Aime A Tempest and The Tempest - Free Essay Example

Sample details Pages: 4 Words: 1120 Downloads: 3 Date added: 2019/10/30 Category Literature Essay Level High school Tags: The Tempest Essay William Shakespeare Essay Did you like this example? Aime Cesaire inspiration to write A Tempest was Shakespeares play called The Tempsest. Aime is well known from his reputable post-colonial poetry as well as essay and play writing. A Tempest is a new rendition of Shakespeares The Tempest with a similar cast of characters and flow of the plot. Don’t waste time! Our writers will create an original "Aime A Tempest and The Tempest" essay for you Create order However, Aime Cesaire slightly transformed the characters into depicting Ariel and Caliban as oppressed natives and Prospero as the manipulative European power. The two slaves use different approaches on their master all with the hope of being free. Ariel comes in a friendly manner to negotiate for independence whereas Caliban is bitter and rude towards Prospero. From the play, the audience gets to see the authors anti-colonist ideas, from the colonized perspective by exploring the relationship between colonial subjects and the colonizer. The setting of the play is on some island in the Caribbean where Prospero lives. Caliban is designed as a black slave whereas Ariel is a mulatto slave and was treated better. Caliban is depicted as an oppressed native that is rebellious against colonization. His ultimate goal was to be liberated from the chains of his master; therefore, he was willing to do all that was within his power to attain this. Ariel is obedient and loyal to Prospero as he respects his word and obeys all the orders given to him without hesitation. He truly believes that someday he will be granted his freedom. The reason for his belief is perhaps the better treatment he receives. Ariel seems to be more outspoken of his feelings to his master. For instance, at one point Prospero asks him whether he is upset and Ariel pleads him to relieve him off too much labor. Prospero busted Listen, and listen well! Ive got a job to do, and I dont care how it gets done! (Cesaire and Miller15) And although he (Ariel) is shouted at, he still keeps reminding the colonizer of the promise to let him free. The author tries to portray Ariel is a character that clings to things told in the past even though they seem like lies. As the audience sees, there was no possible way that Prospero was going to emancipate any of his slaves without having their replacements. Ariel is optimistic that the excellent service he offers and submi ssiveness will make the master honor his promise. Meanwhile, Caliban slights Prospero every opportunity he gets. As the play starts the greeting that Caliban uses with his master is a Swahili which also means freedom. Prospero had forbidden the use of vernacular in his compound, and this leads him to complain. As we can see from this Caliban is daring and likes provoking the colonizer. When asked not to use his native language, Caliban attempts claiming birthrights to the island, which angers Prospero to the extent of wanting to whip him. Here it is notable that this slave does not care much about the kind of relationship he has with the colonizer. He openly shows that he does not like the living conditions of being someones property. During their argument, Caliban asks Prospero to be addressing him as X, a man without a name or better yet a man whose name has been stolen. Caliban is more talkative, less submissive and resistant. He tries to authorizing his freedom by speaking it. Throughout the play, the conversation between Caliban and Prospero is more compared to Ariel. It was through these conversations that Caliban realized that being freed from the master was not something that would happen peacefully. The work done by the salves was quite a lot, and Prospero could not manage to do it by himself. Moreover, this colonialist was authoritative and loved power as depicted by the author of the play. With this knowledge, Caliban began thinking of ways to eliminate the master to be free. Caliban boldly takes a stand-in opposing Prosperos orders. And despite Ariel trying to persuade him otherwise he still holds on wanting freedom immediately. The black slave explains to his co-worker that their master had become more demanding and intolerable. From the interaction between the two, it seems as though Ariel is genuinely a humble individual, who cannot do any harm which is contrary to Caliban. Another difference between the slaves is how Caliban strives to preserve his identity whereas Ariel does not care at all. Ariel reminds Caliban of the power their master had and Caliban replies, Better death than injustice and humiliation. (Cesaire and Miller24) This statement shows how determined Caliban is towards safeguarding his identity. He wants to remain primitive and ignorant. Ariel used to coat his speech when addressing the master, contrary to Caliban who showed his apparent hatred in his talks by using curses. According to Prospero, his servants owe him a debt of gratitude for introducing them to modernity. Maybe this was the reason as to why Ariel was patient and believed the master would at some point grant him freedom. He was content to serve the master until this debt is paid off. But when it comes to Caliban, he did not feel as though he owed Prospero anything. Therefore it is right to say that Ariel had something that kept him motivated to be submissive whereas Caliban did not. More insight is added to Calibans attitude and character after his encounter with Trinculo and Stephano. The black slave willingly subjugates himself to them and begs them to be his master. No one would have expected this, which shows Caliban to be incapable of autonomy. Under his new master (Stephano) Caliban condition worsens as he stopped being rebellious. Here he no longer sent curse as he used to when under Prospero and being more submissive seems to be making him more pathetic. Caliban thought maybe going to another master would be some freedom, but that was not the case. In the end, he resigned himself back to Prospero and promised to be more submissive than before. As for Ariel, he did find his freedom eventually, and his state ends up being better than it was as the scene began. With the different approaches used by the slaves, it appeared like Caliban was the one to earn his freedom first. Ariel was always down to earth and careful with the choice of words he used. Caliban even went as far as plotting to kill his master which he did not succeed and instead when released to Stephano he yearned to return to Prospero. Ariel negotiations and commitment convinced the master to fulfill his promise of granting him true liberty. The two slaves were different even on the tone they used while talking to Prospero and this too did matter in determining their fate.

Performance Management System - 1382 Words

Daniels, Aubrey (4th edition, July 2004). Performance Management: Changing Behavior that Drives Organizational Effectiveness. Performance management (PM) includes activities that ensure that goals are consistently being met in an effective and efficient manner. Performance management can focus on the performance of an organization, a department, employee, or even the processes to build a product or service, as well as many other areas. Performance management as referenced on this page is a broad term coined by Dr. Aubrey Daniels in the late 1970s to describe a technology (i.e. science imbedded in applications methods) for managing behaviour and results, two critical elements of what is known as performance. Its application This is†¦show more content†¦Any discrepancy, where Actual is less than Desired, could constitute the performance improvement zone. Performance management and improvement can be thought of as a cycle: 1. Performance planning where goals and objectives are established 2. Performance coaching where a manager intervenes to give feedback and adjust performance 3. Performance appraisal where individual performance is formally documented and feedback delivered A performance problem is any gap between Desired Results and Actual Results. Performance improvement is any effort targeted at closing the gap between Actual Results and Desired Results. Other organizational development definitions are slightly different. The U.S. Office of Personnel Management (OPM) indicates that Performance Management consists of a system or process whereby: 1. Work is planned and expectations are set 2. Performance of work is monitored 3. Staff ability to perform is developed and enhanced 4. Performance is rated or measured and the ratings summarized 5. Top performance is rewarded Performance appraisals, performance reviews, appraisal forms, whatever you want to call them, let s call them gone. 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A well developedRead MorePerformance Management System : Management929 Words   |  4 PagesWeaveTech Performance Management System Performance management is the process a business uses to assess and determine the efficiency in achieving set objectives. A durable performance management system relies on a trusting relationship between employees and employers. When employees doubt the credibility of employers, they also distrust the results of any performance management metrics that are produced. Inconsistent feedback from management can result in poor performance and cause confusion or resentmentRead MorePerformance Management System2974 Words   |  12 PagesHUMAN RESOURCE MANAGEMENT PROJECT on PERFORMANCE APPRAISAL SYSTEM Submitted to: Dr. Pampari Venkataswamy Submitted By: TARUNA CHAWLA Enrol.No.-08BSHYD0892 Section-B INDEX 1. Executive Summary ------------------------------------------------------------------------- 3 2. 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The subject of my research paper and performance management system will be an organization that I m quite familiar withRead MoreThe Performance And Reward Management System1501 Words   |  7 PagesPerformance ratings is part of the performance and reward management system that used to support organisations’ personnel decisions in performance appraisal, promotion, compensation, and employee development (Yun, Donahus, Dudley, McFarland, 2005). Accurate performance ratings are fundamental to the success or failure of the performance management process, therefore, raters have been suggested to be fully trained to minimise potential errors in performance ratings (Biron, Farndale, Paauwe, 2011)Read MoreThe New Performance Management System1452 Words   |  6 Pagesreview the present performance management system and make it a coherent performance management system in order to hold employees accountable for their actions incentivize strong employee perform ance by offering thoughtfully designed compensation packages, including salaries, bonuses and equity opportunities in the form of options. The new performance management system would institute a forced distribution model of performance rankings, shifting from an absolute ranking system to a relative one. Read MorePerformance Management Systems And Compensation855 Words   |  4 Pagesrise to the increased use of expatriates for inbound and outbound assignments. As such, new ways of determining performance and compensation have been developed. Performance management systems are now commonplace in Indian organizations and MNCs operating in India. The most frequently used system is the Target Based Evaluation/MBO. Most organizations are now also linking performance to rewards. Compensation and compensation plans vary widely throughout India. However, expatriates cost generallyRead More Performance Management System Essay931 Words   |  4 Pagesdepends largely on the extent to which the organization’s performance management system (PM) is capable of developing the knowledge, skills, and abilities of its people (Allan, 1994). Thus, knowledge of developing and implementing an effective PM system plays an essential role in achieving competitive advantage. Using the table provided in Case Study 1-1 (Aguinis, 2009, pp. 24-25), this paper analyzes the content and efficacy of the PM system being used by Aeternus Life Insurance Corporation (renamed

They Poured Fire on Us from the Sky Free Essays

About the Book Benjamin, Alepho, and Benson were raised among the Dinka tribe of Sudan. Theirs was an insulated, close-knit world of grass-roofed cottages, cattle herders, and tribal councils. The lions and pythons that prowled beyond the village fences were the greatest threat they knew. We will write a custom essay sample on They Poured Fire on Us from the Sky or any similar topic only for you Order Now All that changed the night the government-armed Murahiliin began attacking their villages. Amid the chaos, screams, conflagration, and gunfire, five-year-old Benson and seven-year-old Benjamin fled into the dark night. Two years later, Alepho, age seven, was forced to do the same. Between 1987 and 1989, thousands of other young Sudanese boys did likewise, joining this stream of child refugees that became known as the Lost Boys. Their journey would take them over one thousand miles across a war-ravaged country, through landmine-sown paths, crocodile-infested waters, and grotesque extremes of hunger, thirst, and disease. The refugee camps they eventually filtered through offered little respite from the brutality they were fleeing. In They Poured Fire on Us From the Sky, Benson, Alepho, and Benjamin, by turn, recount their experiences along this unthinkable journey. This is a captivating memoir of Sudan and a powerful portrait of war as seen through the eyes of children. And it is, in the end, an inspiring and unforgettable tale of three young boys who, cast against all elements, had the will, the tenacity, and the very good luck to survive. TEACHING AND READING GUIDE In the Classroom This disarmingly intimate memoir delves beyond headlines to bring readers deep into the heart of the Sudanese conflict – and into the flight of three children determined to escape it. It deciphers Sudan’s struggle from the inside. Who is fighting it? Why? Who are the victims? How did these boys survive without food, without family, for so long? At the same time, the journey of Benson, Alephonsion, and Benjamin over these many years and these thousand miles reveals how small minds comprehend and process the violence of war. Their story also begs the question: Can and should the international community intervene? What can be done? Pre-Reading Activity Have students bring in recent news articles and clippings regarding developments in Sudan. Try to piece together the conflict from these accounts and clippings. Discuss the history of Sudan’s war. How do the students feel about the conflict? What do they think it is like to grow up during wartime? You may also invite them to bring in articles regarding intervention or immigration. Do they think intervention important? How do they feel about refugees, like the Lost Boys, seeking asylum in this country? USING THIS GUIDE To the Teacher: Reading and Understanding the Story examines the reader’s comprehension and retention of the book itself, and of the war as Benson, Alepho, and Benjamin relate it. Students should refer to the narrative to answer these questions. Themes and Context encourages students to use the book as a lens into larger ideas, events, and issues. These questions encourage students to think freely and independently on the war in Sudan and the broader moral and political debates stemming from it. Teaching Ideas offers course-specific projects, essays, and discussion questions for classes: English/Language Arts, Geography, History, Science, and Social Studies. READING AND UNDERSTANDING THE STORY Definitions Ask students to define the following terms with reference to the book: Dinka; SPLA; refugee; jihad; genocide; murahiliin; UNHCR. Comprehension Look at a map of Africa. Locate Ethiopia, Kenya, Sudan, Kenya. Identify the Nile River. Find Sudan’s capital city, Khartoum. Try to locate Bhar al Ghazal (the region where the Dinka live). Before this phase of the Sudanese war, a treaty had brokered peace between northern and southern Sudan. What was the name of this treaty? (See Judy Bernstein’s introduction. ) Describe the landscape in which the authors grew up. What was their village life like? Benson recalls first learning of the war around village fires. What does he learn from the tribe elders? For much of his journey, Benson wears red shorts. Where did he get these? They are almost ruined one night. What happens to them? Why does he treasure these shorts so much? Along their journey, Benson, Benjamin, and Alepho meet many kind family and friends. Who is Monyde? Who is Yier? Why are they important in this story? Despite their clear desperation and young age, time and again the boys find villages turning them away, denying them food, and directing them back into enemy hands. Why do the villages do this? Yier recalls the government storming Wau Wau University. â€Å"We were led to the dorms and questioned: Do you know the leader of the rebels, ______? What was the name of this leader? As the refugee camp takes shape at Panyido, the UN begins sending food relief. What do they send? How does this diet differ from the usual Dinka diet? What are some of its mis-intended consequences? (see p. 92) Benson writes â€Å"I have many bad memories that I will never erase from my brain† but of these, the flight from Panyido stand s out. Why were the Sudanese forced to leave Panyido (Ethiopia)? The refugees had only one means back into Sudan. What was it? What were the perils of this flight? Who was Mr. Hyena? Why did the refugees call him that? Name two positive aspects of Kakuma life for the Lost Boys. Name two negative aspects of it. At Kakuma, refugees receive food in the form of grain rations. Though the rations are small, many still end up selling some portion of these at the market. Why do they do this? What are the consequences when the camp learns of this underground grain market? The journey through the refugee camps and finally, to America introduces the Lost Boys to a new language (words like â€Å"dessert† and â€Å"because†), a new culture, and many new things. Recall two episodes where the authors encounter new objects or concepts. Describe their initial reaction in each instance. BROADER THEMES AND QUESTIONS FAMILY AND FRIENDSHIP. Robert E. Lee once said â€Å"What a cruel thing is war†¦ to fill our hearts with hatred instead of love for our neighbors. † After reading this book, do you think this is always the case? How does war impact families? How does it shape friendships? What qualities does it bring out in people throughout the story? RITES AND INITIATIONS. â€Å"My mother wore the radiating scarification mark on her forehead as a sign of her bravery† remembers Benson. Rites and initiations are important aspects of the Dinka culture. Explain two different cultural initiations common to the Dinka. What is the role of such rites in a culture? Do you know of any such rites, initiations, and/or identifying marks in your own family or culture? GROWING UP. Though torn from their homes and their families, the Lost Boys were still very much children. From their early childhood in the village to their adolescence in the refugee camps, we watch them grow up in this story. Can you relate to any of their experiences growing up? What about the games they play? How do they view and interact with the opposite sex? How do their views of education relate to your own? How do their perceptions of adults and authority figures change through the story? THE â€Å"OTHER†. Benson’s father attempts to describe the enemy to his children. He explains: â€Å"The government troops are Arabs and call themselves Muslims. The Arabs wear a long white dress with a large handkerchief tied on their ears†¦They speak a strange language that we cannot understand. † But when he continues he says: â€Å"You must beware. Some of the Muslims are traitors from Dinka tribes; they speak the way we do. † Imagine Benson’s confusion. Are friends and allies easily distinguished in war? Consider how we try to describe and define people â€Å"other† than our peers and ourselves. Do physical traits define who we are and who we are not? Link this idea to recent other conflicts and wars: Rwanda; Vietnam; the Israeli-Palestinian conflict. LIFE AS A REFUGEE. Kakuma Refugee Camp in Kenya is the light at the end of a long and dark journey for the Lost Boys. They risk everything and endure unspeakable pain, hunger and thirst, just to enter the camp. Yet the camp presents them with its own menaces and challenges. After several years in the camp Benson decides he hates it than â€Å"more than anyplace. What makes him say is this? How do the Kenyans and the camp administrators treat the refugees? What is life like as a refugee? SPIN. Joseph Goebbels, the Propaganda Minister in Nazi Germany, once declared: â€Å"We have made the Reich by propaganda. † Throughout They Poured Fire on Us from the Sky, we see government and rebel forces alike manipulating facts and me dia to their own ends. Consider the role of propaganda in the book. How and why do you think leaders use propaganda? What is its purpose? What is its impact? Have you ever heard of or encountered propaganda in your own media? What about in the government? GEOGRAPHY AND CULTURE. When the Sudanese government institutes Sharia law over all of Sudan, the Dinka tribes grow angry. Benson recalls the village elders complaining: â€Å"We have too much to do with our cattle, our plantations and hunting†¦. † What is Sharia Law? What are some of the reasons the southerners resist it? What role do you think physical and geographic constraints play in determining the ideals and traditions of a community? TEACHING IDEAS English/Language Arts Ask students if they know of any immigrants, in their family or community, who came to the US from another country? Have them interview these individuals about their journey and present that person’s story to the class. Allow students to decide the medium for their presentation. For example, they can create a video-audio montage, enact it before the class, or rewrite that person’s story as a first-person narrative. Immigration and interventionism make major news headlines these days. Have students select one of these issues and research both sides of the debate. Then have them select a position, write a position statement on the issue, and then team up to â€Å"debate† the issue in class. Have students create a Kakuma Camp newspaper. Possible sections could include: Arts and Leisure, Sports, International News, Op-Eds, Marketplace (which could include articles on food rations or the state of trading in the Kenyan marketplace). Geography Make a map of Sudan. Have students chart out the major cities, rivers, mountains, and deserts. Have them demarcate the northern/southern divide and indicate the primary religion, resources, and activities of each region. â€Å"Piecing together Africa†. As the boys recall the landscapes they cross in they journey, they reveal Africa to be a land of rich and varied terrain – far more so than American students sometimes think. Create a large outline map of Africa. Cut out the countries and divide these among the students. After researching their country(s), students should report back with their cutout clearly indicating the major physical and geographic traits of that area. Now reassemble the map (preferably on a large surface). Have the students examine the reassembled map and try to understand the great geographic differences and divides of this continent. The southern tribes resist Sharia Law because, in part, as farmers and cattle-herders: â€Å"We don’t have time to pray five times a day. Have students research Islamic countries and report back on the major geographic features of these countries. What are the major resources, commodities, and products of these nations? Does physical geography correlate to cultural geography? Ask them what role they think geography played in shaping traits of their own communities. History Colonization, violence, and civil war represent only a part of Sudanâ⠂¬â„¢s history. Create a Sudanese cultural timeline around the classroom. Assign students to specific periods in Sudanese history and ask them to research major events and cultural elements in that era. Have them create posters and/or dioramas replete with images and any objects they might find that illuminate their portion of the Sudanese timeline. History is always being created, and sometimes revised, by its sources. In August of 2005, John Garang died in a plane crash in Sudan. Have students locate accounts of this plane crash. Be sure they consult a variety of news media publications: left, right, American, British, African, Sudanese. Have them read the different accounts out loud to the class. Do these vary at all in facts or in tone? Discuss the importance of noting, and cross-referencing, sources in historical research. Science â€Å"We were all heads and hipbones. † Along the journey, the boys describe unimaginable hunger, such that they become like â€Å"stoneheads† teetering along. Investigate the impact of hunger on the human body. What are the caloric needs of the body? How does hunger impact body functions? How does it affect mental capacity? Have students consider their own diets and create caloric scales. Balance their daily intake of calories versus those the boys received (through their rations) at Kakuma. Have students identify the major illnesses and diseases that appear in this story (e. g. ehydration, snake bite, yellow fever, dysentery). Have them create a medical chart of these diseases. What are the causes? What are the symptoms? What is the treatment? Social Studies The UN is a large and complex organization. Have the students research and create an organizational chart of the UN system. How is it organized? How is it governed? How is funded? Where do groups like the UNHRC fit in this scheme? How are such subsidiary bodies programs administered, funded, and maintained? Have students read the UN Convention on the Crime of Genocide. What organizations report on instances of genocide today? Find examples of such reports in recent times. Distribute a template to the students and have them complete a rights report on one of these recent crises. Though governments, and economists, dislike them, underground economies can be necessities – at least to the producers and consumers within them. Why do the Kakuma refugees sell some of their precious rations? Why does the UN consider this wrong? Have students consider the case of Kakuma trading and set up a mock trial/debate that argues the social and economic consequences of such markets within aid-dependent economies. How to cite They Poured Fire on Us from the Sky, Papers