3. Identify some examples of West Afrian heritage or survivalisms Essay

3. Identify some examples of West Afrian heritage or survivalisms among African Americans - Essay Example African heritage among African Americans is the Black Arts Movement as a cultural explosion to witness the incorporation of the surviving cultural attire with contemporary fashion elements and the traditional clothing of the West Africans. This led to the development of a traditional style which was uniquely African-American. The most popular African textile is Kente cloth. Originally, the Ewe and Ashanti peoples of Togo and Ghana used to make such festive woven patterns. Kente fabric can be seen in different fashions of the West Africans including casual t-shirt, cummerbunds, and formal bow ties. African Americans have been wearing the traditional African clothing both formally and informally since the commencement of the Black Arts Movement. Vibrant colors, trade beads, mud cloth, and jewelry and couture made with Adinkra motifs are other manifestations of the commonly witnessed traditional African dress elements in the African American culture. Another aspect of fashion commonly f ound in the African American culture is use of appropriate dress for worshipping. In most Black churches, people are expected to present themselves in the best possible way for

Preperation of mentorship level 3 ( degree level) Essay

Preperation of mentorship level 3 ( degree level) - Essay Example The portfolio is not only used as evidence but also has effective learning tool. This pattern of learning is an approach rooted and based on the principles of experiential learning2 which is cyclical process of recording, reviewing and ultimately learning from events3. It is highly important that enough attention is provided to ensure the portfolio is not just a collection of event narratives but includes reflections on these events and the lessons learnt in the process. Any evidence of learning is captured in the portfolio as evidence that reflective learning has taken place. In compliance with the guidelines for the completion of the portfolio, we consider a few key assumptions for the purpose of this document. The attempt will be to integrate theory and practice to ensure the portfolio of learning will establish how the learning outcomes are achieved by this exercise of portfolio document While we are aware that the concept of Portfolios are not new, it is important to acknowledge the fact that their use in initial and continuing professional development in medicine is still in its infancy and premature stage. In this context, the attempt here has been to achieve the following aims and objectives: There is no focused attempt to address the particular constraints or resource issues that face practitioners in any educational initiative, as these are far too many and too complex for a document of this type and nature keeping in view the existing limitations. However, it does provide evidence of a range of ways in which opportunities have been created and developed by colleagues and other interested parties in establishing frameworks and mechanisms within which individual learning can be planned, appropriately documented and effectively assessed. Portfolios certainly have much to offer both learners and teachers as we move forward into the new world of revalidation, clinical