Assessing The Occupational Competence in the Work Enviroment Essay

C. In carrying out assessment of occupational competence, I would ask myself: How effective was my assessment and feedback? Was there anything I didn’t anticipate? How did I deal with it? What went well? What could I improve? If I had to change anything what would I do differently? I would ask the learner what they intend to do and how they are going to achieve it, get them to tell me what tools they are going to use to get the desired look and why they will be using them, also what products are going to be used (if any). Once they have finished the assessment I will ask them how they think it went and then give them my feedback. My feedback will start with a positive e.g. well done for keeping within the time scale. And then tell them if the assessment was achieved or not and if not how they  could work towards achieving it. I will finish with another positive and setting a new target with a new date. By keeping a reflective journal on my experiences and thoughts it would help me with my future development and give me useful practice in self-evaluation. D. To maintain the currency of own expertise and competence relevant to own role in assessing occupational competence, I will need to keep my knowledge and skills up to date in order for me to be an effective and credible assessor. I will need to maintain continuing professional development and I will have to keep up to date with relevant government legislations, awarding organisation regulations, policies and organisation procedures related to assessment and quality assurance. I will also need to keep up to date with new developments in vocational training and teaching. I will attend further training courses to keep my cpd up to date and keep a log of it. I will attend standardisation meetings to show that I am keeping my assessors qualification up to standard required by the governing bodies. OUTCOME 4 Be able to plan the assessment of occupational competence. B. To plan assessment of occupational competence based on the following methods: Observation of performance in the work environment – I would observe the learner by their performance making sure the criteria is covered. This would be done through one to one with the learner. I would make sure start and finish times were set and make sure the service provided is going to meet the standards requirements. Any documentation would have to be filled in, signed and dated and new targets would be set. Examining products of work – I would check that the work of the learner has been carried out in the correct and professional way and the end result has the desired look and finish. Questioning the learner – I would initially ask the learner what their plan of action is and how they are going to achieve it, if more criteria needed to be met I would ask more questions to give them the opportunity to try and meet the level required. Discussing with the learner – I would make sure the discussions were relevant to the outcomes and assessment criteria, I would discuss the units that need to be covered and how we could use one visit to cover more than one unit (holistic approach). I would also discuss the amount of time needed for the process and dates and times of visits. I would make it clear to the learner what I would expect from them for a competent assessment. Use of others (witness testimony) – As an assessor you would need to be a professional in hairdressing with x number of year’s experience. You would need to be familiar with the national standards and carrying out observations, you would document all that has been observed but could not enter into the candidates log book. Looking at learner statements – The learner would have documented extra evidence. This would be a write up on underpinning questions when a range has not quite been met. This could also be a write up on a hair style that was achieved, explaining how they went about getting the achieved look. Insufficient evidence – If a learner hands back their assignment but has not met the criteria covered, they would be told there was insufficient evidence to complete the assignment. They would be asked to add the required evidence making the assignment achievable. Recognising prior learning – This would be when a learner has completed a unit in another qualification within the set time of the national standards. I would check their certification for proof of this and get the learner to take the test of under pinning knowledge so they would not have to do the same unit again. I would be able to document this in the learners log book with a RPL form, the form would need to be signed and dated from the achieved date on the certificate. C. To plan the assessment of occupational competence to address learner needs and current achievements. In my assessment plan I would identify any specific need that the learner may have e.g. Dyslexia (I would check with the relevant department within the training establishment to see what help could be offered to the learner i.e. extra time given for assignments and written tests). I would then agree the level and extent of their current knowledge and skills. D. In assessment planning meetings wherever possible I will always try to take a holistic approach. If one unit is being taken I would identify how many outcomes and criteria might be met, I would do this by using the assessment methods of: Observation, Examination of products of work and questioning. As an assessor, work to holistic assessment principles will maximise opportunity and save time and cost. If I have arranged to be observed assessing competence, examining products of work and questioning, I could discuss with my assessor whether I could be observed carrying out an assessment planning meeting during the same visit. This could be a follow on planning meeting with a learner who is ready to go on to the next stage of their assessment. Bilingualism Dealing with Bilingualism would first have been established at the initial assessment; the learner’s first language is not English so as an assessor I would have to find the best way of communication. This could be in using an translator (electronically or a dictionary) There would have to be a certain amount of English vocabulary on the learner’s behalf to have been able to pass the testing that is initially done before acceptance of the course. Skills testing A skill testing is a practical observation of a set skill task that has been set by the assessor. The assessor will tell the learner what is required and give the learner a set time to get the task achieved. This can be used to check the learner’s capabilities. MAINTAIN LEGAL AND GOOD PRACTICE REQUIREMENTS WHEN ASSESSING VOCATIONAL SKILLS, KNOWLEDGE AND UNDERSTANDING UV30566 TRACEY HEARNE OUTCOME 4 To evaluate my own work in carrying out assessment of vocational skills, knowledge and understanding I would ask myself: Did the learner understand what needed to be done to meet the criteria? Was the feedback clear enough for the learner to understand? Were assessments marked and returned within the timescale? By asking myself these questions I can evaluate my own work with the evidence that I have recorded. D. Take part in continuing professional development to ensure current expertise and competence in assessing vocational skill, knowledge and understanding. In taking part of ‘cpd’ this is to keep my knowledge up to date, and to maintain new skills whilst assessing. I need to be able to prove how I have been doing this. I need to show certificates I have gained in courses I have attended. Keep a record of hours worked/shadowed. Made regular visits to relevant websites. (www.habia.org) Reading relevant publications (Hairdressers Journal (HJi). Keeping a log of all my attendance and participation in events and activities will be my record of ‘cpd’.

Color theory

Two more females could also be seen walking away from the flower stall. All the characters in the artwork are seen wearing traditional Malay clothing. The older lady operating the flower stall has a lot of facial expression and she is currently packing a bouquet of flowers together. The younger lady operating the flower stall is sitting on her left with a rattan basket on her lap. There are some flowers in her rattan basket and she is packing them together. The lady customer with a young child is busy choosing the flowers she wants from the basket placed in front of her while the other lady customer is still deciding on what flowers she wants. ) Technical Innovations: This artwork consists of a lot of texture. The canvas itself has a rough surface and oil based paint will leave behind some medium after it was dried. By using oil on canvas, the artist is able to create an artwork which rich in actual texture after it was completed. The artist had also created value in this artwork. Th e characters and objects in the artwork shows value as each Of them have a combination of light and darkness tone on them. The artist had used a combination of different values of the same color when painting the characters and objects.The artist had used a lot of pigmentation in creating this artwork. As a result, this artwork is rich in color. The artist had also minimized the space in this artwork. There is very little distance between the characters and objects in the artwork but the artist had made the characters further away smaller to show that their position is further away. As a result, the artwork gives a very compact yet realistic feeling to its audience. E) Opinion about the artwork I) Subject matters: All the people in this artwork are seen wearing a type of traditional Malay clothing known as the ‘Baja Koruna.The background also features a lot Of Reese and a dirt track, indicating that there is a high chance that this scene IS located in the countryside rather th an in the more developed cities. In my opinion, the artist is trying to tell us that this is a scene from a Malay village located in the countryside. The main characters of this artwork are the old lady and young lady running their flower stall and the supporting characters would be the few customers at the stall. The background of the artwork is yellowish in color, indicating that the time could be in the evening.In my opinion, the two ladies had set up their stall under a big tree to seek shelter room the hot evening sun as it is uncomfortable and it will cause the flowers to wilt faster. The lives of the people living in this village are simple as they could work as selling flowers by the roadside to support themselves. They are not bound by the rules and regulations normally found in the busy city life as portrayed in the artwork above. There are no local law enforcers to chase them away despite they are trading without a proper premise or license.This scene would not appear in large cities as city councils requires the sellers to obtain an official permit to be displayed at their stall or the city council will end in their people to chase them away or confiscate their goods. The flowers are separated based on their colors and were placed inside baskets to be presented to the customers. The flowers are only available in yellow, orange, red and purple. In my opinion, the variety of flowers available are limited due to it is currently not blossom season. The old lady in the artwork shows a light smile on her face when she is serving her customers.This shows that the people in this village are very polite and friendly towards each other. The old lady is holding a bouquet of flowers on her hand which consists of the red and yellow flowers. It is likely that she is wrapping the flowers chosen by her customer which is the lady with the little girl. Judging by the age of the lady, the young girl is most likely to be her daughter. It is possible that the lady was bringing her daughter out for a walk when they came across this flower stall where they decided to have a look and purchase some fresh flowers to decorate their home.There is a younger lady sitting beside the old lady at the flower store. In my opinion, she may be the daughter or granddaughter of the old lady and she is helping the old lady to run the flower stall. She has a rattan basket on her lap with some lower in it. It is possible that she may be packing the flowers according to the customer's demands. There is also another lady customer in dark red Malay dress. She is looking at the three silver buckets with her hand holding her chin. She may be indecisive on which flower to buy. There are also two Malay women walking away from the flower store.It is possible that they had just bought the flowers from the stall and are walking back to their home. Ii) Values: This artwork consists of the social and economy value. The artist is trying to show his/her audience the social and eco nomic conditions in a rural Malay illegal. Social value could be seen from the individuals in the artwork. The two ladies running the flower stall are dressed neatly but their clothes are plain and lack decorations. This suggests that they are not very rich and have a lower status in the society. The other three customers are wearing the same type of clothes but their clothes are more stylish with added patterns.They are also not working but are shopping for goods. This suggests that they are richer than the ;vow ladies running the flower stall and it is possible that they may from the middle or upper class of the society. However, none of the harassers in the picture showed arrogant attitude towards each other despite being from different social classes. The economic factor could also be seen from the artwork. Selling flowers is one of their local job in order to earn income. The two ladies running the flower stall is trading with their customers. Judging by the simple conditions o f the flower stall, the prices of the flowers should not be too high.The flower stall has a lot of customers. This suggests that the local economy is doing well as people have extra income to be spent on decorative items. A) Artwork 2 b) I) Title of the artwork – Koala Kananga Street I) Name of the artist- Ye Amok Sin iii) Media – Water Color iv) Date of origin -? Nil This artwork is a scene of a street in town. There are double storey shop lots painted in white along the street. All of the shop lots have their own signboard. There are Chinese and English writings on the signboards. There is a bakery shop at the left side of the picture with a lot of pastry trays stacked up outside the shop.There are also some stalls outside the shop lots. Some of the stalls have huge umbrellas over them but some do not and here are people selling things in the stalls. There are also a few customers looking at he goods on sale at the stalls under the huge umbrellas. There is a Tristan paddled by a man in the middle of the road. A lady is also seen walking alone On the street while carrying some goods in a plastic bag on her hand. This artwork is a blend of a few art elements. One of the elements found inside this artwork is value. The scene in artwork is an opened area and the artist had used value to show the direction of the light.The light source in the picture is on the upper left side of the picture as it is brighter on that side. Shadows of the buildings and people are also pointing towards the opposite erection of the light source. The usage of value had also given the objects in the artwork a 3-dimensional form on a flat piece of paper. The artist had also used space to create an illusion that some objects and people in the artwork are further away. The bakery shop on the left is bigger in size than the row Of shop lots on the right. This gives the audience an illusion that the bakery shop is the nearer and the row of shop lots are further away.The artist had also used the line element in this artwork. The people in the artwork are formed from vertical lines which could be seen from their straight postures. The artwork captures the scene at a very peaceful street called the Koala Kananga Street. The artists main focus on this artwork is the lady walking on the road, the bakery shop and the man selling things in the stall beside the bakery shop. There are shop lots along the street painted in white color. These shop lots contains traditional design elements which is normally found on buildings from the pre-first world war era.In my opinion, these buildings are painted in white color as it is the current trend of the time. People back then may perceive that white buildings look clean and tiny which could help hem attract more customers. There are also a lot of stalls along the street, indicating that it could be in the morning. There is a lady walking alone on the street with a bag of goods on her hand. She is seen in more modern clot hing. In my opinion, it is most possibly that she is a housewife from the medium or upper social class who is out to buy some raw materials needed for preparing dinner.The facial expression of the lady could not be clearly seen as her face is pointing towards the floor. It is possible that her children had gone to school and her husband had gone to ark, leaving her alone when she goes on her daily routine of going out shopping for family supplies. This could be the reason why she looks lonely and bored as she walks down the street. There is also a bakery shop on the left side of the artwork. It is a bakery shop because the ‘Bakery' word is written on the red signboard hanging outside the shop. There is a lot of pastry trays stacked up neatly outside the shop.These pastry trays are used by the bakery to put their finished products and it is possible that they are stacked outside the shop awaiting collection by customers. Judging from the large number of pastry trays outside the shop, his bakery shop is very profitable and is able to sell a lot of their products daily. This bakery store may be very famous or it is possible that the bread and pastries made by this bakery are very delicious. There is a small stall with a man selling things in it beside the bakery. The stall is hid under the shadow of the bakery shop and away from the sunlight.It is possible that the man chooses to place his stall to avoid the hot sun as he does not have a huge umbrella over his stall like the other stalls across the street. The size of his stall is also small and there is a bucket on the store. It is Seibel that he is selling beverages and uses the bucket to contain the beverages he had prepared. He could be earning a lot of money from the sales of his beverages as the weather is hot and shoppers walking along the street would stop at his stall for a drink and rest to refresh themselves. One of the windows on the second floor of the shop lot located opposite the bakery is op ened.This indicates that it is vacancy on the second floor Of the shop lot. It is possible that the family of the shop owner is currently living there. Most of the families of shop owners during that time live on the second lour of their shop to save up from paying additional rent for a house. It is also more convenient for the shop owners as they could run their business on the ground floor while being at home to take care of their families. All the shops have very clear signboards outside each of them and the signboards consists of Chinese and English writing.It is possible that this is a Chinese based community under the British colony. There are no cars and there is only a Tristan in the middle of the road. The number of cars at that time is very less and the Tristan is the main form of transport. The weather is also very hot as the stalls by the road have big umbrella over them to help them avoid the heat from the sun. The artwork consists of social and economy value. The artis t is trying to show his/her audience the social and economic conditions of Chinese community living under the British colony. The social value could be seen from the people in the picture.The lady walking in the middle of the street is wearing modern clothes influenced by western culture as brought by the British. It is possible that she is from a wealthier family as only the wealthy people at the time embraced the western fashion. She also does not go to work but stayed as a housewife. The owner of the small beverage stall is seen wearing more traditional Chinese clothing. He may be from a poorer family compared to the lady walking on the street. The economy value could also be reflected from the artwork. The artwork consists of shops and stalls on the street preparing to conduct business with their customers.This shows that the economic is in good conditions as the businesses are still going on well. A) Artwork 3 b) I) Title of the artwork – Penance Hill ii) Name of the art ist – Hen Chin Chining iii) Media – Oil Pastel iv) Date of origin -2014 This artwork is about the Funicular Train which is located at Penance Hill, Penance. This artwork is designed to look like three stamps from different era consisting of three different designs of the Funicular Train which was updated over time. The three stamps made up a timeline starting from the bottom and each contains design characteristics of the time.The stamp at the bottom represents the Funicular Train in the year 1923. It contains the Funicular Train in its first design and the picture is painted in black and white. There are a lot of trees and bushes in the background. The word ‘1 c' is also seen on the top eight corner of the stamp and the year 1 923 was stated at the bottom of the stamp. The stamp in the middle consists of Funicular Train in its updated and more modern second design. There are less bushes and trees in the stamp in the middle compared to the stamp at the bottom.The Stamp in the middle is colored and the word ‘ICC' could be seen on the top right corner. The year 1977 was also stated on the bottom of the stamp. The stamp on the top features the Funicular Train in its latest design. There are even less trees and bushes in the background compared to the stamp in the middle and the clear blue sky are also clearly exposed. There is a ‘RMI' word on the top right corner of the stamp and it is recorded as the year 201 1 on the bottom part of the stamp. The artist had used different techniques when creating the three stamps in the artwork to give them a distinguished look from each other.The stamp at the bottom is created using the shading technique to replicate the black and white photos commonly found during the year 1923. Value is also shown in the stamp at the bottom as the artist had used different tone of shading when creating it. The stamp in the middle is created entirely from oil pastels and features the less advance drawing techni ques from the year 1977. The stamp also consists of the color value as it contains high color intensity. The stamp on the top is created from a blend of oil pastels and poster color.Oil pastels are used to paint the picture while the sky is finished in poster color to give the clouds a softer feeling. Value and space is utilizes by the artist to give the top stamp a look which resembles a modern photograph from 2011. This artwork is a combination of three smaller artworks in the shape of stamps. The stamps contain of images of different versions of the Funicular Train found at Penance Hill. The images are arranged from the bottom to the pop and the time of each image was included in the image itself by the artist to create timeline of the evolution of the Funicular Train at Penance Hill and the changes to Penance Hill.The images also contain of the characteristics of pictures found on stamps from their era. The stamp at the bottom consists of an image of the first generation Funicul ar Train at Penance Hill. The entire image is black and white in color and resembles the photos found on the stamps from that era because the artist is trying to replicate a stamp from that era. It was also stated as the year 1923 on the bottom part of the image. This is a message from the artist that the first generation of the Funicular Train entered into service at that year.The train is small in size and the design of the train is simple. The size of the train is small as there is no modern technology to design a train which is capable of carrying a heavier load. There are also less people visiting Penance Hill during that time. Therefore, there is no need for a bigger train as it will incur a higher cost to build it. The Funicular Train also has no windows and the train conductor's seat does not even have a door. This reflects that people of the time values function over form and comfort. There are a lot of trees and bushes in the background.The artist is trying to tell the aud ience that the Penance Hill is undeveloped during that time. ‘1 c' is also written on the top right corner of the stamp and it represents the value of the stamp. The artist is trying to tell the audience about the economic conditions during that time and 15 cents is all that was required to send a letter. The stamp in the middle consists of an image of the second generation of the Funicular Train at Penance Hill. This image is colored and the drawing style highly resembles drawings found on stamps from that era.The year 977 was stated on the bottom of the image which is the year that the second generation of the Funicular Train entered into service at Penance Hill. The design of this train is more modern and has windows. This shows that the people at the time had started to value comfort and safety. The train is also larger in size and there are less trees and bushes in the background. The artist is trying to tell the audience that the Penance Hill is more developed at that ti me and there are more visitors. Therefore, the train is larger in size to cope with the increased number Of visitors. ‘ICC' is written on the top right ornery of the stamp.This shows that the local economy had bloomed and more money is required to send a letter compared to year 1923. The top stamp represents the latest and current look of the Funicular Train at Penance Hill. This image is more realistic and the drawing style resembles a stamp from the 21st century. The stamp is marked as year 2011 which is also the year the third generation Funicular Train was brought into service. This Funicular Train consists of a high tech-modern design and is larger in size. This shows that people from the 21 SST century seeks not only safety and inform but also speed in their travels.This image features even less bushes and trees than the image in the middle and the sky could be clearly seen. The artist is trying to convey a message saying that even more development had occurred and the t rees are depleting at Penance Hill. ‘RMI' is written on the top right side of the stamp. This shows that the local economy had experienced a huge increase as even more money is required to send a letter. By comparing the three pictures from different era side by side, the artist could show the development of the local economy and the development of Penance Hill.

There is no topic Essay Example | Topics and Well Written Essays - 750 words

There is no topic - Essay Example As a means to gain enlightenment Gautama practiced meditation under a ‘bodhi’ tree where he finally realized the true path of freedom from suffering towards salvation. He was henceforth known as â€Å"Buddha† or the â€Å"Enlightened one† ( Hawkins 35).The basic ideals of Buddhism are centred on four noble truths that are the tenets of Buddha’s doctrines. The First noble ideal is the truth of suffering that recognizes that suffering exists. The second ideal emphasizes on the cause of suffering in which ignorance and desire are identified as the major causes. The third noble ideal teaches on the end of suffering in the world or in the spiritual sense by achieving Nirvana. Consequently, the fourth noble ideal creates the path towards the end of suffering (Hawkins 29). The monastic ideal of Christianity referred to the practice of seclusion from the world for the purpose of spiritual communion with God and the universe (Markus 19). The origin and spread of the practice is attributed to Saint Anthony of Alexandria in Egypt (Markus 19). At the age of fifteen, he decided to start off a life of seclusion in the desert for the next ninety years. During this period he became famous as more and more young men joined him in the desert. The ancient Eastern customs sought divine intervention. Furthermore, such people were referred to as hermits or â€Å"desert dwellers† (Hawkins 68)They were considered as holy men by the villagers who offered wise advice to the local villagers. During the spiritual enlightenment process, the hermits would subject their bodies to self punishment such as extreme fasting for the purpose of driving out desires of the flesh and strengthen the spirit. The villagers that sought advice from the hermits would carry offerings of food for them. The basic tenets of Christian monasticism were foremost driven by the

Should Students Can Bring Guns to Campus Essay Example | Topics and Well Written Essays - 1250 words

Should Students Can Bring Guns to Campus - Essay Example According to Obama, â€Å"the Second Amendment protects the right of individuals to bear arms, but he also identify with the need for crime-ravaged communities to save their children from the violence that plagues our streets through common-sense, effective safety measures† (O’connor). Even Obama is not clear in his views about the prohibition of guns in school campuses. It should be noted that America is a country in which human rights are valued very much. Any attempts made by the government to restrict guns in schools may bring lot of criticism with respect to human right violation. That is why Obama like politicians are taking cautious approaches while dealing with school violence incidents. According to Sen. John McCain â€Å"residents across America should be able to exercise their constitutional right to have access to firearms to protect themselves"(Marimmow). In short, the Second Amendment in the constitution seems to be working against the interests of gun co ntrol advocates. Judiciary seems to be against the idea of strengthening of gun control laws. â€Å"After the U.S. Supreme Court ruled that cities and states must respect the right of individuals to own handguns for self-defense, Mayor Richard M. Daley declared the justices to be divorced from reality" (Chapman). Along with politicians, Judiciary also supports the idea of self-defense and the rights of people in carrying guns. Carrying of gun or any other dangerous weapons is disallowed in schools in many countries. In all such countries, school violence incidents are less. Even though politicians, judiciary and scholars talk too much about the individual rights in having guns, they talk less about the... This essay stresses that human life is the most valuable thing in this world. Even though science and technology advanced a lot in recent past, still it is unable to create an artificial life. In other words, once taken, nobody can return a life back. Under such circumstances, it is the duty of the government and authorities to give enough security to human life. While Bill of Rights or Second Amendments allow children to carry guns on the grounds of self-defense, none of these constitutional laws guarantee the protection of innocent lives. The life of innocent people is more important than the life of the attacker or the culprit. Innocent people or less aggressive children will not carry guns to school under normal circumstances. It is illogical to force all students to carry guns to schools. Schools are institutions which are intended for learning, not for violence. This paper makes a concluison that combined effort, of school authorities, parents, government and other social service agencies are required to reduce school violence incidents in America. The author talks that strengthening of existing gun control laws is one of the major solutions for this problem. Even though gun control laws are there, the authorities are not much sincere in implementing it. The Second Amendments in constitution which allows people to carry guns should be modified. This constitutional protection should be given only to adults and matured people. Under no circumstances, children should be allowed to carry guns to schools.

Describe the various ways of learning about ancient diets and how it Essay

Describe the various ways of learning about ancient diets and how it relates to people's lifestyles - Essay Example Studies of skeletal remains and mummies may be used to show what kind of food the ancients ate. One such study is the research conducted on ‘nutcracker man’, the skull of a Paranthopus Boisei, a relative of humans, who was noted to have a strong jaw and large, flat teeth. For years, it was believed because of the structure and size of its jaw and huge molars that the Paranthopus Boisei at nuts, seeds and other hard items. Further study had revealed, however that the famed ‘nutcracker’ did not crack nuts after all. It appears that despite its large jaw, the Paranthopus Boisei more likely munched on grass, and that the structure of their jaw was more inclined to chewing tough grasses (Choi, â€Å"Nutcracker Man Ate Like a Cow (Or Pig) â€Å". 2011). In the same way, science and modern technology continue to bridge the gap between the past and the present. We know through much research the kinds of food our ancestors ate through the research and study of foss ils, particularly noting the jaw structures, teeth, and stomach contents (if possible) of fossilized and mummified individuals. Geography One of the major indicators of Ancient cuisine can be seen of course, by observing and studying ancient ruins. Expeditions have uncovered skeletal remains, fossils and mummies which have been further studied and analyzed to determine the diet of these individuals before they died. The expedition sites in themselves reveal telling clues about a people’s culture and society, including what they could have possibly eaten, and how they prepared their food. The geography of an area, their climate and type of land, all suggest the kind of food that is grown in an area, and determines if a people are hunters, food gatherers, or fishers. Egypt for example, with their close proximity of the Nile River, proposes that they had access to water supply and fish. Because of their rich soil and lush vegetation, it would make sense that Egypt prospered most of the year, even during times of drought (Philips, â€Å"The Diet of Ancient Egyptians†). A study of ancient Egyptian homes revealed bread ovens, used to cook bread, and cellars, used to keep wine and other food products. Paintings Artworks such as paintings, pottery, and sculptures can be used as evidence as to determining what ancient people ate. Paintings on ancient walls show the fruits, vegetables, and meats that were present and being eaten during the time it was painted. Processes and methods of cooking can also be seen in these artworks. There are paintings of servants making bread, stirring batter, and collecting fruits and vegetables. Other illustrations include men carrying what appear to be pots of milk and cream, or of slaves milking cows and harvesting crops (Philips, â€Å"The Diet of Ancient Egyptians†). Even the early cave men would paint animals, fruits and vegetables on their cave walls. These are telling signs of their diet, as they would only pai nt the things that they could see in their environment. Sometimes, these paintings are of feasts, and involve the killing of certain significant animals, and in some cases, the entire process of how they would prepare their meats. Artifacts Ancient Egyptians also brought food to their graves. They were known to be buried with their earthly possessions as they wished to take their riches and belongings with them to the afterlife. Sometimes, food was even found to be buried in mummy tombs (â€Å"

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Curriculum development - Essay Example Lewis and Arthur (1972) identified definition of curriculum in the following categories: course of study, intended learning outcomes, intended opportunities for engagement learning opportunities provided, learner’s actual engagement, and learner’s actual experiences. They defined curriculum as â€Å"a set of intentions about opportunities for engagement of persons-to-be-educated with other persons and with things (all bearers of information, processes, techniques, and values) in certain arrangements of time and space.† Tanner and Tanner (1980) traced the history of curriculum definitions showing that â€Å"curriculum has been variously defined as: 1) the cumulative tradition of organized knowledge; 2) modes of thoughts; 3) race experience; 4) guided experience; 5) a planned learning environment; 6) cognitive/affective content and process; 7) an instructional plan; 8) instructional ends or outcomes; and 9) a technological systems of production.† Historically and currently, the dominant concepts of the curriculum is that of subjects and subject matter therein to be taught by teachers and learned by students. In high schools and colleges, the term curriculum has been and still is widely used to refer to the set of subjects or courses offered, and also to those required or recommended or grouped for other purposes; thus, terms as the college preparatory curriculum, science curriculum, and premedical curriculum are commonly used. In curriculum terminology, program of studies is more properly used in these connections. Despite efforts for over a half century to achieve broader and different curriculum foci, the concept of curriculum as subject matter persists as the basis of the dominant curriculum design. It was central to and emphasized by the wave of curriculum development in the subject fields that began in the 1950s and was stimulated by the Russian advance into out space and subsequent pressure to improve American education. The concept of the curriculum as

Is Spontaneous Order a Form of Social Justice for Hayek Essay

Is Spontaneous Order a Form of Social Justice for Hayek - Essay Example Is Spontaneous Order a Form of Social Justice for Hayek? Then from the literature review, the views of various authors related to theory of Hayek will be taken into account to link these terms up. Finally, after a thorough analysis the final conclusion will be presented to sum up the whole theory. The concept of â€Å"Spontaneous order† is an order that emerges with the volunteer actions of the individuals and not the one that is artificially created by the government. It is the key concept in free market tradition and classical liberal explained differently by different people. However, Hayek has explained the term as more creatively designed efficient market economies than any societal design could achieve (Petsoulas, 2001 – pp.2). This view is pointing towards the fact that market economies are emerged naturally from the business services and the individuals involved in the buying and selling of these goods and services to form and distribute them accordingly depending upon the individual decisions. Such economies cannot b e designed and created by any society manually. The idea of â€Å"Social justice† refers to the equal distribution of rights and duties among all individuals present within a given system. It is the key concept that is supportive of human rights and aims to achieve all aspects of a social system including the administrative law. A social system is said to be â€Å"just† only when all rules and regulations are abide equally by all the individuals present in it. Fair treatment should be attributed to all individuals and groups to promote the basic concept of merit. Distribution of costs and benefits should be equal among all without any favor. According to the Hayed, the social justice is nothing but a â€Å"Mirage† (Routledge and Paul, 1982). Hayek has referred to the social justice as the â€Å"worst use of word social† and it indicates a â€Å"semantic fraud†. Hayek has noticed that the term has "already distorted the thinking of a younger generat ion," citing David Miller's recent Oxford doctoral thesis, titled as "Social Justice.† (Routledge, 1988, pp.114-118) All the above evidences show that Hayek was not supportive of the idea of social justice because he viewed that the economic reward system is the result of unplanned market economies that arises from the individual actions and decisions. Such system occurs naturally as a result of spontaneous order rather than being created manually then there is no need to think about social justice or injustice as every individual has been assigned a particular place and position within the society and is working under the command of some central authority that directs them. Hayek was of the view that the spontaneous order comprises of individuals and organizations than there is no need of social justice (Hayek, 1993, pp.46). Spontaneous order aims to correct the errors that are residing within a given social system and help the individuals to struggle and meet their desired e xpectations. It plays a key role in building social relationships. Hayek has put forth the idea that a centralized legal system would not be able to enhance the effectiveness of social justice or well being as â€Å"only human conduct can be called as jus or unjust† (Miller, 1976, pp.17) (Macleod, 1983, pp.557). The economic systems are too complex to be regulated in any centralized legal direction (Hayek, 1973, 1976, 1979). Hayek has simply rejected the idea of the prevalence of social or distributive justice within the spontaneous o

Geol 3372 Petrography Adopt a rock Research Paper

Geol 3372 Petrography Adopt a rock - Research Paper Example A field research was done where the rock was identified, and physical examination done to substantiate its characteristics. The paper seeks to explain the various types of hornblende andesite and their location around the world. An understanding on the on the plate tectonics association is important in understanding the natural processes that necessitated the formation of the rocks in the various location regions in the world. The thin report section gives the complete picture on the physical and chemical composition of the hornblende andesite detailing its mineral composition. The three minerals that make up the hornblende are Plagioclase, Sanidine mineral, and the Hornblende mineral. A hand sample showing dark gray hornblende in a very fine-grained groundmass is also illustrated further to exhibit some of the physical characteristics of hornblende. Hornblende is a common rock-forming mineral that is found in igneous and metamorphic rocks. Hornblende andesite has several different types of minerals at varied percentages (Kepezhinskas 246). The crystals vary in chemical composition, but they are all double chain in silicates with similar physical characteristics. The chemical composition of the minerals include metals, such as magnesium, chromium, calcium, sodium, iron, aluminum, silicon, fluorine, manganese, potassium, and hydroxyl (Kepezhinskas 246). The above chemical substances vary in percentages. It is composed of calcium, sodium, magnesium, iron aluminum, silicon, and Fluorine and hydroxyl groups. Different composition of these chemical substances makes the appearance or the optical properties of the rock to differ .The general optical characteristics of the hornblende andesite are: Fig 1.1 shows a hand specimen showing a dark gray hornblende in the very fine-grained groundmass (Kepezhinskas 246). The hornblende andesite minerals consist of the different chemical

The more we learn about culture, the greater our understanding of Essay - 2

The more we learn about culture, the greater our understanding of global consumerism,Discuss - Essay Example They go on to claim that people are â€Å"free and rational,† (Sheth & Malhotra, n.d, n.p) to make whatever choices they want about what to purchase, and that they have the desire to be different from others; this is what has resulted in the â€Å"rapid turn†over in goods and services,† (Sheth & Malhotra, n.d, n.p). Globalization has influenced this consumer culture in the way that ideas about what is fashionable spread from many parts of the world through the media and internet, creating what is a â€Å"global style,† (Globalization, 2010). Now we can sense that the consumer culture is becoming a global consumer culture; globalization has â€Å"homogenized images of the good life,† and created â€Å"sense of global identify and memory without which any cultural identity is incomplete,† (Sheth & Malhotra, n.d, n.p). Next, it should be helpful to explore what effect this globalization has on retailers and manufacturers in the fashion industry. Doherty notices how in UK there is a multitude of fashion retailers, both national and international, and how global brands have â€Å"come to characterize our major high streets and consumption patterns, and undoubtedly have an increasingly important influence on our lives and spending habits,† (Doherty, 2009, n.p). Globalization however means that the products provided by these international shops go through an extensive â€Å"network of contractors and subcontractors,† in different countries (Globalization, n.d, n.p). For example, a dress from a Gucci shop in Italy will be stitched and assembled in another country like Guatemala. It is rare that these international retailers like Nike, Gucci or Target produce their goods themselves; rather, they â€Å"source and market goods produced on contract in low-wage environments,† (Globaliza tion, n.d, n.p). Since these international retailers usually make huge profits,

International Purchasing and Supply-Chain Management Essay

International Purchasing and Supply-Chain Management - Essay Example Furthermore, the work at hand presents some remarkable concepts and models pertaining to purchasing and supply-chain management. It was found that none of these models could actually explain in detail the prevailing business model that Wal-Mart employed. However, Porter’s value-chain model and Reck and Long model were found to have closer resemblance to Wal-Mart’s employed model at present. However, there is a substantial reason to believe that Wal-Mart considers purchasing and supply-chain management as integral components of a general marketing activity, rather than separate entities as Porter suggested in his value-chain model. Keywords: Wal-Mart, purchasing, supply-chain management, value chain Table of Contents Executive Summary 1 Introduction 3 What Wal-Mart is doing? 4 What the concepts and models are saying? 9 Evaluation of Wal-Mart’s approach 13 Conclusion 15 References 16 Introduction Every firm has its own story to tell, including its humble inception, its ups and downs along the way, and finally the relevant moves it might have put into consideration in order to reach the highest point where it might have successfully situated itself at present. There are many firms that finally reached this point. Among them is Wal-Mart, a firm that is more than just a name, but it speaks of value for customers, that is why it is one of the most recognised retail brands and companies in the world for consumer goods. The firm is widely recognised as the retailing giant with major operations across 28 countries under 60 different banners. It was able to branch out overseas, extending its competitive advantage way beyond the bound of the competitive market in the United States. Wal-Mart is a retailer of consumer goods that Sam Walton founded in 1962. Its ultimate strategy is to offer products with low costs. Its low-cost strategy is the leading source of its competitive advantage, but behind this, its purchasing and supply-chain management have gr eat contribution too, which have become the common primary interest among various business experts in the academe and in the actual business world. The firm is able to maintain its reputation in the retailing industry by counting on its purchasing and supply-chain management. Here where the firm is able to generate great volume, a continuing growth of its large scale and eventually lower cost for its product offerings. The firm is able to establish efficient and advanced inventory management system, and little and not so costly promotion and advertising efforts. Concerning this, it is of great interest to know whether the prevailing concepts and models about the purchasing and supply-chain management reflect on the condition of Wal-Mart at present. Regarding this point, the work at hand tries to critically evaluate the Wal-Mart approach to purchasing and supply-chain management against models and concepts explored in the class. There are many important points to be discussed regardi ng the above objective, but it is important to consider first the things that Wal-Mart is doing in the industry, primarily in the context of purchasing and su

Technology in Reading Comprehension Essay Example for Free

Technology in Reading Comprehension Essay Rationale Over the decades ago, Seymour Papert (1980) wrote Mindstorms and advocated a revolutionary philosophy in which technology was as seen as a fulfilling two major roles in education: (a) a heuristic role in which the presence of the computer was seen as a catalyst of emerging ideas and (b) an instrumental role in which the presence of the computer would carry ideas into a world larger than the research centres where they were incubated. When the Children’s Machine was published, Papert (1993) looked back over the decade since Mindstorms and asked question, â€Å"Why through a period when so much human activity has been revolutionized, have we not seen comparable change in the way we help children learn?† Technology’s exponentially increasing power, decreasing costs, portability and connectivity have gone beyond what it have been started. Yet, inside classrooms across the country, there is such a problem on how technology is being used for the enhancement of reading comprehension. It is not the unavailability particularly of computers but how they are being used in the classroom discussion. In teaching reading, technology is one of the available effective approaches. However, the use of technologies to enhance reading instruction is still its infancy. This reflects that the technological capabilities that are known to have potential in helping children to read, such as computer, have only become sufficiently affordable and available in widespread use. Even though it can support students, effective instruction needs to be interactive. This is Chapter 2 REVIEW OF RELATED LITERATURE Related Literature This chapter looked into the literature and studies about the effects of technology in enhancing reading comprehension. Only few that related to the present study are presented in this section. There are researchers’ standout positive effects of technology in education most especially in the improvements of reading comprehension. Some of them are Boster et.al. (2004), Tracey and Young (2006). Technology is the science of industrial arts. It is the making, usage and knowledge of tools, techniques, crafts and systems or methods of organization in order to solve a problem or serve some purposes. (www.wikipedia.com) In addition, technology refers to any valid and reliable process or procedure that is derived basic research using the scientific method. (Dale, 1969) Technology in education is nudging literacy instruction beyond its oral and print-based tradition to embrace online and electronic text as well as multimedia. Computers are creating new opportunities for writing and collaborating. The internet is constructing global bridges for student to communicate, underscoring the need for rock-solid reading and writing skills. By changing the way that information is absorbed, processed and used, technology is influencing the people how to read, write, listen and communicate. (www.wikipedia.com) Chapter 3 METHODOLOGY This chapter contains the methods and procedure used in the study. These are: the research design; subject of the study; research locale; data gathering procedure; data gathering instrument; and the statistical treatment. Research Design The research method used in this study was the two- group posttest- only randomized experiment. In design notation, it has two lines – one for each group – with an R at the beginning of each line to indicate that the groups were randomly assigned. One group gets the treatment or program (the X) and the other group is the comparison group and doesn’t get the program. Subjects of the Study Two groups were involved in this study. These two groups were all fourth year students of BCNHS (Bislig City National High School) namely; Roca- IV and Depay-IV both have 25 students. The research conducted during their English class session from Monday- Friday at 8:00 – 9:00 in the morning, respectively during the Second Quarter period of the school year 2011-2012. Chapter 4 PRESENTATION, DISCUSSION, ANALYSIS AND INTERPRETATION OF DATA This chapter presents and discusses the results of the study. The Part I includes the scores and interpretations of scores from the control and experimental groups; Part II is the discussion of the difference of the scores between control and experimental groups; and Part III is on the correlation test of hypothesis. Table 1 Rating Scale of the Fourth Year High School Students Scores Scores 1-101-15InterpretationDescription 9-1013-15Highly FavorableThe scores of the respondents show very high result through the use of high technology 7-810-12FavorableThe scores of the respondents show high result through the use of high technology 5-67-9Moderately FavorableThe scores of the respondents show satisfactory result through the use of high technology 3-44-6Less FavorableThe scores of the respondents show less satisfactory result through the use of high technology 0-20-3Not FavorableThe score of the respondents do not show satisfactory result through the use of high technology Table 2 shows the interpretations of the scores of the students by test depending on the level of comprehension. This was used to determine the results of which technology must be used in enhancing reading comprehension. CHAPTER 5 SUMMARY, CONCLUSION AND RECOMMENTATIONS This chapter presents the summary, findings, conclusions and recommendations of the study. Summary The principal purpose of this study was to determine the effects of technology in enhancing reading comprehension of the fourth year students of Bislig City National High School.   The study utilized two sections of the fourth year students’ population. On section was chosen as the experimental group and the other one was the control group. Both groups were given a posttest with the same reading text and types of test: Test I- Question and Answer (10 items); Test II- Vocabulary Test (10 items); Test III- Depth of Meaning (15 items) and Test IV- Logical Inference (15 items). The researchers introduced to the experimental group the high technology using Microsoft Power Point through Power Point Presentation with pictures. The control group used the traditional way through pen and paper test. The research specifically answered the following questions: 1.What are the effects of using technology in reading comprehension? 1.1. What changes will occur on the reading comprehension of the students when exposed with technology?

Airbus A380 And Boeing 747

Airbus A380 And Boeing 747 Airbus A380 and Boeing 747 are the new generation of aircraft for long haul and bulk passenger flights. The Airbus A380 holds 525 passengers whereas the Boeing 747 holds up to 452 passengers The feat of flying is a giant leap forward as well as flying with a huge passenger load. The project is to produce a conceptual design of a large civil aircraft using advanced computerised aircraft methods. The mission profile defined for this aircraft is long haul, matching the Airbus A380s range of 15km [6]. Also, the aircraft to be designed is to carry 550 passengers, even more passengers than the Airbus A380. This can only be made possible by a number of criteria but the biggest problem comes from keeping the aircraft airborne under an increased passenger and structural load. The required lift for an increased load of this magnitude mainly comes from the combination of the lifting surfaces and lifting control surfaces of the wing. Wings (SA) Aircraft wing designers have drawn their inspiration from birds. Even in this day and age, engineers are still finding ways to improve design based on examples found in the ornithological (branch of zoology that deals with the study of birds) world [14]. Wings are airfoils that are attached to each side of the fuselage of an airplane and are the main lifting surfaces that support the airplane in flight [13]. Wings can be of different designs, sizes, and shapes. Different types of wings are used by manufacturers depending on the mission of the aircraft. A variety of wing shapes are shown in Fig.1. Each fulfils a certain need with respect to the expected performance for the particular airplane. Wings may be attached at the top, middle, or lower portion of the fuselage. Passenger airplanes usually have low wings. The number of wings on an aircraft can vary, for example airplanes with a single set of wings are called monoplanes and those with two sets are known as biplanes.[13] Fig.1: Examples of wing planform [12] Planform styles Wings have evolved over the years from simpler designs as well as the Canard configuration (a configuration in which the span of the forward wing is substantially less than that of the main wing) and straight wings to futuristic designs such as oblique and morphed wings. The Canard configuration was founded by the Wrights brothers where the tailplane is in front of the straight wing. Many years of research have been carried out to improve the aerodynamic efficiency and performance of wings in aircraft and evidence of this can be found in the more futuristic designs for aircraft. For example, the oblique wing is a wing of large span fitted about a pivot that rests on the top side of the fuselage and the wing can rotate about this pivot giving one side of the aircraft a forward swept wing and the other, an aft swept wing and vice versa. The varying sweep angle and configuration was the pinnacle point of research and development for this aircraft and was created to give the pilot more f reedom into how the aircraft can be flown at different speeds. [8] Variable sweep wings allow the aircraft to take advantage of the greater lift and handling qualities that come with straight wings during low speed phases such as takeoff and landing and can also benefit from the reduced drag and improved aerodynamic efficiency that comes with swept wings during high speed phases such as the cruise phase. However, this wing configuration is more likely to be found on high performance aircraft like military aircraft rather than transport maybe due to the unpleasant flying characteristics that come with the extreme wing sweep angles which could have discouraged transport aircraft designers from adopting this configuration in their designs. [8] Evolution of aircraft wings (SA) There were few large aircraft in the 1950s. In those days, some aircrafts wings were built by using wood instead of metal. One reason wings were built using wood is because there were a shortage of metal at that time [17]. This is due to various reasons. One factor in favour of the wood wing was the quality of the ride in turbulence. The ride of a wood wing was better than a metal one. The quality of the ride in a metal wing was harsher and stiffer than the wood wing [17]. Also, the stall characteristics of the wood wing were much better than the metal ones. A disadvantage of wood wing was that it would have to be replaced early due to rot. In1961, wings were no longer made of wood [11]. Instead metal wing was introduced. The reasons for this were for marketing aspects, that is, metal wing last longer than a wood one. People think of rot when they think of wood. When they think of Aluminium, they think it will last forever. Morphed wing (SAJ and SA) The morphed wing started as a conceptual design when then a prototype was eventually built to test the proposed idea. It works by using in-built shape memory alloy actuators which deforms into a different pre-proposed shape when heated. This new shape gives the wings a new set of aerodynamic characteristics adapting to different flight conditions or for a change in mission. [9] Airbus is trying to use similar principles to morph aircraft wings to make them highly adaptable. A bird glides for maximum lift and folds its wings for reduced drag and this is the principle that is adopted from birds which made Airbus focus on wing planform. Professor Meguid of University of Toronto believes the technology behind the UAV morphed wing design could eventually be applied to civil aircraft. Meguid also states that some big airplane manufacturers are already interested in this technology and current research is being done to implement morphed wings [14]. On the other hand, Airbus senior manager of flight physics research, David Hills, disagrees with the idea of using morphed wing in commercial aircraft. He points out that unlike military aircraft, commercial airliners do not need to drop like a stone, therefore do not need morphed wings. [14] Morphing aircraft are multi-role aircraft that change their external shape significantly to adapt to a changing mission environment during flight. This in turn creates superior system capabilities which are not possible without the shape changes of the wing. The objective of morphing activities is to develop high performance aircraft with wings designed to change shape and performance substantially during flight to create multiple-regime, aerodynamically-efficient and shape-changing aircraft. Different Wing configurations (SAJ) Braced wing They are normally used in transonic aircraft designs just like the aircraft the group is designing. This truss braced wing configuration proved better than the normal cantilever because of its reduced fuel consumption and improved aerodynamic performance. The configuration can be altered to maximise different performance criteria for example if minimum fuel emission is desired then the wings have a lower thickness-to-chord ratio (are a lot thinner) and if the maximisation of the lift to drag ratio is desired then the wings are in contrast a lot thicker. The main desirable outcome from the use of having supporting truss wing configuration is the result of lower span wise bending moments for given loading. However, having this means a lighter wing structure, which results in needing an increased span (therefore greater lift to drag ratio), thinner wing and a reduced chord. The outcome is a more thin and slender looking wings that would therefore hold less fuel. If the wing could then in turn be designed with a high aspect ratio, it could minimise induced drag and as the wing is thinner, it will minimise the production of wave/form drag. [1] However, this configuration is not desired because of its high wing. Biplane Configuration (SAJ) Having two wings on each side aligned vertically from each other, all wave drag that is caused by the thickness of airfoil is eliminated. However, at small angles of attack, the flow is similar to flat plate except for a small wave drag penalty. When the flow becomes choked, a lot of wave drag can be produced and this is controlled from the use of hinge slats. However, this is not an ideal configuration for the transport aircraft to be designed as this configuration is mainly used in supersonic aircrafts, not transonic. [5] Joint wing configuration (SAJ) Joint wing configuration is when the tail is attached to the wing on both sides. The advantage of this configuration is greater control when pitching the aircraft and that the tail provides adequate structural support of the wings. It also produces less drag and has an overall reduced structural weight compared to structural aircrafts of same span. Reduced structural weight is due to the tail acting like a truss in support of the wing and relieving bending moment. Disadvantages of this configuration are that it needs a far greater wing span for it to cope with the take-off field length and constraints. [2] Also, with a greater wing span, there is greater drag and weight compared to conventional configurations as shown in Fig.10. Therefore a conventional low wing cantilever design is preferred for the design of this aircraft. Winglets (SAJ) Winglets are the small vertical structures at the end of the wings to reduce the effects of leakage of flow from the under surface of the wing. The effect of different taper ratios (SAJ) Small taper ratios ensure that the wing is strong enough so that all vortex shedding ceases. However, increasing the taper ratio will result in less induced drag so therefore, the aircraft can take advantage of a greater flight range from less drag, larger taper ratio. Lower taper ratio wings are lower in weight but can hold an increased fuel volume. So the preferred design of the wing will be to have a small taper ratio to keep the weight of the wing low without causing excessive variation in CL and stalling characteristics of the wing. [3] Dihedral / Anhedral Angles (SA) The dihedral angle, that is, the wing tip chord raised above the wing root chord, assists roll stability. Dihedral angle is normally between 2 and 3 degrees and rarely exceeds 5 degrees. The figure below shows the dihedral angle of a low-wing configuration. An advantage of a low-wing is it permits more ground clearance for the wing tip. The opposite of a dihedral angle is an anhedral angle. Anhedral angle lowers the wing tip with respect to the wing root and is typically associated with high-wing aircraft. (Aircraft Design, A. Kandu) (a) Dihedral (midwing low tail) (b) Anhedral (high-wing T-tail) Effects of dihedral angle (SA) The dihedral angle affects the lateral stability of the aircraft. The greater the dihedral angle, the more stable it is during roll. However, having a small dihedral angle can mean that it is less stable, but it can increase the manoeuvrability. When an aircraft is disturbed from upright position, that is, rolling, the aircraft sideslips towards the downgoing wing; the dihedral angle increases the angle of attack to lateral flow producing additional lift to restore straight and level flight. [4] Leading edge strakes (SAJ) Leading edge strakes is a component just in front of the wing and provides usable airflow over the wing at high angles of attack, delaying stall and consequently loss of lift. LEXES, another abbreviation for the stakes are very highly swept lifting surfaces that generate high speed vortexes at high angles of attack and attaches itself to the top of the wing. This is not really needed on a transport aircraft and is more apt for military aircraft which flies at high angles of attack at times and therefore not required. [4] Wing size/ wing loading (SA) Wing size or wing loading affects the following characteristics of an aircraft: Take off / landing field length Cruise performance (L/D) Ride through turbulence Weight of aircraft Take off / landing field length (SA) To achieve short field length, large wings (low wing loading) are better than small wings (high wing loading). The wing can be kept small by using flaps. Flaps provide the possibility to obtain high values of CLmax. Pilot uses flaps or slats to modify the shape and surface area of the wing to change its operating characteristics in flight. (Roskam, 1985) Cruise performance (L/D) (SA) To achieve cruise flight close to (L/D)max a high wing loading is needed so that the cruise lift coefficient can be close to that at (L/D)max. Weight (SA) The larger the wing area, the greater the weight of the wing and therefore the weight of the airplane. High, Middle or Low wing (SA) The choice of high, mid or low wing configuration depends on the mission of the airplane (passenger, cargo). Hence the type of airplane that is considered plays a vital role in deciding the vertical location of the wing. Low wing (SA) Low wing aircraft, as shown in Fig.14 are planes with the wing mounted below the main fuselage of the aircraft. Aerodynamically, there is not much difference between the two wing locations. [16] Advantages (SA) A Low wing aircraft provides superior visibility above and to the sides of the aircraft. The visibility advantage shows in turns when the pilot can see where the turn will go, even in a steep bank. On the other hand, a high wing aircraft will block the view in the direction of a turn. [16] Low wing aircraft are thought to be easier to land in a crosswind. The reason for this is more to do where the landing gear is placed rather than its aerodynamics. On a low wing airplane, the gear is fixed and can be spaced wider apart than on a high wing airplane where the landing gear must be attached to the fuselage. Also, the landing gear of a low wing plane can be mounted straight up and down, which allows a more effective shock absorption system. [16] Most planes carry fuel in the wings. The fuel ports of a low wing aircraft is easy to reach compare to a high wing aircraft. High wing airplanes require climbing up on the plane to re-fuel it. Low wing aircraft uses (SA) A low wing allows commercial jets to have the wing spar go through the fuselage below the passenger cabin. This leaves a lot of room in the passenger cabin with full headroom from front to back. Low wing commercial jets have their engines mounted quite close to the ground. These planes need to fly and taxi on airports where the pavement is kept clean of any debris that could be sucked up by those big jet turbines. This is one reason why military cargo planes use a high wing design, to mount the engines higher off the ground. [16] High wing (SA) A high wing aircraft is when the wing is mounted above the fuselage. High wing is where the wing crosses the fuselage at the top. Advantages (SA) A high wing aircraft provides the best visibility below the aircraft. High wing airplane is also safer in a descent because it avoids the possibility of coming down on another aircraft, especially on approach to the airfield or in the traffic pattern. Planform Tailoring (SA) Many airplanes end up with significant planform irregularities. This is where the use of planform tailoring comes into play. Some reasons for using planform tailoring are: stall behaviour, pitching moment behaviour at high mach, aileron buzz and aerolastic behaviour. [Roskam, 1985] To improve stall behaviour of wing, that is, delay stall to higher angle of attack, leading edge extensions and/or droop may be used. Aileron buzz can occur if the wing sections at the aileron stations develop shocks close to the aileron hingeline. If the aileron is cable controlled then the aileron can develop a severe vibration which is known as aileron buzz. Such problems can be relieved by leading edge extensions. References Gur, O. (2010). Design optimisation of a truss braced wing transonic transport aircraft. Journal of aircraft. 47 (6), p1907-1917. Gallman, J.W.. (1993). Optimisation of joint wing aircraft. Journal of aircraft. 30 (6), p897-907. Ng, T.T.H.. (2002). Application of genetic algorithms to conceptual design of a micro air vehicle. Engineering applications of artificial intelligence. 15 (1), p439-445. Roskam, J. (1985). Preliminary configuration design and integration of the propulison system. Kansas: Roskam avaition and engineering corporation. p141-162. Kusunose, K.. (2011). Supersonic biplane a review. Progress in Aerospace Sciences. 47 (1), p53-87. Airbus A380 presentation. Boeing 747 presentation. Curry, M.. (2009). Past Projects AD-1 Oblique Wing. Available: http://www.nasa.gov/centers/dryden/history/pastprojects/AD1/index.html. Last accessed 11th October 2012. Stubbs, M.D. (2003). Kinematic Design and Analysis of a Morphing Wing. Virginia: Virginia Polytechnic Institute and State University. p1-72. Tsai, D.. (2011). University of Washington Department of Aeronautics and Astronautics Senior Capstone Project 2011. Available: http://www.behance.net/gallery/Aerospace-Engineering-Senior-Capstone/1553987. Last accessed 11th October 2012. http://www.mooneypilots.com/mapalog/woodwing.html http://www.centennialofflight.gov/essay/Theories_of_Flight/airplane/TH2G5.htm http://engg-learning.blogspot.co.uk/2011/03/introduction-to-aeroplane-airplane-is.html http://www.flightglobal.com/news/articles/aircraft-engineers-look-to-bird-world-for-new-and-improved-wing-designs-345832/ http://www.dtic.mil/cgi-bin/GetTRDoc?AD=ADA479821 Airplanes: Low Wing Aircraft Buyers Beware, Mooney M-20A and Bellanca Cruiser Wing Preliminary Calculations Size and wing area (S) Similar aircraft to the specifications we have made for our aircraft is the Airbus A380 and the Boeing 747. Using the Roskam volumes, the aspect ratio of the Boeing 747 is 7.0 (Roskam, page 374) and 7.53 for the Airbus A380-100 (1). The wing span of the Boeing 747-400 is 229ft and the airbus A380 has a wing span of 261ft 9in (1). The reference wing area of the Boeing 747-400 is 6824 square feet and the reference wing area of the Airbus A380 is 9095 square feet (ft2)(1). The takeoff weight for our proposed aircraft is around about 1300000lbs (1221267.35lbs or 553957.5516901kg). The wings of the aircraft generates most of the total lift of the aircraft so in order for the aircraft to take flight, the lift would at least have to equal the weight of the aircraft. The lift equation is as follows: The velocity can be calculated through the equation where a= the square root of the product of Gamma (1.4), R (287) and the Temperature. The cruise Mach number specified for this aircraft (A380) is 0.89. The temperature at 35000ft, which is the cruising altitude proposed for this aircraft, is -54.23 Celsius which is 218.93 Kelvin. Hence, a = à ¢Ã‹â€ Ã… ¡1.4 ÃÆ'- 287 ÃÆ'- 218.93 = 296.59 Therefore the V = 0.89 ÃÆ'- 296.59 = 263.97 The coefficient of lift for takeoff is 1.6 -2.2, for cruise it is 1.2-1.8 and for landing it is 1.8-2.8, so take the coefficient of lift to be 1.8. The stall speed of an airbus A380 is 121kt (224 km/h) = 60.5 m/s and the 747X Stretch is 128kt (237 km/h) (1) So, say the stall speed of the proposed aircraft should be 128kt, or 65.792m/s Knot (kt) m/s 1 0.51 ft2 m2 1 0.0929 Rearrange, the lift equation to make the wing area the subject: = The density of air is taken at sea level to be 1.225 kg/m3 50 kt = 25 m/s Therefore, wing area = 553957.5516901/ 0.5 x 1.225 x 252 x 1.8 = 803.929 m2 Since the proposed aircraft is to be designed to carry more passengers than the airbus A380 and the Boeing 747-400, a larger wing span is proposed to create more lift, so b = 265ft. The aspect ratio can be calculated by: Aspect ratio= b2/S where S = Reference Wing Area and b = Wing Span A (Aspect ratio) of A380 = 7.53 (550 passengers) New A = 8 (an assumption based on having more passengers, 600) Aspect ratio= b2/S= 280^2/6824=10.29 Sweep Angle The sweep angle of the Boeing 747 is 37.5 degrees, the taper ratio is 0.25 and the dihedral angle is 7 degrees (Chapter 6, part II, page 146, Table 6.7, ROSKAM). In terms of the mission profile, size and configuration this aircraft is comparable to the A380. The sweep angle of the A380 is 33.5 degrees and taper ratio is approximately 0.3. (http://www.dept.aoe.vt.edu/~mason/Mason_f/A380Hosder.pdf). For the proposed aircraft, the sweep angle should be 30 degrees. Thickness Ratio the thickness ratio of the airbus a380 is 6%. (http://www.dept.aoe.vt.edu/~mason/Mason_f/A380Stephens.pdf) The thickness ratio of the boeing 747 is Airfoils http://www.allstar.fiu.edu/aero/wing31.htm http://www.allstar.fiu.edu/aero/images/pic3-1.gif A deep camber should be used which gives high lift and low speeds. Suitable for transport planes. http://www.allstar.fiu.edu/aero/images/fig18.gif http://www.ae.illinois.edu/m-selig/ads/afplots/sc20610.gif Airfoil for the wing root (http://www.ae.illinois.edu/m-selig/ads/afplots/sc20610.gif) http://www.ae.illinois.edu/m-selig/ads/afplots/sc20606.gif Airfoil of wing tip (http://www.ae.illinois.edu/m-selig/ads/afplots/sc20606.gif) (6) Taper Ratio The taper ratio of the Boeing 747 is 0.25 The taper ratio of the A380 is 0.3. For the proposed aircraft, the taper ratio should be 0.25. (7) Incidence Angle and Twist Angle Incidence angle of the Boeing 747 is 2 degrees. (Roskam) (8) Dihedral angle The dihedral angle of the Boeing 747 is 7 degrees. (9) Lateral control surface size and layout

The Necklace by Guy de Maupassant

The Necklace by Guy de Maupassant But shes cooped up in the house all day with nothing to do, and her days are marked with boredom beyond belief. Her only way out of dealing with it is to live in a fantasy world of glamour, wealth, and beautiful people.. And cant we all relate in some way to Mathildes desire to live a more exciting, glamorous life, even if we can only do it in daydreams? You also wont find a more perfect encapsulation in story form of an experience we can certainly all relate to: the if I hadnt lost that one thing! experience. Thats right, if you think losing something once ruined your day, just wait until you see what happens to Mathilde. Its painful to read about, yes, but sometimes its good to have a reminder of just how badly chance can ruin your life. Finally, if you like interesting plots and crafty endings with a twist, they dont get much more classic than this one. At the beginning of the story, we meet Mathilde Loisel, a middle-class girl who desperately wishes she were wealthy. Shes got looks and charm, but had the bad luck to be born into a family of clerks, who marry her to another clerk (M. Loisel) in the Department of Education. Mathilde is so convinced shes meant to be rich that she detests her real life and spends all day dreaming and despairing about the fabulous life shes not having. She envisions footmen, feasts, fancy furniture, and strings of rich young men to seduce. One day M. Loisel comes home with an invitation to a fancy ball thrown by his boss, the Minister of Education.. She doesnt have anything nice to wear, and cant possibly go! M. Loisel doesnt know what to do, and offers to buy his wife a dress suggests she go see her friend Mme. Forestier, a rich woman who can probably lend her something. Mathilde is able to borrow a gorgeous diamond necklace. The night of the ball arrives, and Mathilde has the time of her life. Everyone loves her (i.e., lusts after her) and she is absolutely thrilled. Mathilde suddenly dashes outside to avoid being seen in her shabby coat. But once back at home, Mathilde makes a horrifying discovery: the diamond necklace is gone. So he and Mathilde decide they have no choice but to buy Mme. Forestier a new necklace Buying the necklace catapults the Loisels into poverty for the next ten years. They lose their house, their maid, their comfortable lifestyle, and on top of it all Mathilde loses her good looks. After ten years, all the debts are finally paid, and Mathilde she wants to finally tell Mme. Forestier the sad story of the necklace and her ten years of poverty, and she does. At that point, Mme. Forestier, aghast, reveals to Mathilde that the necklace she lost was just a fake. It was worth only five hundred francs Shes charming, attractive, and, believes that she should have been born into a rich family. Instead she wound up in a family of employees and ended up marrying a little clerk in Department of Education (1). Our ordinary girl is convinced that shes meant for the extraordinary life of a fabulously rich girl. She hates her own humble surroundings and spends her time dreaming about fancy tapestries and tall footmen. While her husband slurps his stew she imagines grand banquets. A life of luxury is all the girl wants its what shes made for. But sadly, she doesnt lead the luxurious life of which she dreams. Consequently, she spends all her days weeping and feeling sorry for herself. She tears it open to find that she and her husband M. and Mme. (Monsieur and Madame) Loisel have been invited to a fancy party at the Minister of Educations palace. Her husband cant wait to see her reaction. Mme. Loisel is not happy about this. Shes got nothing to wear. This is enough to send her into tears. M. Loisel feels awful Mathilde stops four hundred francs would probably do it. The date of the party approaches, and Mathilde is in a bad mood again. she doesnt have any to wear over her dress. M. Loisel suggests that Mathilde borrow some jewels from her rich friend Mme. Forestier. Mathilde isnt satisfied with anything she sees, but then Mme. Forestier brings her another box containing a spectacular diamond necklace. Mathilde is beside herself. Its the only thing she wants! Mme The evening of the party arrives, and Mathilde is a smash hit. All the men including the Minister notice her. Shes in heaven. Her husband, meanwhile, has also been having a great time: hes been off dozing in a corner since midnight. M. Loisel brings the coats. But Mathilde is self-conscious: her coat is so shabby compared to the rest of her appearance. So she dashes off into the street to avoid being seen. . Mathilde doesnt want to go back to her ordinary life But the diamond necklace is missing. She screams. Mathilde, meanwhile, spends the day stuck in a chair, too traumatized to do anything. When he returns, M. Loisel has Mathilde write to Mme. Forestier to say that they broke the clasp of the necklace and are having it fixed. They need to buy more time. A week passes, and still no sign of the necklace. M. Loisel, who already looks five years older, decides they have no choice but to replace it. So he takes out enough loans to pay for the necklace and to ensure that his life will be ruined forever and then goes back to the jewelers to buy it. Mathilde takes the replacement necklace to Mme. Forestier, whos miffed that she didnt return her necklace sooner. Mathildes worried shell notice the substitution. Now Mathilde and M. Loisel are poor. They have to dismiss the maid and move into an attic. Mathilde starts to do the housework, and run the errands, haggling at stores over every cent. This goes on for ten years, until all the interest on the Loisels loans is paid. Mathilde is now a rough, hard woman, and her looks are ruined. She occasionally thinks of how her life might have been different if she hadnt lost the necklaceà ¢Ã¢â€š ¬Ã‚ ¦ One Sunday, Mathilde goes for a stroll on the Champs Elysà ©es (main street of Paris that you see in all the movies), and notices a beautiful young-looking woman walking with her child. Its Mme. Forestier, who hasnt aged one day. Mathilde decides its time to tell her everything that happened. When Mathilde greets Mme. Forestier by her first name, Mme. Forestier does not recognize her former friend, because she looks so different Mathilde explains that shed lost the diamond necklace, but replaced it, and has spent the last ten years paying for the replacement. (Mme. Forestier apparently hadnt noticed the difference) Her diamond necklace, she tells Mathilde, was a fake. It was worth at most five hundred francs. The Necklace Theme of Wealth The Necklace gets its title from the gorgeous piece of diamond jewelry that drives the storys plot. The expensive nature of the necklace is not the only way in which wealth is central to this story. The main character of The Necklace is obsessed with wealth. She wants nothing else than to escape from her shabby middle-class life with a shabby middle-class husband and live the glamorous life for which she was born. Shes so jealous of her one wealthy friend it hurts. When Mathildes given the chance to get decked out in diamonds and go to a ritzy party to mingle with all the beautiful people, it seems like her dreams have finally become a reality. Then she loses the borrowed diamond necklace, gets cast into poverty, and learns what it means to truly live without money. Questions About Wealth Is Mathilde a greedy character? What signs can you find that she is or is not? Why does Mathilde want to live the life of the rich so much? Are her dreams understandable, or do they seem silly and exaggerated? What difference does money make in the lives of the storys characters? Does the story itself have a message about whether wealth is a good thing? Is it shown to be worth pursuing, or not worth pursuing? Chew on This Mathildes greed is revealed in her inability to be satisfied by anything. The Necklace Theme of Women and Femininity Mathilde Loisel, the main character of The Necklace, is a 19th century French version of a desperate housewife. Because shes a woman in a mans world, she has almost no control over her life. She finds herself married to a husband she doesnt care for, and cooped up in a house she despises. What she wants more than anything else is to be desirable to other men. And whats particularly irritating is that she has all the womanly virtues she needs in order to be desirable: shes charming, graceful, beautiful. Shes just doesnt have the necessary wealth. Is she a victim of the patriarchal society in which she lives? Or is she just a shallow and materialistic character? Questions About Women and Femininity In what ways is Mathilde a typical woman according to the story? How are Mathildes desires feminine desires? How might Mathildes being a woman be a cause of her unhappiness? Do you think it is the primary cause of her unhappiness? Why or why not? How are wealth and femininity connected in The Necklace? Where in the story do you see a connection? Chew on This Mathildes desires are feminine, because what most interests her is attracting male attention. Wealth and femininity are intimately bound together in The Necklace. The Necklace Theme of Pride You can read The Necklace as a story about greed, but you can also read it as a story about pride. Mathilde Loisel is a proud woman. She feels far above the humble circumstances (and the husband) shes forced to live with by her common birth. In fact, her current situation disgusts her. Shes a vain one too, completely caught up in her own beauty. It could be that it is also pride that prevents Mathilde and her husband from admitting theyve lost an expensive necklace. After the loss of the necklace makes Mathilde poor, and her beauty fades, she may learn a pride of a different sort: pride in her own work and endurance. Questions About Pride What signs are there at the beginning of the story that Mathilde is a proud woman? In what way is she proud? Of what is she proud? Is it pride which prevents the Loisels from telling Mme. Forestier theyve lost her necklace? If so, whose pride is it? Or is it something else? Does Mathildes experience of poverty humble her? Does it make her proud in a different way? Chew on This Its M. Loisels pride that is responsible for the tragedy at the end of the story. It is not pride, but the Loisels sense of honor, which is responsible for the tragedy at the end of the story. The Necklace Theme of Suffering The Necklace is a difficult story to read. If you think about it, its about nonstop suffering, caused by the cruelty of life and chance. At the opening, we meet Mathilde, the classic dissatisfied housewife, who spends her days weeping about how boring and shabby her life is. Mathilde finds one moment of real joy when she goes to a ball, but chance is cruel. Her happiest night becomes her worst nightmare when she loses the diamond necklace she borrowed. Then she and her husband experience a very different sort of suffering: the suffering of real poverty. And all of this is just the buildup to one devastating endingà ¢Ã¢â€š ¬Ã‚ ¦ Questions About Suffering What is responsible for Mathildes unhappiness? Is it her own fault, or is it the fault of her circumstances? Is Mathildes suffering worse when shes a poor woman? In what ways might it be, and in what ways might it not be? Chew on This Mathilde is responsible for her own suffering; she just refuses to be happy. Mathilde suffers less when shes poor than when she was comfortable but dissatisfied. Quote #1 She was one of those pretty and charming girls, born by a blunder of destiny in a family of employees. She had no dowry, no expectations, no means of being known, understood, loved, married by a man rich and distinguished. (1) The first thing we know about Mathilde is that she seems meant for a life of wealth and luxury, but instead is born into a lowly middle-class family. The conflict between what she wants (which is quite a lot) and what she has is established immediately. Quote #2 She let her mind dwell on the quiet vestibules, hung with Oriental tapestries, lighted by tall lamps of bronze, and on the two tall footmen in knee breeches who dozed in the large armchairs, made drowsy by the heat of the furnace. She let her mind dwell on the large parlors, decked with old silk, with their delicate furniture, supporting precious bric-a-brac, and on the coquettish little rooms, perfumed, prepared for the five oclock chat with the most intimate friends, men well known and sought after, whose attentions all women envied and desired. (3) Mathilde spends her time living in a dream world, in which she imagines all the fabulous things shed have if she were rich. The most detail we get in the otherwise sparse story comes in Maupassants descriptions of the fancy stuff Mathilde wants. But being rich also means more than just nice stuff to her: it means having the glamour to attract men. Quote #3 She had a rich friend, a comrade of her convent days, whom she did not want to go and see any more, so much did she suffer as she came away. (6) Mathilde wants to be wealthy so badly that shes driven mad with jealousy by the one rich friend she has, Mme. Forestier. She cant bear to see Mme. Forestier, because it brings her within arms reach of the world of wealth she wants so badly, but cant have. Quote #4 She reflected a few seconds, going over her calculations, and thinking also of the sum which she might ask without meeting an immediate refusal and a frightened exclamation from the frugal clerk. (24) It looks like Mathilde is milking her husband for all hes worth here. Was her the crying fit put on so she could seize the opportunity to get a fancy dress from him? Quote #5 It annoys me not to have a jewel, not a single stone, to put on. I shall look wretched. I would almost rather not go to this party. (33) OK, so after shes gotten an expensive dress out of her husband, Mathilde refuses to go to the party again. Shes still not satisfied. She needs jewels. Does this mean Mathilde actually expects her husband to get her a piece of jewelry? Quote #6 All at once she discovered, in a box of black satin, a superb necklace of diamonds, and her heart began to beat with boundless desire. Her hands trembled in taking it up. She fastened it round her throat, on her high dress, and remained in ecstasy before herself. (48) Maybe diamonds are a girls best friend. Just seeing and touching something expensive and beautiful drives Mathilde crazy. Shes in ecstasy over a necklace. The necklace may be a symbol for wealth, or glamour in the story. Quote #8 Mme. Loisel learned the horrible life of the needy. She made the best of it, moreover, frankly, heroically. The frightful debt must be paid. She would pay it. They dismissed the servant; they changed their rooms; they took an attic under the roof. (98) After losing the necklace, Mathilde now finds herself actually poor. Though she felt herself poor before, she was fairly comfortable, and middle class. Now her life is much harder. Quote #9 The other did not recognize her, astonished to be hailed thus familiarly by this woman of the people (111-112) Mme. Forestier and Mathilde are now greatly separated by their wealth, which translates into social class. The class difference is so big that it seems improper for Mathilde to even address Mme. Forestier by her first name. Their classes are also immediately apparent from the way they look. Oh, my poor Mathilde. But mine were false. At most they were worth five hundred francs! (128) Mme. Forestier reveals that the diamond necklace Mathilde lost was actually a fake. Does the falsehood of the jewels symbolize the falsehood of wealth? Does it change the way we think of Mathildes former dreams? Or, on another note, does it perhaps mean something about Mme. Forestier? If her best piece of jewelry is a fake, maybe shes not quite as wealthy as she initially seems. She had no dowry, no expectations, no means of being known, understood, loved, married by a man rich and distinguished; and she let them make a match for her with a little clerk in the Department of Education. (1) Mathildes future prospects are not in her own hands. Shes a woman, which means the quality of her life will basically depend upon her family and her husband. And in both respects, shes out of luck, as far as shes concerned. With so much powerlessness, its no wonder shes frustrated and dissatisfied. She was simple since she could not be adorned; but she was unhappy as though kept out of her own class; for women have no caste and no descent, their beauty, their grace, and their charm serving them instead of birth and fortune. Their native keenness, their instinctive elegance, their flexibility of mind, are their only hierarchy; and these make the daughters of the people the equals of the most lofty dames. (2) The narrator is suggesting that looks and charm make the woman, not wealth or good birth. According to this train of thought, a pretty, charming poor woman can be the equal of the most lofty dame. This is certainly the way Mathilde feels about herself she has the looks and the charm to be better at being a woman than most rich women. Its telling that the two virtues of a woman are the qualities that make them attractive to men. We dont hear anything about intelligence, or kindness, or creativityà ¢Ã¢â€š ¬Ã‚ ¦ She had no dresses, no jewelry, nothing. And she loved nothing else; she felt herself made for that only. She would so much have liked to please, to be envied, to be seductive and sought after. (5) Mathilde wants to be desired by men. To some extent, even her desire for wealth is just derivative of that. Her highest wish is to be approved of and wanted by someone else. But by a violent effort she had conquered her trouble, and she replied in a calm voice as she wiped her damp cheeks (20) Mathilde comes across as overly sensitive and emotional. She has to work very hard to control her emotions. Theres a feminine stereotype for you on which Maupassant is playing. No; theres nothing more humiliating than to look poor among a lot of rich women. (37) Wealth and womanhood are intimately bound up in Mathildes mind. She wants to look wealthy so she can compete with the rich women. The day of the party arrived. Mme. Loisel was a success. She was the prettiest of them all, elegant, gracious, smiling, and mad with joy. All the men were looking at her, inquiring her name, asking to be introduced. All the attaches of the Cabinet wanted to dance with her. The Minister took notice of her. (53) Mathildes a huge hit. She gets all the men to pay attention her, including the most important one of all (the minister). This is the best moment of her life. She danced with delight, with passion, intoxicated with pleasure, thinking of nothing, in the triumph of her beauty, in the glory of her success, in a sort of cloud of happiness made up of all these tributes, of all the admirations, of all these awakened desires, of this victory so complete and so sweet to a womans heart. (54) The narrator seems to be suggesting here that Mathildes desires to look glamorous and beautiful and be desired by men are more generally womans desires. Thats what makes women happy and pleases their womanly hearts. She went away about four in the morning. Since midnight her husband had been dozing in a little anteroom with three other men whose wives were having a good time. (55) M. Loisel could care less about the party hes just happy to have an opportunity to sleep. And hes not the only man in that situation, either. What does that mean? Maybe being a man he has different desires than his wifes womanly ones. Or maybe hes not interested in scouting out other mens wives because hes already got an attractive and charming wife of his own. Mathilde, on the other hand, doesnt seem to feel the same way about her husband. Mme. Loisel seemed aged now. She had become the robust woman, hard and rough, of a poor household. Badly combed, with her skirts awry and her hands red, her voice was loud, and she washed the floor with splashing water. (104) Once more, we see a connection between wealth and womanhood. According to Maupassant, Mathildes poverty makes her less feminine. Shes less attractive, and less graceful. Instead, shes hard and rough, and older looking. And apparently has a perpetual bad hair day. Then, one Sunday, as she was taking a turn in the Champs Elysà ©es, as a recreation after the labors of the week, she perceived suddenly a woman walking with a child. It was Mme. Forestier, still young, still beautiful, still seductive. (107) Unlike Mathilde, whos lost her looks and womanly charms to poverty, Mme. Forestier still looks good. All of that even after becoming a mother (another sign of womanhood). This makes us wonder why Mathilde doesnt have a child? She suffered intensely, feeling herself born for every delicacy and every luxury. She suffered from the poverty of her dwelling, from the worn walls, the abraded chairs, the ugliness of the stuffs. All these things, which another woman of her caste would not even have noticed, tortured her and made her indignant. (3) Mathilde feels herself to be better than her circumstances. She deserves more than she has, and is angry at the universe because she isnt getting it. Her dissatisfaction seems intimately connected to pride. When she sat down to dine, before a tablecloth three days old, in front of her husband, who lifted the cover of the tureen, declaring with an air of satisfaction, Ah, the good pot-au-feu. I dont know anything better than that, she was thinking of delicate repasts, with glittering silver, with tapestries peopling the walls with ancient figures and with strange birds in a fairy-like forest. (4) Mathildes husband is the opposite of Mathilde: hes happy with what he has. So far as hes concerned, theres nothing better than the good old stew his wife puts on the table every evening. All Mathilde can think of at the same moment is how much better things could be, and how shed rather be elsewhere. It all seems too low to her. Nothing. Only I have no clothes, and in consequence I cannot go to this party. Give your card to some colleague whose wife has a better outfit than I. (21) Instead of being happy with the invitation her husband has worked so hard to get, Mathildes first reaction is to be angry about it. If shes going to go, she just has to look the best, and she doesnt have any clothes that are nice enough Is she ever happy? Then again, would you want to go to the one nice party youve been invited to looking shabby? Its hard to tell whether Mathildes vanity, or greed, is making her overreact, or whether she does have nothing nice to wear. She saw at first bracelets, then a necklace of pearls, then a Venetian cross of gold set with precious stones of an admirable workmanship. She tried on the ornaments before the glass, hesitated, and could not decide to take them off and to give them up. She kept on asking: You havent anything else? (45-46) OK, so the jewel situation looks better: Mathildes found a treasure trove of the things. But shes still not satisfied. None of them makes her look as good as she wants to look. Her vanity once again seems to be making her greedy. The day of the party arrived. Mme. Loisel was a success. She was the prettiest of them all, elegant, gracious, smiling, and mad with joy. All the men were looking at her, inquiring her name, asking to be introduced. All the attaches of the Cabinet wanted to dance with her. The Minister took notice of her. (53) Mathildes the happiest shes ever been when everyone is admiring her. For once in her life, she can live up to the expectations her vanity has set for itself. Quote #6 He threw over her shoulders the wraps he had brought to go home in, modest garments of every-day life, the poverty of which was out of keeping with the elegance of the ball dress. She felt this, and wanted to fly so as not to be noticed by the other women, who were wrapping themselves up in rich furs. (56) After a successful evening at the ball, Mathildes too proud to let herself be seen wearing her shabby wrap. She needs to keep up the illusion. It could be that her rushing off like this is what causes her to lose the necklace. At the end of a week they had lost all hope. And Loisel, aged by five years, declared: We must see how we can replace those jewels. (86-87) Why does it never occur to Mathilde or M. Loisel to tell Mme. Forestier theyve lost the necklace? Instead, once they lose hope of finding it, M. Loisel decides the only solution is to buy a new one. Is he too proud to admit that its been lost? Or is it something else? (See M. Loisels Character Analysis for more of our thoughts on this.) Mme. Loisel learned the horrible life of the needy. She made the best of it, moreover, frankly, heroically. The frightful debt must be paid. She would pay it. (98) When Mathilde becomes poor, she is forced to work. Getting down to work and paying off the debts seems to make her proud in a new way. She can be proud of her hard work, and of her endurance. Meanwhile, her looks which used to be her pride and joy start to disappear. I brought you back another just like it. And now for ten years we have been paying for it. You will understand that it was not easy for us, who had nothing. At last, it is done, and I am mighty glad. (122) Mathilde is proud of all the work and suffering she and her husband have put into repaying for the necklace. It was an honorable and difficult thing to do. But theyve succeeded. Yes. You did not notice it, even, did you? They were exactly alike? And she smiled with proud and naÃÆ' ¯ve joy. (126-127) Mathilde is even more proud to learn that Mme. Forestier didnt notice the difference between her original necklace and the substitute. It adds extra validation to her work: she did fully make up for losing the necklace. Mathilde Loisel Character Analysis Mathilde Loisel wants to be a glamour girl. Shes obsessed with glamour with fancy, beautiful, expensive things, and the life that accompanies them. Unfortunately for her, she wasnt born into a family with the money to make her dream possible. Instead, she gets married to a little clerk husband and lives with him in an apartment so shabby it brings tears to her eyes (1). Cooped up all day in the house with nothing to do but cry over the chintzy furniture and the fabulous life shes not having, Mathilde hates her life, and probably her husband too. She weeps all day long, from chagrin, from regret, from despair, and from distress (6). She dreams day after day about escaping it all. Mathilde the Material Girl When it all comes down to it, Mathildes kind of a material girl. The most obvious thing she wants out of life is: expensive stuff. She suffered intensely, feeling herself born for every delicacy and every luxuryà ¢Ã¢â€š ¬Ã‚ ¦ She let her mind dwell on the quiet vestibules, hung with Oriental tapestries, lighted by tall lamps of bronze, and on the two tall footmen in knee breeches who dozed in the large armchairs, made drowsy by the heat of the furnace. She let her mind dwell on the large parlors, decked with old silk, with their delicate furniture, supporting precious bric-a-brac, and on the coquettish little rooms, perfumed, prepared for the five oclock chat with the most intimate friendsà ¢Ã¢â€š ¬Ã‚ ¦ (3) Now why does Mathilde want all of these expensive, material possessions? It doesnt sound like she just wants it because shes money-obsessed. No, for Mathilde, the rich life is attractive because its glamorous, beautiful, exciting, fine, and unlike the dingy apartment in which she lives. The glamorous life has a certain kind of magical allure to it. A lot of the objects Mathilde wants are magical, like the tapestries peopling the walls with ancient figures and with strange birds in a fairy-like forest (4). For Mathilde, being wealthy amounts to living in a fairy tale. Being middle class amounts to boredom. She wants the fairy tale. Does her wish to live the fairy tale life make her greedy? Well, you ever notice how throughout the first part of the story, Mathildes never satisfied with anything? When her husband brings her the invitation all she can think about is the dress she wants. When she gets the dress, all she can think about is the jewels she doesnt have. And when she visits Mme. Forestier, shes not really satisfied with any of her jewel collection she keeps on asking, You havent anything else? (46). At least until she sees the most fabulous, expensive looking piece of jewelry, that is: the diamond necklace. So yes, by many standards, Mathilde is probably greedy. But her greeds not the end of the story. Material things arent the only things she wants. And theres also a deeper reason for her greed: dissatisfaction. We cant help but thinking that if she truly were satisfied with her life as it is (i.e., marriage, home, etc.) that she wouldnt be day-dreaming of a life she could never have. Mathilde and Men The other thing Mathilde wants? Men. Rich, attractive, charming, powerful men. That passage we quote above finishes with: the most intimate friends, men well known and sought after, whose attentions all women envied and desired (3). Just a little afterwards, were told: She would so much have liked to please, to be envied, to be seductive and sought after. (5) Whats interesting about Mathildes man-craze is that she seems to be more interested in seducing men than in the men themselves. Thats because what Mathilde really wants is to be wanted. More than being just desired, Mathilde wants to be glamorous gorgeous, charming, graceful, and thoroughly decked out in diamonds. The ultimate measure of being glamorous just happens to be being attractive to glamorous men. It all forms part of one big glamorous, fairy-tale world, the world about which Mathilde fantasizes. Whats particularly frustrating to Mathilde is that she knows shes got the natural looks and charms to be a splash with the rich playboy types she wants to impress. She just needs the outward signs of being wealthy, but cant afford the necessary clothing and jewelry. Mathildes quite vain about her feminine charms. Her vanity may be why shes unwilling to go to the ball unless she looks better than everyone else there. And when she does go to the ball, thats exactly what she is: Her triumph: The day of the party arrived. Mme. Loisel was a success. She was the prettiest of them all, elegant, gracious, smiling, and mad with joy. All the men The Necklace By Guy De Maupassant The Necklace By Guy De Maupassant I could say that Guy de Maupassants stories are just mundane waste of ink. Reading the story you understand things you have never thought about before or, by contrast, have already faced in your daily life. However, what do people think? Did all of them recognize the same the author did? Each of us should answer this question by own. Years passed but plays, novels on the theme, which Maupassant talked about, are still writing, and films are still shooting, why? There are things, which we remember, and things, which we cannot forget. In this work, I will try to describe the story called The Necklace and give full and needed for understanding information. The authors person is going to be talked about. Thus, let me start explaining. Henry-Renà ©-Albert-Guy de Maupassant The person of Henry-Renà ©-Albert-Guy de Maupassant is definitely interesting to talk about. Maupassants place of being born is not known in definite; however, it was perhaps the Chà ¢teau de Miromesniel,Dieppe. His biography is obviously worth of attention, but I will notice the most important and interesting facts of Maupassants life in order to understand his stories better. Maupassants relatives were noble. His parents divorced when he was a little boy of 11 years old. Maupassants first embryos appeared when he was studying at the Rouen Lycà ©e. Little Maupassant was gaining knowledge and skills from his friends; he improved his gifts and talents, which helped him in his poetry and writing. Maupassant was a civil servant in the period between 1872 and 1880 years. However, he had never loved working, all his free time Maupassant spent in women pursuit. He had a pseudonym Guy de Valmont, which he used in the articles in the newspapers. The 1880s years were productive and significant in the life of author, because he wrote about 300 short stories and 6 novels, including travel books and even a volume of verse. Unfortunately, Maupassant had a syphilis (he was then only 20 years old) that shortly after led him to the increasing of his mental disability. The author used narcotics, I think trying to be saved from awful and cruel headaches he suffered from. Critics have mentioned that Maupassant describes his diseases in some of his stories, giving main characters and heroes his own painful suffering and struggling. Allan Edgar Poe is one of those, whose stories encouraged Maupassant and made him to go through the same paths as Poe did (in some fiction horror stories). Stephen Kings novel The shining encouraged Maupassant when he was writing The Inn, which is very similar and common to The shining. I am sure it will be appropriately to notice some Maupasants words to understand his nature in full length: Now listen carefully: Marriage, to me, is not a chain but an association. I must be free, entirely unfettered, in all my actions -my coming and my going; I can tolerate neither control, jealousy, nor criticism as to my conduct. I pledge my word, however, never to compromise the name of the man I marry, nor to render him ridiculous in the eyes of the world. But that man must promise to look upon meas an equal, an ally, and not as an inferior, or as an obedient, submissive wife. My ideas, I know, are not like those of other people, but I shall never change them (Liukkonen, 2008, pg 2). The Necklace by Guy de Maupassant However, The Necklace at first was published in the newspaper Le Gaulois in Paris, France on February 17, 1884. It was a part of Maupassants collection of short stories called Tales of Day and Night, which appeared in 1885. She was one of those pretty and charming girls born, as though fate had blundered over her, into a family of artisans. She had no marriage portion, no expectations, no means of getting known, understood, loved, and wedded by a man of wealth and distinction; and she let herself be married off to a little clerk in the Ministry of Education with these words we faces in the beginning of the story and meeting a main character Madame Mathilde Loisel. She had a dream common to the American dream. She wants to become rich and have leisure. The story teaches readers many things. The middle-class Matilda discovers many ironic nuances through the story. Talking about the plot of the story, should be noticed that Maupassant is definitely talented, taking in account not much words he needed to illustrate many ideas and problems, which worries the humanity through the centuries. The story tells about middle-class woman Matilda, who wants to impress the society. Matilda Loisel was invited on the high-society affair (because her husband worked there), unfortunately, she understood that she had nothing to wear. A husband, Loisel, gave her money to buy a dress. Being unsatisfied, Matilda borrows a necklace from good friend Madame Forestier. After the affair, Matilda finds out that necklace is lost. Loisels started to find money to buy a new necklace: Loisel possessed eighteen thousand franks, which his father had left him. He borrowed it, asking for a thousand francs of one, five hundred of another, five louis of this one, and three louis of that one (The Necklace, pg 7). Finally, Loisels bought the same necklace and brought it to Madame Forestier. However, she said to the Matilda, who was proud and happy to give back the necklace, that her necklace was fake and coasted about 500 francs! To give money back Loisels have to have many limitations. Ten years of Matilda’s life have been robbed — and for what? For an evening of vanity and pride (Barthes, 2004, pg 1). Conclusion However, the story is successful among readers. It teaches readers many useful things. It triggers many emotions and feelings, especially sorrow and sadness. I liked how Maupassant said in his The Necklace: How strange life is, how fickle! How little is needed to ruin or to save! I agree with these words. The Necklace is worth of attention, undoubtedly! The story is about pride going before the fall. Hardship – is the known word for Matilda, but did she know what were the reasons of it? All money she earned during ten years she paid for one evening! People learn from the story how much one can pay for its pleasure and pride. Thus, Guy de Maupassant brought a lot of significance in the literature of whole world. Moreover, it is going with out saying and any doubt. References 1. Barthes, Roland. TheEiffelTowerand Other Mythologies. Tr. Howard, Richard.Berkeley:UniversityofCaliforniaPress. 2004. 2. Clyde K. Hyder, Algernon Swinburne: The Critical Heritage, 1995, p.185. 3. Harriss, Joseph. The Tallest Tower. Unlimited Publishing LLC, 2004, pg 15, 16. 4. James, Henry. Guy de Maupassant, reprinted in his Partial Portraits, Macmillan, 1888, pp. 243-87. 5. Liukkonen, Petri and Personen, Ari. Guy de Maupassant (1850-1893) – in full Henry-Renà ©-Albert-Guy de Maupassant. Kuusankosken kaupunginkirjasto, 2008. 6. Matthews, Brander, ed. The Short-Story: Specimens Illustrating Its Development.New York: American Book Company, 1907; Bartleby.com, 2000. . 7. Maupassant, Guy de. The necklace and other short stories. Courier Dover Publications, 1992.