The Harlem Renaissance Essay -- The Black Intelligencia

  Ã‚  Ã‚  Ã‚  Ã‚  The Harlem Renaissance Poets consist of: James Weldon Johnson, Countee Cullen, Claude McKay, Jean (Eugene) Toomer, Langston Hughes, Sterling Brown, Robert Hayden, and Gwendolyn Brooks. These eight poets contributed to modern day poetry in three ways. One: they all wrote marvelous poems that inspired our poets of modern times. Two: they contributed to literature to let us know what went on in there times, and how much we now have changed. And last but not least they all have written poems that people can sit down and relate to and what people are writing about and take time out to let the people of their families know that they were living in those times. And these people should receive such recognition because of the effort, and the time that was put fourth to doing this great work for the people of their generation and ours.   Ã‚  Ã‚  Ã‚  Ã‚  James Weldon Johnson, Countee Cullen, Claude Mckay, Jean (Eugene) Tommer, Langston Hughes, Sterling Brown, Robert Hayden, and Gwendolyn Brooks, again, all were very excellent Poets who took pride In what they did, for the people they did it for and for themselves. To be exact, the Harlem Renaissance is a time after the KKK completed their raid of African Americans, when all of the Blacks would get together and have a good time. Whether it was listening to the jazz band play background of a beautiful vocalist, as the people of Harlem danced the night away, or looking at "freestyle" artist paint away. Harlem was always occupied. Each poet wrote very many famous poems that we now read today.   Ã‚  Ã‚  Ã‚  Ã‚  What started the renaissance was when the KKK finished the raid in which ended in the early 1900's, because blacks were being terrorized by whites just because of the color of their skin. Eventually the Blacks overcame the racism, although the name calling was still going on the blacks had a good time in spite of the racism, which then became know as the "Harlem Renaissance." These poets became known as Harlem Renaissance poets because of the time period they began to write in, and they became famous fairly quick to be beginners. They were also known as the renaissance poets because of the poems they wrote about being called out of their names, and writing about how they overcame that time in their live, but mainly experiences they had as a juvenile target. These eight poets deserve such recognition because of what they wrote ... ... Harlem Renaissance Poets because I'm very interested in poets, and poetry. It' interest me very much how the Blacks had fun no matter of what they had been through with the KKK, and all the criticism. Everyone has their own way of getting over things, and in this case it's writing down their feelings. So as was once said "good always comes out of bad."   Ã‚  Ã‚  Ã‚  Ã‚  The Harlem Renaissance Poets consist of: James Weldon Johnson, Countee Cullen, Claude McKay, Jean (Eugene) Toomer, Langston Hughes, Sterling Brown, Robert Hayden, and Gwendolyn Brooks. These eight poets contributed to modern day poetry in three ways. One: they all wrote marvelous poems that inspired our poets of modern times. Two: they contributed to literature to let us know what went on in there times, and how much we now have changed. And last but not least they all have written poems that people can sit down and relate to and what people are writing about and take time out to let the people of their familie s know that they were living in those times. And these people should receive such recognition because of the effort, and the time that was put fourth to doing this great work for the people of their generation and ours.

Langston Hughes’ “Salvation” Essay

Some people may believe that ‘salvation’ comes to those who deserve it. Others may believe that salvation comes to those who seek it. Still, there are those who believe that salvation is not a ‘privilege’ but is rather a free gift for all. But for Langston Hughes, it appears that salvation for him is not what it seems to be. Apparently, Langston projects the image that a child’s innocence may be a way of looking at salvation in such a way that our basic senses and sensibilities are put back to their simplest and uncorrupted state, devoid of fear from non-conformity from dogma and filled with eagerness to experience what is real. Perhaps Langston Hughes is attempting to channel across the message that adulthood or perhaps our ‘matured’ state, so to speak, has dictated so much of what we believe in that we forget that we were once innocent beings eager to absorb what the world was willing to give us. This is the point where I would like to agree with Langston Hughes. In the many events in our lives that shape who we are and what we want—apart from the things that we want to want—our daily experiences have largely contributed to our personality and character. Sometimes an encounter with an atheist will strike your faith and religious beliefs and be put aback into a state of doubt, weighing odds at both ends and figuring out if your faith is strong enough to resist the temptation of atheism. Or perhaps an encounter with a tribesman living in a far-off, desolate forest may change the way you look at life, especially in terms of material possession. Whether or not we have already encountered these things, it can hardly be doubted that our personal experiences shares a large role in shaping our identities as individuals. As we grow, we start to acquire more of these experiences. Not surprisingly, our earlier knowledge is replaced with fresher ones, relieving ourselves of the burden of having to carry the weight of obsolete beliefs as we go on with our lives. This is the point where Langston Hughes may very well agree: we have grown to a point that we can remember all but one—our state of innocence. It does not surprise me at all to see individuals busy with the complexities of life. After all, people change and so are the things we experience. The evolution of humanity, apart from the scientific sense, has paved the way for more of these complexities. And sometimes we are prompted to lie or to deceive ourselves out of innocence in order to blend together with our environment. In order to convince other people, Hughes lied which made others reaffirm their belief in salvation. No doubt the believers would believe all the more in cases where their beliefs are reaffirmed at least by what they see. But sometimes—in fact, many times—what they see is not the one we or others see. In the end, we are confronted with the startling feeling of self-deception after convening and bending to what others believe in. We mourn over our ‘mistakes’ and hope to convince ourselves that all will be well although it simply cannot be the case after our actions have been committed. Salvation is such a broad concept that it simply cannot be confined within the closed spaces of churches and congregations alone. If, indeed, salvation is free for all then why must there be a need to encroach ourselves into religious orders? And for God or Allah’s name, where among these hundreds, if not thousands, of religious dominions are we to find salvation? Langston Hughes’ â€Å"Salvation† embodies these important points and the rest of what has been said here. Maturity betrays us in such a way that our innocence is hindered from allowing us to view the world outside the box detached from whatever it is that ties us to dogma, delusion and self-proclaimed salvation. Reference Hughes, L. (2007). Salvation. Retrieved November 7, 2007, from http://www. courses. vcu. edu/ENG200-dwc/hughes. htm

How does Steinbeck present the American Dream in ‘Of Mice And Men’ Essay

The American Dream is the term used for the dream that all American people share particularly during The Grate Depression. It could be argued that all the characters in the novel share this dream. The American Dream was a dream that nearly everyone had throughout the twentieth century. It was hope for a better life and people believed strongly that it would come true. The main characters in ‘Of Mice & Men’ have a dream which was to get a plot of land and live on it and become self-sufficient. The American Dream was not an achievable goal for many people. Steinbeck shows this failure through the characters of Lennie & George. We first heard about The American Dream when Lennie and George were sitting by the river at the beginning of the book. Their dream was one of independence. Workers like Lennie and George had no family, no home, and very little control over their lives. They had to do what the boss tells them and they had little to show for it. They only own what they can carry. Therefore, this idea of having such power over their lives is a strong motivation. The dream was a hope that every, rancher had an opportunity for a better life. Lennie and George, the two main characters, had such a dream, â€Å"Some day were gonna get a little place and a couple of acres†. The idea was to get a piece of land, grow crops and have an improved life there. They also new exactly what they were aiming for and what they wanted. Because of the World Depression at the time this dream seemed non-realistic, as no one had any money and people were struggling to get jobs. They all thought the dream would provide them with a better life, more money and a sense as belonging. The dream gave them a feeling of happiness and hope. The dream was also used as a source of comfort, Lennie would craftily use the dream to comfort George when he was angered, and George would bribe Lennie with the dream ‘But you ain’t gonna get in to no trouble, because if you do, I wont let you tend the rabbits.’ Later on in the story Candy joins in with the dream, this makes the dream seem more realistic, instead of just fooling themselves. This gives candy freedom and hope because without a job he would have no future. Apart from that he has all the same reasons as George and Lennie to want a ranch, (hope, success, happiness etc). Curly’s wife also tells us about her dream in the book. Her dream is different to the ranch workers; he dream is a typical woman’s dream to become famous in the movies. This was really all the women could do at the time, she was hoping for glamour and attention, to improve her status and have some independence. The reason for wanting the dream seems the same for everyone in the book even though they are different ‘types’ of people. We know that the dream is not realistic because crooks tells us and we believe crooks because he’s intelligent. We know this because in the description of his room it is said that he has books on his shelves. Crooks also tells us about his dream in the story and it practically identical to the others dreams. When Whit brings in the pulp magazine with the letter written by Bill Tenner, the men are all very impressed. They are not certain that Bill wrote the letter, but Whit is convinced he did, and tries to convince the others. In the transient life of these workers, it is rare to leave any kind of permanent mark on the world. In this letter Bill Tenner has achieved some of the immortality the other men cannot imagine for themselves. I think this upsets the workers a bit and makes them long for their dreams to come true even more In the conclusion of the story everyone’s dreams have been shattered. The dream is ported as a brutal struggle. And in impossible goal to achieve, this is showed in all characters but most in the two characters Lennie and George.

Application for Qualified Teacher Status Nationals of European Economic Area

Please indicate the eligibility condition you satisfy: i) You have successfully completed a course of post-secondary higher education of at least three years’ duration, as well as the professional training which may e required in addition to that postsecondary course. ii) In a member state where post-secondary higher education of at least three years is the normal requirement, you are recognised and permitted to practise as a qualified school teacher, having undertaken some lesser education and training in such a State (acquired rights). iii) You are recognised in an EEA state by virtue of qualifications obtained outside of the EEA and have three years’ certified professional experience in that state. 3 Teacher qualifications If you are not sure whether you consider yourself disabled as defined by the Act, or need information, please contact the Equality and Human Rights Commission on 0845 604 6610 (phone), 0845 604 6630 (fax), 0845 604 6620 (textphone), or visit www. equalityhumanrights. com Ethnicity: Please put a cross in one box to indicate your cultural background. This information will be used to estimate the number of teachers from different ethnic groups to enable the TA to track and help monitor equal opportunities for all teachers. Qualified teacher status Qualified Teacher Status (QTS) is an accreditation made to those teachers who meet the professional standards required to be able to teach in maintained schools, non-maintained special schools or pupil referral units in England. Without QTS a teacher cannot be employed as a qualified teacher in state schools. The European Council Directive 2005/36/EC allows EEA nationals who are recognised as qualified school teachers in an EEA state to be recognised as qualified school teachers in England. The Teaching Agency (TA) is the ompetent authority in England for recognising EEA teachers for the award of QTS under this directive. This application form is designed for teachers who are qualified to teach the compulsory age-range in England (5-16). Are you eligible for QTS? To be eligible for recognition as a qualified school teacher in England under the directive, you must be able to satisfy one of the following three conditions: 1. You have successfully completed a course of post-secondary higher education of at least three years’ duration, as well as the professional training which may be required in addition to that post-secondary course. . In a member state where post-secondary higher education of at least three years is the normal requirement, you are recognised and permitted to practice as a qualified school teacher, having undertaken some lesser education and training in such a state (acquired rights). 3. You are recognised in an EEA state by virtue of qualifications obtained outside of the EEA and have three years’ certified professional experience in that state. Recognition for school teachers is covered by Article 13 under Directive 2005/36/EC. The directive can be found online at http://eur-lex. uropa. eu/(directive) How to apply Please complete all parts of the form in full and attach any additional information on separate sheets. 1. Personal details Please ensure the contact address you supply is the address you wish all TA correspondence to be sent to. If you do not have a UK national insurance number, please leave this box blank. You need to send in evidence of your EEA nationality e. g. photocopy of passport, ID card etc. If your name is different to that on your qualifications you will need to send in evidence of your change of name e. g. hotocopy of marriage certificate etc. 2. Eligibility Please tick which criteria you meet. Please note that if you are applying under Part 2 b iii you will need to provide a letter of attestation from the EEA state that recognised you that confirms you are a recognised teacher and that you have three years’ professional experience in that EEA State after being recognised by them. 3. Teacher qualifications Please detail your initial teacher training qualifications. Please send in a copy of your teaching qualification along with a certified translation. If your qualification does not clearly state your status as a teacher along with the age-range and subjects you are qualified to teach, please send in a copy of your diploma supplement or transcript to support this. If you needed to complete an induction or probation period to become a fully qualified teacher in the EEA state in which you qualified, please send in evidence of this also. 4. Higher education qualification Please complete this section if your initial teacher training was a postgraduate course. You will need to send in a copy of your higher education qualification along with a certified translation. 5. Particulars of employment as a school teacher undertaken in the last ten years. Please detail employment you have undertaken in the last ten years after you qualified as a teacher. 6. Diversity This information will be used to estimate the number of teachers from different ethnic groups to enable the TA to track and help monitor equal opportunities for all teachers. 7. Declaration Please sign and date this section of the form. All applications must be signed and dated before they can begin to be processed. Translations For your qualifications listed in parts 3 and 4, you need to send in certified English translations of these documents. A certified translation must be undertaken by an independent competent translator. The Association of Translation Companies can tell you about translation companies: www. atc. org. uk Please note we do not accept UK NARIC comparability statements in lieu of certified translations. UK NARIC provides a service whereby qualifications from outside the UK are compared to the UK’s qualification frameworks. These can be useful in demonstrating your level of education to potential employers or educational institutions. You will need to send photocopies of your proof of nationality and additional supporting document if your name is different to those on your qualifications. We do not require certified translations of your evidence of nationality or change of name; you may however wish to accompany them with a translation you have completed yourself. Where to send your documents: Once the application form is completed, please send it to us at the following address: QTS and Induction Division Teaching Agency 7th Floor, 53-55 Butts Road Earlsdon Park Coventry CV1 3BH United Kingdom Please remember to send photocopies of your supporting documents and translations. The TA does not accept responsibility for original documents. What happens next When we receive your application form we will send you a letter acknowledging receipt of your application. If there are any documents missing from your application we will contact you within one calendar month from the date of receipt. Once we receive a complete application the TA has four months in which to assess and make a decision on whether to award you QTS under the terms of Directive 2005/36/EC. If you are successful you will be regarded as a qualified teacher in England and you will be sent: †¢ your QTS certificate; and †¢ your teacher reference number (if you do not already have one). If you are unsuccessful in your application we will write to you stating why. Applicants wishing to appeal must do so within four months of the notification of the decision. Getting a job Most teachers look for work through advertisements in national and local newspapers.

Diversity and Global Culture Essay Example | Topics and Well Written Essays - 2000 words

Diversity and Global Culture - Essay Example The USA is strongly committed to democracy, in which views of the majority prevail, and strives for equality in law and institutions. The American Heritage College Dictionary defines hip hop as, "The popular culture of big city and especially inner city youth, characterized by graffiti art, break dancing, and rap music-of or relating to this culture." Hip hop is a cultural phenomenon that developed in the late 1970's in the Brooklyn and the Bronx, and a musical style emerged from it. Hip hop has become a pervasive element of popular culture and there are hip hop exercise videos, children's books, adult books, magazines, magazine articles and theses devoted to it. Further, hip hop's roots are much older and its use of music from other genres is reflected in Renaissance parody masses. The roots of this phenomenon lie in Jamaica of the 1940's and by the 1960's trucks fitted with sound equipment started playing American rhythm & blues records, in street corners, for the listening pleasure of the people in the neighborhood. Hip hop music, rap or rap music is a style of popular music, which consists of two main components, namely, rapping or MCing and DJing or audio mixing and scratching. Along with break dancing and graffiti or tagging, these compose the four elements of hip hop, a cultural movement that was initiated by inner-city youth, mainly the African Americans. This phenomenon was wide spread in the Farragut Projects in Brooklyn, NY. Some of the early DJs were Coxson Dodd, Prince Buster, Duke Reid, Maboya, Plummer and Kool DJ D who concentrated on disco music. One of them was Kool Herc who had immigrated from Jamaica and settled in the Bronx with his sound system he called "the Herculords." Kool Herc focused on rhythm & blues and funk records and one of his innovations was to play just the "break," or the musical material between the verses of a song, over and over again. He achieved this effect by using two turntables mounted with the same record. This came to be called "break-beat deejaying." People began to perform "strange, acrobatic twisting dance routines" to these episodes that came to be called "break dances" (Stancell, 1996). Kool Herc hired MCs or master of ceremonies who had to keep up a light banter between the songs with the audience. This was the origin of "rapping." DJ Hollywood, one of the early MC's at Kool Herc's parties would use rhyming verses in his rap. One of these included the words "hip hop" "which much later were used interchangeably to define the music of rap and the culture of those who attended Kool Herc's part ies(Stancell, 1996)." Afrika Bambaata was another early figure in the rap and hip hop world. He participated in many competitions between DJs and MCs often termed as battles. In addition to rapping, these battles were decided on who had the more interesting collection of breaks to play. Afrika Bambatta's breaks were drawn from many genres, including rock, rhythm & blues, mambo, German disco and calypso (Stancell, 1996). This practice of hip hop of incorporating existing sounds like recorded samples of music by other groups in addition to voices or ambient sounds led to lawsuits when the groups involved failed to credit their sources(Romanowsky and George - Warren, 1995). Another early

Clinical decision making (not to take blood cultures from a febrile Essay

Clinical decision making (not to take blood cultures from a febrile patient) - Essay Example To diagnose the cause, blood culture is mostly required for identification of causative bacteria or fungus. A nurse caring for a patient with acute leukaemia is many a time confronted with the clinical scenarios where he or she is required to make clinical decision to take blood culture from a febrile patient. The nurse may herself make the decision to obtain a blood sample for culture on suspicion of an infection or may act on the orders of a physician. In an autonomous decision, the complexity and the nature of the decision task affect the approach taken towards problem solving (Thompson, Kirkness & Mitchell 2007). The decision taken by the nurse can be analysed for the application of evidence based medicine in routine clinical situations. Decision analysis allows to share a decision with seniors and colleagues and to evaluate its advantages and disadvantages (Bucknall 2003). Nurse uses the domains of prior knowledge about the patient and his circumstances, ethical knowledge and specific knowledge. This knowledge is accessed and applied by the means of pattern recognition and heuristics (Bohinc & Gradisar 2003). First of all, the component of problem recognition requires the nurse to identify the ‘cues’ or clinical symptoms such as fever in this case. The recall of these cues leads to formulation of a hypothesis of a problem (Jenks 1993). Once the problem has been recognised, the decision maker proceeds on to the next step of assessment in which the data is gathered, assimilated and analysed (Klein 2005). The nurse records the temperature, maintains a temperature chart and records associated symptoms such as chills, sweating, cough and pattern of fever etc. as a part of data collection. To be able to form a judgement, it is imperative to evaluate and make a choice (Higgs et al 2008; Connolly, Arkes & Hammond 2000). The nurse evaluates the data and infers about what should be done (Thompson &

Peer reviews and population page Assignment Example | Topics and Well Written Essays - 500 words

Peer reviews and population page - Assignment Example However this is not the same for all ethnic groups. White Hispanics have the lowest numbers while African Americans have highest number. According to Vijan, Hayward and Langa (2004), diabetes is one other factor that seriously affect the productivity of people born between 1931 and 1941. In the USA, an estimated 16–17 million people live with serious diabetes conditions making it hard for them to be economically productive. Apart from these people being unproductive, they also have increased costs for healthcare. These authors argue that for most people who have diabetes related cost, these costs arise from diabetes related disabilities. Nishita, Uehara and Tom (2011) indicate that effective self-management for diabetes patients requires them to directly participate in the care in order for them to avoid disability and to maintain independence and employment. They found that the patient’s perception and knowledge of the impacts of diabetes can affect the way the patients are able to manage the disease to prevent disability related to diabetes. Younger people when diagnosed with diabetes are more likely to feel that they will be affected more by the condition, especially with regard to their employment and their ability to take care of themselves. Hawaiian young residents were more likely to be concerned with these facts when diagnosed with diabetes. Today, over 16 million Americans live with diabetes. Of these, a majority of them end up becoming diabetes due to diabetes related issues. The number of USS citizens with diabetes is growing at a very fast rate. Between 2007 and 2012 alone, the number of people with diabetes in the United States increased by about 41 %. This increment is a very alarming rate. most Americans do not have enough knowledge about the disease and that in most cases, if diagnosed with the disease, do not know how to take care of themselves to avoid the deterioration of the