Compare and Contrast two pieces or two authors using three literary Essay

Compare and Contrast two pieces or two authors using three literary critics. The stories used are How I Got That Name by Marilyn Chin and White Trash Primer by Lacy M. Johnson - Essay Example â€Å"How I Got My Name† depicts how the poet got her name ‘Marilyn’ and further illustrates social issues revolving family, and Americanization. As a reader, it is apparent that Chin is comfortable in her own voice as she tells her life experiences. In terms of structure, the poem is a four-stanza poem that utilizes free verse. It flow is natural and conversational, Chin’s tone changes from stanza to stanza. She incorporates irony, assonance, alliteration and other literary devices to add on to the flow of the poem (Cucinella 56). Its subtle complexity is reason for its continued popularity among audiences from all lifestyles in America. The subtitle to this poem is â€Å"an essay on assimilation† and this highlights the main theme that the poem tackles. Assimilation in America is difficult and the poem aptly captures her struggle (Cucinella 157). In addition, the subtitle signals to the reader that one should be sensitive and attentive to Chin’s struggle. Chin shares, both directly and indirectly, her experiences as a foreigner in America. Her father gives her the name ‘Marilyn’ derived from the legendary actress Marilyn Monroe. Her father’s choice of name illustrates that he had already envisioned his family as Americans; which they were not (Cucinella 54). Additionally, the name also depicted the influence that American pop culture had on Chin’s father. Her father easily assimilated into the American culture and wished his family would also follow suit. Despite being assimilated quickly, the family stayed true to its Chinese traditions and culture. Her father was the patriarch of the family and nobody dared to question his authority and decisions. Throughout the poem, Chin hints at the internal struggle she underwent as she integrated into the American culture. The second stanza provides proof â€Å"The further west we go, we’ll hit east; the deeper we dig,

DO WE NEED AND, IF SO, WHAT ARE THE PRINCIPLES FOR A CURRICULUM AND Essay

DO WE NEED AND, IF SO, WHAT ARE THE PRINCIPLES FOR A CURRICULUM AND PEDAGOGY FOR LIFELONG LEARNING - Essay Example ive advantage over their competitors, just as it means that national economies must spur lifelong learning if they are to become, or remain, competitive; as regards the sociological front, greater social diversity and changing demographics, as in increasingly older and more ethnically and racially diverse populations, has determined the imperatives of lifelong learning as a strategy for older adults to acquire the knowledge deemed requisite for working and competing within the said environment. In other words, the importance of lifelong learning emanates from both the aforementioned changes and the mercurial, ever-changing, nature of global and national economies. There is no doubt that lifelong learning, due to the reasons mentioned in the preceding, is a critical imperative. The question is whether this means that the development of a curriculum for lifelong learning is necessary. As this research will argue, traditional curricular models cannot be applied to lifelong learning as these only embrace formal learning which usually unfolds within a classroom setting. In direct comparison, lifelong learning embraces all of formal and informal types of learning and may be defined as a continuous process of learning, autonomous and directed, formal and informal, theoretical and practical. Following a review of the implications of lifelong learning and a clarification of the meaning and structure of curriculum, this research will argue that while lifelong learning does not need a curriculum, it does need a model. As broadly defined by Knowles (1980, p.25), adult education is â€Å"a set of organized activities carried on by a wide variety of institutions for the accomplishment of specific educational objectives,† and Rachal (as cited in Merriam & Brockett, 1997) described the workplace as â€Å"a major force in the changing nature of adult education† (p. 151). Darkenwald and Merriam (1982, p. 9) defined adult education as â€Å"systematic and sustained learning