Lifetime Learning

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Abstract

Learning is a lifetime experience for all of us. Whether in a formal or informal manner we all strive to improve our knowledge of the world we live in. Today's working adults face the hurdles of balancing a heavy workload and family responsibilities with the desire and need to continue their educational advancement. The advancement in technology has enabled many to meet these challenges by bringing the school and its classrooms into the homes. Internet graduate courses are quickly becoming the norm in the American culture and now in the subcultures of our city universities. In this article we examine how two such institutions have not only met this challenge but also proven to be very successful for all.

In correlation with the Functionalist Perspective, University of Phoenix and Webster University masters' degree program seems to be most functional with today's active adult student. In examining this article through the Functional Perspective, both universities offer various onsite locations and online access, thus catering to the need of the adult student, their career path and family life. As defined, "the functionalist perspective emphasizes the way that parts of a society are structured to maintain its stability."(Schaefer pp. 1) According to the National Center for Education Statistics, pursuit of a master's degree is growing at the fastest rate of increase for any kind of college degree." (Article pp. par.1) In contrast, "Phoenix also raises eyebrows in some higher education circles, but the students keep coming." (Article pp. 4, par.8) The Functionalist Perspective allows us from a sociological standpoint to examine the overall opinionated thought process of more than one point of view in society. Therefore, although the universities present a mass education, there are still speculators that are skeptical of its production.

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Online degrees fill a significant void that has developed over the years. Traditional brick and mortar educational institutions have not been able to keep up with the demand nor do they supply the flexibility required by todays student. "Public appetite for advanced career-enhancing, postgraduate education in these disciplines has grown faster than the capacity of campus-bound, traditional universities to satisfy it." (Article pp , par )

The article was about graduate programs at alternative schools, yet the entire educational experience offered by both the University of Phoenix and Webster University needs to be explored. Both of these universities are based in functionalist theory. They were established mainly for working adults over the age of 5 (Article pp1, par 5). What are especially interesting are the latent function and the dysfunction that continue to keep both universities in the public's eye.

One of the latent functions of a distance learning education would be how students are forced into communicating with each other. In a traditional classroom environment, with an instructor who is there to physically keep discussions going, the need to learn something about fellow classmates is not apparent. In an untraditional classroom, such as the one Webster University and University of Phoenix provide, students are responsible for keeping dialogue and discussions going. One of the latent functions now becomes self-starting students who are able to get to know one another much better then they would have in a traditional classroom.

A dysfunctional function with non-traditional education is that this type of educational endeavor gives the perception that on-line or distance learning is easier to cheat on assignments and easier overall to achieve a degree. Both of these universities are fully accredited schools of higher education and would not have received this distinction if a system of checks and balances were not in place. Even with the criticism given to both schools, students continue to enroll because these schools serve a needed purpose to society (Post, 00).

Summary

In conclusion this article addresses an alternative source of higher education for the working world. From the functionalist perspective, both Webster University and The University of Phoenix offer working adults the opportunity to further pursue their educational needs. If working adults are to succeed among the top ranked companies of today, it is imperative to advance their education. Online learning allows students to fulfill their responsibilities to both their employers and their families while continuing to maintain stability and balance in all angles of their lives. Both universities are producing graduates who are able to think independently and are able to master critical thinking skills that are necessary in today's working environment. With continued interest in these types of programs more and more adult students are continuing their lifelong learning.

Though much criticism has been expressed towards both universities, they have established strong creditability by serving a majority of today's working society. From the functionalist perspective both institutions are providing society options and opportunities for lifelong learning.

Schaefer, R. T. (00). Sociology A brief introduction [University of Phoenix Custom Text]. Boston McGraw-Hill.

Thompson, C. S. (00, February 11). No-frills graduate programs fill growing need for working adults. The St. Louis Post Dispatch. p. A1

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Gender Bias in Childrens Toys

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Gender Bias in Children's Media

As I walked into KB toys my memory as a child all came back to me. When I was little I would have done anything to spend a day in Toys'R'Us. Even if it was just looking! A toy store is like heaven to a little child. So many things to look at and touch. Gender Bias is a big thing now when you walk into a toy store. That's one of the first things that I noticed. Today there are two main dividers between males and females besides sex that I have noticed. Toys are the biggest things you see gender bias in. Companies are aiming towards young people because young people are easy to mesmerize. There are two main points I would like to talk about. What's on the outside of the box and whats said in commercials.

First thing I want to go over is how toys are labeled. This was a big thing that stood out to me while I was in the store. Girls' toys said things like "girls only" or "just for girls". The words were always written in big letters with bright coloring. When you walk over to the boys toys none of them say things like that, but a lot of them have pictures of people on them and it's always a male. Being bias against genders isn't that big of a deal with boys, but more with girls. What I mean by that is it's always a girl complaining that a toy is marketed towards a male not a male complaining that they don't have a mall madness game. Why is that?

One toy that I would like to tell you about is a game called Teen. This was a game that stuck out when I walked in the ale. They did a good job with this game by making the box bright blue with flowers all over it. It's a game made for two or more players ages ten and it's made by Cardinal. In big letters on the front it says HEY GIRLS. The letters were also outlined in a bright color to get the buyers attention. Then next to it in the next size down font it said, "All about Guys, Real life, Celebs, Beauty and Style." On the top of the box it said, "Take the "GO GIRL" Challenge if you dare!" That right there is really sexist. On the back of the box it has a bunch of pictures of girls. When it describes how to play the game it says, "Along the way, you'll get crazy challenges, take risks with the GO GIRL questions." They also give a couple of questions that the game asks. One of them is name the guy that you think deserves a better girl then the one they have? And this is a game for ten year olds? All the games I could find that were made with this company where for girls. Games shouldn't be made just for girls. I looked all over the shelves and I couldn't find one game that was aimed towards buys.

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I read an article a long time ago that said if you put a bunch of kids that don't know the difference between male and female together and gave them a bunch of toys, each sex would play with all the toys. If you put a bunch of kids together that knew the difference between male and female, the girls would play with the girl toys and some of the boy toys and the boys would play with the boy toys. If they did play with the girls' toys it was because they were destroying them. So it goes to show that it's the sex that determines what they play with. The younger kids don't care about what toys they play with because they don't understand yet. Advertisement plays a big role in dividing toys. There have been a lot of efforts to narrow the gap between toys for boys and toys for girls, but they still fall into gender categories. An article in Popular Culture Review summed it up pretty well by saying, "boys do, girls are" (Michael, and Susan ). Advertisements provide children with models whose behaviors are reinforced. Friends may reinforce girl models in ads when they play with dolls. The characters have both social contact and fun. They may even have the opportunity to be loved when they hold their dolls. Boys reinforce one another in ads for action figures. They have fun, social contact, and the chance to be aggressive and win. I've noticed that there is a predominance of male models in advertising. The ads that had girls in it were ads with dolls and girl things. Not only did I notice that males appeared more frequently than females, but male voices occurred more frequently as announcers or narrators than girls. Even in advertisements that were directed towards females. Boys' commercials always show them in action and girls' commercials always show them in the kitchen and at home. Girls playing with dolls and wanting to be popular and beautiful. Boys playing with airplanes and mechanical toys.

That's just some of the evidence that I wanted to share with you. Is it far for boys to see "girls only" on a pagage or for girls not to be pictured holding a truck? These are the questions we need to address. Maybe one of these days we won't have to target towards certain sexes like the Teen game does and maybe one day we won't have to have difference between commercials. My opinion is the ones that complain about all this are girls. Guys think it's cool and can care less if there is a game geared towards girls. Girls are the ones complaining that they can't play with toys geared towards guys. Girls have girl things and guys have guy things.

Delahoyde, Michael, and Susan Despenich. "Toys for Girls The New Sexism, We Girls Can Do Anything, Right Barbie?." Popular Culture review June 1.

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Joy Luck Club

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AMY TAN

Tan, Amy, Asian American novelist, was born in Oakland, Calif., on February 1, 15 approximately two and a half years after her parents emigrated from China. Amy Tan grew up in a rather large family as the second-to-youngest child. She attended high school in Switzerland and has been educated at eight different colleges, including Berkley and Oregon University.

Growing up in the San Francisco Bay area, she was fiercely opposed to her Chinese background in her youth, and she even went as far as sleeping with a clothespin on her nose hoping to narrow its Asian shape. Tans ties to China have so much to do with her mother. Though her father was a deeply religious (Christian) man, her mother always kept her Chinese traditions on reserve. When Tans father and brother both became terminally ill with malignant brain tumors, her mother called on as many of the Chinese religious traditions that she could. Tan says she is still haunted by these spirits that her mother so faithfully believed in; her works are especially reflective of these childhood experiences. After Tans father and her older brother died from brain tumors within eight months of each other in 168, her mother revealed that she had three daughters from a previous marriage still living in China. Tan felt sure that she was, in her own words, the wicked daughter, so she became more rebellious and rejected her background with a renewed vigor.

After this family tragedy, Tans mother took her and her younger brother to live in Europe. Tan finished high school in Montreux, Switzerland, and the family returned to the United States shortly thereafter. She attended numerous institutions before receiving a masters degree in linguistics from San Jose State University in 176. Though she has always had writing in her blood (her first published work was What the Library Means to Me at age eight), Tan has not always been the well-known author she is now. She has held quite a few odd jobs--bartender and carhop, for example. After graduation she worked as a consultant for developmentally disabled children until she turned to freelance writing in the early 180s.

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The overwhelming success that Amy Tan achieved with her first novel, The Joy Luck Club (18), resulted in part from the vividness of her recollections of growing up as a Chinese American. Although the novel dealt with the problematic relationships between Chinese-born parents and their Americanized children, Tan was reluctant to be considered a spokesperson for Asian Americans. She felt she was dealing with a personal conflict rather than with the raising of political consciousness. More importantly, she wanted her literary accomplishments to be regarded as aesthetic creations rather than as vehicles for cultural or historical edification, and the success of her subsequent novels did indeed establish Amy Tan as a notable literary presence whose bestsellers generated widespread, multi-ethnic appeal.

As a release from working 0 hours a week as a well-established business writer, Tan decided in 185 to pursue her dream of writing fiction. She attended a writers workshop, read lots of fiction, and began writing a short story. The short story she composed, called Endgame, was about a young girls success as a chess champion. Endgame eventually became a part of The Joy Luck Club, a novel which actually began as a series of short stories written for magazines.

The Joy Luck Club, her most widely-read work, was nominated for the National Book Award and the National Book Critics Circle Award, and was the recipient of the Commonwealth Gold Award and the Bay Area Book Reviewers Award, along with the massive amounts of praise it received from critics everywhere. Her latest book, The Hundred Secret Senses, is sure to be as successful as The Joy Luck Club and the subsequent novel, The Kitchen Gods Wife.

The Joy Luck Club related the experiences of four Chinese mothers, their Chinese American daughters, and the struggle of the two generations to communicate with one another. Tan was strongly motivated to write this novel when, after her mother was hospitalized due to an apparent heart attack, Tan decided to get to know her mother better, take her to China, and write a book. Finally, upon meeting two of her half-sisters on her trip to China with her mother in 187, she felt a sense of belonging, and she reflected this feeling and wove parts of her mothers life into The Joy Luck Club. Tans first novel met with instant critical and commercial success. It became the longest running bestseller on The New York Times bestseller list in 18. The book was also made into a feature film, for which Tan co-write the screenplay.

Tan followed her first successful novel with a second novel, The Kitchen Gods Wife, in 11. As with her first novel, her style was infused with flashbacks, storytelling, and a strong sense of history. Her second novel became a number one bestseller on The New York Times hardcover list. Her third novel, which focused on the bond between sisters, used ghosts and other unearthly phenomena to explore the intricacies of human relationships. It appeared on the bestseller list upon its release. In addition to her novels, Amy Tan wrote two childrens books, The Moon Lady (1) and The Chinese Siamese Cat, with illustrator Gretchen Schields.

The author now lives in San Francisco with her husband, Lou DeMattei, and has no children but two dogs she loves.

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Essay based on the story 'Eviline'

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Are you satisfied with your present life? Wouldnft you like to change your life? I believe many people have at least once thought about being millionaires. Everybody wants to get a better life. However, what if they had to say good-by to their friends permanently, or what if they had to be parted from their family forever in order to become millionaires, would they still think that would be a better life? In the story gEvelineh (GUIDELINES, page 18) by James Joyce, even though Eveline who was unhappy with her life had a chance to get out of her pitiful life, she chose to live the same as before. I cannot say if her choice was smart or not because I do not know how her life would be if she had chosen another way. However, as far as I thought of her life, if I were she, I would probably take the chance to change my life for several reasons.

First of all, she was young. The age of nineteen is the beginning of adolescence. Most people around this age are supposed to have the right to chase their dreams. However, as I read this story of gEveline,h I felt that she, Eveline, was afraid of failure in her future by leaving with Frank who asked her to marry him. Because of youthfulness, I believe, people in that age make mistakes during their chase of the dream, as long as they are young, they would be able to start over again and again. And furthermore, the failure could be a great experience for them. When I was nineteen years old, I went to Europe to study English. At this time, because of my ignorance of English, many people suggested I studying more English before I go. I did not listen to them because I thought if I went to England, I would be able to speak English very easily anyway. So I went to Europe with totally no ability in English. As a result, in Europe, I was completely disappointed in myself and spent a lot of my money and precious time on studying elementary level of English. I was ignorant. It was not easy to learn English even though I was in English speaking country. However, as I mentioned above, the failure could be a great teacher for young people. After I went back to Japan from Europe, I worked very hard, saved money, and came to the United States to study again because I realized that I really needed to study English for my future. I do not think it is too late to start over my studying from the beginning. Therefore, I think, even if she, Eviline, was not sure how her life with Frank would be, if she really wanted to improve her life, she should have had courage to take that chance.

On the other hand, there are some things that made me understand why Eviline did not take the chance for a new life with Frank. One of these reasons is her feeling. Maybe she did not really like him or maybe she did not really dislike her life. As it is in a saying, gone cannot love and be wise,h people in love cannot see the things correctly. However, when she was about to go away from home with Frank, she thought about many other things that made her decide not to leave such as her friends who have known her for a long time, her family that need her, and so on. And after she considered all of these situations, she decided not to go with him. So I may think that she was waiting for next fellow who is probably better than Frank whom she did not love enough to leave her family.

And another reason that I did not really object to her decision would be because I considered the importance of her family for her. In the story, she had to leave her brothers and sisters in order to get a new life with Frank. However, she could not desert her brothers, sisters and even fathers who mainly made her life harder because she loved them a lot. In my opinion, my family cannot be replaced by anything. They are the most valuable for me to keep in my life. It was two years ago; about a month after I came to the United States, my dearest grand mother fell into a coma. I went back to Japan immediately to be with her as long as I could. At that time, I truly thought that I would do anything for her if she woke up. I would have given up chasing my dream without any hesitation. Even though I stayed in the hospital about one and half month at her bedside to get a chance to talk to her when she woke up, she, unfortunately, never did. I have the same feeling for my family as I had for my grand mother. Actually, I do not really know if I would really give up everything for my grand mother, but at least I strongly thought so at that time. However, in Evilinefs case, I think she could go back home to see her family even if she left her home. This is just my thought and I am not able to know her real situation. That is why I did not really object to her decision.

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In conclusion, people often criticize someonefs decision. However, there are things that we do not know if the decision that one made is smart or stupid. I believe the decision that one makes for their own life is the one that they want because people have different sense of values. Therefore, even though I thought that I would probably take the chance to change my life if I were she, I do not think her decision not following Frank was stupid unless she lived with her unhappy life ever after.

Please note that this sample paper on essay based on the story 'Eviline' is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on essay based on the story 'Eviline', we are here to assist you. Your cheap custom college paper on essay based on the story 'Eviline' will be written from scratch, so you do not have to worry about its originality.

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Mexico City History

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Mexico City is the capitol of Mexico and the center of the nations politics, culture and economic environment. Its current population is around 17 million which makes it the second largest metropolitan area in the world behind Tokyo, Japan.

Mexico was built on the ruins of Tenochtitian, which was the capital of the Aztec Empire. The Aztecs had developed an advanced civilization that dominated much of what is now the country of Mexico during the 15th and 16th centuries. In the early 16th century Spanish explorers arrived and conquered the Aztecs, founding Mexico city on the Aztec ruins. Mexico City soon became the center of Spain's American colonies. Mexico gained its independence from Spain in the 180s and Mexico City became the capitol of the new nation.

Mask uncovered from Tlatilco

The central region of the Mexican high plateau has been inhabited by different peoples for at least 0,000 years. Evidence of this is found through artifacts uncovered at Tlapacoya and Tepexpan, although it is believed that the capitol of civilizations in Mesoamerica (Known as Olmeca), was actually focused on around the Gulf coast of Mexico between 1500B.C. and 500 B.C. These remains found at Tlatilco are mostly small figurines believed to be included in burial offerings. Others believe that these objects were dedicated to a cult to the dead which existed in the pre-Hispanic era.

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Other groups slowly developed settlements along the shores of the lakes, living off of small agriculture, fish, and small game which was usually caught in the surrounding forests. "Copilco, Tetelplan and Cuicuilco were some of the more notable ceremonial sites existing during the period from 500 B.C. to 100 A.D.." Cuicuilco was particularly special due to its circular pyramid which was eventually undone by lava flows from the Xitle volcano, which erupted during the 1st Century A.D..

Over the years from 100 to 00 A.D., many different human groups settled and flourished in the central part of Mesoamerica, the most important of which was Taotihuacan (around 0 miles northeast of Mexico City). "During this era the distinction of social classes was consolidated and an extraordinary level of urban planning, with carefully delineated rules of art and architecture linked to religious worship and everyday life was achieved." Most of these societies based their economies on planned agriculture, trade, and military rule.

Between 650 and 00 A.D., the city fell to surrounding establishments and relinquished its position of power. Other communities that rose to stand in its place were cities such as Xochicalco, Cacaxtla, and Cholula. The controlling military ideas of Teotihuacan were passed on and taken in by the Toltecas, whose culture grew and helped to aid in the fall of the city Tula, in around 1168.

A major change came in the 1th century with the arrival of the Mexica, whose primary god was Huizilopochtli, meaning Left-handed Hummingbird. Led by a priest Tenoch, one by one they conquered the established tribes and secured themselves a place by the lakes. In 1, they settled at Chapultepec, only to be driven out by the Acuhuas, forcing them to relocate to an island in the lake. The vision of and eagle devouring a snake while perched on a cactus growing on the island signified that the journey for the Mexica was over, and they established the City of Mexico- Tenochtitlan on June 8th 15.

Map of the origins of Mexico City and the surrounding areas

Due to the connections of the Mexica with the surrounding groups and people, Tenochtitlan became a melting pot for many different cultures. "Within the short period of about 00 years, they were able to expand to vastly, conquer surrounding tribes, and build a magnificent city. This expansion was done under the rules of Izcoatl, Moctezuma I, Axayacatl, Tizoc, Ahyuizotl, and Moctezuma II."

One of the biggest parts of the culture of the Aztecs was their religious beliefs and their monuments and holy constructions. The most prevalent of these constructions was the Templo Mayor. The Templo Mayor was a double pyramid dedicated to the gods Tlaloc, god of water and rain, and Huitzilopochtli, god of war. There were many other temples, all of which were dedicated to a certain god who represented a certain purpose. The Templo Mayor stood as "not only the most visible landmark of a vast urban infrastructure, but also represented the cosmic center of a universe which required frequent human sacrifice to sustain it."

The Aztecs started to branch out off of the small island that was the original city through a system of land refill and reclamation through small floating plots of land (Chinampas). Out of these came small canals which connected houses, palaces, temples, "a fully stocked zoo", plazas, markets, and even aqueducts. All of this construction and public mobility promoted a social and political organization centered around small productive communities, Calpulli.

The city remained connected with the rest of the civilizations in the valley through the large causeway with a network of bridges and dams, as well as jetties and docks. One of the most impressive things about these early settlement cities is their ability to blend the lines between rural and urban environments. By 151, the city was a dominant presence in the world, in terms of structures as well as advances.

Please note that this sample paper on Mexico City History is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Mexico City History, we are here to assist you. Your persuasive essay on Mexico City History will be written from scratch, so you do not have to worry about its originality.

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The Handmaid's Tale: By Margaret Atwood

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I believe the novel, The Handmaid's Tale, was a genius's masterpiece. The whole book is Offred's diary that is found later and analyzed as one of the only pieces of evidence on the history of Gilead. By the end of the book, I started thinking about Gilead as a piece of history, and at the same time, the possible future. How do I know that I'm not going to end up just like Offred, trapped in a world that seems to just have shoved it's way into my life? I cannot believe that this fate is in my future, because we are conditioned to believe that we can help circumstances. Humans tend to always believe we are going forward in life. We like to believe we are not like our parents, grandparents, or ancient ancestors. We like to believe that we do not have the same social environment as them. We like to believe that we are constantly progressing, and constantly eliminating obstacles, extending to a sort of utopia. However, Atwood makes us think, Where are we going? When we get there, where do we go next? If there really is a utopia in our future, how do we know when we have reached it? And if we do reach a utopia and know it, does the world end then, because it can no longer progress? Gilead is supposed to be the near future although outsiders may see the past lack of freedom, captivity, sexism, discrimination, deprivation of education, war everything our history books tell us not to do. Even in the "Historical notes" when Professor Pieixoto calls Offred's Underground Femaleroad an "Underground Frailroad" (74) we see the same not so subtle sexism we saw two centuries ago.

It seems to me that most of Gilead revolves around the idea of a womb. A woman's womb is considered a flower. Offred constantly mentions flowers the lilies, the red, bleeding tulips that open up. Offred once finds Serena Joy hacking away at her flowers. I think she felt like her womb has disappointed her, and just as her flowers, her womb is useless. Offred gets two eggs in her breakfast every morning. Every morning, Offred examines her eggs; she admires them, treasures them, and almost worships them. Offred notes, "I think that this is what God must look like an egg…. If I have an egg, what more can I want?"(17). They are conditioned to believe their only value is in their womb.

The world of Gilead is almost entirely justified by biblical precedents. In the beginning, when God created man in his image, he then 'took a rib' from man (Adam) to create a 'companion' for him. Woman (Eve) is meant to be a follower of man. Of course, Eve is the one who defies God, and 'makes' Adam do so as well. I think the Bible is saying that women are trouble, and should not be given privileges. Atwood seems to play on this observation as well. In the 'Historical Notes,' Pieixoto repeats a quote; "Our big mistake was teaching them to read. We won't do that again."(8). Judd took the women's reading and writing privileges away, therefore eliminating the threat of defiance or rebellion. This is entirely justified by the Bible.

The Handmaids are stripped of their names and given names such as Ofglen, Ofwarren, and Ofcharles. The name, Offred, suggests she belongs to Fred, the commander. To rob someone of their name is to rob them of their identity. They have no identity. This is vividly apparent when Offred is meeting with Ofglen and realizes it is a different girl that approaches her. Offred asks, 'Has Ofglen been transferred, so soon?' The woman says, "'I am Ofglen.' Word perfect. And of course she is, the new one, and Ofglen, wherever she is, is no longer Ofglen. I never did know her real name." (5). Their name serves it's purpose, to state who their Commander is, and that is all anyone ever needs to know or wants to know about them.

Custom Essays on The Handmaid's Tale: By Margaret Atwood

'The Ceremony', I believe, is incredibly destructive to the whole community, all for the sake of procreation. Serena Joy cries every time she takes part in The Ceremony. She must lie in a room and watch her husband have sexual intercourse with another woman who is lying on her stomach. This gesture, to watch, is disgusting on its own, but the fact that it is her husband makes it worse. Not to mention the fact that she is not allowed to have sex with him herself. She cannot bear children on her own. This takes away from her womanhood and, I am sure, makes her jealous of Offred. The Commander feels as though he is sinning knowing what he is doing to his wife. Offred is being degraded, violated, abused, mutilated, used… and "the Commander is fucking." (116). She must detach herself. There are no words to describe the horror of this act.

After the Commander has invited Offred into his office a couple of times, they must go to another Ceremony. Here the Commander has sex with her because it has become more personal. Later, Nick becomes a way for her husband, Luke, to live on, and she makes love to him.

Reading this novel now shocks me more, because the war is going on. I feel like Gilead is possible and is more likely now that we have so many nuclear weapons. I fear the day when Gilead takes over our society, and wish this day never to come.

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Fauvism

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Discuss the themes and techniques of fauvism. Support your arguments with reference to specific examples.

Between 104-7, Henri Matisse, Andre Derain and Maurice Vlaminck evolved a style of painting that earned them the name Les Fauves. The Fauve movement was given it's name when the art critic Louis Vauxcelles was reviewing the Gils Blas at the Salon d'Automne exhibition in 105. He saw a classical sculpture in the centre of an exhibition room filled with fauve paintings by artists such as Derain, Vlaminck and Matisse. The bright arbitrary colours and distorted lines of the Fauvists paintings looked at the time like art by savages. He referred to these paintings as 'wild beast' in comparison to the classical sculpture. As a result of the French meaning for wild beast being 'fauves' the style was called fauvism. Although there was no common program such as the Impressionist Socit anonyme des peintres, sculpteur et graveur, the Fauves were all loosely joined by a shared rebellion against academicism. For the Fauves the simple act of painting and the joy of painting is at the heart of the paintings.

The Pointillists had a large influence on the Fauves. In the freeing of line and colour from the bonds of realistic description the Fauves looked back to the juxtapositions used by the Pointillists. They incorporated these juxtapositions into the emotionalism that they adopted from the styles of painters such as Vincent van Gogh . Comparing van Gogh's Self-portrait with shaven head (1888) to Matisse's Portrait of Andr Derain (105) one can easily observe the similarities. Both have broken brush strokes, the paint having been applied thickly and in directional patterns. This pattern plays a key part in the creation of a structure in the figures. Van Gogh has highlighted his face by lightening the green background palette close to the face. By contrast Matisse has used two colours, green and blue, in the background. However this has been coarsely applied with vigorous brushstrokes and no attempt to even try to finish it. Amongst other artists that influenced the Fauves Gauguin stands out. He influenced them with his love of painting primitive nature and they copied this by using his decorative values in many of their paintings. Such decorative values can be seen in the key Fauve painting The Joy of Life Matisse (108). It has been influenced by the way in which he drastically simplified forms, so much so that they become a pure linear pattern unifying the picture surface into a single spatial plane, not without some lingering reminiscences of Art Nouveau.

Colour and the use of colour for expression is at the heart of fauvism. By freeing colour from its traditional descriptive role in representation, the Fauves led the way to its use as an expressive end in itself, showing both an equivalent of reality and their emotional response to reality. Bright dissonant colours are used to express the artist's emotional response to reality, often using non-representative autonomous colours. The colours are bright and dissonant increasing the harsh and incoherent nature of the paintings. In the same way that colour is exaggerated for representation, nature is often distorted through the imagination of the artists. Indeed there is an emancipation of style and line, it is a liberation away from classicism, almost portraying the message that Academic Art is no longer needed as society has moved forward and can now express oneself. The artists try to portray this celebration of pleasure in the vivacity of the paintings.

Derrain's 'Boats in the Port of Collioure' (105) is a wonderful and typical example of fauvist painting. It has a primitive Mediterranean fishing scene as its subject. The sky is green and yellow, the hills pink and the foreground mostly pure red, yellow and blue. Derrain has applied paint in various sized blocks, often spaced apart to represent light and allow the colours to interact, and, by doing so gain strength from the contrast of each other. The sunlight influences the shades of colour and the gaps between the 'dabs' of paint. One only need look at the sea in the painting to see how the areas affected by the sunlight are green where as the rest of the sea is blue. The areas where the sun reflects on the water have large spaces between the 'dabs' of paint revealing the white base layer of the canvas. Although the colours are non-representational, their colour represents the objects intensity in relation to other objects. A result is that the grass/beach in the foreground is red and the background hills pink. The colours do not represent nature, instead provide a painterly equivalent to reality.

Matisse was one of the other great fauves. Similarly to Derrain, he painted at Collioure. His painting 'Interior at Collioure' (105) depends on the conjunction of red, pink and green, as well as blue and orange. Matisse's tendency to juxtapose of complimentary colours is supposed to enhance the colours and make the eye think that the colours are vibrating and thus affect the eye more. Despite this, space through the painting can be observed, (though not with traditional use of perspective) and it is easy to tell the interior and exterior light apart.

The main theme of fauvism seems to be the juxtaposition of colours so that they represent the view of the artist and create a vibrancy in the colours.It is the artists assault on classical reality.

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