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Atwood’s The Handmaid’s Tale: Anger Powerfully and Artistically Expressed

Atwood’s The Handmaid’s Tale: Anger Powerfully and Artistically ExpressedThe correct function of literature has likely been debated and argued for as long as stories have been told. However, in modern times the freedom and ability for writers from subordinate and minority groups to have their say on the issues that affect them have brought new elements into this age-old debate. While it has long been questioned whether writers should elect to delight or instruct, should take on social or political issues in their work, the question is given a twist when these writers belong to groups who’ve somehow been oppressed and use their newfound voices to deliver a sociopolitical message charged with anger. Clearly, the anger of a subjugated people is a justifiable emotional response to the sort of oppression handed down by the powers that be, yet the place and function of that anger in literature is less clearly defined with respect to an audience’s ability or willingness to accept it. I believ insistence on objectifying women, be it sexually or reproductively, is apparent but without ever seeming overly dominant or heavy-handed. Atwood seems to suggest that as horrible as the world is for women in Gilead, this social reprogramming of women is not entirely different from the way women are socialized now. It seems that in our society a woman is still somewhat trapped in a box, given limitations by society based on her sex, though not as rigorously restrictive as those imposed on Gileadean women. The names of the Handmaids strike close to home in juxtaposition to the society we live in. As absurd as it seems that a woman belonging to a man named Fred should be called “Offred”, we seem to have few qualms about the fact that the overriding majority of married women still take their husband’s last names. Atwood is showing us that in some ways our own culture is a little too close in resemblance to the nightmare of Gilead.To be specific, the main source of Atwood’s anger seems to n it and felt it; the reader senses Atwood’s anger in the undertones that pervade Offred’s tale. Offred is resigned to the way things are, yet she defiantly dreams of the way the world was before, reconstructing the old world, she speaks of “the time before” whenever she can, and engages in acts of subversion that make it clear that she is not willing to go along with the Gileadean way of life quietly. Moira is a character whose presence seems an outlet for Atwood’s anger and sense of rebellion against all things traditional and conformist. Her extreme feminism, her lesbianism, her rebellion and escape from the Center, her presence at Jezebel’s, and even her crassness and bluntness in speech are outright expressions of an anger with Gilead, and implicitly, for Atwood, the conditions in our own society that would allow a Gilead to come into existence. Moira seems to function as an unfiltered expression of disgust, of a sense of being fed up with putting on airs and a refusal to live by d in her adherence to her own mission that she is willing to paint a portrait that would be false or unrealistic by electing to portray Offred as someone who is not reliant on or in need of love. The truth is that the founding fathers of Gilead have neglected love’s importance, and that all members of the society, not just Offred and the female characters, suffer as a result. Also, the inclusion of the relocation of The Children of Ham (Atwood 83), reminiscent of American Indians’ relocation to reservations in the U.S., indicates that not only women have suffered as a result of the implement of the new society, but also minority groups, in this case African-Americans. Lastly, the Gileadean’s persecution of other religious groups is still further evidence that Atwood recognizes that when the machine of oppression begins churning, it can and most likely will systematically wreak havoc on every section of society, piece by piece, controlling and subjugating any groups in opposition to itsof, rich white males that permeate The Handmaid’s Tale are feelings I can understand and find justified. However, if a particular reader objects to the antipathy expressed by Atwood, he or she might find the novel foolish and farfetched, a gross exaggeration of a problem that exists only in small dosages. When deciding to take on a social task with her novel, Atwood runs the risk of offending or putting off people on the other side of the fence with regard to that social issue. I feel though that Atwood is not indicting our society too harshly so as to stir up anti-Feminist feeling or turn many readers off by dealing with the issue of women’s rights and prompting readers to look at women’s position in society. I think most readers are open-minded enough to understand that every system has its glitches and can face the fact that there are serious problems that exist with respect to certain attitudes prevalent in our own culture, and therefore can digest this novel with little problem.Wr 1

인문/어학| 2005.02.12| 8페이지| 1,000원| 조회(577)

Atwood, The Handmaid’s Tale, 핸드메이드, Atwood’..

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postive effects of video game playing, a Persuasive Perspective

Positive Effects of Video Game Playing, a Persuasive PerspectiveIn the coming weeks, parents all over the world are going on journeys everywhere, in hopes of getting the gifts that their children are dying for. From dolls, to toys, bikes, board games and clothes, the lists are endless. Kids, both the little and big ones, will wait in anticipation for the joyous day, the day where all their wishes will come true. However, there is one-problem parents must deal with first, “Should I buy that game for my child?” This question has plagued parents for years. With the release of video games such as “Ghost Recon 2” and “Halo 2” adults, (I’ll classify them as people over the age of 17 due to the rating systems) will have to ponder whether or not to make a purchase that can lead their children on a path of destruction. Does this scenario sound bad? Horrible? Terrifying? Relax; people have done study’s regarding these situations for years now and the evidence that they have found might be somewh in creating a persuasive message is to identify a target audience. They will be the people who you try to get to join the cause and join your side of a proposition/idea. In my case, I will target two groups. The first are parents, who for many years now have only been told the possible negative outcomes from video game playing. I am aware that in our class a few people are young parents, which makes it easy for me to speak directly to them. The second groups of individuals that I am targeting are my fellow classmates, or college students. Being that this is an upper division course, many of them, like me, are extremely near graduation. Because of this, I know first hand that many people have talked about finding a job and settling down. Should this be the case, children are going to fall somewhere in their plans. This is why I want to target them. There are so many different things in the world that we can be afraid of now. War and disease are reported nearly everyday in the news, so so large that it is turned down, then following it up with a second, smaller request,” (Gass and Seiter, p.223). From this concept, I came up with my first persuasive message. I am going to ask the class to give up school and play games for the rest of their lives. By doing this, I am positive that some will agree, but most people will look at me as if I am crazy. Then I will follow up telling them to keep an open mind to the fact that video games can help them lose weight, improve computer literacy, assist children with mental problems and help then in the dreaded areas of math and science. According to the Journal of School Health, “…important skills may be built [and] reinforced by video games. For example, spatial visualization scores improve with video game playing…students with a high degree of spatial visualization are high achievers in [math] and science,” (Dorman, S., p133). This will be successful because of reciprocal concessions. By giving up my first stance, and then countugh my research I have found that in order to push forward in the classroom, new programs have been developed in order to further student’s interests and attention to education and students have been conducted that justify this concept. According to the BBC news homepage, a surveys taken by psychologist Dr David Lewis, suggested that teenagers learn more from video games. “Psychologist Dr David Lewis, who carried out the study, discovered that more than three-quarters absorbed facts contained in a historical video game as opposed to just more than half who were presented with the same information in written form,” (Video games ‘valid learning tools’, 2000). Even with findings such as this, video games have still had a bad rap among many people and organizations. Why is that and why have these feelings gone on for so long? Games have been attributed with violent behavior and laziness. Ironically, though, many of these studies have come up with inconclusive evidence in respects to the nehat I have list are known everywhere. With these two tactics, I intend on being successful on swaying my audience’s thoughts on video games.There have been many technological advances that have changed the way in which we live our lives, and video games are at the forefront of these advances. Logically speaking, there is a lot that goes into making a simple console or game. From their creation to the actual action of playing them, game consoles have incorporated learning with fun. Though it was not apparent when they were first introduced 1967, they can now be deemed an essential part of intellectual growth. There have been many studies conducted, and vast amounts of people who say that games are simply either good or bad. Even though this troubling question will not leave our lives for quite some time now, there will always be two sides to the story. People can keep this mindset or simply listen to the words of the philosopher Plato, “You can learn more about a person in an hour of plAGE

경영/경제| 2005.02.12| 5페이지| 1,000원| 조회(722)

게임, 비디오 게임, video game, 게임 영향, postive effec..

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Ballet History

BalletBallet dancing was evolved from social court dances that were popular when Catherine de Medici was queen of France. Catherine de Medici was born in the late 1500s into a very powerful Italian family. At the time, the royalty and other wealthy people in Italy and France tried to outdo each other by having the most splendid court. After Catherine became the wife of France’s King Henry, she followed this custom by staging spectacular dance programs, which she called “balletti”. Balletti is an Italian word for dances. These court dances were derived from the patterns, steps, and rhythms of peasant folk dances, but they were much more elaborate. he balletti, also known as ballet de cour (“court ballet”), featured elaborate scenery and lavish costumes, plus a series of processions, poetic speeches, music, and dancing. The first known ballet, Le Ballet Comique de la Reine, was performed in 1581 at the wedding of Catherine’s sister.Almost one hundred years later, King Louis XIV of Franceained to perform in the king’s court entertainments, which had continued to be popular since Catherine de Medici’s reign. The specialized vocabulary of ballet was developed in this school, as well as a systematic way of training dancers. This training became more intense as the dancers’ skill and ability increased.At first all the dancers were men, and men in masks danced women's roles. The first female dancers to perform professionally in a theater production appeared (1681) in a ballet called Le Triomphe de l'Amour (The Triumph of Love). Like other dance forms, ballet may tell a story, express a mood, or simply reflect the music. But a ballet dancer's technique and special skills differ greatly from those of other dancers. Ballet dancers perform many movements that are unnatural for the body. But when these movements are well executed, they look natural. Ballet dancers seem to ignore the law of gravity as they float through the air in long, slow leaps. They keep perfect balance whilewomen often dance on the tips of their toes, and the men lift them high overhead as if they were as light as feathers.Many of the ballet dancer’s training takes place at a “barre,” which is the French word for “bar.” The bar is like a wooden pole. It is fastened horizontally to the wall about 38 to 45 inches above the floor. The dancers use the bar in many ways. They place one leg upon the bar, by hooking their heel over it. Then, they can do stretching exercises. Sometimes, they stand with their side toward the bar, and hold the bar with one hand. This helps them to balance as they do “plies,” which are kind of like deep knee bends. Plies are done with the back held straight.At the beginning, the dancers wore masks, layers upon layers of brocaded costuming, pantaloons, large headdresses, and ornaments. Such restrictive clothing was good to look at but difficult to move in. In the early 18th century, the great ballerina Marie Camargo shocked audiences by shortening her skirts to just aand appreciate her technique.By 1850 Russia had become a leading creative center of the dance world. In Russia ballet continued to evolve, certain new looks and theatrical illusions caught on and became quite fashionable. Dancing en pointe (on toe) became popular during the early part of the nineteenth century. For performances, the ballerinas (female dancers) wear “tutus”, which are short, full skirts, often made of netting or satin material. Sometimes, they wear a slightly longer skirt, which flows gracefully as the ballerinas dance. Ballerinas traditionally wear their hair in a bun, pinned high on the head. Male dancers, simply called “ballet dancers”, always dance in soft-soled shoes. They do not dance en pointe. The men must be in good shape to be able to lift the ballerinas into the air. All ballet dancers wear “tights” on their legs. They are like stockings and cover the entire leg.Around the 1890s the renowned French-born choreographer Marius Petipa worked together with composeimpresario Serge Diaghilev brought together some of Russia's most talented dancers, choreographers, composers, singers, artists and designers to form a dance company called the Ballets Russes, The troupe took Paris by storm as it introduced whole new aspects of classical ballet to the world.In the 1920s and 1930s, modern dance began to be developed in the United States and Germany. The American dancers Martha Graham and Doris Humphrey, the German dancer Mary Wigman, and others broke away from traditional ballet to create their own expressive movement styles and to choreograph dances that were more closely related to actual human life. As you can see, the world of dance is all inter-connected and its rich history and tradition has been passed down from generation to generation, with changes made to make dance look interesting.Work CitedLawson, Joan, "A History of Ballet and Its Makers"London, Dance Books, 1973Guest, Ivor Forbes, "The Dancer's Heritage; A Short History of Ballet"[4th ed.

인문/어학| 2005.02.12| 4페이지| 1,000원| 조회(368)

기원, 발레, 발래, ballet's history, ballet

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Albert Bandura's Theory

Behaviorism is the school of psychological thought which deals with observable behavioral acts that can be described objectively (D.P. Schultz, & S.E. Schultz, 2004). Founded by John Watson, Behaviorism has evolved since its beginnings. Today a cognitive aspect has been added to behaviorism through the research and ideas of Albert Bandura.Albert Bandura, born on December 4, 1925 in Alberta, Canada, has been grouped with other behaviorists of his time, such as B.F. Skinner and Julian Rotter. However, Bandura’s ideas are unique. Growing up, he was always a determined student. After graduating high school, he attended the University of British Columbia where he completed his undergraduate work. He then attended the University of Iowa for his Ph.D (C.G. Boeree, 1998). It was during his doctoral education that he became interested in behaviorism and learning theory. Currently, Albert Bandura is working as a professor at Stanford University in northern California. He began working at Stanfor the book.As a result of Bandura’s research, the ‘frustration-aggression’ theory was developed. This theory states that aggression is a learned response to frustration or frustrating situations. When frustration occurs, there is a delay in the attainment of goals. The physical or verbal response to frustration is aggression.Sears, Maccoby, and Levin (1957) suggest two reasons for this sort of behavior. In the first place, the sign of pain in others may have occurred sufficiently often enough in conjunction with the removal of frustration to have acquired a secondary reward value. Secondly, an aggressive act may serve to reduce tension resulting from conflict. (Bandura, 1959)After observing aggression in adolescent boys, he proposed that environment causes behavior. He found this to be true but further discovered that behavior also causes environment. He called this concept reciprocal determinism. The environment and a person’s behavior caused each other jointly (C.G. Boeree, 1998).In a the concepts discussed in Bandura’s Social Cognitive Theory book are antecedent determinants and consequent determinants of behavior (Bandura, 1977). Antecedent determinants are stimuli that originate in the environment. Expectancy can serve as a motivator of behavior. Vicarious expectancy learning, which is only briefly discusses in A History of Modern Psychology by Schultz and Schultz (2004), is based on the idea that learned emotional responses to environmental stimuli is not only leaned through personal experiences but also through the experiences of others. Consequent determinants, on the other hand, focus on the reinforcements of these behaviors. External reinforcements, vicarious reinforcements, and self-reinforcements are the consequences that determine the enhancement or fading of certain behaviors (Bandura, 1977). An example mentioned in the book clearly explains this phenomenon. A withdrawn child receives attention from the teacher while secluded from the other children. Homical imbalances in the brain and must instead make behavioral changes. Through behavior modification using cognitive tools, episodes of depression and anxiety can be minimized or prevented.The selection process deals with career choices and development. How other’s view one is as significant as the way one sees him or her self. Selecting a career that one excels in or feels capable of accomplishing is related to self-efficacy. These four processes combine to present the evolving ideas of Dr. Bandura.Famous and well documented studies done by Bandura perpetuate the basic idea of his theories and concepts. In these studies, called the bobo doll studies, a woman is filmed beating up a bobo doll. This film was shown to kindergartners. Afterwards the children were placed in a room where a bobo doll sat with other items such as a toy hammer. They began to hit, punch, and beat up the bobo doll just as the woman in the video had done. Bandura called this behavior observational learning which psychologist who studied the personal, sexual, medical and psychiatric histories of women obtained through interviews (The Kinsey Institute, 2004).Carney Landis was inspired by Karl Spencer Lashley of Johns Hopkins University, class of 1914. Karl Lashley was a student of John Watson. He was an advocate of Watson’s behaviorism and used mechanistic ideas to characterize psychology and behavior (Schultz & Schultz, 2004). John Watson at the University of Chicago, class of 1903 inspired Lashley’s work. Watson’s form of behaviorism was the original school developed.Watson was inspired partly by James Rowland Angell who attended Harvard, class of 1893. Angell was a functionalist and helped mold the functionalist movement into a school of thought. William James, an ‘anticipator of functional psychology’, came before Angell. William James was a pioneer in the development of future ideas in the functionalist school of thought (Schultz & Schultz, 2004).Although the genealogy of Albert Bandura orGE

사회과학| 2005.02.12| 9페이지| 1,000원| 조회(462)

반두라, 반듀라, Bandura, Albert Bandura, albert ba..

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Against Standardized Test

Standardized Tests or Bust?The infamy of standardized testing is an issue any student can relate to. As with many of us, we go through the flurry of testing which tends to put a dent in our self esteem, a weight on our shoulders, and a frown on our faces. Nonetheless, we can take matters into our own hands, voice our own opinion, and uplift the educational regression which has plagued American education. Yet, keep in mind that the problem is that standardized tests such as the SAT and ACT, tests one’s ability to solve a problem, whereas in many high schools, students are taught to retain information only to regurgitate it, not knowing the purpose or reason behind doing so. This is why so many students have trouble with standardized tests, for they lack the discipline of critical thinking required to pass such tests. Reflecting on the belief of teaching a student how to learn, and not how to memorize, taking a stand against standardized tests is a justifiable cause. Standardized tests abject, and using a similar if not equal textbook, they both attended different high schools. As with my own story to tell about my educational upbringing, much like Anna, I can vouch on the endless memorization exercises and useless information being forced into the memory receptacles of my brain. I was learning how to memorize, without a background on what exactly the information meant, or what I could use it for, the information became sterile to its practicality in my life. There is no logical basis behind this method of learning. Standardized tests have played, and still do play a big role in the advancement of many high school students into a higher learning institution. I show a genuine pity for those students such as myself who had no other choice but to grow up and learn in a low quality high school. I believe a majority of students don’t get the education they deserve. Saying this, not until we adopt a style of learning like Takasugi’s, where a student enjoys learning, and leaany people want to believe that all students are equal, we should face the reality that the upbringing and environment of a student does have a part in standardized testing. Take into consideration the opposing views of Nathan Glazer and Abigail Thernstrom. Glazer reports about a “striver” score, where an “adjustment of the SAT to take into account a student’s socioeconomic background or race, increasing the scores of those whose socioeconomic background or race is considered to put them at a disadvantage.” (419) This is fair and unfair in on many levels. Consider the underachieving student, should they be given an edge over the students who actually earn their high grades? I think not. But what I do believe in is that for those students who did not have a choice of education, merely being placed in schools where a “C” grade is simply enough, I believe should receive an adjustment in increasing their SAT score. You may be thinking, but don’t these two opinions negate each other? The faure the IQ of a student. I don’t think that that ability to pass tests such as the SAT should be entirely reliant on the intelligence of a student in pre-chosen subject matter. What if a student is forced to take a test in history and English, when their discipline is concentrated towards math and science? When you add the usefulness of the standardized tests together, it’s a fact, they just don’t add up. As Peter Sacks puts it,” Like a drug addict who knows he should quit, America is hooked. We are a nation of standardized-testing junkies.” No matter the cause, there is a standardized test for it. We have become entrenched in standardized tests, as more and more are created one cannot go through an educational system without taking at least one standardized test. Is it fair that these tests don’t really test you on things you know, but rather things you should know? Many times we can argue that the blatant truth is that standardized tests measure your IQ, and should really be testing er, and not seem to mechanical and textbook, to teach a student how to learn, how to enjoy learning, how to savor the sweet taste of new information. Not until then do I believe standardized tests can truly play a significant role in today’s educational system.Coming to an end, I truly believe that someday standardized tests will be rid of. Finding that standardized tests not only discriminate, but degrade against the quality of education, the only purpose of it is to gauge the worth of one’s intelligence. In the meantime, shall we be overly abused with countless number of tests, and not until then can students receive the education they deserve; an education based solely on the meaning rather than the knowing of information. Only then can we continue to take a stand against standardized tests, and fight a heartfelt battle that all educators and students alike are losing.Works CitedSacks, Peter. “Standardized Testing; Meritocracy’s Crooked Yardstick” In The Well Crafted Argument; A Gui

경영/경제| 2005.02.12| 5페이지| 1,000원| 조회(574)

SAT, ACT, Standardized Test

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