Cultural Diversity in The Tempest Essay - 1654 Words

Cultural Diversity in The Tempest If we look at Shakespeares atypically short play The Tempest, the character of Caliban represents a noble savage who is enslaved, exploited, and endowed with low-self esteem due to the ethnocentric views of those who encounter him. In much the same way as the British originally exploited the Hindus or Americans exploited Native Americans, Caliban is considered the property of those who encounter him, solely because he is not of the same heritage, customs, and manners of his oppressors. The ostracism and exploitation of Caliban because he is perceived as a brutish animal compared to civilized folks is in keeping with the theme and intent of the play-to show that reality is†¦show more content†¦We can see in this statement Calibans desire to rebuild a population on the island that is of his genetics and culture. Caliban, echoing the noble savage, talks of the lovely self-sufficiency of the island and his life before Prospero enslaved him. He talks of the fruits and all the qualities of the island that he introduced to Prospero, regrettably. However, sounding like the British imperialist or the ethnocentric American who annihilated native cultures that stood in the way of their land grabs, Prospero contends he tried to educate and provide culture for the native but the vileness of his race prevented Caliban from learning, I have used thee,/Filth as thou art, with human care; and lodged thee/In mine own cell, till thou didst seek to violate/The honour of my child/...I pitied thee,/Took pains to make thee speak, taught thee each hour/One thing or other: when thou didst not,/Know thine own meaning, but wouldst gabble like/A thing most brutish, I endowd thy purposes/With words that made them known: But thy vile race/Though thou didst learn, had that int which/Could not abide to be with: therefore wast thou/Deservedly confined into this rock (Shakespeare 5). What this really shows is that Prospero believes his race and culture to be superior to the primitive but blissful existence Caliban had known on the island. We clearly see the undertones of ethnocentrism, racism and imperialism in these remarks. The colonization of manyShow MoreRelatedDoes Immigration Contribute to a Better America Essays770 Words   |  4 PagesDoes Immigration Contribute to a Better America? â€Å"Give me your tired, your poor, your huddled masses yearning to breathe free, the wretched refuse of your teeming shore. Send these, the homeless, tempest-tossed to me; I lift my lamp beside the golden door! American Jewish poet, Emma Lazarus, wrote the sonnet entitled â€Å"The New Colossus† which, today is engraved on a bronze plaque and mounted inside the Statue of Liberty. The message portrayed by Lazarus’s poem is to the millions of immigrantsRead MoreIllegal Immigration1356 Words   |  6 Pageshomeless, tempest-tost to me, I lift my lamp beside the golden door!† Our country embraces diversity, yet one of the most controversial and debated topics in the United States is immigration. The founders of the United States were immigrants themselves, heroes that believed in equality and acceptance for all people. Immigration has and will always be a vital part of our nation’s diversity, economic stability, and rich culture. Although, in a post 9-11 world, should security trump diversity? ShouldRead MoreIntertextuality In The Waste Land And The Hollow Man1435 Words   |  6 Pagesmethod, deriving symbolism from the grail legend and draws heavily on t he works of Miss Jessie L. Weston and Sir James Frazer. The application of the myth serves as a point of departure in maintaining the cultural perspective. â€Å"The past can inform and give significance to the present†¦Ã¢â‚¬  where the cultural heritage acts to bridge this feeling of fragmentation and isolation (Crews 19).The use of history and intertextuality of the past incorporates into the work to reestablish the belief that the loss inRead MoreThe Curriculum Of American Business Schools3707 Words   |  15 Pagesknowledge transference purposes do such opportunities serve, and is a market-based logic observable in the school’s socialization of students through study abroad programs? While business school study abroad programs may socialize students toward cross-cultural awareness, this paper finds such programs socialize student awareness in pursuit of fostering a corporate culture to benefit a neoliberal agenda. Further, study abroad opportunities are offered in pursuit of organizational marketing goals such asRead MoreA Reflection of the Skills Acquired from Inter-Professional Education and How They May Be Applied in Practice1782 Words   |  8 PagesNursing and Paramedics. As a group, our roles were the same because we discussed several different topics linked into the concept of professionalism for healthcare professionals, which consisted of communication, consent, safeguarding, ethics and diversity. This was a great platform to share my thoughts with my colleagues and it enhanced my listening skills because most of the group contributed and had their own opinions, which, as a healthcare professional, one has to respect. IPE was a good moduleRead More Architecture: Hancock Tower vs Prudential Center Essay3122 Words   |  13 PagesPrudential Center are structures that display the uneven change and the urban development that has occurred in this city over the course 19th century. Located in back bay these edifices work with the directionalities of their adjacent streets and the cultural history of the structures that surround them. Boston’s foundation was composed in a manner that designated and organized space. This creates the tension and contrast present in that between the two structures. The iconography that these structuresRead More Mexicans in the United States Essay3308 Words   |  14 PagesMexicans in the United States Introduction â€Å"We need to help students and parents cherish and preserve the ethnic and cultural diversity that nourishes and strengthens this community and this nation.† These words of the Chicano civil rights leader Cesar Chavez have resonated into the present vision of Mexican culture in America. Mexicans in the United States have created a vibrant culture that has crossed over to influence other cultures. The reality is that Mexicans have playedRead MoreMelting Pot6314 Words   |  26 Pagesoriginate? How was it used originally? 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INTRODUCTION Xanthomonas axonopodis is the bacterium which causes theRead More Argument for Increasing American Immigration Essay example2881 Words   |  12 Pages Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest-tossed to me. I lift my lamp beside the golden door. This inscription, which is found on the Statue of Liberty, greeted years of immigrants who passed through Ellis Island to America. It describes the idealized view of the United States as a nation of immigrants, where anyone can achieve the American dream. However, does

Ahmed Sékou Touré Biography

Ahmed Sà ©kou Tourà © (born January 9, 1922, died March 26, 1984)  was one of the foremost figures in the struggle for West African independence, the first President of Guinea, and a leading Pan-African. He was initially considered a moderate Islamic African leader  but became one of Africas most oppressive Big Men. Early Life Ahmed Sà ©kou Tourà ©s was born in Faranah, central   Guinà ©e Franà §aise (French Guinea, now the Republic of Guinea), near the source of the River Niger. His parents were poor, uneducated peasant farmers, though he claimed to be a direct descendant of Samory Tourà © (aka Samori Ture), the regions 19th-century anti-colonialist military leader, who had been based in Faranah for a while. Tourà ©s family were Muslim, and he was initially educated at the Koranic School in Faranah, before transferring to a school in Kissidougou. In 1936 he moved on to a French technical college, the Ecole Georges Poiret, in Conakry, but was expelled after less than a year for initiating a food strike. Over the next few years, Sà ©kou Tourà © passed through a series of menial jobs, while attempting to complete his education through correspondence courses. His lack of formal education was an issue throughout his life, and his lack of qualifications left him suspicious of anyone who had attended tertiary education. Entering Politics In 1940 Ahmed Sà ©kou Tourà © obtained a post as a  clerk for the   Compagnie du Niger Franà §ais while also working to complete an examination course which would allow him to join the Post and Telecommunications Department (Postes, Tà ©là ©graphes et Tà ©là ©phones) of colonys French administration. In 1941 he joined the post office and started to take an interest in labor movements, encouraging his fellow workers to hold a successful two-month long strike (the first in French West Africa). In 1945 Sà ©kou Tourà © formed French Guineas first trade union, the Post and Telecommunications Workers Union, becoming its general-secretary the following year. He affiliated the postal workers union to the French labor federation, the Confà ©dà ©ration Gà ©nà ©rale du Travail (CGT, General Confederation of Labor) which was in turn affiliated to the French Communist party. He also set up French Gunieas first trade union center: the Federation of Workers Unions of Guinea. In 1946 Sà ©kou Tourà © attended a CGT congress in Paris, before moving to the Treasury Department, where he became the general-secretary of the Treasury Workers Union. In October that year, he attended a West African congress in Bamako, Mali, where he became one of the founding members of the Rassemblement Dà ©mocratique Africain (RDA, African Democratic Rally) along with Fà ©lix Houphouà «t-Boigny of Cà ´te dIvoire. The RDA was a Pan-Africanist party which looked towards independence for French colonies in West Africa. He founded the Parti Dà ©mocratique de Guinà ©e (PDG, Democratic Party of Guinea), the local affiliate of the RDA in Guinea. Trade Unions in West Africa Ahmed Sà ©kou Tourà © was dismissed from the treasury department for his political activities, and in 1947 was briefly sent to prison by the French colonial administration. He decided to devote his time to developing workers movements in Guinea and to campaign for independence. In 1948 he became the secretary-general of the CGT for French West Africa, and in 1952 Sà ©kou Tourà © became secretary-general of the PDG. In 1953 Sà ©kou Tourà © called a general strike which lasted for two months. The government capitulated. He campaigned during the strike for unity between ethnic groups, opposing the tribalism which the French authorities were promulgating, and was explicitly anti-colonial in his approach. Sà ©kou Tourà © was elected to the territorial assembly in 1953 but failed to win the election for the seat in the Assemblà ©e Constituante, the French National Assembly, after conspicuous vote-tampering by the French administration in Guinea. Two years later he became mayor of Conakry, Guineas capital. With such a high political profile, Sà ©kou Tourà © was finally elected as the Guinean delegate to the French National Assembly in 1956. Furthering his political credentials, Sà ©kou Tourà © led a break by Guineas trade unions from the CGT, and formed the Confà ©dà ©ration Gà ©nà ©rale du Travail Africaine (CGTA, General Confederation of African Labor). A renewed relationship between the leadership of the CGTA and CGT the following year led to the creation of the Union Gà ©nà ©rale des Travailleurs dAfrique Noire (UGTAN, General Union of Black African Laborers), a pan-African movement which became an important player in the struggle for West African independence. Independence and One-Party State The Democratic Party of Guinea won the plebiscite elections in 1958 and rejected membership in the proposed French Community.  Ahmed Sà ©kou Tourà © became the first president of the independent republic of Guinea on October 2, 1958. However, the state was a one-party socialist dictatorship with restrictions on human rights and suppression of political opposition.  Sà ©kou Tourà © promoted mostly his own Malinke ethnic group rather than maintaining his cross-ethnic nationalism ethic. He drove more than a million people into exile to escape his prison camps. An estimated 50,000 people were killed in concentration camps, including the notorious Camp Boiro Guard Barracks. Death and Legacy He died  March 26, 1984, in Cleveland, Ohio, where he had been sent for cardiac treatment after becoming ill in Saudi Arabia. A coup detat by the armed forces on April 5, 1984, installed a military junta that denounced  Sà ©kou Tourà © as a bloody and ruthless dictator. They released about 1,000 political prisoners and installed  Lansana Contà ©Ã‚  as president. The country was not to have a truly free and fair election until 2010, and politics remain troubled.

Instructional Programs For Technology Education - 938 Words

To develop meaningful instructional programs for technology education, goals need to be in place to direct the outcomes of curriculum development and teaching. They go beyond everyday teaching objectives; they are directed at long-term learning and programmatic outcomes. Performance standards measure how much of the content the student is proficient. Opportunity-to-learn standards ensure the learning is student focused, everyone has a right to education and that education should be learner centered. For an educational technology standard to be most effective it needs to recognize these three standards. International Society for Technology in Education (ISTE) has accomplished this with its National Educational Technology Standards (NETS). The standards provided by NETS provide a comprehensive set of goals to encourage a technology integrated education. Introducing educational technology into the developing world is multidimensional and requires many basic issues to be recognized and addressed. It is becoming recognized that telecentres and the use of ICT in developing countries to assist in meeting the Millennium Development Goals is becoming increasingly viable. Focus Area #1: Technology Operations and Concepts Throughout this program, you have developed your technical skills by using various tools, applications, hardware, and software such as the Internet, Microsoft Word, Excel, and PowerPoint. You have also used a Web editor along with other Web-basedShow MoreRelatedTeacher Training Of Assistive Instructional Technology939 Words   |  4 PagesTeacher training in assistive instructional technology (AIT) has been a topic of discussion that has heightened with the drive for differentiated instruction. Although, research has been extensively conducted on pre-service training, not much research has indicated the success of teacher training in assistive instructional technology for in-service experienced teachers (Edyburn, 2014). In an attempt to advance the science in the field of leadership and educational administration in relationship toRead MoreThe Leading Theories For Development Of Adult Education Programs Essay1362 Words   |  6 PagesAndragogy and TPACK have been the leading theori es for development of adult education programs and curricula. This white paper will provide various reasons to support the need for professional training programs to be implemented into educational settings for instructional leaders, coaches and supervisors. As the technological era continues to grow and flourish, instructional leaders are not able to effectively support instructors in implementing the technological, pedagogical, and content knowledgeRead MoreResearch Based Teaching Strategies Educators Essay1570 Words   |  7 PagesResearch Based Teaching Strategies Students with severe and profound visual impairments benefit from an inclusive educational environment. They need a specialized educational program to learn self-care skills, functional academic skills, social skills, and vocational skills (Korir, 2015). Successful strategies educators can use when teaching students with severe visual impairments include vision training, support strategies, functional vision training, and orientation and mobility training (WestlingRead MoreAssistive Technology And Instructional Technology1551 Words   |  7 Pagesâ€Å"The number one benefit of information technology is that it empowers people to do what they want to do. It lets people be creative. It lets people be productive. It lets people learn things they didn t think they could learn before, and so in a sense it is all about potential.† –Steve Ballmer Technology can be very empowering especially for children who are exceptional. In understanding both Assistive Technology and I nstructional technology one may begin to see how they can both beneficial to studentRead MoreStem Integration Within America s Schools971 Words   |  4 PagesCommittee of Highly Successful School for Programs for K-12 STEM Education (2011) calls for schools to â€Å"strive for excellence for all students in all disciples† (p.13). 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In Flanders Fields Essay Example For Students

In Flanders Fields Essay In Flanders FieldsIn Flanders fields the poppies blow Between the crosses, row on row,That mark our place; and in the skyThe larks, still bravely singing, flyScarce heard amid the guns below.We are the Dead. Short days agoWe lived, felt dawn, saw sunset glow,Loved, and were loved, and now we lieIn Flanders fields.Take up our quarrel with the foe:To you from failing hands we throwThe torch; be yours to hold it high.If ye break faith with us who dieWe shall not sleep, though poppies growIn Flanders fields.#9;John McCraes ;quot;In Flanders Fields;quot; as a Canadian Cultural Artifact;nbsp;The poem, ;quot;In Flanders Fields;quot; written by Canadian John McCrae remains one of the most important and memorable pieces of war poems ever written. John McCrae came from a respectable family and became a soldier/ doctor/ author/ teacher. Though he wrote textbooks on medicine and numerous poems he will be forever remembered as being the voice of the many who had fallen during WWI. ;quot;In Flande rs Field,;quot; stirred the hearts of soldiers and their familys everywhere- not just Canada. In a simple language and with flowing verse it vividly evoked the situation and emotions of the front line troops. John McCraes poem later inspired the poppy to become the symbol of Remembrance and sacrifice.;#9;John McCrae was born in Guelph, Ontario on November 30,1872 to two established, respectable and hardworking Scottish parents, David McCrae and Janet Simpson Eckford. The McCraes were staunch Presbyterians with the resilience and self-reliance of second-generation pioneers in Canada. David McCrae instilled a strong sense of duty and healthy respect for military values in his two sons. John McCrae was offered a scholarship from the University of Toronto in 1888 where he went on to study physiology and pathology as well, McCrae wrote poetry for the school paper The Varsity. From there he graduated from medical school with a gold medal for his outstanding academic performance. In 1899 h e moved to Montreal to accept a fellowship in pathology and to study at the McGill University School of Medicine. Although McCrae was devoted to his medical career; when the Boer War erupted he was one of the first volunteers who wished to go and contribute to the defense of the Empire. John McCrae had been brought up to cherish the duty of fighting for ones country and was eager to do his part. The Boer (in 1899) war was his first experience where his military skills as a soldier came before his role of doctor. When Britain declared war in 1917 and joined forces with the Allied powers, Canada followed suit immediately. McCrae had seen first hand the deadly effects of war and had no illusions of what to expect. McCrae was assigned to be surgeon to the 1st Field Artillery Brigade. He felt he was one of the most qualified doctor-soldiers in the country and felt his obligation to the country and to the Empire. McCraes greatest test would come when his Canadian contingent were sent to t he Ypres Salient. Up to this point the Canadians were not regarded as fighting soldiers and were thus given the assignment of occupying this relatively quite sector of the front. The importance of Ypres would soon be realized when on April 22, 1915 the German line used the first poisonous gas attack in war against the Canadians and Algerians troops to gain access to the important roads that intersected in Ypres. The Algerian troops fled leaving a gap of six kilometers along the trench system. Now the German side had the ability to take control of the area. Somehow the gap was filled with the Canadians who even managed to counterattack, a strategy that came as a complete surprise to the Germans. John McCraes post was near a particularly dangerous section of the road. The Germans had it covered with artillery fire for seventeen days of battle. McCrae would later write:#9;quot;Seventeen days of Hades! At the end of the first day if anyone had told us we had to spend seventeen days ther e, we would have folded our hands and said it could not be done. After the Second Battle of Ypres there was no longer any doubt of the courage and strength of the Canadian troops. On May 2nd, McCraes close friend and one time student, Lieutenant Alexis H. Helmer was killed by a German shell. McCrae performed the burial himself in the absence of a chaplain service that night to avoid any enemy detention. The next day during a lull in the fighting, McCrae took a break and stared at the cemetery where his friend was buried the day before. He noticed that each day the rows of white crosses grew longer and the field of Flanders was carpeted with blood red poppies. John McCrae then spent twenty minutes scribbling fifteen lines of verse on a scrap piece of paper. When he was done he took the piece of paper and gave it to Cyril Allinson, a twenty-two year old sergeant major who was delivering mail that day. Allinson describes the seen:quot;The poem was exactly an exact description of the sc ene in front of us both. He used the word blow in that line because the poppies actually were being blown that morning by a gentle east wind. It never occurred to me at that time that it would ever be published. It seemed to me just an exact description of the scene.quot; General Morrison wrote, quot;this poem was literally born of fire and blood during the hottest phases of the 2nd Battle of Ypres.quot; The poem was eventually sent to England. The Spectator in London rejected it but Punch published it on December 8, 1915. Physics Problem EssayGranfield, Linda. In Flanders Fields: The Story of the Poem by John McCrae. Toronto: Lester Publishing Limited, 1995. In Flanders Fields Museum. September 1998. http://www.inflandersfield.be (October 12,1999). McCrae, John. In Flanders Fields. Toronto: William Briggs, 1919. Prescott, John F. In Flanders Fields: The Story of John McCrae. Ontario: The Boston Mill Press, 1985. Ruggenberg, Rob. ;quot;In Flanders Fields.;quot; The Heritage of the Great War. 1995. http://www.iaenv.nl/users/robr/poppies.html (October 12, 1999). Smithson, Dan. In Flanders Fields. Toronto: Fitzhenry ;amp; Whiteside Limited, 1984. Vance, F Jonathan. Death So Noble: Memory, Meaning and the First World War. Vancouver: UBC Press, 1997.