The Handmaid s Tale By Margaret Atwood - 1667 Words

The significant elements that make a literature interesting and attractive are not only a plot, settings, and characters but also the style and tone of the story. They are the main keys that propel the purpose of the story and the attitude of the author by passing through the language methods, which include rhetorical devices and figurative language, that he or she is using. The Handmaid’s Tale, which is written by Margaret Atwood, is the novel that the author uses several different devices and techniques to convey her attitude and her points of view by running the story with a narrator Offred, whose social status in the Republic of Gilead is Handmaid and who is belongings of the Commander. Atwood creates her novel The Handmaid’s Tale to be more powerful tones by using imagery to make a visibleness, hyperbole to create more effective, simile for comparison, and allusion to make references. Imagery is a visually descriptive language or a figurative language that is used in the novel to build crystal-clear pictures in which helping the readers imagine and understand obviously what exactly the author is trying to passage his or her words. Atwood uses this language technique to let the readers know what the narrator sees in front of her eyes. In the novel, Offred describes her limited room and surrounding during the shining day. She explains that: [she’s] waiting, in [her] room, which right now is a waiting room. When [she] go to bed it’s a bedroom. The curtains are stillShow MoreRelatedThe Handmaid s Tale By Margaret Atwood1357 Words   |  6 PagesOxford definition: â€Å"the advocacy of women s rights on the ground of the equality of the sexes† (Oxford dictionary). In the novel The Handmaid’s Tale, Margaret Atwood explores feminism through the themes of women’s bodies as political tools, the dynamics of rape culture and the society of complacency. Margaret Atwood was born in 1939, at the beginning of WWII, growing up in a time of fear. In the autumn of 1984, when she began writing The Handmaid’s Tale, she was living in West Berlin. The BerlinRead MoreThe Handmaid s Tale By Margaret Atwood1249 Words   |  5 PagesDystopian Research Essay: The Handmaid’s Tale by Margaret Atwood In the words of Erika Gottlieb With control of the past comes domination of the future. A dystopia reflects and discusses major tendencies in contemporary society. The Handmaid s Tale is a dystopian novel written by Margaret Atwood in 1985. The novel follows its protagonist Offred as she lives in a society focused on physical and spiritual oppression of the female identity. Within The Handmaid s Tale it is evident that through the explorationRead MoreThe Handmaid s Tale By Margaret Atwood1060 Words   |  5 Pagesideologies that select groups of people are to be subjugated. The Handmaid’s Tale by Margaret Atwood plays on this idea dramatically: the novel describes the oppression of women in a totalitarian theocracy. Stripped of rights, fertile women become sex objects for the politically elite. These women, called the Handmaids, are forced to cover themselves and exist for the sole purpose of providing children. The Handmaid’s Tale highlights the issue of sexism while also providing a cruel insight into theRead MoreThe Handmaid s Tale By Margaret Atwood1659 Words   |  7 Pagesbook The Handmaid s Tale by Margaret Atwood, the foremost theme is identity, due to the fact that the city where the entire novel takes place in, the city known as the Republic of Gilead, often shortened to Gilead, strips fertile women of their identities. Gilead is a society that demands the women who are able to have offspring be stripped of all the identity and rights. By demeaning these women, they no longer view themselves as an individual, but rather as a group- the group of Handmaids. It isRead MoreThe Handmaid s Tale By Margaret Atwood1237 Words   |  5 Pages The display of a dystopian society is distinctively shown in The Handmaid’s Tale, by Margaret Atwood. Featuring the Republic of Gilead, women are categorized by their differing statuses and readers get an insight into this twisted society through the lenses of the narrator; Offred. Categorized as a handmaid, Offred’s sole purpose in living is to simply and continuously play the role of a child-bearing vessel. That being the case, there is a persistent notion that is relatively brought up by thoseRead MoreThe Handmaid s Tale By Margaret Atwood1548 Words   |  7 PagesIn Margaret Atwood’s The Handmaid’s Tale, The theme of gender, sexuality, and desire reigns throughout the novel as it follows the life of Offred and other characters. Attwood begins the novel with Offred, a first person narrator who feels as if she is misplaced when she is describing her sleeping scenery at the decaying school gymnasium. The narrator, Offred, explains how for her job she is assigned to a married Commander’s house where she is obligated to have sex with him on a daily basis, so thatRead MoreThe Handmaid s Tale, By Margaret Atwood1629 Words   |  7 Pages Atwood s novel, The Handmaid s Tale depicts a not too futuristic society of Gilead, a society that overthrows the U.S. Government and institutes a totalitarian regime that seems to persecute women specifically. Told from the main character s point of view, Offred, explains the Gilead regime and its patriarchal views on some women, known as the handmaids, to a purely procreational function. The story is set the present tense in Gilead but frequently shifts to flashbacks in her time at the RedRead MoreThe Handmaid s Tale By Margaret Atwood1256 Words   |  6 Pageshappened to Jews in Germany, slaves during Christopher Columbus’s days, slaves in the early 1900s in America, etc. When people systematically oppress one another, it leads to internal oppression of the oppressed. This is evident in Margaret Atwood’s book, The Handmaid’s Tale. This dystopian fiction book is about a young girl, Offred, who lives in Gilead, a dystopian society. Radical feminists complained about their old lifestyles, so in Gilead laws and rules are much different. For example, men cannotRead MoreThe Handmaid s Tale By Margaret Atwood1540 Words   |  7 Pages Name: Nicole. Zeng Assignment: Summative written essay Date:11 May, 2015. Teacher: Dr. Strong. Handmaid’s Tale The literary masterpiece The Handmaid’s Tale by Margaret Atwood, is a story not unlike a cold fire; hope peeking through the miserable and meaningless world in which the protagonist gets trapped. The society depicts the discrimination towards femininity, blaming women for their low birth rate and taking away the right from the females to be educated ,forbidding them from readingRead MoreThe Handmaid s Tale By Margaret Atwood1472 Words   |  6 PagesHandmaid’s Tale by Margaret Atwood, The Republic of Gilead is created by a powerful authority group called the Eyes after a huge government take over and the assassination of the US president. It’s very strict rules and goals are set up to protect women, to increase childbirth, and to keep all violence, men, and powerful social media under control. The novel is set in a first person point of view and the narrator, Offred, tells her story to us readers about her experiences as a handmaid and how her

My Fundamental Beliefs About Teaching - 1886 Words

Vocational Training Development Institute Diploma Programme in Education and Training Psychology of Teaching and Learning Question You are a new teacher, and a parent of someone in your class wants to know your beliefs about teaching. What would you tell this person? Module 1 Assignment Lecturer: Ms. Mauva McCarthy Name: Dwayne McIntosh-McKay Course Code: Ed 504 Due Date: October 2, 2010 You are a new teacher, and a parent of someone in your class wants to know your beliefs about teaching. What would you tell this person? Introduction I believe that every student who enters my classroom can succeed. Teaching should be student centered and students should be accountable for their learning and†¦show more content†¦With proper motivation, encouragement, and equipping, I believe that my students can achieve unexpectedly good results. I also believe that my students would observe academic integrity, if I persistently teach them to. I believe that every student has something to teach me. In order to facilitate sharing of ideas by my students, I wish to develop a safe atmosphere where my students feel that their thoughts and opinions are valued. A teacher is more than a source of learning, or a facilitator of knowledge. A teacher should be a mentor and a trusted adult with whom students feel safe to share both accomplishments and challenges. I believe that every student should be treated as an individual and that every individual deserves excellence in education. I believe parents should be instrumental in their child’s growth, make sure they are included. Parents know their child best, so parents should be included, and invited into the classroom, and participate actively in their childs learning. As a teacher, I believe in building a good relationship with the student so that we can trust each other. Once you have the childs trust, they will be an eager participant in their own learning community. I believe a teacher should guild their students as they develop their character, values and thinking. A student needs to develop his or her own personality, and mind. They need positive role models,Show MoreRelatedThe On Gospel Essentials Of The United States1489 Words   |  6 PagesEssentials One of the fundamental rights in the U.S. constitution is guaranteed to all citizens in the first amendment. We have the right to practice any religion of our choosing, including the practice of no religion at all. The framers of the constitution even put the freedom of religion before our rights to free speech and free press (Haiman). This constitutional right allows America’s blend of naturalists, pantheists, theists, and spiritualists to practice their beliefs without interferenceRead MorePeace in Both Christianity and Islam Essays702 Words   |  3 Pagespersonal wholeness, righteousness, political justice, and prosperity for all creation. That’s the way God intended things to be when he created his garden, his paradise. â€Å"Peace I leave with you; my peace I give to you. I do not give to you as the world gives.† (John 14:27) The Islamic perspective is as well about peace and knowledge and true Muslims are peace-loving people. Peace is promoted as Alla h (S.W.T) says in the Quran God does not forbid you to be kind and equitable to those who have neitherRead MoreSun Tzu : A Legacy Leader1337 Words   |  6 PagesTzu’s existence, it is widely accepted that â€Å"The Art of War† teachings remain relevant to modern military tacticians and governmental policy makers. Sun Tzu’s tactical legacy can be seen in the United States Department of Defense, where it’s a required addition in every military history library (US Army, c 1985). It’s a legacy of patience, practice, and deliberately calculated decision making processes. This paper will describe three fundamental factors that Sun Tzu personified: moral influence, commandRead MoreThe Israeli Palestinian Conflict Between Islam And Judaism1437 Words   |  6 PagesMy family originated from Palestine. My grandparents met, married, and had children in our home country. We frequently read about the Israeli-Palestinian conflict in the news and many of us re main oblivious to the realities of the situation and events in that region. My grandparents, however, have lived it. My grandfather is a Muslim while my grandmother is a Jew. To put the Israeli-Palestinian conflict into perspective, interfaith marriage or Jewish-Muslim relations in the past and until today,Read MoreWhat ´s is True Peace? Essay1008 Words   |  5 Pagesall creation. That’s the way God intended things to be when he created his garden, his paradise. â€Å"Peace I leave with you; my peace I give to you. I do not give to you as the world gives.† (John 14:27) The word â€Å"Islam† literally means â€Å"peace† as well as â€Å"submission.† The word â€Å"Islam,† therefore, helps define peace and how it is attained. The Islamic perspective is as well about peace and knowledge and true Muslims are peace-loving people. Peace is promoted as Allah (S.W.T) says in the Quran God doesRead MorePhilosophy And Practices Of Religion866 Wo rds   |  4 Pagesimportance to me during my life. For the longest time I did not identify as any certain or specific religion and when asked I would simply state how I was not a religious person. It was not until high school when I discovered the religion of Agnosticism. In our English class we had to research different religions and our group received Agnosticism. Before then I had never heard of that religion, but after learning about Agnosticism it pretty much summed up how I feel and what I believe about God and religionRead MoreWhat Does It Mean You Live A Life Of Meaning And Purpose? Essay1366 Words   |  6 Pagesfaith is tested when Jesus is summoned to be put to death, he believes our God will not leave him on that cross forever. By spreading the word of the lord and by practicing his teachings religiously his entire life, Jesus has faith that this is not the ultimate end and that there is a better life with God. This fundamental question is explored throughout all of the readings of Matthew from the bible. The story from the very beginning displays how important each human being is by displaying Jesus’Read MoreMy Own Beliefs About Teaching And Learning Essay1679 Words   |  7 Pages1. Think about your own beliefs about teaching and learning. In writing, discuss which of the philosophies of education and the learning orientations are closest to you? Why? Which do not fit with your philosophy of education and learning? Why? Based upon my own beliefs about teaching and learning, the philosophy of education and the learning orientation that is closest to me is Progressivism; which is a philosophy that places focus on the influential ideologies of education. ProgressivesRead MoreMy Philosophy : My Educational Philosophy780 Words   |  4 Pagesvery challenging for me to write my educational philosophy due to the fact that I never really thought about the kind of teacher I want to become. Though this was a challenging task, I am grateful for the opportunity because figuring out what my philosophy is will help me to understand what kind of teacher I want to be. Looking back at my learning and teaching experiences, I always had strong beliefs in what I want my classroom to look like and how I would go about providing a high quality educationRead MoreA Personal Experience Using One Of These Terms, And How I Responded883 Words   |  4 Pagesterms, and how I responded. I will also write about children, and v iolence in the media. Different situations or behaviors sometimes need a response or do they? These are the questions that I will attempt to answer in this written assignment. According to (Stangor, 2010), these terms are about how we feel, and react to the people in our presence. Fundamental Attribution Error- To define this term in my own words, I will say that this term means to think about things in the wrong way. The thinking is that

Personality Plus free essay sample

The style approach focuses on the leader’s task behavior of facilitating organizational goal achievement, group achievement with others, themselves, and the situation. Lastly, psychodynamic leadership’s purpose is to increase the awareness of the type of personality and the personality connection with work and relationships. Findings from the Leadership Assessments This summary presents snapshot findings from four leadership assessments, traits, skills, style, and psychodynamic completed by me. My scores for the four leadership assessments include a self-rating score of 5 in the Leadership Traits Assessment (Table 1 and 2). My self-rating scores for the skills’ assessment are a 28 in technical skills, a 24 in human skills, and a conceptual skills’ score of 29 (Table 3). My self-rating scores for the style’s approach are task 44 and relationship 42 (Table 4). Finally, my score for the psychodynamic assessment is ISFP (Introvert, Sensor, Feeler, and Perceiver) (Table 5. ). My strongest attributes in my self-rating leadership questionnaire for 13 attributes have a rating of 5 except for the attribute â€Å"self-assured. † It has a rating of 4. The 13 attributes have developed within me consistently and spiritually through my life in the workplace, education, and social. For example, having knowledge of who I am spiritually facilitates comprehension of the leadership traits that are necessary for leadership (Northouse, 2013). The two strongest attributes and scores in the skills’ inventory are technical a 28 and conceptual skills a 29. The two are within proximity to each other and are both very strong attributes. The style questionnaire attribute task is the higher of the two by two points which indicates that my actions are central for others and the task (Northouse, 2013). My strongest psychodynamic attributes according to this assessment are â€Å"introvert† and â€Å"sensor. † The results in the psychodynamic assessment reflect strength in â€Å"introvert† and â€Å"sensor† attributes. Through this approach, I have become more aware of two areas â€Å"introvert† and â€Å"sensor† where I know my personality is strong. However, completing similar assessments under different situations and circumstances have yield different results of ISTP (Introvert, Sensor, Thinker, and Perceiver). The first assessment is the Leadership Traits Questionnaire which utilizes an assessment questionnaire to measure personality traits emphasizing individual strengths and pointing our weaknesses (Northouse, 2013). The questionnaire, only, was completed by five coworkers and me applying a rating scale from 1 to 5 with 5 being the highest to 14 statements. The scores of each assessment were compiled in appropriate columns for each rater. An average was taken for each of the 14 items and placed in the â€Å"Average or Range of Rating by 3-5 others† column. Table 1 is compiled of three columns â€Å"Self-rating,† â€Å"Average or Range of Rating by 3-5 others,† and â€Å"Rating of Leader† (Northouse, 2013). The â€Å"chosen leader† to analyze is Disciple Hernandez, chief executive administrator at Riverdale Middle School. I found my self-rating score (5) compared to the average score of (5) to be the same in the following categories: articulate, perceptive, diligent, and sensitive, and the same score of (4) in self-assured compare to the average score of. It appears from this profile that I am stronger in conceptual skills, technical skills, and human skills third. This is an indication that I can improve in human skills and research this category to determine what components of human skills need further improvement. We naturally presume that we function naturally in human relations with others, but realizing that certain human relations skills are needed for different situations. For example, a different set of human relations skills are required for leaders working with individuals on problem solving assignments. Table 2 Skills Inventory Total Scores of Self and Selected Leader Technical SkillsHuman SkillsConceptual Skills Self-rating282429 Rating of leader292023 Note. adapted from Nordhouse (2010) p. 64. Area of strength is highlighted in yellow. Style scores focuses on â€Å"who the leaders are† rather than what they do which is the approach taken by traits and skills. It measures two types of leadership behavior: â€Å"task† and â€Å"relationship† (Northouse, 2013). If â€Å"relationship† is higher than â€Å"task,† it means that you are people oriented, and if the â€Å"task† skill is higher than â€Å"relationship,† it suggests that your leadership is task oriented as it relates to the people (Northouse, 2013). Table 3 Style Questionnaire Summary Scores of Self and Selected Leader and Interpretation Task Scoring InterpretationRelationship Scoring Interpretation Self Rating44High Range42High Range Rating of Leader46Very High Range42High Range The psychodynamic approach is comprised of four paired sentences in groups of twos. The sentence preferences are Extrovert, Introvert, Sensor, Intuitor, Thinker, Feeler, Judger, and Perceiver. The pairs are Extrovert and Introvert, Thinker and Feeler, Sensor and Intuitor, and Judger and Perceiver. The responses are scored based on a scale of 1 – 6. The paired sentences must total 7. If one scores a 5 on one of the questions, the other question must total 2 (5 + 2 = 7). Sentences rating of 4 and 3 indicate that no strong preference is presence and the type could be either of the pair. Table 4 Psychodynamic Approach Scoring Interpretation Self AssessmentISFP Assessment of LeaderESFJ A comparison of attributes of Self and Selected Leader reflects that the Selected leader’s strongest attribute is technical, a skill that is observed at lower management rather than at upper management (Northouse, 2013). Self’s attribute in comparison to Selected Leader is conceptual a skill that is typically observed at upper management level (Northouse, 2013). This determination indicates that Selected Leader’s position is paramount to a school’s success. Table 5 Comparison of Strong Attributes of Self and Selected Leader TraitSkillStylePsychodynamic Approach Self AssessmentSee Table 5. 1ConceptualTaskISFP Assessment of LeaderSee Table 5. 1TechnicalTaskESFJ Self-Assessment and Chosen Leader Assessment scores are the same except for attributes â€Å"Self-confident, Self-assured, and Determined. † Table 5. 1 Leadership Traits Questionnaire Ratings Leadership Traits Scoring Ratings Self – AssessmentAssessment of Chosen Leader Articulate55 Perceptive55 Self-confident54 Self-assured45 Persistent55 Determined54 Trustworthy55 Dependable55 Friendly55 Outgoing55 Conscientious55 Diligent55 Sensitive55 Empathic55 Strongest Attributes of Self and Chosen Leader: Two Examples The attributes of strength provide a standard by where leaders should look if they desire to become leaders (Northouse, 2013). The performance indicator for a Chief Executive Administrator is the academic performance of the students. Two sections will be illustrated for all strengths for Self leader and Chosen Leader. Effective Leader’s Strongest Attributes in Action An example that demonstrates all my attributes of strengths in leadership is illustrated in the vignettes below. The traits, skills, style and psychodynamic approaches are demonstrated in several vignettes. The traits in this questionnaire have been the thread that have interlaced and developed a deeper understanding of who I am, how I will affect change in others and in organizations (Northouse, 2013). These 14 attributes are demonstrated in my role as a faculty interacting with day-to-day tasks of best practices as a school leader in the classroom, professional development workshops, and in stakeholders meetings (parents, staff, and community leaders). Additionally, having an understanding of how these attributes have developed within me has significantly enhanced collaboration and development of relationships, socially, among other teachers. An example of technical and conceptual skills in the skills approach is demonstrated through the following events. I worked alongside the technology support team to establish the new Gradebookwizard application for teachers to input grades into its system and generate reports. Teachers and administrative staff were trained. Prior experience in working alongside a technology team and assisting in the set up an accounting system for institution of higher education provided me with the technical skills and problem solving skills to lead this group. The trait attributes were greatly developed from prior experience resulting in enhanced capacity for the Gradebookwizard task and others. Conceptual skills were applied in the establishment of a student leadership council and the writing of a grant entitled Citizens Exercising the Right to Vote (CERV) for which the school was awarded $2500. Conceptual skills demonstrated were creativity, innovative, performance of human procedures, perception, and cognitive thinking. The assignment of the graduating 8th grade faculty for 9 years has enhanced my capacity for leadership, earning the respect of peers, being a lifelong learner, open-minded and friendly, influencing social change and educational practices. The assignment is an annual year-end event that involves coordinating multiple tasks, departments, students, and people (internal and external) that result in a successful year-end close. In a work team as a middle school teacher and chair person of several committees, there are not subordinates, but this assessment and others similar have confirmed that â€Å"introvert† and â€Å"sensor† are strong attributes of my psychological type for this situation (Northouse, 2013). Effective Chosen Leader’s Strongest Attributes in Action An example of my chosen effective leader’s strongest attributes (traits, skill, style, and psychodynamic approaches) are traits, technical, conceptual, task and relationship, and ESFJ. The Chosen Leader’s attributes of strength involves his daily performance of encouraging students in their academic achievement, expedite, articulate, and communicate the vision and mission of the school to external stakeholders for the betterment of the student. Additionally, the Chosen Leader advocates success for students to executive management ensuring that students operate a successfully, efficiently, and in a safe environment (Costellow, 2011). The chosen leader consistently goes further than what his job description requires to effectively impact the academic success of students. His knowledge and leadership skills affect all aspect of students’ learning and stakeholders (parents, students, faculty, staff, community leaders, superintendents, and founder and senior staff members). He demonstrates strong trait attributes when he coordinates and leads weekly professional development meetings, finds way to encourage staff, interacts with parents in problem-solving, counseling, daily prayer, praise and worship, and collaborates with the school, community leaders, and the greater organization (founder and senior staff members) (Principal Development, 2008). The chosen leader is an effective leader who flourishes in technical, human, and conceptual skills. There is no problem too difficult for my Chosen Leader to solve. He is either hands-on in the process or providing instructions for the problem to be solved. One of the strong attributes that was transparent when he arrived in his new position was his care and concern for humans as well as organizational tasks (Northouse, 2013). He creates an atmosphere of collaboration, social, rigor, friendly, and empathic (Northouse, 2013). Above all, he assures literacy and current knowledge of 21st century technology, a safe environment, compliance with the mission and vision of the greater organization/ministry, and state and common core standards (Northouse, 2013) (Principal development, 2008). Leadership Theory and Research Among the different centuries of studies of leadership traits and characteristics a â€Å"major leadership traits,† an â€Å"extended list,† can be developed by leaders. The â€Å"extended list† includes â€Å"intelligence, self-confidence, determination, integrity, and sociability† (Northouse, 2013). Researchers from other studies identified similar traits that are associated with leadership (Northouse, 2013). I identify with the traits theory attributes because these are the traits that I have grown up with, and have developed from my environment, culture, social culture, and experience. A criticism is that these traits are not necessarily practical for training and developing leaders, but the focus for my earlier training was that they were excellent tools to possess. There is no classic or defined list, according to Northouse (2013), I agree with him that the traits approach can be used as a â€Å"personal awareness† tool. On the contrary, the skills approach can be â€Å"learned or developed,† consistent with a leadership curriculum education program, is obtainable by everyone, an interesting feature. The leadership theories and the material on cultural competency have personally been beneficial in helping me identify, analyze, synthesize, and evaluate knowledge about significant components of a particular culture. Culture and beliefs influence behaviors and the style approach extended research of leadership to include the actions and behaviors of leaders (Northouse, 2013). This helps me to focus on my behavior and action as a leader in all contexts and effectively build culture competency to move from ethnocentrism to ethnorelativism in circumstances with which I may be confronted (Bennett, 1986). It also helps me to garner and acquire an appreciation for cultural diversity. Conclusion: Personal Implications of Comparing Leadership Capacities It can be noted from Table 5 and 5. 1 the comparison of Self and Chosen Leader. Self scores are very similar to Chosen Leader’s scores in the trait approach which could mean that the Chosen Leader has elevated the profession in his preparation of training and developing his teachers’ leadership skills and styles to the extent that they match. The results of the Chosen Leader and Self style ratings reveal an exact match which could mean that they both have the same style of leadership, task oriented. Also noted in comparing Self to Chosen Leader that their psychodynamic types are different as it relates to â€Å"introvert and Extrovert† and â€Å"Perceiver and Judger. † Recommendations that I might make to myself would be continue to seek mentoring and training from Chosen Leader’s professional development workshops, continue pursuing building leadership education through leadership programs, and seek more assignments to lead in lead teacher roles. Research supports leaders developing teachers. A few are listed for these ideas. â€Å"Providing Support for Teacher Leaders,† â€Å"Principals and Teachers’ Perceptions of Critical Leadership Skills,† and â€Å"Building Teacher Leadership Capacity through Educational Leadership Programs.