African Americans Discrimination Essay - 2819 Words

Discrimination and Poverty in African Americans Abstract Discrimination and poverty are problems that many are currently facing in the United States. African Americans in particular are the most affected by discrimination and poverty. Currently the economic status of African Americans in the United States is 56 percent of that of Whites when comparing income, unemployment, homeownership, business ownership, median net worth and poverty rates. As Malcolm Gladwell discusses in â€Å"Black Like Them† (1996) African Americans are seen as lazy people and they are therefore blamed for their own fate. This research investigates if discrimination reduces job and educational opportunities for African Americans. It was found that African Americans†¦show more content†¦Overall, the economic status of African Americans will continue to be compromised until they are able to secure an education, and until they are trusted and given the chance to compete for good paying jobs in the labor market. New York Senator Charles Schumer addressed Black male unemployment and demanded for a new effort to fix the growing problem. An article published this year in the New York Times â€Å"Plight Deepens for Black Men† (2006) stated that in the year 2000 sixty-five percent of Black high school drop out males in their 20s were unemployed, and by 2004, that figure grew to 72 percent. Schumer said, â€Å"This crisis is profound, persistent and perplexing†Show MoreRelatedThe Discrimination Of African Americans1167 Words   |  5 Pagessouth and the discrimination that African Americans faced. In reality, discrimination occurred nationwide and it followed every person of color during the late 19th and 20th century. Even if laws were implemented that stated that those who are citizens shall have their rights protected that was not the case for people of color. As we will see, blacks were not the only ones that were targeted. With the increase of mass migration into the United States minority groups such as Asian American s, Latinos,Read MoreRacism And Discrimination On African Americans1210 Words   |  5 PagesExtremely similar to her use of characters, Morrison also expresses the impact of racism and discrimination on African Americans through her frequent use of symbolism.2 In The Bluest Eye, an extremely important symbol is blue eyes (Crayton 73). Blue eyes are used to symbolize racially based beauty standards and the power associated with whiteness (â€Å"Bluest† LitCharts). In the novel, society believes that if a person does not have white skin, he or she is not beautiful. Pecola Breedlove falls victimRead MoreRacial Discrimination And African Americans1323 Words   |  6 Pageslot since the 1600s, America still has some progress to make. Racial discrimination is the hatred of one person by another—or the belief that another person is less than human—because of skin color, language, customs, place of birth or any factor (adl.org). Americans try to overlook the inequalit ies of the world and pretend that racism does not exist anymore, only it very much does. Dating back to the 1600’s, African Americans were treated as less than human and not equal to whites. Up until 1865Read MoreDiscrimination Of The North And African American1840 Words   |  8 PagesShane Rigsby R. History 313 - Prof Gorman 4/4/16 Discrimination in the north (African American) One of the most dramatic demographic events that had a significant change in America would be the Great Migration. It had to do with the moving of 6 million of African American from the southern hemisphere of the united states to the northern hemisphere around the time of the 20th century. To better explain this event in American history it would be best to start with the chain of events that causedRead MoreDiscrimination Treatment Of African Americans Essay1137 Words   |  5 Pagesreally a place of freedom for us all? Unfair treatment of African American has been around for decades and its gone from slavery to mass incarceration, to police brutality and to racism that still occurs in the present time. African Americans make up to 12.3 percent of the United States’ population. Through the decades, mass incarceration of African Americans has skyrocketed. The dramatic increase in mass incarceration of African Americans has now left more blacks in prison that there were during Read MoreDiscrimination Treatment Of African Americans Essay1621 Words   |  7 Pagesthe land of the free for everyone? Unfair treatment to African Americans has been around for decades and it’s gone from slavery, to mass incarceration, to police brutality, and to racism that still occurs in the present time. African Americans make up to twelve point three percent of the United States. Through the decades mass incarceration of African Americans has skyrocketed. The dramatic increase in mass incarceration of African Americans has now left more blacks in prison then there was duringRead MoreRacial Discrimination Against African Americans857 Words   |  4 Pagesorganizations and communities that related to the racial discrimination issues in America (United States Department of Labor). Moreover, some of the sources also retrieved from well-known American newspapers, such as Washington Post (These ten charts show the black-white economic gap hasn’t budged in 50 years, 2013), which make the data and information are always pay attention and focused on problems that happened in America based on American perspective. Another reason that makes the sources usedRead MoreDiscrimination Against African American Race1133 Words   |  5 Pages Discrimination against the African American Race Brian Barracks Social Psychology Dr. G. Austin Abstract Discrimination against African-Americans has been going on for many decades. Many African-Americans are still suffering from the effects of this. Many people who discriminate do not bother to analyze the damage that this is causing. Many African-Americans are suffering from stress problems, mental health issue, and some suffer from chronic stress. This issue has escalated for manyRead MoreVoting Discrimination in African American Communities739 Words   |  3 Pages Discrimination in voting has been a prevalent issue in the African American community. Before the Voting Rights Act of 1965 poll taxes, literacy tests, and physical intimidation have prevented African Americans from voting. While this problem is widely recognized as an issue of the past it is still made possible through racial gerrymandering. This is an important matter because it has restricted fully entitled American citizens from voting. In 1870 Congress passed the fifteenth amendment, whichRead MoreRacial Discrimination And The Health Of African Americans911 Words   |  4 PagesRacial discrimination is the ground root of disparities letting African Americans to low socioeconomic status and poor health outcomes. Why disproportionality in health is so high among African Americans in the United States? Disparities limit the continuity of improvement in overall quality of care and population health and result in poor health outcomes as well as unnecessary costs. Despite an upsurge focus on reducing disparities and increasing a set of advantages to address disparities in the

Essay on An Analysis of Culture in Things Fall Apart

The novel â€Å"Things Fall Apart† written by Chinua Achebe, is a tale based on the traditional beliefs and customs of an Ibo village during late 1800’s Africa. Through the telling of this story, we witness the remarkable depth of Igbo culture through its functions of religion, politics, judiciary and entertainment. One of Achebe’s challenges was to illustrate the Ibo’s religious system. Even though the Ibo people had little contact with the outside world, they had developed their own beliefs and practices that became essential elements in their everyday lives. The Ibo religion played a role in the way they raised their families, communicated, entertained, and governed their society. Similar to those of the early Egyptian and Greek religions,†¦show more content†¦As well as maintaining good morals and values, the Ibo people further connected with their gods and ancestors through the act of sacrifice. The Ibo people would sacrifice anything from fruit, small animals and in some instances, people. On page 17, Unoka explains that, â€Å"before I put any crop in the earth, I sacrifice a cock to Ani, the owner of all land. It is the law of our fathers. I also kill a cock at the shrine of Ifejioku, the god of yams.† Although some of the practices of the Ibo religion may s eem harsh, its primary goal is to maintain a peaceful and just society. Just as the Ibo celebrate religion with their gods, they also celebrate with each other. Later on page 97, Tortoise explains that he has, â€Å"†¦learned that a man who makes trouble for others is also making it for himself,† which demonstrates how the Ibo people followed principles similar to that of the â€Å"golden rule† found in many other religions of the time. Achebe also illustrates the Ibo judiciary and political system throughout the entire story. Similar to those in other cultures, the Ibo people had a very structured social order. In the beginning of the story on page 18, Achebe describes Nwakibie’s status in the Ibo village by stating he, â€Å"†¦had taken the highest butShow MoreRelatedWork1068 Words   |  5 Pages2013 Things Fall Apart: Character Analysis Research Paper In the novel Things Fall Apart by Chinua Achebe, the main character Okonkwo has only one tragic flaw; he has raised himself so that looking weak or effeminate is the worst thing to him that he could do. Okonkwo is a model clansman based on his success. However, he is more alienated from his culture based on his lack of respect for it. In this research paper, I’ll walk through a character analysis of Okonkwo. The protagonist of Things FallRead MoreAnalysis Of Feminism In Things Fall Apart1070 Words   |  5 Pages The analysis of feminist theory in Things Fall Apart presents reason for the sexism that is continuously portrayed. Sexism and problematic gender roles within the novel are repeatedly depicted throughout a number of scenes and characters. With this, we are able to see how sexism exists in various cultures and how the implementation of sexism is detrimental to society. Although, as feminist theory states, rebelling and challenging the patriarchal system is necessary to halt gender roles and sexualRead MoreThe Struggle Between Tradition and Change1056 Words   |  5 PagesENGL 2112 October 17, 2012 In Things Fall Apart by Chinua Achebe, the reader is taken on a literary journey to a Nigerian tribe, the Umuofia, to experience first-hand the struggles of a warrior named Okonkwo. At first glance, the novel appears to be written for a very specific audience: scholars familiar with Nigerian history, traditions, and culture. However, upon further examination the novel reveals itself to be a striking chronicle of human experiences, universal themes, and timelessRead MoreThings Fall Apart By Chinua Achebe1070 Words   |  5 Pages Achebe faces a problem. How can he present the African heritage and culture in a language that can never describe it adequately? Indeed, one of the primary tasks of Things Fall Apart is to confront this lack of understanding between the Igbo culture and the colonialist culture. In the novel, the Igbo ask how the white man can call Igbo customs bad when he does not even speak the Igbo language. An understanding of Igbo culture can only be possible when the ou tsider can relate to the Igbo languageRead MoreFahrenheit 451 Comparison Essay1698 Words   |  7 PagesFahrenheit 451 by Ray Bradbury and Things Fall Apart by Chinua Achebe. In Fahrenheit 451, the main character, Guy Montag is fighting against the technological revolution taking place in the 23rd century. He battles with a society full of censorship, where everyone is too caught up with their new gadgets to have meaningful conversations. Okwonko, the main character of Things Fall Apart, is also fighting a battle, a battle against the Europeans who are invading his culture. From day one Okwonko wanted toRead MoreChinua Achebe s Things Fall Apart1719 Words   |  7 PagesThings fall apart is a classic novel written around the turn of the century, the novel focuses on the protagonist who we can also call a hero, Okonkwo. Okonkwo is a wealthy and respected leader within the Igbo tribe of Umuofia in eastern Nigeria. Strong individual with a passionate belief in all the values and tra ditions of his people. Chinua Achebe presents Okonkwo as a particular kind of tragic protagonist, a great man who carries the fate of his people. Okonkwo is a man who is inflexible andRead MoreCharacter Analysis Okonkwo705 Words   |  3 PagesThings Fall Apart- Okonkwo In the novel †Things Fall Apart,† by Chinua Achebe, Okonkwo is a character who shows the difficulty of staying true and saving his religion. Okonkwo is a very strong man. At times he may be very stubborn, like most men. With many occasions he is very impatient and struggles with controlling his anger. In the book, he is exiled for seven years. During those seven years missionaries come into the village and try to make all of the Ibo tribe convert into Christianity. SinceRead MoreChinua Achebe s Life Of Literature830 Words   |  4 Pagesinterested his African culture and thereby conforming to associate himself to his local traditions. (Africa) Achebe was offered admission to study medicine at University college in Ibadan, he rather chose to study liberal arts, an area that resonates better for him. During his undergraduate studies, he happened to read a book that really motivated him into writing Mister Johnson by Joyce Cary, Achebe believes Mister Johnson portrayed Nigeria virtually without in-depth analysis and negatively. HeRead MoreWhen Things Fall Apart by Chinua Achebe689 Words   |  3 PagesWhen Things Fall Apart Things Fall Apart was a fictional story that documented the tragic death of the successful and highly respected Okonkwo, a leader in the Umuofian tribe; and upon further analysis, his death serves as a symbol of a much greater tragedy: the white man’s destruction of an entire culture through a forced societal transformation and conversion into Christianity. However, it is in my opinion that the conversion was a combination of the white man’s imperialistic actions, meshed withRead MoreChinua Achebe s Things Fall Apart1308 Words   |  6 PagesIn Things Fall Apart by Chinua Achebe, the reader is taken on a literary journey to a Nigerian tribe, the Umuofia, to experience first-hand the struggles of a warrior named Okonkwo. At first glance, the novel appears to be written for a very specific audience: scholars familiar with Nigerian history, traditions, and culture. However, upon further examination the novel reveals itself to be a striking chronicle of human experiences, universal themes, and timeless struggles that appeal to every human

Financial Inclusion for Inclusive Growth Free Essays

Financial Inclusion for Inclusive Growth: Institutions and Innovations Debesh Roy( I. Introduction An essential pre-requisite for inclusive and sustainable growth is capital formation through credit and financial services. While the benefits of growth due to reforms in India, have concentrated in the hands of those already served by the formal financial system, a large section of the rural and urban poor still do not have access to the formal banking channel. We will write a custom essay sample on Financial Inclusion for Inclusive Growth or any similar topic only for you Order Now The backward regions of the country, too, lack basic financial infrastructure. The Reserve Bank of India (RBI) has, therefore, formulated the policy of financial inclusion with a view to provide banking services at an affordable cost to the disadvantaged and low-income groups. Financial inclusion makes growth broad based and sustainable by progressively encompassing the hitherto excluded population. The idea of financial inclusion in India has its roots in the co-operative movement which started in the year 1904. Historically, nationalization of commercial banks in 1969 was the most significant effort towards financial inclusion, which led to the spread of bank branches in rural and semi-urban areas. The access to banking services has increased considerably, as may be gauged from the fact that the average population per branch has decreased from 64,000 in 1969 to 13,400 as at the end of March 2011[1]. However, there are still some under-banked states in the country like Bihar, Odisha, Rajasthan, Uttar Pradesh, Chhattisgarh, Jharkhand, West Bengal, and the North-Eastern States. Further, in spite of the enhanced outreach of banks in rural areas and the implementation of directed credit, the growing credit needs of farmers, rural artisans and entrepreneurs could not be adequately met from banks during the post-nationalization period. The RBI, therefore, urged banks to review their existing banking practices to align them with the objective of financial inclusion. According to the RBI (RBI, 2008) access to safe, easy and affordable credit and other financial services by the poor and vulnerable groups, disadvantaged areas and lagging sectors is recognized as a pre-condition for accelerating growth and reducing income disparities and poverty. Moreover, access to a well-functioning financial system, by reating equal opportunities, enables economically and socially excluded people to integrate better into the economy and actively contribute to development and also protect themselves against economic shocks. NSSO data reveal that 45. 9 million farmer households in the country (51. 4 per cent), out of a total of 89. 3 million households do not have access to credit, either from institutional or non-institutional sources (Government of India, 2008). Further, despite the vast network of bank branches, only 27 per cent of total farm households are indebted to formal sources (of which one-third also borrow from informal sources). Farm households not accessing credit from formal sources as a proportion to total farm households is especially high at 95. 91 per cent, 81. 26 per cent and 77. 59 per cent in the north-eastern, eastern and central regions respectively. Thus, apart from the fact that exclusion in general is large, it also varies widely across regions, social groups and asset holdings. The poorer the group, the greater is the exclusion (RBI, 2008). The RBI has observed that out of 600,000 habitations in the country, only about 5 per cent have a commercial bank branch (RBI, 2010). Also only about 61 per cent of the population across the country has bank account (savings), and this ratio is much lower in the north-eastern states. Further, 18 per cent of the population has debit cards and about 2 per cent has credit cards (RBI, 2011). India has a significantly low level of financial penetration compared with OECD countries. Further, while the access to bank branches in India fares better than that of China and Indonesia it is worse off when compared with Malaysia and Thailand. However, in terms of financial access through ATMs, India fares poorly compared to select Asian peer group countries (RBI, 2010[2]). In view of the poor level of financial inclusion in India, the RBI has accorded top-most policy priority to financial inclusion, by advising commercial banks, to formulate specific Board approved Financial Inclusion Plans (FIP) and to act on them on a mission mode. Banks were also advised by the RBI to provide banking services tin every village having a population of over 2000 by 31 March 2012, through bank branches as well as through various ICT-based models including through Business Correspondents (BCs). Banks were also encouraged to cover the peripheral villages with population less than 2000. There has been some improvement in the status of financial inclusion in the country in the last couple of years. Yet the extent of financial exclusion is staggering. Out of every 1000 persons, only 99 had a credit account and 600 had a deposit account as at end-March 2011. This underlined the need to strengthen the financial inclusion drive through well thought out policies (RBI, 2011). Against this backdrop this paper attempts to examine and analyse policy issues related to the promotion of financial inclusion through various institutional and product innovations, and their impact on the achievement of widespread and sustainable inclusive growth. Rest of the paper is organized as follows: Section II presents the status of financial inclusion in India. State-wise Index of Financial Inclusion (IFI) has been developed in Section III. Section IV analyses the role of institutions in promoting financial inclusion. Section V examines innovations in financial inclusion which could lead to inclusive growth. Demand side innovations for financial inclusion have been analyzed in Section VI. Section VII concludes the paper and suggests policy initiatives for the achievement of inclusive growth through financial inclusion. II. Status of Financial Inclusion in India There has been a consistent increase in the penetration of banking services in India in recent years. However, the rate of increase in the penetration of banking services in the rural and semi-urban areas has been much lower than that in the urban areas. Further, penetration of banking services has been lower in the central, eastern and north-eastern regions of the country compared to the more developed northern, southern and western regions. In order to address this issue, the RBI liberalized the branch authorization policy in December 2009, giving freedom to domestic scheduled commercial banks to open branches at Tier 3 to 6 centres (with population of up to 49,999 as per the Population Census of 2001) without having the need to take permission from RBI in each case, subject to reporting. The RBI has been encouraging banks to expand their network both through setting up of new branches and through the Business Correspondent (BC) model by leveraging upon information and communication technology (ICT). This has resulted in an improvement in the status of financial inclusion in 2010-11 over the previous year, as indicated in Table 1. However, the extent of financial exclusion is still quite substantial. This is evident from the fact that only 61. 2 per cent of the population had a deposit account, and 9. 9 per cent had a credit account. Hence, the extent of financial exclusion underscores the need to focus on the strengthening of the financial inclusion drive through a planned, coordinated and innovative approach. Table 1 Progress of Financial Inclusion in India |Sl. No. |Indicator |2009-10 |2010-11 | |1 |Credit-GDP Ratio |53. 4 |54. 6 | |2 |Credit-Deposit Ratio |73. |76. 5 | |3 |Population per Bank Branch |14,000 |13,138 | |4 |Population per ATM |19,700 |16,243 | |5 |Percentage of Population having deposit accounts|55. 8 |61. 2 | |6 |Percentage of Population having credit accounts |9. 3 |9. | |7 |Percentage of Population having debit cards |15. 2 |18. 8 | |8 |Branches opened in Tier 3-6 centres as a per |40. 3 |55. 4 | | |cent of total new bank branches | | | |9 |Branches opened in hitherto unbanked centres as |5. 6 |9. | | |a per cent of total new bank branches | | | Source: Report on Trend and Progress of Banking in India 2010-11, RBI During 2010-11 4826 new branches of scheduled commercial banks were opened. It may be observed from Table 2 that majority of the branches (66. 4 per cent) were opened in the more developed regions viz. northern (23. 2 per cent), southern (26. 2 per cent) and western (17. 0 per cent). The less developed regions accounted for 33. per cent of new branches opened viz. central (18. 1 per cent), eastern (13. 5 per cent) and north-eastern (2. 0 per cent). Further, rural and semi-urban branches accounted for 22. 3 per cent and 41. 7 per cent of new branches, respectively. On the other hand, the share of urban and metropolitan branches stood at 17. 9 per cent and 18. 1 per cent, respectively. Table 2 Distribution of New Bank Branches of Scheduled Commercial Banks across Regions and Population Groups (2010-11) |Regions |No. of new branches |Population groups |No. f new branches | |Central |874 (18. 1) |Rural |1077 (22. 3) | |Eastern |650 (13. 5) |Semi-urban |2011 (41. 7) | |North Eastern |97 (2. 0) |Urban |865 (17. 9) | |Northern |1120 (23. 2) |Metropolitan |873 (18. ) | |Southern |1263 (26. 2) | | | |Western |822 (17. 0) | | | |Total |4826 | |4826 | Note: Figures in parentheses are percentages to total new bank branches. Source: Report on Trend and Progress of Banking in India 2010-11, RBI A major instrument of financial inclusion is the Kisan Credit Card (KCC). KCC enables farmers to access credit at the right time, to meet their pre-sowing as well as well as post-harvest needs. Region-wise and institution-wise status of sanction of KCC as on 31 March 2011 is furnished in Table 3. It may be observed that the southern region accounted for the highest share of KCC issued (36. 3 per cent) and the amount sanctioned (32. 5 per cent), followed by the central region with 22. 8 per cent of KCC issued and 23. 7 per cent of the amount sanctioned. The eastern region was ranked third with 17. 2 per cent of cards issued, but was ranked fourth with 10. 2 per cent of the amount sanctioned. The northern region which was ranked fourth (12. 6 per cent) in terms of cards issued, was ranked third in terms of amount sanctioned (23. 6 per cent). The more developed western region, however, accounted for 9. 5 per cent of cards issued and 9. 2 per cent of amount sanctioned. The least developed north-eastern region accounted for 1. 6 per cent of cards issued and 0. 8 per cent of the amount sanctioned. Government of India has launched a programme called ‘Bringing Green Revolution in Eastern India (BGREI)’ in the states of Assam, Bihar, Chhattisgarh, Jharkhand, Odisha, Eastern Uttar Pradesh and West Bengal, with a view to address the constraints limiting the productivity of rice based cropping systems. BGREI is expected to raise the demand for agriculture credit and accordingly, banks need to give a special thrust to issuing KCC in these states. Among institutions, the share of commercial banks was the highest in terms of the number of KCC issued (54. per cent) as well as amount sanctioned (69. 4 per cent). While the share of cooperative banks in terms of the number of KCC issued was higher (27. 7 per cent) than that of RRBs (17. 4 per cent), the share of RRBs (15. 8 per cent) was higher than that of cooperative banks (14. 8 per cent) in terms of amount sanctioned. It is, therefore, imperative that in order to achieve greater financial inclusion, there should be a focus on strengthening RRBs and the cooperative credit institutions. Table 3 Kisan Credit Card Scheme (As on 31 March 2011) (Amount in `crore and Number of cards issued in ‘000) |Cooperative Banks |RRBs |Commercial Banks |Total | |Region |Cards Issued |Amount Sanctioned |Cards Issued |Amount |Cards Issued |Amount | | | | | |Sanctioned | |Sanctioned | |High Financial | | | | | | | |Inclusion (0. 5-1) | | | | | | |Punjab |1. 00 |0. 85 |0. 34 |0. 61 |1 |6 | |Karnataka |0. 75 |0. 59 |0. 48 |0. 59 |2 |9 | |Maharashtra |0. 61 |0. 37 |1. 00 |0. 57 |3 |2 | |Kerala |0. 92 |0. 85 |0. 28 |0. 57 |4 |10 | |Tamil Nadu |0. 74 |0. 50 |0. 9 |0. 52 |5 |4 | |Himachal Pradesh |0. 86 |0. 98 |0. 16 |0. 51 |6 |11 | | | | | | | | | |Medium Financial | | | | | | | |Inclusion (0. 3-0. 5) | | | | | | | |Uttarakhand |0. 71 |0. 4 |0. 15 |0. 46 |7 |5 | |Haryana |0. 71 |0. 65 |0. 17 |0. 45 |8 |1 | |Andhra Pradesh |0. 74 |0. 46 |0. 26 |0. 45 |9 |8 | |All-India |0. 50 |0. 35 |0. 40 |0. 41 | | | |Jammu Kashmir |0. 57 |0. 41 |0. 24 |0. 39 |10 |21 | |Sikkim |0. 7 |0. 81 |0. 07 |0. 37 |11 |3 | |Gujarat |0. 54 |0. 42 |0. 17 |0. 36 |12 |7 | |West Bengal |0. 44 |0. 25 |0. 29 |0. 32 |13 |17 | | | | | | | | | |Low Financial | | | | | | | |Inclusion ( How to cite Financial Inclusion for Inclusive Growth, Papers

Graded Unit Plan Hnd Music Performance free essay sample

The whole project itself must contain  areas of all of the course modules and how it has helped me construct this piece of work. By the end of the year I should have a detailed portfolio that shows that I can present that I have learned the required and  necessary aspects of the core units throughout the year and be in a strong position to accept any work within the music  industry. The examination of the project is not completely relying my practical aspect of the graded unit, for example in the HNC  graded unit. It was key for me that there was visible evidence shown to provide backup to my overall mark. However in the  HND graded unit, I am provided with an assignment brief and it is up to me what position of the music industry I will be  applying to and then present to a panel on why I should get the desired job that I have chosen. I must also show off my  business skills throughout my research with a log book, my preparation and how I evaluate all of the specific information to  the panel so I can be graded on my specific job role. Throughout the graded unit I will have an ability to analyse and digest knowledge and present my skills throughout the  whole of the graded unit, by highlighting all of the key elements of the HND course. During the process of the graded unit I will have developed a stronger approach to my study and this will keep my  organisational skills to a high level and during the process of composing the graded unit, my research skills will go from  strength to strength. Throughout the graded unit, my musical knowledge will soar to a new level and I will have a better understanding and I will  appreciate music a lot more from analysing music and getting a better knowledge of music. Also I will be able to develop my  performing aspect of the course and have more of a professional approach to performing; I will also have gained other  aspects of music that I will never have touched on such as areas like the composition aspect of the course. This will give me  an insight to what it would be like to actually compose a piece of music, rather than what I normally approach when making  music. During the process of composing the graded unit, I will be able to look back on my own work and criticise and be   judgemental on what I can change and what can improve on in the graded unit as an overall and this will help me in later  study and later life when being given a big chunk of work like the graded unit. By reflecting on my work it will give me the  confidence to submit a piece of work that I am very pleased with and able to have no doubts about the work that I am  presenting. Whilst doing the graded unit, I will be able to apply the skills that I have attained through study and from my performing  aspect of my course in to the graded unit. This will further my knowledge and it will give me a better idea of what will need  to provided when finalizing the graded unit project. Whilst composing the graded unit. I will be studying the job role as a performer. During the process of me studying these  areas, the graded unit will open my eyes to different styles of music which I can apply to my playing and this will develop  me as a player and an overall musician. This will help me immerse myself in the desired styles and get a feel for what the  music is about and by doing the graded unit; it will help me appreciate music more. By approaching different styles, it would  mean that I could walk into different jobs throughout the industry without fear. The graded unit is a lengthy piece of work and requires a lot of time and effort put into it to get the best possible grade. By  doing the graded unit piece, this disciplines me on how to structure my work rate and it will give me a better idea on how to  work when going into further study or when going into the music industry work place. By doing the graded unit I will be able to respond quickly to changes in the workplace effectively and use my skills that I  have gained from the graded unit to the best of my ability. This means that I wont hesitate at any job role that comes up  when working in the music industry. Also by having the skill to work quickly and effectively, this will build my reputation and  I will have more options for work down to my reputation as a performer. By the time the graded unit is finished, I will understand the general idea on how the music industry works and it will help  my general skills also when communicating and working at the top of my game. This will keep me busy in the music  industry and will set me off to a lengthy career in the music industry. When completing the graded unit portfolio, I will need to make sure that all of the units that are required in my portfolio as  this will help me when it comes to presenting my portfolio in the interview and when submitting the graded unit. I will need  to plan how I am going to structure the graded unit and make sure that all of what is asked is being covered when  referencing the mandatory units. Once I have my plan sorted, I will submit my plan to my tutor to get it checked and make sure that I am meeting the  requirements. Once I know that what I have submitted is acceptable. I will then work on my own on the graded unit and the  presentation for employment. When my plan is all checked and everything is ok, I will then be given a date that I must  complete the graded unit for, this will give me enough time to carry out all of the required tasks that the graded unit is  asking me to provide. Throughout the process of me completing the portfolio of the graded unit, I am allowed to ask for help  at any time if I am finding any area of the graded unit difficult. I must not plagiarise any work that I wish to use as my own, I  will have to compose each answer in my own words and I must reference any work if I wish to use someone else’s work. I  will also have to complete a dated logbook that will show a timeline of my progress during the process of completing the  graded unit. My grade will be judged on the overall product and what amount of time I have taken to complete this task. Although I will be marked on this piece as a whole, I must structure the graded unit into three parts, i. e. the planning stage  which is worth 30% of my mark. The development stage which is worth 60% of the grade and the evaluation of the graded  unit, which is 10% of my mark. Information gathered in response to the brief The job role that I have chosen to discuss about in my graded unit is a session drummer. From my understanding I must be  at a high level of my instrument by knowing a wide range of styles and having a good understanding on how to read music  when going into a session. During the process of composing the graded unit, I am going to keep a detailed log book on my  progress as a drummer throughout the course of writing the graded unit. This means that I can work on various styles and  sight reading that I have learned in my instrument specific classes and apply my progress into the log book. This will give  me a good understanding on how I am progressing as a musician and also it will open new gateways for my musical  knowledge. I understand that I will need to be practicing a lot more regularly as well if I am to be called for any job that  requires me, so I know that I will be giving my best each time. Title of the project Graded Unit 2 the Working Life of a Session Musician in the Music Industry (A Statement Of The Project Issue/Solution, Swot Analysis Etc) Throughout the process of composing my graded unit I will need to keep a detailed logbook of my progress as a  session musician. I must apply all of the manditory units from my HND course and provide evidence how the units in my  course have helped me further my knowledge and musicality when completing my graded unit project. I will be given a time  limit for me to complete my graded unit. This will make my organisational skills much better and it will give me a better idea  to manage my time when working as a session musician in the music industry if I am to be very busy with work. I will construct a SWOT analysis to help me along the way to complete the project. This will give me a better understanding  on what is my weaknesses and what I will have to work on throughout the progress of the project. My strengths are I can work under pressure I can play a variety of styles such as rock, pop, reggae, jazz, bebop and Latin. I am flexible. I am good at working with others. I manage my time well. My weaknesses are My sight reading skills arent great quality I need time to grasp things properly My technical skills are quite basic. My forte of playing is very limited. My Opportunities are I am able to reflect on my playing I will be able to play with other musicians I will be constantly learning and will learn from mistakes. I will be able to become a more rounded musician. My Threats are Making a comfortable living from playing music Not being guaranteed work If two musical jobs clash and I need to work on the two of them. Not receiving work at all. I will have to provide a presentation and interview when finalizing my work for the graded unit. I plan to use a computer  program called Microsoft PowerPoint, which I will have used previously during my teaching unit in the HND. This will give a  basic idea on the required units of the course and I can discuss them when I am in the interview. This will also make my  interview more interesting visually and more interesting to the assessor. Through this I can combine the interview and  presentation into one. Once I have finished the graded unit, I will organise a date with my tutor and once a date has been  agreed, I will then present all of this on that date. Statement of the aims of the practical assignment including personal goals and targets The graded unit is a piece of work that will showcase my skills that I have attained whilst studying the HND course and it will  present my knowledge of the music business to the best of my ability. With this piece of work, I am hoping that it will open  gateways for me as a musician and I am also hoping to challenge myself to get the best possible mark that I can achieve  and prove myself that I can compose a portfolio of work that I will be very pleased with and I would be happy to present this  to a future employer if I was asked to attend an interview in a related field to the music industry. The graded unit project consists of a project and an interview that will take place with someone I have chosen to work on  the role as a session musician. I will provide information on what it will be like working as a session musician in the music  industry. I will keep a detailed logbook and provide a presentation that will be shown to someone whether that is an  employer or someone who has had a consistent role in the area that you are presenting about. The whole project itself must  contain areas of all of the course modules and how it has helped me construct this piece of work. I am hoping that by  referencing the course modules, it will give me an insight to how I have progressed as a musician and how each module will  have helped me progress through the year. By the end of the year I should have a detailed portfolio that shows that I can present that I have learned the required and  necessary aspects of the core units throughout the year and be in a strong position to accept any work within the music  industry. The examination of the project is not completely relying my practical aspect of the graded unit, however, when reflecting on  the practical areas of the HND course, it will help me a lot by reflecting on what I have learned and how I can construct that  into my logbook, for example in the HNC graded unit. It was key for me that there was visible evidence shown to provide  back up to my overall mark. However in the HND graded unit, I am provided with an assignment brief and it is up to me what  position of the music industry I will be applying to and then present to a panel on why I should get the desired job that  have chosen. I must also show off my business skills throughout my research with a log book, my preparation and how I  evaluate all of the specific information to the panel so I can be graded on my specific job role. Timescale for Conducting the Project Once I have received my plan back and everything is ok, I will then make a start on the developing stage of the graded unit. I will do a weekly plan on the graded unit and work on it one bit at a time. This will give me time to reflect on each area of  the graded unit, it will also keep me aware of my progress and I will be able to monitor it a lot better when rounding  everything up weekly. I will do some level of teaching throughout the process to give me more experience and open up a  new gateway for me when work as a session musician dries up. This will also give me more confidence when it comes to  presenting the graded unit, as I will be a lot more relaxed and I will be able to speak more fluently and get my points across  a lot easier as well. As for interview preparation, I plan to work on this a month before the deadline of the graded unit. Once  or twice a week I will ask someone to be the assessor and I will present my work to them. By the time it actually comes to  the interview and presentation, I will feel a lot more relaxed towards the presentation and it wont feel daunting if I wasnt to  prepare for it. A statement demonstrating appropriate ways of working to achieve aims For the teaching aspect, I will work closely with the Btec student that I have been working with in the teaching element of  the course. The reason I would like to do this is because I get one well with my student and I find it very easy to work with  him. Whilst I am working with my student, I will recap on areas that will help me further my study in terms of styles of music  and certain exercises that will excel my reading skills. I can also look back at my instrument specific classes with my  student and go over areas that I wasnt great at and persevere to work on my reading skills. My student is a very good  sight-reader of music and I am sure he can even teach me little things that will help me progress, because this wont be a  practical lesson like my instrument specific classes, I will feel a lot more relaxed and I feel I will be able to react quicker to my  students way of teaching when he is explaining things that he can teach me. I can reference lots of styles that I have came  across and work on them throughout lessons. This will get me used to working with various styles and it will further my  knowledge of theory which I have learned throughout my music theory classes. I will also look at various videos of lessons and see how they work and how I can apply this into my teaching methods. I will  also attach lesson plans that I have created, so I can keep track of not only my progress but my student’s progress. In my  logbook I can structure dates on these lessons and arrange possible lessons with my student and also it will back up the  progress in my log book. In terms of starting up a teaching business, I can hire out the rooms in my college and teach my student there. This will be  a lot easier as well because I already know the staff at the college and rates for lessons can be significantly cheaper rather  than going to a studio in Glasgow. Again I will be working with new people all of the time and this will further my confidence  and give me the social skills to succeed when it comes to the interview/presentation for the graded unit portfolio. The interview planning is something I can do anywhere, whether thats with a parent, friend, relative or another member of  family. Again I can plan all of this into my logbook which will keep me organised when meeting deadlines with lessons and  interview plans. I can also apply a SWOT analysis to this and this will also further my knowledge because I will be able to reference on my  strengths and weaknesses and apply that to my ways of working, liked I learned in my entrepreneurship unit. Identification and explanation of the sources of information The evidence that I am going to provide to the employer is quite a few things to show how versatile I am. The first area of  evidence that I will provide is a video of a lesson between me and my student. This will show me working with others and  getting on with them. This will show what I am like as a person and it will show a small area of my playing and reading  skills. I will also provide lesson plans and handouts to give further evidence. The second piece of evidence that I will provide  will be a video of a live performance. This will show that I can play in a live atmosphere, it will also show my musicality with  other musicians on stage and it will also show my timekeeping with the band I will be playing with. Finally the last piece of  evidence will be a video of me playing a wide range of styles that I have learned in my instrument specific classes and showcase them on video with a metronome. This will show diversity in my playing and also it will show that I can work with a  metronome and then go into a recording studio and record a track for the artist I would be working for. Identification of the resources (including time For the project to be completed, I will need a video camera for my video evidence. I will need pens and paper and pencils  and a computer and printer to write up lesson plans, feedback on lessons and manuscript to write notation. I will also need  a phone and peoples numbers to contact them and carry out the exercises that I need to do to complete my graded unit. I will need musicians also to complete my visual aspects of evidence. Things like pens and paper that is all available from a shop that I can purchase from. In terms of computers and printers, I  have the option to use the library in my college or my local library to write up plans or print out handouts or notation. In  terms of musicians, I am at a music college which has an array of musicians. I can ask any of them to help carry out my  evidence to have a successful presentation. An explanation of How the project will be conducted with reasons for the choice of methods used In college, there is a video camera which is used for filming performances. I could use this to film my lesson with my student  and I could also get my various styles done on the video camera too. The reason why I would be doing this is because I will  be able to film in my college; resources will be there such as computers to print out handouts and whiteboards to write  lesson plans on. There will also be a drum kit, so I wont have to take a drum kit to a place to film. This is the best way for  me because it will cost me no money in terms of printing and filming. Also it will make things easier for my student because  he attends the college also and it is a very easy place for both of us to get to. In terms of the live performance video, I already have footage of live performances on YouTube. I can get access to these  videos very easily and I can also supply more than one video. Also I can provide performances from my live performance  unit at the college, so I feel that the resources that I have provided and where I will be able to access them will be the best  for me completing my graded unit. I can also provide recordings of music that I have recorded in the past to show that I can work in a studio environment such  as working with metronomes and also working with musicians in the studio, so I feel that, that will be another good piece of  evidence that I can provide for my portfolio. For the presentation, I am going to provide a PowerPoint presentation with headings of all the areas that I am going to cover  in my presentation. I will also construct a handout for the assessor to reference when I am explaining everything. During the  presentation, my video evidence will be shown also when I am presenting to the assessor. Things like the recorded tracks; I  can condense these into choruses to show a brief idea what my studio work is like. My lesson with my student, I will chop  that down into small chunks to briefly show what my teaching is like and I will show a longer clip of an area in the lesson  which I feel that I excel with the student. This will show how I get on with the student and it will also show the students  progress. Finally for the genres of music, this will be the longest video which I shall conclude the interview with. This will  end the lesson with a visual aspect and it will also keep the assessor interested, and more likely to enjoy doing the interview. As I mentioned earlier, I am going to plan a month in advance with a family member or a friend and I will go through my  interview with them. At the end of the interview, I will ask for feedback and ask what I can improve on for next time. This will  be good practice because it will give me an insight to what keeps people interested and what bores them. I can then apply  the feedback to my presentation and I will then have no fear in being nervous and boring the assessor. A statement of the criteria used to assess the effectiveness of the route chosen The criteria that I have chosen is to show all elements of my playing, I plan to add all of the stylistic areas that I have  covered in my instrument specific class, this will cover areas such as reggae, rock/pop, jazz, bebop and Latin. I have videos  that provide evidence of me playing these styles to a decent level and this will look better on me for the employer. By  adding a visual element to my method, this will save a lot of money for me and the employer instead of arranging auditions  so they can hear me play my instrument to a good standard. Also by adding MP3 files, this will give the employer a better  idea of what I am like in the studio, i. e. playing along to click tracks. I can provide evidence also from my instrument specific  classes because I will be playing along to backing tracks with a metronome. Areas such as my composition project, this will  show another aspect of my recording skills because I am able to provide evidence that I can compose a piece of music as  well as play drums. I am currently in a singing class in the college, this also opens my options for the employer by having   the option to sing onto a backing track if I was to be in the recording studio. This will show off my skills to a high level and it  will show that I can adapt as a musician and deal with new situations when confronting them face to face. With the amount  of visual evidence also, this will show that I have a high level of experience that gives me an even better advantage of being  hired by the employer.