Comprehensive and Continuous Evaluation Pattern Essay Example for Free

Comprehensive and Continuous Evaluation Pattern Essay It is ironic that Kapil Sibal declared at 125th Birth Anniversary celebrations of great Mathematician Srinivasa Ramanujan that exam-centric education system would have to go. One wonders what Ramanujan himself would say – â€Å"Mr. Minister, even I am a product of exam centric education system†? Kapil Sibal says he would like to replace the current system with a child-centric one. Now that is a very interesting term. So how does the minister define the term? Expressing his determination to do away with rote learning and the â€Å"archaic† examination-oriented system, he said: â€Å"We are endeavouring to reform this with emphasis on skill development and unlocking the creative talent within the child. † The Ministry’s decision to do away with examinations at the end of the year, replacing them with a Comprehensive and Continuous Evaluation (CCE) system in a bid to de-stress children, was a step in that direction. [Link] Comprehensive and Continuous Evaluation has its benefits. It has to be, however, said that CCE will not de-stress the children all by itself. Students are under stress due to the range of competition. Imagine a candidate appearing for IIT JEE during +2. He faces at least 7 lakh others across the country. Imagine what goes on in the family, forget the candidate! Every IIT graduate has a story to tell as to how many sacrifices the complete family makes for success at the exam! CCE has its benefits and can de-stress the students but in an autonomous organization with tight controls within the organization. For example, some engineering colleges at graduate level and almost all of them at post-graudate level use it to the maximum benefit of both students and professors. The system is a success at these places because of the autonomy. JNTU implemented CCE in engineering colleges affiliated to it. It had limited impact and yet, it couldn’t do away with the final exam. The final exam had to cover 80% of the total score. CCE makes sense when the number of institutions involved is less. Another important factor that influences the impact of CCE is the physical proximity of affiliated institutions. Otherwise fraud and cheating would happen as the case is with JNTU’s example. Understanding the issue JNTU faced several issues with implementing CCE is more than 100 colleges in AP affiliated to it at the time of introduction of the system. They started with 80% external evaluation in the form of final comprehensive exam and 20% internal evaluation across the semester via 5 exams conducted by the instructor. Due to lack of feedback mechanism between students and the governing body – JNTU, the system led to several problems. There were cases of cheating and fraud. JNTU wanted to solve this problem by making internal evaluation â€Å"not so internal† through online objective evaluation. For this, an internal evaluation question bank was created through suggestions from all its professors, assistant professors, associate professors across the affiliated institutes. The online evaluation software would throw random questions on the screen to be answered in stipulated amount of time. This system again failed at several institutions due to infrastructure issues but the major problem was again cheating and fraud. The issue is quite clear – large educational bodies with centralized governing body cannot use CCE effectively. Effective use of CCE can happen with decentralized model. JNTU understood this and divided colleges between JNTU Hyderabad, JNTU Kakinada and JNTU Ananthapur. The division was purely based on physical proximity of the institute to the governing body. This system still faces the issues that it had initially. It will continue to face them. Take another example. IITs. For evaluating graduate students, IITs dont have a common examination across all the IITs! Even BITS Pilani which has its campuses in Pilani, Dubai, Goa and Hyderabad doesnt use CCE across all four via a common evaluation body. Closed loop within each campus is used. In fact in all these institutes, swift justice in case of any fraud/cheating via committees within the institutes ensures better evaluation, without hindering the process of education. The key phrase – â€Å"checks and balances†. One then wonders why such a tight loop cannot be framed within the schools or a set of schools within close physical proximity! What is happening now? In our current system of school education, we have CBSE at national level and as competing bodies we have State Education Boards. Schools are allowed to choose one of the bodies. The chosen body not just dictates syllabi but also evaluates students in a final examination with a common exam held on a common date at all affiliated schools. So by design CCE is missing. Private schools, so far bridged this gap by having internal evaluation which does not affect scoring at final exam but will only help students to be ready for the final evaluation. Government schools on the other hand, have been busy serving meals at noon to children rather than conducting classes regularly. All government education bodies across India have a common goal – syllabus. Core of the problem lies in this – skill development has never been the area of interest of these bodies. Skill development was and still is the school’s responsibility to compete with other schools. Students who make it top notch institutes across India via JEE, AIEEE, BITSAT etc. , generally have a set of skills in some area or the other. But it has to be understood that they do not make it there due to those skills. They acquire those skills at school, due to their own enthusiasm and sometimes due to the school’s stress on extra-curricular and co-curricular activities. Fortunately or unfortunately, skill development is not due to the governing body. Some exceptions do exist in places like Kerala though! In terms of the system of education, both geography and demography have a huge role to play. Before CCE Implementation†¦. Sibal’s megalomania and grandiose plans lack substance just because of one of his very fundamental assertion – centralization. For a country of the size of India, with such a large population, centralization of education is a disaster to start with. Decentralizing and allowing that little freedom to schools would be a very important step. Such a decentralization process must be addressed before CCE can be implemented. If we are supposed to get anything useful from implementation of CCE, what Governments at class X, +1, +2 level in Government Schools needs to Allow more freedom to schools to collaborate and spool resources – they are already in severe resource crunch. Leaving out examinations completely would be a recipe for disaster. As it is, drop out rates in Class X, +1, +2 across states like AP is too high. Any hasty introduction of CCE without first correcting some fundamental flaws in organizing schools would only bring about faster drop out rates at these levels. CCE is already available in an abstract way in private schools. Several aided and government schools tried to emulate it to see marginal success. But the issue remains. CCE it self will not reduce stress on students. In conclusion, CCE would make sense only with a proper mechanism to address drop-out rates at class X, +1, +2 levels across government schools in India. Acts proposed by Sibal like RTE only make it worse as they attack Private schools which have a decent CCE model already in place. Bottom line – leave private institutions alone. If possible allow them a % share of total evaluation points/score. Don’t scrap examinations, even if you introduce grading. Meanwhile, ensure Government and Aided school improve standards w. r. t infrastructure and faculty. Form conglomerates of schools within a certain radius and allow them to frame, organize and evaluate their students through proper resource spooling.

Repressed Memory Essay -- Psychology Essays Memory Neurology

Repressed Memory If someone asks me, "Where were you on September 11, 2001?" I would be able to give that person an accurate answer. It seems impossible to ever forget the events of that day. How could one forget such a traumatic day? It seems like life changing events would stay with a person forever. However, there are many victims of, let's say, child abuse that cannot remember the actual abuse. The memories of such horrors have been erased so there is no recollection of the events. Being a skeptic, I am not sure if I would be able to forget such horrific events. Repressed memories can also be recovered, through therapeutic treatment. It seems odd how people can forget certain traumas, but still able to remember others. How does memory actually work, and how can one selectively repress certain memories? Memory and the I-function seem to be closely related. Memory allows individuals to store and retrieve information gained from previous experience. It can then be used to predict human response to certain stimuli. Optic neurons often "make things up as it goes along". The I-function relies on memory in order to do this. Memory is used to perform tasks such as comprehension and production of language, reasoning, and recognition of declarative. Memory is also necessary for skill acquisition. Different models of memory have been proposed. One is that there is a limited capacity for the amount of information that can be stored. Memory can decay, and the longer a memory has been stored and not used, the less available it will be. As new information enters the memory, it may be harder to access other information and cognitive system seems to be less efficient (2). Memory consists of three basic functions: enco... ...althier than repressing them. I do not quite fully understand why the brain would repress memories in order to protect the person. The mind is a web of mysteries, and memory repression is just on thread of the web. References 1)Elizabeth Loftus, http://serendip.brynmawr.edu/bb/neuro/neuro02/web3/www.muskingum.edu/psychology/psyweb/history/loftus.htm 2)About Memory, http://serendip.brynmawr.edu/bb/neuro/neuro02/web3/www.acm.org/sigchi/chi96/proceedings/doctoral/Bryne/mbd_txt.htm 3)Mechanim of Memory http://www.wm.edu/psych/psy201efr/intro_72.htm 4)Encoding memory, http://serendip.brynmawr.edu/bb/neuro/neuro02/web3/www.brainchannel.com/Memory/encoding/encoding.html 5)Skeptic's Dictionary, http://skepdic.com/repressedmemory.html 6)Process Healing, http://serendip.brynmawr.edu/bb/neuro/neuro02/web3/www.process-healing.com/description.htm

Proposal for Library System

ACLC College Balanga City, Bataan CAPSTONE PROJECT TITLE PROPOSAL In Partial Fulfillment of the Program Requirements In Bachelor of Science in Information Technology Proposed Start Date: Anticipated Date of Graduation: Engr. Carmencita O. Savella Thesis Adviser 1. Tentative Thesis Title: This needs to be succinct, reflecting the appropriate scope of work you are undertaking.For instance, â€Å"Investigations in the Applications of XML† is so broad as to be meaningless, â€Å"Using XML for Data Representation† is a little more focused but is still too broad, but â€Å"Using XML for Data Representation in Financial Service Brokerage Systems† might be reasonable, and â€Å"Comparing XML Data Representation to Traditional Data Representation in Financial Services Brokerage Systems† would be much more appropriate. At this point, consider your title a working title, since changes in direction along the way will affect the results you finally achieve. 2. A bstractDescribe, in one or two sentences, what the central theme, or thesis, of this project is to be. Then, in only two or three paragraphs, give a summary of what you hope your project will show, what technologies are relevant, and what your approach is. 3. Thesis Project Description In this section, elaborate on the summary above. This gives you a chance to describe how background work you have already done in narrowing down your thoughts to a thesis topic of a reasonable scope. Include references to material you have used to help you define this proposal (use the References section to give a complete description of the references).Begin by describing the context in which this project is being done. This includes relevant course work, research sources, your own background and readiness for the topic, other research that is like yours or upon which your project is based (use references if need be). Next, describe how you will approach the project and related implementation work. F or instance, you can give a description of background information you have already gathered, and other sources you expect to tap into.Then describe the implementation vehicle (for instance, an application you will build) that will either illustrate your thesis or form the core of your demonstration. If you have any preliminary requirements or design information (including object models, data models, algorithms) describe them here. This chapter should cover the following: †¢ Background of the project †¢ Comparison of your approach to other approaches †¢ A description of the application or software components that will be written as part of the project †¢ A brief description of your technology choicesToo often, a student will present a diagram showing a set of tiers, such as Presentation, 3 Business Logic and Data Access. This is usually accompanied by text that explains the well-known purpose of each tier. While this is a useful way to organize one's implementatio n that is supported by many platforms, there are two problems with this diagram as â€Å"the architecture for my system†. First, most people who use this don't include a single word on the diagram that refers to any specific feature of the application; that is, the diagram is application-independent. An nalogy is that of a housing architect sending you a model for your new house that shows four tiers: a foundation, two floors with walls, and the roof. What you really need to see are diagrams that show how the house fits into its surroundings and the elements of the house and their relationships to one another – the style of the doors and windows, the location of rooms, stairs, hallways, and so on, so that you can imagine how you might live in the house. Second, although these multi-tier diagrams have been around and are available from many sources, no citation of the source used is present.So you need to think carefully about the major functional components of the appl ication you're building from a user perspective (e. g. , a Customer Information Service, an Order Subsystem, a Business Rule Interpreter) and also indicate how these components depend on one another. Only then can you convey to a potential user what the system will do when it's built and how you are planning to design and stage the implementation. 4 Work Plan In this chapter, describe what your overall work plan is.Be as specific as you can as to how the parts of your project work will come together so that you and your thesis director can make better decisions about changes as new information comes to light. 4. 1 Assumptions, Risks and Alternatives Describe the development environment you require (language, OS, system) and other tools you expect to use. Also describe any assumptions you have made about what it will take to finish your work. Describe the risks you now see as inherent in your work and alternatives you might have to take to ameliorate these risks (e. g. , project scop e and alternatives for scope reduction) 4. Preliminary Schedule Give a breakdown of the activities that lead to completion of major milestones in your work, and give rough time estimates for completing these activities. These should be at the level of detail of 2-4 weeks each. 5 Glossary You should not assume that all readers are familiar with the technology or terminology referred to in your thesis proposal. This section should include definitions of major terms and an explanation of acronyms. 6 References Be sure to adhere to the format for references in the Thesis Guide. Also, use the proper format for citations of references in the document.

Reader’s Interest in The Crucible Essay

The Crucible takes place in Salem, a small town in seventeenth century Massachusetts, where religion, fear and hysteria ultimately lead to the famous witchcraft trials in 1692. At the time The Crucible was produced, Senator Joseph McCarthy was in power as the chairman of the House Un-American Activities Committee. Due to relative events and the paranoid hunting of pro-communists, The Crucible is seen to be a metaphor for the McCarthy era. Throughout The Crucible, Miller employs several techniques and writing styles to create tension and suspense and to stimulate the audience’s interest. The most important reason why The Crucible retains the interest of the audience is because the plot maintains a slow burning, yet consistent pace. Act one is a prime example of how information is released gradually and atmospherically. The very start of the play leaves us oblivious to what has happened, with Parris praying over his inert daughter. This is a great method to grab the audience’s attention immediately as we are in the dark right from the start, and naturally are curious about what has happened. As the act progresses, patches of information are revealed, but the uncertainty and contradiction present engages the audience as they are forced to decipher for themselves the truth; at one point Abigail is denying all charges profusely: ‘We did dance, uncle, and when you leaped out of the bush so suddenly, Betty was frightened and then she fainted. And there’s the whole of it. ‘ However, later, as other charges are brought about, she concedes to them. This way the story keeps momentum as well as suspense. Act 2 employs the same technique to maintain tension when Mary Warren comes home and the information in reference to the court is informed to us. Acts 3 and 4 stay true to this structure and a good example is in act 4 when John Proctor is undecided over his confession, whether or not to sign it- ‘No, it is not the same! What others say and what I sign to is not the same! ‘ The audience is on tenterhooks, hoping he will sign (or perhaps not, in some cases). Another main element to The Crucible, which engrosses the audience, is the technique of dramatic irony. In The Crucible’s case, dramatic irony is where the audience is aware of something in the play that not all of the characters are. In The Crucible the dramatic irony is that we know that there is no witchcraft, and that Abigail and her friends are pretending, but most of the other characters believe it, or at least take advantage of it. Some of the characters must be left ignorant in order to form a basis to the theme of hysteria and madness, but the idea of dramatic irony is so that it creates the ironic and incredulous situations, and involves the audience more proactively as they know what is going on. In act 1 we think that the girls’ lies will be dismissed as they seem to us so ridiculous, but in Act 2 the true impact of the situation starts to take shape as information of arrests and trials is revealed. By Act 3 the original accusations have manifested into sheer madness which we, as the audience, can see, but the characters cannot. Act 4 does not utilize the tool quite as much as by then Abigail and her peers have unofficially been exposed. The dramatic irony concerning the presence of witchcraft helps to emphasise the theme of hysterical behaviour which, in that respect, has a larger impact on the audience and produces more interesting scenarios from the audience’s 0point of view. Another example of dramatic irony is during Act 3 when Elizabeth Proctor is asked to explain to the court her reasons for dismissing Abigail as her servant, unaware that John had just admitted his affair with her. This scene is perhaps the tensest in the entire play as the fate of Salem rested on Elizabeth confirming that Proctor was an adulterer. However, she lies and tells the court Proctor was not a lecher, not wanting to get him into trouble. ‘Excellency, it is a natural lie to tell’ This is said by Reverend Hale as he too is trying to stop this insanity, and the audience is also frustrated with the situation. Which is one of the key emotions that dramatic irony provokes to sustain the audience’s attention- frustration. Our hopes that the situation will be resolved and our almost angry views to some of the characters ignorance involves us in the plot and helps to share what John Proctor and some of the other characters must be feeling. In order to maintain the suspense and atmosphere in-between acts, Miller makes sure to end the first 3 acts with suspense and cliff-hangers and Act 4 with a big finale. In the ultimate scenes of Act 1, the tension created throughout the start of the play reaches its climax with Abigail and the other Girls accusing various Salem citizens of witchcraft to relieve themselves of attention. Miller has chosen a fantastic way to draw the Act to an unmistakeable close but still retaining the interest of the reader; it draws the events of the night together, satisfying the reader in one element, but has at the same time unleashed a larger and more complex crisis upon Salem, rousing the inquisitive eagerness experienced right from the very start of the play. Act 2 also ends dramatically with Elizabeth’s arrest after Abigail utilizes Mary’s poppet to frame Elizabeth. As in Act 1, it draws the night’s events to a satisfying climax with Elizabeth’s arrest, but also leaves the reader expectant of Act 3’s events with Proctor and Mary planning to expose Abigail. ‘My wife will never die for me! I will bring your guts into your mouth but that goodness will not die for me! ‘ This powerful sentence from Proctor gives the audience hope for Elizabeth and, at the same time, makes sure the audience knows that dramatic events are yet to come. Additional to suspense-filled endings, Miller employs the use of time lapses in-between acts in order to maintain the pace. Between both Acts 1 and 2, and Acts 3 and 4, there is a significant time jump. This way it stops the plot from appearing too dragged out and makes sure that the suspense doesn’t die down so the audience’s interest is still at its peak.

The roles Of Alfieri in the play A View From The Bridge Essay Example

The roles Of Alfieri in the play A View From The Bridge Essay Example The roles Of Alfieri in the play A View From The Bridge Paper The roles Of Alfieri in the play A View From The Bridge Paper As a character, Alfieris attitude towards Eddie also changes throughout the play. Initially, during their first meeting, his attitude towards him is formal and quite professional, with Alfieri simply looking at the problem put forward to him from a legal point of view and thus is not able to be very helpful. However by the second meeting between the two, he gradually becomes more involved and desperate to try and prevent the impending disaster, pleading with Eddie to let Catherine go and not to do anything he will regret: Let her go. And bless her You wont have a friend in the world Eddie! Even those who understand will turn against you, even the ones who feel the same will despise you! . At the very end of the play, when Alfieri gives his closing speech once again as a narrator, he gives the audience the moral of the play: And yet, it is better to settle for half, it must be! , which means that it is better to compromise and settle for half rather than lose everything as Eddie did. Instead of settling for a portion of Catherines love, he wanted her all for himself and this led to him not only losing her but also losing his name, the respect of his society, his friends, his family and everyone that he ever cared for and loved. It could be said that Alfieris role is also to play the voice of the audience. While watching the play we the audience also want to be involved and would want to warn Eddie of the corollaries of his actions such as when he decides to report Rodolpho and Marco to the Immigration Bureau. Alfieri voices all of these thoughts and opinions during his meetings with Eddie and allows us indirectly to feel more a part of the action. Lastly, Arthur Miller could also have included Alfieri to convey his own thoughts and feelings, seeing as in the past he has openly expressed his disappointment that critics were misinterpreting the meanings behind his plays, namely The Crucible. By utilizing Alfieri, Miller ensures that the themes and morals of the play are made explicitly clear, such as the need for compromise, the idea of powerlessness and timelessness and the idea of inevitability. In doing this Miller is able to voice his own opinions and ideas he feels strongly about to the audience. In conclusion Alfieri plays a variety of roles in the play, some more prominent than others but it must be asked: is he really necessary? Regarding the actual events of the play, the idea and theme of inevitability and powerlessness makes it clear that as an actual character, Alfieri doesnt really make much of a difference to the plays outcome seeing as nothing could have stopped the imminent disaster. However in regards to his interaction with the audience, I feel that Alfieri is somewhat important in putting forward useful information and ideas. By giving background information and general pieces of information, he introduces and sets the mood for scenes, he brings about feelings and evokes emotion and he allows for the smooth, continuous flow of the play, which ultimately increases the viewing pleasure for the audience. Finally, he is also important in making the audience feel more involved in the plays action and is important to the author, who voices his ideas and feelings through him. All this combined leads to my belief that although Alfieri is not absolutely vital to the play, he is nevertheless important and definitely helps in increasing the enjoyment of watching for the audience, which is after all, the whole purpose of a play.

African American In The 1920s Essay Example for Free (#1920)

African American In The 1920s Essay ? The 1920s were a time of struggle, pride, fear, and creativity for African Americans. Following WWI, blacks fought for the conditions and rights that they were given while fighting in Europe. They fought through countless riots and murders to push for equality. They migrated across the country to escape the horrid conditions of the South. They created an entirely new cultural movement that spread like wild fire. African Americans of the 1920s created a momentous movement of political and cultural dominance that would eventually lead to their freedom. The Post World War I era was a difficult, yet prideful time for African Americans. While African Americans were fighting abroad, they were treated as equals to whites in Europe. Due to American generals refusing to command blacks, African Americans fought side by side with black and white French soldiers under French command. In addition, there were a few all black regiments, the most well known being the 369th Colored Infantry (p. 8). Upon returning home in November of 1918, African Americans faced â€Å"contradictory feelings of hope and frustration† (p. 7). They expected to be praised and rewarded for their sacrifices made during the war; however, they were met with nearly the opposite. This new mood among the African Americans became Flowers 1 known as the â€Å"New Negro. † Coined by black journalists, this term described the new attitude of post-war blacks and their will to fight against the white oppression. Unfortunately, the American public treated them the same as before the war. African American soldiers were in shock from the striking contrast of black social conditions between America and Europe. While the whites were praised for their sacrifices, the blacks were not. In one case, however, on February 7, 1919, a few thousand black soldiers marched through Manhattan, and were praised by both blacks and whites alike; however, most white Americans didn’t feel the same as those in New York. With blacks having a strong hope for equality, and whites having a strong fear of this equality, America was set up for some of the best and worst events of the 1920s. The â€Å"Red Summer†, coined by James Weldon Johnson, was a summer of hate crimes, violence, and even murder. On several occasions, both blacks and whites ended up injuring and killing one another. African Americans began to assert their new hope of equality. The first instance of this new attitude occurred in Charleston, South Carolina, when sailors killed a black civilian. A large fight broke out and several people, both blacks and whites, were killed. Riots began to appear throughout America. The worst riot broke out in Chicago and lasted five days. It all began when an African American swimmer drifted into waters between segregated beaches. A white man threw a rock at him and the black man ended up drowning. White police officers did nothing to arrest the white man. As the news spread, gang related violence quickly began to spread throughout neighborhoods. As tensions grew stronger, the violent crimes Flowers 2 became worse. Eventually, a mass riot broke out. Policemen fired upon several black men, and several thousand men became involved. In the end, 23 blacks and 15 whites were killed, and many more were injured. Unfortunately, the majority of the media downplayed these riots to try and keep everyone else under control, but The Crisis, the primary newspaper for the NAACP, published nearly every event, both good and bad. Over the summer, many other instances of violence occurred, leading to the Great Migration (p. 7-15) The lives of African Americans significantly changed during the 1920s. A large contributor to these changes was the mass migration of African Americans to the North and West known as the Great Migration. African Americans despised the Jim Crow laws, and tried everything in their power to either change or escape them. Many blacks living in the South gained much economic success after migrating to the North. Not only did the blacks want to migrate to the North for economic and civil gains, but they also wanted to escape the worsening conditions in the South caused by the Boll Weevil plague that ruined the cotton industry (p. 23-24). Upon arriving in the North, blacks began to build up their community. They built their own churches, which were significantly different from white churches. Their churches became a part of their lives, and became their community. The YMCA and the YWCA also began during this time period, promoting community as well. Western black immigrants came primarily from places like Jamaica, and were fairly new to the oppression of the whites in America. Because of this, they were not as afraid to start up new things. Flowers 3 On the political side of events, the NAACP was on the rise. By 1919, the NAACP had become the leading organization for black civil rights. Led by W. E. B. Du Bois, the NAACP constantly challenged â€Å"segregation and political equality. † (p. 57) A major success of this organization was the push for the Dyer Antilynching Bill. Even though the bill was never successfully passed, it brought lynching to the attention of the public, and eventually reduced the number of lynchings significantly (p. 60-63). While African Americans fought to make conditions better for themselves, some conditions remained poor. Some blacks began purchasing homes in â€Å"white† neighborhoods, but were faced with violence, especially from the rising Ku Klux Klan; therefore, ending the housing segregation quickly gained importance (p. 66-68). The white schools were far superior, due to the much higher wages and funding provided. In Southern states, studies showed that white teachers were paid nearly four times as much as black teachers, and the black school sizes and facilities were vastly inferior (p. 68). A third problem was the constant fight against the judicial system. On several occasions, blacks were wrongly accused of crimes, even when there was little to no evidence to prove anything at all. For example, two black men in Kentucky ended up in court for raping a white woman on â€Å"the flimsiest of evidence. † Even though no one identified the men, the all white jury spent just fifteen minutes to find them guilty, and the men were sentenced to death (p. 68). Aside from the political issues, African Americans in the North began a mass movement of cultural expansion, including literature, music, and art. This Flowers 4 movement became known as the Harlem Renaissance. The precursor to this movement was the Marcus Garvey movement. Garvey pushed for blacks to â€Å"reject the white society and build a separate life. † (p. 77) He believed that blacks should never conform to white society. He also led the somewhat unsuccessful â€Å"Back to Africa† movement, which was an attempt to have all blacks leave the country and live in Liberia instead. Following the Marcus Garvey movement was the well-known Harlem Renaissance. Even though renaissance is in the name, this movement was more of a birth than a rebirth. It all began during the Great Migration. As thousands of African Americans migrated to the North, many ended up settling in Harlem. This three square mile area became the largest concentration of black people in the world. Following the war, many writers celebrated this new life in the North, and praised the better conditions of the North in their writing. Many hoped that this mass outpouring of literature would â€Å"break down the walls of prejudice. † (p. 80) The most popular of these writers was the African American poet, Langston Hughes. Today, much of his work is considered classic literature. In addition to the mass influx of African American literature, jazz music was on the rise (p. 83-86) Jazz became a symbol of African Americans and the Harlem Renaissance. This product of music pulled concepts from â€Å"African rhythms, blues chord progressions, church spirituals, European melodies, and American marching band instrumentation. † (p. 86) Probably the most well known musician from this era was the trumpeter, Louis Armstrong. Even though jazz originated in New Orleans, it quickly spread to the East coast and eventually to Harlem. The Flowers 5 literature produced in Harlem was by far more successful than jazz, but there was certainly no shortage of jazz in Harlem. Both the jazz and literary greats became idols to many African Americans. They created a wave of inspiration in the black community that quickly spread throughout certain areas of America. The African American community fought through violence, held their pride, and created an entire cultural movement. Through the idea of the â€Å"New Negro† to the eventual Harlem Renaissance, African Americans became stronger and bolder in fighting against whites. Through the NAACP, African Americans gained a stronger stance in politics than ever before. Through riots, beatings, and even deaths, African Americans fought to be treated equally to whites, and paved the way for their eventual freedom and equality. African American In The 1920s. (2016, Dec 21).

Coal Industry in Wales between 1945 - 1985 Essay

Coal Industry in Wales between 1945 - 1985 - Essay Example Wales, as a nation, has largely been built around welsh language, and partly on collective identity by virtue of the coalfield communities. In the Wales, the labor party was held in reverence, owing to political and cultural references to coal. During the 1984-1985, the coal mine workers went on strike, following a change of government by Margaret Thatcher. The conservative party, unlike the labor party that was more concerned with the welfare of the mine workers and wealth distribution, was more concerned with free trade (Gildart 2001). This move was also not popular with both the national union of mineworkers (NUM) and the national coal board (NCB) that was recording losses. Market fluctuations, labor intensity, geographic concentration, distinctive structure and nature of the coal mining industry are some of the features that characterized this industry in the United Kingdom during the twentieth century (Davis 2006). The coalfields were so dependent on a limited economic activities range that once there was a decline in the market for coal, there occurred a widespread social distress, unemployment, and bitter disputes in industrial relations. As such, coal mining has served as an example to a number of social, economic and political issues in the history of modern Britain. State of the industry before 1945 During the industrial revolution, coal mining evolved into a large scale affair, as it was the primary source of energy for transportation and industries during the period between the eighteenth century and the 1950s. Compared to other sources of energy such as electricity, coal is steal abundant and of a lower cost. However, the discovery and mining of coal in other areas such as the United States led to a significant drop in the demand for coal from the Wales on a global scale. Additionally, oils and other associated fuels were now gaining popularity as an alternative source of energy (Davis 2006). By the late twentieth century, coal was rapidly being replaced as a source of energy in the transportation and industrial sectors, as well as at the domestic level. During the twentieth century, there was an increase in both output and manpower, and this ensured that Wales had its peak coal production. In 1913, Wales produced about 57 million tons of coal in 620 mines that employed 232,000 men. By 1913, Britain had over 2,500 mines. These were producing in excess of 290 million tones of coal (Davis 2006). Of these, 30 percent was meant for export. By 1938, just prior to the Second World War, the number of mines had reduced to 1,900, and the output plummeted to 230 million tones. Export was just over 50 million tones. This notwithstanding, the scale of the industry was still considered to be very large. By 1913, South Wales produced about 20 percent of all the coal in the United Kingdom (Gildart 2001). This came from coalfields in Durham/Northumberland, and Yorkshire and Scotland. The counties and towns where these mines were located became home to thousands of mines workers. By 1921, almost half of all the adult male workers found in Glamorgan happened to be coal miners. Following the end of the First World War