Poems, American Culture and Values Essay Example for Free

Poems, American Culture and Values Essay The poems â€Å"America† written by Allen Ginsberg and Langston Hughes’ â€Å"I, Too† are two of the most controversial pieces in American Literature. The two poems acquire such attention because of the subject they discussed and the points and issues they presented. Ginsberg’s â€Å"America† and â€Å"I, Too† by Hughes tackled values and ethics that is deeply embedded in the American Culture. They integrated in their writings issues about racism and various social problems that has plagued the American system, and has characterized American way of life. However, although the two poems raised identical issues, the manner in which they were presented was different. Furthermore, the prevailing emotion from the two poems was different as Ginsberg work showcased raged, anger, hatred and hopelessness to the system while in Hughes work hope for better future for things is evident. The poem America is conversational in tone and discusses the grievances and disappointments of the writer to the existing American System during that time. Ginsberg is a member of a group called the Beat Writers and the rage he expressed in writing the poem is the organization’s manifestation of hatred to the State of American Culture (Foster, 1992). As one reads the poem he may found himself lost to the illogical manner of presentation of different ideas of the poem. This hopeless illogical way of presentation, mirrors the hopeless and illogic state of American Culture. He even pointed out the insanity of American society going to war such as the â€Å"cold war†. He expressed the ridiculousness of the country, bragging itself as the â€Å"home of the free†, but is in the forefront of oppressing various countries and minority groups. All in all, Ginsberg presented irritations and frustration and how people have lost their individuality with the advent of mass media and technology. On the other hand, Hughes â€Å"I, Too† provided a different view of the social problems present in American Culture. The primary topic is oppression of minorities particularly the isolation of African Americans and whites. The use of â€Å"I† was empowering since it discusses separation and segregation of the American Culture. It iterates that African Americans are also citizens of America and should be treated equally with whites. Unlike the poem America, I, Too states that although the author understand and knew the current social dilemma he is not worried. Hughes stated that the society is slowly realizing the problems at hand, and thus soon everything will turn out write. He does not complain and instead patiently wait for the day that everyone will recognized them as part of America and eventually see how wonderful and beautiful they are as an integral part of the country. As Ginsberg’s work presented hopelessness to the present system, Hughes poem is a picture of great expectations as he viewed a better society for the American people. References Foster, E. H. (1992). Understanding the Beats. South Carolina: University of South Carolina Press.

If Seeing is Believing, Then Hearing is Connecting :: Psychology Hearing Seeing Essays

If Seeing is Believing, Then Hearing is Connecting When I was in sixth grade, our teacher, Mr. Kreinhop, presented us with an interesting and provocative dilemma: would we prefer to lose our hearing or our sight? During the discussion that followed, I was very surprised to learn that Mr. Kreinhop's answer was different from my own. As an eleven year old, I could not understand why anyone would choose to lose their vision (!) instead of their hearing. My reasons for needing to keep my sight seemed so obvious to me. Without it, one cannot browse at the library, hide away with a good book, see a friend approaching, or "watch" a movie. Most importantly to a soon-to-be-teenager, one could not drive ­surely a necessity for an American wanting to be truly independent. Without vision, how could one ever do all the things I thought I needed to do? Now, as an adult who has done some of those things and who will never do others of them, and as a wife and a mother and a teacher, I would give the same answer that Mr. Kreinhop did ­I would choose to lose my vision if it meant I could keep my hearing. I have two compelling reasons. First, my relationship with my children and my husband centers around the talking and listening that we do. Second, my vision of teaching has become one where teachers and students join as participants in discourse, which means they must actively communicate with each other, say what they are thinking and listen to each other to join in a conversation. The question and my answers to it interest me now in new and different ways. What are the differences between seeing and hearing that made/make these choices so simple and obvious for me? Here are two different sign systems. Well, actually more than two, but I am going to focus on the ones that are concerned with the communication of and between human beings, the systems upon which I based my choices. One is made up of visual signs, both verbal and nonverbal ­communication based upon writing, pictures and symbols. The other is also verbal and nonverbal, the spoken word and the sounds and intonations of the speech itself, as well as the silence that can be an invaluable component of listening and conversing. Visual sign systems are very important in our culture; so much of the communication in our society is based on visual signs, both verbal and nonverbal. If Seeing is Believing, Then Hearing is Connecting :: Psychology Hearing Seeing Essays If Seeing is Believing, Then Hearing is Connecting When I was in sixth grade, our teacher, Mr. Kreinhop, presented us with an interesting and provocative dilemma: would we prefer to lose our hearing or our sight? During the discussion that followed, I was very surprised to learn that Mr. Kreinhop's answer was different from my own. As an eleven year old, I could not understand why anyone would choose to lose their vision (!) instead of their hearing. My reasons for needing to keep my sight seemed so obvious to me. Without it, one cannot browse at the library, hide away with a good book, see a friend approaching, or "watch" a movie. Most importantly to a soon-to-be-teenager, one could not drive ­surely a necessity for an American wanting to be truly independent. Without vision, how could one ever do all the things I thought I needed to do? Now, as an adult who has done some of those things and who will never do others of them, and as a wife and a mother and a teacher, I would give the same answer that Mr. Kreinhop did ­I would choose to lose my vision if it meant I could keep my hearing. I have two compelling reasons. First, my relationship with my children and my husband centers around the talking and listening that we do. Second, my vision of teaching has become one where teachers and students join as participants in discourse, which means they must actively communicate with each other, say what they are thinking and listen to each other to join in a conversation. The question and my answers to it interest me now in new and different ways. What are the differences between seeing and hearing that made/make these choices so simple and obvious for me? Here are two different sign systems. Well, actually more than two, but I am going to focus on the ones that are concerned with the communication of and between human beings, the systems upon which I based my choices. One is made up of visual signs, both verbal and nonverbal ­communication based upon writing, pictures and symbols. The other is also verbal and nonverbal, the spoken word and the sounds and intonations of the speech itself, as well as the silence that can be an invaluable component of listening and conversing. Visual sign systems are very important in our culture; so much of the communication in our society is based on visual signs, both verbal and nonverbal.

The graduate examines concepts and modes of expression in human imagination, values, and emotions

Introduction: Works of art vary greatly across genres and time periods. Some works of the humanities seem to have originated from the minds of specific individuals or from social and cultural influences, while other works of art were influenced by the styles and characteristics of earlier periods and are often a continuation of or reaction to those artistic styles. For example, classical art from ancient Greece and Rome was revived during the neoclassical era. Cubism was a reaction to the style and characteristics of the earlier European tradition of realistic painting. The purpose of this task is to analyze, critique, and understand where creativity and inspiration originate.Your goal for this task is to discuss and analyze creativity as the continuation of, or as a reaction to, an earlier historical art period. You will choose two historical periods from the list below and discuss the relationships between the periods. You should discuss how one period revived or continued the styl e and characteristics of the other period or how one period originated in reaction to the other period.The following is a list of historical art periods you can choose from: †¢ Classical †¢ Middle ages †¢ Renaissance †¢ Mannerism †¢ Baroque †¢ Rococo †¢ Neoclassical †¢ Romanticism †¢ Realism †¢ Impressionism †¢ Post impressionism †¢ Cubism †¢ Dadaism †¢ Geometric abstraction †¢ Pop art †¢ Surrealism †¢ Harlem Renaissance Task: A. Choose two art periods from the list above and write an essay (suggested length of 3–5 pages) in which you do the following: 1. Describe the earlier historical art period, characteristics of the style, and social conditions that may have contributed to the advent of this style.2. Describe the later historical art period, characteristics of the style, and social conditions that may have contributed to the advent of this style. 3. Analyze the relationship between the historical art periods. a. Explain similarities or differences between the historical art periods. b. Explain the purpose for continuing the tradition of the earlier historical art period or deviating from it. 1. Reference at least one specific work of art from each period in your discussion. 2. Explain how the later work relates to the earlier work. c. Explain the influence the later historical art period had on the art world (i.e., its historical significance).Note: You should assume that your audience has a ba sic knowledge of the art periods. You will want to identify both periods in your essay and describe the art periods (time periods, characteristics, and social conditions that may have contributed to the advent of the styles of the period), but you will want to do so in a way that will allow your readers see how the descriptions support your thesis concerning the relationship between the two art periods.B. If you use sources, include all in-text citations and references in APA format. Note: Please save word-processing documents as *.rtf (Rich Text Format) or *.pdf (Portable Document Format) files. Note: When bulleted points are present in the task prompt, the level of detail or support called for in the rubric refers to those bulleted points.Note: For definitions of terms commonly used in the rubric, see the Rubric Terms web link included in the Evaluation Procedures section.Note: When using sources to support ideas and elements in a paper or project, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the paper or project.Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout web link included in the APA Guidelines section. Evaluation MethodA rubric is used in this Evaluation. Name of rubric: RIWT Task 1 [View rubric] Final scoring method: Evaluator marks as â€Å"Meets Requirement/Does not Meet Requirement†

The Evil of Slavery - 2387 Words

Harriet Beecher Stowe was an American abolitionist and author, she wrote the novel† The Uncle Tom’s Cabin † in 1851 shortly after the Congress passed The Fugitive Slave Law in 1850. At that time north and south were so culturally divided that made them seems like two countries, the novel gave the people in the north about what was happening in the south. Harriet Beecher Stowe explained how this act affected the slaves in her novel; she also mentioned the evil of slavery in her sentences. In† Uncle Tom’s Cabin†, the conflicts between the evil slavery and love of Christianity happened all the time. Characters like Tom and Eva represented the nobility of Christian; in contrast, Legree was the embodiment of slavery which did not have any†¦show more content†¦She was treated like an animal which breeding child for sale on the slave market. At the end, she had been destroyed morally and psychologically. Stowe wanted to affect the readers on a deeply emotional level by showing them how the institution’s wickedness through Prue’s story. When Uncle Tom came to the plantation of Legree, the real brutal and cruel side of slavery appeared. In Legree’s plantation, there was no faith and mercy for slaves. Under Legree’s influence, even slaves would treat each other cruelly. One day, Tom helped a woman to fill a sack and was seen by an overseer. They reported to Legree that slaves started to cooperate with each other, so he ordered Tom to whip that woman; Tom refused and was beaten by other two overseers nearly to death. During this part of the story, Stowe finally torn the mask of gentility off the slave system and showed what could happen when slaves met cruel master. Well, I ll soon have that out of you. I have none o yer bawling, praying singeing niggers on my place; so remember. Now, mind yourself, he said with a stamp and a fierce glance of his gray eye, directed at Tom, I myour church now! You understand,- you ve got to be as I say. [3] This quoted showed that master could control everything from slave; from their body to their religion. The fate of slave was mostly depended on the mercy of master, because master has legal claim to slave.Show MoreRelatedSlavery: A Necessary Evil1838 Words   |  7 PagesSlavery: A Necessary Evil â€Å"The fact is, that civilization requires slaves. The Greeks were quite right there. Unless there are slaves to do the ugly, horrible, uninteresting work, culture and contemplation become almost impossible.† - OSCAR WILDE, The Soul of Man Under Socialism ! The issue of slavery has been debated for hundreds, if not thousands, of years. It is of undisputed awareness that the act of enslaving another man or women is to strip them of their civil and natural liberties. It is alsoRead MoreSlavery As An Evil Institution1366 Words   |  6 Pages Even though the slavery was introduced in the early 1600s, it had no doubt that the abolitionist inaugurated the movements about the slavery actively from early 1850s. The slavery became the essential part of industry in the South more than in the North because of the large plantations and slave trades. So in the Southerners’ perspective, the slave flourished the businesses with their inexpensive labor forces in order to profit; they argued slaves were by and large a culturally inferior, child-likeRead MoreIs Slavery An Evil Or Benign Institution?1020 Words   |  5 PagesMontgomery Ms. Matz Comp 120 December 6, 2016   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Is Slavery an Evil or Benign Institution? Slavery, there are an estimated 20-30 million people enslaved today (dosomething.org). There are different kinds of slavery including but not limited to sex slavery, chattel slavery, child slavery, forced labor, bonded labor, and debt labor. Though the types of slavery can vary, the people have agreed that the definition of slavery is solid and simple; slavery is the act of holding a person in servitude to a dominatingRead MoreThe Necessary Evil That United The Colonies. Slavery Is1508 Words   |  7 PagesThe Necessary Evil That United The Colonies Slavery is an important part of the United States history, using White, Native American, and black African American slaves, it helped build this country in its beginning. Ultimately it was one of the worst atrocities in history. The inhumanity of it is still affecting the country today. So why did it take so long to abolish it when a majority of the Founding Fathers, while having slaves themselves, where apposed to it? 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