he does not generate the ideas for them.

Kolb’s Experiential Learning Cycle

Kolb’s experimental learning model was developed in 1984. The theoretical perspective of the model was that different people showed difference in their development preferences towards different styles of learning. Like any other way, such people would develop different preference to other styles in their lives including leadership, management and negotiating. According to Kolb, a combination of four styles in the learning process determine the nature of the learning styles. Consequently, the legitimacy for learning to take place should be a compound of the four different processes. These styles are: – Firstly, active experimentation seeks to establish the basis of what could be new in the learning process. It seeks to use the combination of various methods aimed at driving towards the act of new knowledge. According to this process, learners should be professional models when left in determining the best criteria within a package of relevant learning materials. This process involves  Ã‚   discussion within small groups, solving of learning problems and getting feedback from peer members. Abstract conceptualization seeks to find and conceptualize the relationship between two or more things. This is achieved through analytic comparison between learning analogies, going to lectures and reading learning materials. Abstract conceptualization is promoted through comparative approaches in case studies, reflective thinking and theoretical reading. According to http://www.businessballs.com/kolblearningstyles.htm, reflective observation seeks to relate the perception brought out through observation by a learner in developing contingent knowledge. This could be through observation of journals, logs as well as brainstorming. From what a learner sees from the reflective observation, the trainer should then provide the most adequate interpretation to learner. Concrete experience is what the learner conceptualizes from real life learning experience through an interaction with the learning environment. It involves the use of fieldwork excursions, laboratory findings and physical observations. From what the learner gets from such concrete experience, he/she should then question about the most appropriate area with which such knowledge can be applied. The training methodology involves peer group feedback from learners with directions from their trainer. (Sherry, Lori, 2004) Kolb’s experimental learning theory is therefore a component of four stages /processes. The model is important in that it seeks towards understanding the different learning styles among different individual persons as well as giving a fundamental experimental cycle that helps in its implementation. It forms the benchmark principle in his learning theory where both concrete and immediate experience acts as the basic tool support of the learner’s reflections and observations. Accordingly, whatever reflection and observations that are distilled and assimilated help to provide abstract concepts that produce new action implication that could be taken through active testing. The final consequence of this chain network of activities is the development of rational experience that make fundamental of knowledge. (Carolyn, 1993) Kolb’s learning cycle is a representative process, which involves touching all learning bases through a spiral learning cycle. The cycle involves experiencing, thinking, reflecting and acting. Consequently, the results of concrete and immediate experiences would be reflections and observations. Such set of reflections undergo through a process of assimilation which is then passed through absorption and translation into specific abstract conceptions which have active implications. Such a person can thus involve in an active testing and experimentation of what he /she had got from the former process and thus creating new set of experiences. According to Kolb’s, the preference towards learning styles is diverse for different people. The influence towards a specific learning style is determined by the potentiality of various factors. Kolb’s adequately defined out the three specific stages of development. Elsewhere, the propensity towards the reconciliation within these stages and the integration with these learning styles has its growth and improvement through out the different development stages. (Carolyn, 1993) Indeed, he has cited the acquisition stage as what comes between birth and adolescent. Here, a person develops cognitive structures and basic abilities. Either, specializations is what comes during schooling period and experience towards adulthood. Here, the person develops special styles of learning whose influence is the state of socialization within an organization and the state of education. The stage of integration occurs during mid-career period across the old life domain. The person expresses learning styles which are non-dominant. According to Kolb, the influence towards a particular learning style consists the implications of two state variables.   These include feeling and thinking towards concrete experience and abstract conceptualization. Elsewhere, there is   doing and watching towards active experimentation and reflective thinking. The importance held by knowing the nature of learning style by a particular person helps the trainer to give learning orientations according to such specific methods. Consequently, specific learning style would have positive response to specific stimulus needs. These active training options allied to the different learning styles include the diverging perspective, where the learners have different perspectives to look things. There is a high sensitivity towards learning objectives. Either, there consists assimilation which refers to styles that are concise in nature and which require logical approaches. Here, concepts and ideas make an important aspect. Moreover, converging process involve solving problems as well as applying their learning skills towards finding practical solutions. The accommodating style of learning is relied only in intuition than the use of logics. It involves the use of other person’s learning results in taking experimental and practical impacts. (Sherry, Lori, 2004) Reference Carolyn, Z. (1993) Topical Article: Integrating Separate and Connected Knowing. The Experiential Learning Model. Teaching of Psychology, Vol. 20 Kolb’s Learning Styles, Experimental Learning Theory. Retrieved on 26th April 2008 from http://www.businessballs.com/kolblearningstyles.htm Sherry, K Lori, R. (2004) Designing Online Workshop: Using an Experience Learning Model. Journal of College Counseling. Vol. 7

The Edwardian Era Of Great Britain - 2623 Words

The Edwardian era of Great Britain was during the reign of King Edward VII, 1901 to 1910. This era was marked by the transformations of political views because parts of society that previously had no power, now became more politicized. The differing social classes divided people into sects that were not justified. The Edwardian era was sometimes remembered as a golden era by the people who reminisced about their past. It was also seen as the intermediate phase between the great Victorian era and the first world war. This led to Britain’s grasp onto the past. It is now clear how triumphant the Victorian era was, so the rich upper class of the Edwardian era was still trying to grasp on the past, while the lower and middle class were uncovering new ideas. The darkness of the era is highlighted by the upper class and parliament, both of which yearned for something that had expired. The Edwardian era was filled with confidence that British progression would continue. Expectations were set high after the Victorian era. the first world war was a disaster for the British as well as many other European countries; it fueled the disparity of social classes. One of the major problems of social class segregation in Britain was how it was understood. People believed that people were responsible for acquiring their own or their families fortune, and that poverty was caused by an individual’s family rather than being a problem of society. It was almost required for the man of the house toShow MoreRelatedVictorian and Edwardian Advertising 798 Words   |  3 Pagespainting. Later in 18th century, Victorian and Edwardian Britain left a big impact on the advertising industry, in where the advertising developed and increased dramatically ever since. The Victorian and Edwardian Britain reflected the social and economic changes in that era in term of the advertising meth od, the types of products advertised and the expansion of the advertising industry. 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His yellow skin scarcely covered the work of muscles and arteries beneath; his hair was of a lustrous black, and flowing; his teeth of a pearly whiteness; but these luxuriances only formed a more horrid contrast with his watery eyes, that seemedRead MoreHow Successfully Did the Conservative Party Adapt to the Challenges of the late Victorian and Edwardian Period?2027 Words   |  8 PagesWhen assessing the various intricate denouements of the late Victorian and Edwardian periods of the British political history, one must stop and wonder about the performance of the Conservative party as one of the p rotagonists of the parliamentary struggles and changing social and demographic scenarios. 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