The Necklace Essay Example For Students

The Necklace Essay The Necklace Essay In Guy De Maupassants story The Necklace, the main character Mathilde is portrayed to be a very unhappy, manipulative and selfish person. I chose this character to be worthy of studying; because her actions can be compared to the way things are done in society today. Throughout the story, Mathilde is shown to be a very sad character. Her character is written in a way that compares her happiness to materialistic objects. She had no decent dresses, no jewels, nothing. We will write a custom essay on The Necklace specifically for you for only $16.38 $13.9/page Order now And she loved nothing but these; she believed herself born only for these. She burned with the desire to please, to be envied, to be attractive and sought after. (Page 6, Paragraph 5) It is as if she gave up before she was born. The object, that in her mind would cause her happiness, would be to be attractive and to be envied by all. It was the little things in her surroundings that tormented her each day. She was ashamed of who she was, which made her very unhappy with her life in general. She suffered because of her grim apartment with its drab walls, threadbare furniture, ugly curtains. All such things, which most other women in her situation would not even noticed, tortured her and filled her with despair. (Page 5, Intro Paragraph) These words show that things in her surroundings, that others may take for granted, make her very unhappy. Mathildes manipulation is apparent in the way that she treats her husband when he confronts her about the party. Her husband thought that she would be happy to have the opportunity to go out to an event. She responded to him by saying that she had nothing to wear. Nothing, except I have nothing to wear and therefore cant go to the party. Give your invitation to someone else at the office whose wife will have nicer clothes than mine. (Page 7, Paragraph 20) This shows that she is trying to make him feel bad for her and manipulate him into buying her new clothes. He then volunteers to pay for a new dress and without delay she was calculating the price in her head. I dont know exactly, but it seems to me that I could get by on four hundred francs. The price just so happened to be the exact amount set a side for a summer hunting trip he had planned to go on without her. In a way it was as if she was putting him on the spot by saying it was either the hunting trip or she. Only if he chose the hunting trip it appears to me that she would have been outraged. Mathildes selfishness is shown to be a major downfall in her character throughout the story. Her selfishness in her one true friendship is the true light of her character. She felt so bad about her self that she would befriend the only true friend that she had. She had a rich friend, a comrade from convent days, whom she did not want to see anymore because she suffered so much when she returned home. This portrays that Mathilde is selfish, and having difficulty dealing with a friend that has all the things in life that she deems she herself wants. Then as her husband presents her with an invitation, she states that she has nothing to wear and that she has no jewelry. He says to her why not go ask your old friend. She immediately jumped up and thought it was a good idea. This shows that when it came time for something she wanted, she wasnt as depressed as before. After not seeing her friend for a long time, she goes and visits her to borrow some jewelry for the party. .u9cf0f7006c449c6bb4597d4c19700d1d , .u9cf0f7006c449c6bb4597d4c19700d1d .postImageUrl , .u9cf0f7006c449c6bb4597d4c19700d1d .centered-text-area { min-height: 80px; position: relative; } .u9cf0f7006c449c6bb4597d4c19700d1d , .u9cf0f7006c449c6bb4597d4c19700d1d:hover , .u9cf0f7006c449c6bb4597d4c19700d1d:visited , .u9cf0f7006c449c6bb4597d4c19700d1d:active { border:0!important; } .u9cf0f7006c449c6bb4597d4c19700d1d .clearfix:after { content: ""; display: table; clear: both; } .u9cf0f7006c449c6bb4597d4c19700d1d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9cf0f7006c449c6bb4597d4c19700d1d:active , .u9cf0f7006c449c6bb4597d4c19700d1d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9cf0f7006c449c6bb4597d4c19700d1d .centered-text-area { width: 100%; position: relative ; } .u9cf0f7006c449c6bb4597d4c19700d1d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9cf0f7006c449c6bb4597d4c19700d1d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9cf0f7006c449c6bb4597d4c19700d1d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9cf0f7006c449c6bb4597d4c19700d1d:hover .ctaButton { background-color: #34495E!important; } .u9cf0f7006c449c6bb4597d4c19700d1d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9cf0f7006c449c6bb4597d4c19700d1d .u9cf0f7006c449c6bb4597d4c19700d1d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9cf0f7006c449c6bb4597d4c19700d1d:after { content: ""; display: block; clear: both; } READ: Is Bitcoin a Bubble? Essay She then looks through her friends jewelry and still was unsatisfied. Do you have anything else? (Page 8, Paragraph 45) This idea shows that even though she felt she had nothing, she was still unhappy with making a selection even though it was something that was not hers. After not seeing her friend for years, still all she could think about was jewelry. Then when she received the gem that she wanted, she . The Necklace Essay Example For Students The Necklace Essay The Necklace Essay In Guy De Maupassants story The Necklace, the main character Mathilde is portrayed to be a very unhappy, manipulative and selfish person. I chose this character to be worthy of studying; because her actions can be compared to the way things are done in society today. Throughout the story, Mathilde is shown to be a very sad character. Her character is written in a way that compares her happiness to materialistic objects. She had no decent dresses, no jewels, nothing. We will write a custom essay on The Necklace specifically for you for only $16.38 $13.9/page Order now And she loved nothing but these; she believed herself born only for these. She burned with the desire to please, to be envied, to be attractive and sought after. (Page 6, Paragraph 5) It is as if she gave up before she was born. The object, that in her mind would cause her happiness, would be to be attractive and to be envied by all. It was the little things in her surroundings that tormented her each day. She was ashamed of who she was, which made her very unhappy with her life in general. She suffered because of her grim apartment with its drab walls, threadbare furniture, ugly curtains. All such things, which most other women in her situation would not even noticed, tortured her and filled her with despair. (Page 5, Intro Paragraph) These words show that things in her surroundings, that others may take for granted, make her very unhappy. Mathildes manipulation is apparent in the way that she treats her husband when he confronts her about the party. Her husband thought that she would be happy to have the opportunity to go out to an event. She responded to him by saying that she had nothing to wear. Nothing, except I have nothing to wear and therefore cant go to the party. Give your invitation to someone else at the office whose wife will have nicer clothes than mine. (Page 7, Paragraph 20) This shows that she is trying to make him feel bad for her and manipulate him into buying her new clothes. He then volunteers to pay for a new dress and without delay she was calculating the price in her head. I dont know exactly, but it seems to me that I could get by on four hundred francs. The price just so happened to be the exact amount set a side for a summer hunting trip he had planned to go on without her. In a way it was as if she was putting him on the spot by saying it was either the hunting trip or she. Only if he chose the hunting trip it appears to me that she would have been outraged. Mathildes selfishness is shown to be a major downfall in her character throughout the story. Her selfishness in her one true friendship is the true light of her character. She felt so bad about her self that she would befriend the only true friend that she had. She had a rich friend, a comrade from convent days, whom she did not want to see anymore because she suffered so much when she returned home. This portrays that Mathilde is selfish, and having difficulty dealing with a friend that has all the things in life that she deems she herself wants. Then as her husband presents her with an invitation, she states that she has nothing to wear and that she has no jewelry. He says to her why not go ask your old friend. She immediately jumped up and thought it was a good idea. This shows that when it came time for something she wanted, she wasnt as depressed as before. After not seeing her friend for a long time, she goes and visits her to borrow some jewelry for the party. .u3841771ba9d04074f76c0f8f33cf0e32 , .u3841771ba9d04074f76c0f8f33cf0e32 .postImageUrl , .u3841771ba9d04074f76c0f8f33cf0e32 .centered-text-area { min-height: 80px; position: relative; } .u3841771ba9d04074f76c0f8f33cf0e32 , .u3841771ba9d04074f76c0f8f33cf0e32:hover , .u3841771ba9d04074f76c0f8f33cf0e32:visited , .u3841771ba9d04074f76c0f8f33cf0e32:active { border:0!important; } .u3841771ba9d04074f76c0f8f33cf0e32 .clearfix:after { content: ""; display: table; clear: both; } .u3841771ba9d04074f76c0f8f33cf0e32 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3841771ba9d04074f76c0f8f33cf0e32:active , .u3841771ba9d04074f76c0f8f33cf0e32:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3841771ba9d04074f76c0f8f33cf0e32 .centered-text-area { width: 100%; position: relative ; } .u3841771ba9d04074f76c0f8f33cf0e32 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3841771ba9d04074f76c0f8f33cf0e32 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3841771ba9d04074f76c0f8f33cf0e32 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3841771ba9d04074f76c0f8f33cf0e32:hover .ctaButton { background-color: #34495E!important; } .u3841771ba9d04074f76c0f8f33cf0e32 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3841771ba9d04074f76c0f8f33cf0e32 .u3841771ba9d04074f76c0f8f33cf0e32-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3841771ba9d04074f76c0f8f33cf0e32:after { content: ""; display: block; clear: both; } READ: An Analysis of the Epic Poem, Beowulf - Bravery in Essay She then looks through her friends jewelry and still was unsatisfied. Do you have anything else? (Page 8, Paragraph 45) This idea shows that even though she felt she had nothing, she was still unhappy with making a selection even though it was something that was not hers. After not seeing her friend for years, still all she could think about was jewelry. Then when she received the gem that she wanted, she . The Necklace Essay Example For Students The Necklace Essay The Necklace Essay There are four settings in this story. The first setting is Madam Loisels Apartment where every day after she lost the diamond necklace she labored herself. The second setting was Madam Forestiers where Madam Loisel got the diamondnecklace. The next scene s the large ball room where they had the banquet and had the best time of her life. The last scene is the Champs Elyrees where Madam Loisel meets Madam Forestier for the first time in ten years and Forestier tells her that the necklace is only paste. We will write a custom essay on The Necklace specifically for you for only $16.38 $13.9/page Order now This story is about a poor woman named Mathilde Loisel who is jealous of other woman because she didnt have what other woman had, different types of wear, fancy meals, banquets, and most of all, jewelry. One day her husband came back from his work with a letter inviting them to a banquet. She tossed the letter and started sobbing. She didnt have a suitable dress to wear for the banquet. All day at her house she wore the same clothes over and over. Then her husband gave her his rifle money he has been saving up for a while. Then she came up with another excuse. She had no jewelry. Her husband first suggested that she bought some roses and stuck in her hair. When she was about to start sobbing again he suggested the second time that she should borrow from her friend Madame Forestier. Mathilde chose a necklace full of diamonds to take to the party. When she was there were tons of men waiting to meet her. Even the minister wanted to see her. She danced all-night and made the best of that night. When it was time to leave she saw her husband sleeping on a seta. When he woke up they decided they should go on a carriage. When they got home she found out that her necklace was missing. They presumed they left it on the carriage but they didnt remember the number to the carriage. They had to replace with a new one. In one shop they said they were going to sell it to her for thirty-six thousand francs. The husband started making promissory notes and started borrowing from loan sharks. Her husband had to work extra hard and had to take two jobs instead of one. His wife had to lay-off the servant who cleaned their apartment and had to do all the extra work herself. They did this for ten straight years. Mathilde now looked like an old peasant. She saw Madame Forestier for the first time in ten years and she still looked young. When Mathilde approached her she did not recognize Mathilde until she told forestier who she was. Then she started telling her about the necklace incident and how long theyve been paying for it. Then Madame Forestier told her that it was only paste and was worth about 500 francs. Mathilde Loisel: She is the main character of the story. I personally think she is spoiled and complains too much. She was lucky that her that invitation to the party and got her that expensive dress. Messier Loisel: He was too kind and indulgent to Mathilde. I dont think he deserved what happed to him. She should have been the one who was punished, but the thing he did wrong was signing too many promissory notes if he knew he might not be able to pay them. Jeanne Forestier: She was also kind to let Mathilde borrow her jewelry. Of course, I think she should have said something about the necklace being paste earlier though. Otherwise she was too nice and tolerant to Mathilde. .u58970ab25fa8f5c895cb9457ad19b80f , .u58970ab25fa8f5c895cb9457ad19b80f .postImageUrl , .u58970ab25fa8f5c895cb9457ad19b80f .centered-text-area { min-height: 80px; position: relative; } .u58970ab25fa8f5c895cb9457ad19b80f , .u58970ab25fa8f5c895cb9457ad19b80f:hover , .u58970ab25fa8f5c895cb9457ad19b80f:visited , .u58970ab25fa8f5c895cb9457ad19b80f:active { border:0!important; } .u58970ab25fa8f5c895cb9457ad19b80f .clearfix:after { content: ""; display: table; clear: both; } .u58970ab25fa8f5c895cb9457ad19b80f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u58970ab25fa8f5c895cb9457ad19b80f:active , .u58970ab25fa8f5c895cb9457ad19b80f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u58970ab25fa8f5c895cb9457ad19b80f .centered-text-area { width: 100%; position: relative ; } .u58970ab25fa8f5c895cb9457ad19b80f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u58970ab25fa8f5c895cb9457ad19b80f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u58970ab25fa8f5c895cb9457ad19b80f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u58970ab25fa8f5c895cb9457ad19b80f:hover .ctaButton { background-color: #34495E!important; } .u58970ab25fa8f5c895cb9457ad19b80f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u58970ab25fa8f5c895cb9457ad19b80f .u58970ab25fa8f5c895cb9457ad19b80f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u58970ab25fa8f5c895cb9457ad19b80f:after { content: ""; display: block; clear: both; } READ: Corporal Punishment EssayThe first conflict is when she didnt have anything to wear for the banquet. That was resolved when her husband gave her 400 francs for her dress. The second conflict is when she says that she has no jewelry to take to the party. That is resolved when they remember that her friend has a lot of jewelry. The last conflict is when she loses the necklace. It took a long while to resolve this problem. They had to buy a new necklace and had to borrow 34000 francs to buy it. It took ten years to pay . The Necklace Essay Example For Students The Necklace Essay The Necklace Essay There are four settings in this story. The first setting is Madam Loisels Apartment where every day after she lost the diamond necklace she labored herself. The second setting was Madam Forestiers where Madam Loisel got the diamondnecklace. The next scene s the large ball room where they had the banquet and had the best time of her life. The last scene is the Champs Elyrees where Madam Loisel meets Madam Forestier for the first time in ten years and Forestier tells her that the necklace is only paste. We will write a custom essay on The Necklace specifically for you for only $16.38 $13.9/page Order now This story is about a poor woman named Mathilde Loisel who is jealous of other woman because she didnt have what other woman had, different types of wear, fancy meals, banquets, and most of all, jewelry. One day her husband came back from his work with a letter inviting them to a banquet. She tossed the letter and started sobbing. She didnt have a suitable dress to wear for the banquet. All day at her house she wore the same clothes over and over. Then her husband gave her his rifle money he has been saving up for a while. Then she came up with another excuse. She had no jewelry. Her husband first suggested that she bought some roses and stuck in her hair. When she was about to start sobbing again he suggested the second time that she should borrow from her friend Madame Forestier. Mathilde chose a necklace full of diamonds to take to the party. When she was there were tons of men waiting to meet her. Even the minister wanted to see her. She danced all-night and made the best of that night. When it was time to leave she saw her husband sleeping on a seta. When he woke up they decided they should go on a carriage. When they got home she found out that her necklace was missing. They presumed they left it on the carriage but they didnt remember the number to the carriage. They had to replace with a new one. In one shop they said they were going to sell it to her for thirty-six thousand francs. The husband started making promissory notes and started borrowing from loan sharks. Her husband had to work extra hard and had to take two jobs instead of one. His wife had to lay-off the servant who cleaned their apartment and had to do all the extra work herself. They did this for ten straight years. Mathilde now looked like an old peasant. She saw Madame Forestier for the first time in ten years and she still looked young. When Mathilde approached her she did not recognize Mathilde until she told forestier who she was. Then she started telling her about the necklace incident and how long theyve been paying for it. Then Madame Forestier told her that it was only paste and was worth about 500 francs. Mathilde Loisel: She is the main character of the story. I personally think she is spoiled and complains too much. She was lucky that her that invitation to the party and got her that expensive dress. Messier Loisel: He was too kind and indulgent to Mathilde. I dont think he deserved what happed to him. She should have been the one who was punished, but the thing he did wrong was signing too many promissory notes if he knew he might not be able to pay them. Jeanne Forestier: She was also kind to let Mathilde borrow her jewelry. Of course, I think she should have said something about the necklace being paste earlier though. Otherwise she was too nice and tolerant to Mathilde. .u1dc22362ffbb416962d2cfb1993f9ed1 , .u1dc22362ffbb416962d2cfb1993f9ed1 .postImageUrl , .u1dc22362ffbb416962d2cfb1993f9ed1 .centered-text-area { min-height: 80px; position: relative; } .u1dc22362ffbb416962d2cfb1993f9ed1 , .u1dc22362ffbb416962d2cfb1993f9ed1:hover , .u1dc22362ffbb416962d2cfb1993f9ed1:visited , .u1dc22362ffbb416962d2cfb1993f9ed1:active { border:0!important; } .u1dc22362ffbb416962d2cfb1993f9ed1 .clearfix:after { content: ""; display: table; clear: both; } .u1dc22362ffbb416962d2cfb1993f9ed1 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1dc22362ffbb416962d2cfb1993f9ed1:active , .u1dc22362ffbb416962d2cfb1993f9ed1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1dc22362ffbb416962d2cfb1993f9ed1 .centered-text-area { width: 100%; position: relative ; } .u1dc22362ffbb416962d2cfb1993f9ed1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1dc22362ffbb416962d2cfb1993f9ed1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1dc22362ffbb416962d2cfb1993f9ed1 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1dc22362ffbb416962d2cfb1993f9ed1:hover .ctaButton { background-color: #34495E!important; } .u1dc22362ffbb416962d2cfb1993f9ed1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1dc22362ffbb416962d2cfb1993f9ed1 .u1dc22362ffbb416962d2cfb1993f9ed1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1dc22362ffbb416962d2cfb1993f9ed1:after { content: ""; display: block; clear: both; } READ: Buffalo Soldiers EssayThe first conflict is when she didnt have anything to wear for the banquet. That was resolved when her husband gave her 400 francs for her dress. The second conflict is when she says that she has no jewelry to take to the party. That is resolved when they remember that her friend has a lot of jewelry. The last conflict is when she loses the necklace. It took a long while to resolve this problem. They had to buy a new necklace and had to borrow 34000 francs to buy it. It took ten years to pay . The Necklace Essay Example For Students The Necklace Essay The Necklace Essay I believe that Mathilde is materialistic and selfish. She took away happiness both from herself and her husband because she burned with the desire to please, to be envied, to be attractive and sought after. This desire led to her downfall and her husband;s misery. I am in no way able to show compassion for this lady. The story starts out leading us to believe that Mathilde is a simple person without a lot of luxuries in her life. We will write a custom essay on The Necklace specifically for you for only $16.38 $13.9/page Order now At this point I felt some pity for Mathilde. I thought that she was vasically a poor lady in an unhappy state of mind. But at the same time it was hard to feel sorry for her because she couldnt accept happiness in her life due to the fact that she was always focusing on what she didnt have. She was unable to recognize the good things her life had to offer until she no longer had them. Had she just been content with what she did have, this entire conflict could have been avoided. The grass isnt alwaus greener on the other side. When her husband came home with the dinner invitation is when I changed my perception of Mathilde. I wasnt too pleased with her in the beginning of the story but now was when I started to hate her. She had it pretty good. She had a husband that loved her and was willing to do anything to please her. Even if it meant giving up something he had been saving up for, a shotgun, just so she could feel like Cinderella for one night and get a dress that suited her needs. She was unable to stop at a dress though: she needed to have jewelry. It couldt be just any jewelry either, it had to be a diamond necklace. Mathilde was a success at the party, she was noticed and sought by all. She found happiness in vanity until she arrived at home and discovered the necklace was gone. Unable to find it when they retraced their steps, they were forced to replace the jewels instead of telling their friend the truth. For the next ten years Mathilde discovered the horrible life of the needy. She was forced to get rid of her maid, rent an atiic apartment, dress in cheap dresses, and fend for herself. Only then did she realize how good her life really had been. So ten years later she sees her friend, whom she borrowed the necklace from and decides to tell her the truth. It was then that I had to laugh. The necklace was a fake! It serves her right. Had she just sat back and realized that life is what you make of it, not what it makes of you, all this could have been avoided. Mathilde was so caught up in status and vanity that she created her own downfall. The only person I am left to feel sorry for in this story is her husband for not standing up for himself and telling her no. . The Necklace Essay Example For Students The Necklace Essay Mathlide Loisel is a character who has much pride in her. It is her motivation to act throughout the story, and it is the key to her downfall. Mathlide downfall comes into place when she does not tell Mrs. Forrestier that she lost her necklace. Mathlide does not gush out confessions and prostrating herself while pleading for forgiveness, she takes the responsibility for her mistakes by replacing Mrs. Forrestiers necklace. De Maupassant shows her qualities in the introduction, the incident, and the poverty she endures. At the beginning of the story Mathlide pride is so strong that she does not want to face reality. Reality meaning the husband she has and the small household she resumes in. So in order to reject reality she turns to her dreams in which she has the life of ease and riches. Pride comes to place when she is complaining to her husband about the way hey live and how she deserves more than this. We will write a custom essay on The Necklace specifically for you for only $16.38 $13.9/page Order now When they discover that they have been invited to a big party, she feels she must live up to her pride. Knowing without a doubt that they have no money, she wants to have a beautiful dress and along with the dress she gets a radiant necklace from Mrs. Forrestier. The incident in which Mathlide loses The Necklace Essay plays an active role in Mathlides pride. Mathlide refuses to endure embarrassment by telling Mrs. Forrestier that she lost her necklace, so she goes and replaces the necklace. Her pride will not let her stoop so low into apologizing, pleading for forgiveness for nothing, instead her pride tells her that she is capable of replacing the necklace, and so she does. Her pride dreadfully leads her into destitution lifestyle, something she is not most proud of. The reality of her life becomes more realistic than ever. She is plunged into poverty, and drudgery that will take away her prized youth and beauty, never to return, but yet she still has her pride. At the end after all the debts are all paid, she sees Mrs. Forrestier, who by the way does not recognize her, tells her about the incident and what she had to do to pay the money, and discovers that the necklace was nothing more than a fake. Mathlide is a character who has a pride so strong that she doesnt notice until her pride hits her with retribution, by leading her to poverty. She sees her responsibility for losing the necklace, and she had enough sense of self-sacrifice to pay for restoring it. She sacrifices with pride not only her position, but also her youth and beauty. Pride plays a crucial role in Mathlide life, role that stands strong and proud, but yet its so crucial that it drives Mathlides fate. Bibliography: . The Necklace Essay Example For Students The Necklace Essay The Necklace Essay In the story The Necklace the authors theme is to show us that greed and envy can lead to destruction. In this story Mathilde is a very envious woman whom always dreamed of a life that she could not have. She was very charming and beautiful woman who thought that she must have been born into the wrong life, since she had no way of getting known and married by a rich man. Instead she married a simple middle class man and lived a middle class life. All the while she dreamed of living the life of the rich. We will write a custom essay on The Necklace specifically for you for only $16.38 $13.9/page Order now With beautiful gowns and glittering jewelry. Oh how happy she thought she would be. Then one day it happened that she and her husband where invited to a dinner ball. Her husband, Mr. Loisel thought this would make his wife so very happy since this is what she spent all of her time day dreaming of. Here it was, the thing that consumed her finally at her door step, but she was not happy. In fact, Mathilde was even more distraught because it brought to her attention that she had nothing proper to wear. Mr. Loisel sympathized with his wife and knowing he had money set aside for a new shot gun, he gave her 400 francs. This was enough money for a pretty dress, not too fancy, but pretty because he knew this would be a rare occasion. As the day drew near Mathildes envy overtook her once more and she became distraught. She decided that she could not go. When Mr. Loisel asked why, she replied that she had no jewelry to wear and that she would look like a beggar and that she would rather not go to the party at all than to look like that in front of rich women. This is the point in the story when the author reveals to the reader that Mathilde wants it all or nothing. Mr. Loisel suggest that she ask her friend, Mrs. Forrester to borrow one of her jewels. Mathilde thought this would be a great idea and did so. She found a beautiful diamond necklace that she wore that night. Mathilde had the night of her life that night, pretending to be something that she was not. This is where the story turns on Mathilde. At the end of the night when Mr. Mrs. Loisel returned home, she realized that she had lost the necklace. After recounting their steps in an attempt to find the necklace, they could not find it. Of course, they had to replace the necklace because Mathilde was all too concerned about outward appearances to be honest with her friend. Mr. Mrs. Loisel had to leave their home, get rid of the maid, and work very, very hard in order to pay off the loans taken out to pay for the necklace replacement. Mathildes outward beauty began to harden and fade, with her tiresome work, but inwardly she grew more beautiful than ever before. This is because she realized that it is better to be who we are than to dream of being something we are not. Many years had passed when Mathilde was again saw Mrs. Forrester. Knowing that the necklace was all paid off, she saw no harm in telling Mrs. Forrester what had happened. With much surprise, Mrs. Forrester laughed and said that her necklace was only costume jewelry. This means that Mathilde gave up everything she had in order to pay off something that never existed. It was an allusion just like the entire life would be. The author themes this story very well, he told about a woman who wanted what she could never have, never realizing that what she wanted was not real happiness it was a costume people put on for show. Happiness comes from within. .ufb3b3d5db6de09afb42b9c97e2a443bc , .ufb3b3d5db6de09afb42b9c97e2a443bc .postImageUrl , .ufb3b3d5db6de09afb42b9c97e2a443bc .centered-text-area { min-height: 80px; position: relative; } .ufb3b3d5db6de09afb42b9c97e2a443bc , .ufb3b3d5db6de09afb42b9c97e2a443bc:hover , .ufb3b3d5db6de09afb42b9c97e2a443bc:visited , .ufb3b3d5db6de09afb42b9c97e2a443bc:active { border:0!important; } .ufb3b3d5db6de09afb42b9c97e2a443bc .clearfix:after { content: ""; display: table; clear: both; } .ufb3b3d5db6de09afb42b9c97e2a443bc { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ufb3b3d5db6de09afb42b9c97e2a443bc:active , .ufb3b3d5db6de09afb42b9c97e2a443bc:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ufb3b3d5db6de09afb42b9c97e2a443bc .centered-text-area { width: 100%; position: relative ; } .ufb3b3d5db6de09afb42b9c97e2a443bc .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ufb3b3d5db6de09afb42b9c97e2a443bc .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ufb3b3d5db6de09afb42b9c97e2a443bc .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ufb3b3d5db6de09afb42b9c97e2a443bc:hover .ctaButton { background-color: #34495E!important; } .ufb3b3d5db6de09afb42b9c97e2a443bc .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ufb3b3d5db6de09afb42b9c97e2a443bc .ufb3b3d5db6de09afb42b9c97e2a443bc-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ufb3b3d5db6de09afb42b9c97e2a443bc:after { content: ""; display: block; clear: both; } READ: Internet Privacy Essay Mathilde never appreciated what she had, until she lost it. The Lesson In this story the author tells us about a girl named Sylvia, the narrator, who lives in a very low income family. A place where school is not a priority. A place where it is more important to be strong and hard, than to read a book. This . The Necklace Essay Example For Students The Necklace Essay Guy de Maupassants The Necklace Essay Mathildes Inability to Accept Destiny Many people born into the middle to lower class of society come to accept their lot in life and make the best of it, Mathilde, the main character in Guy de Maupassants short story, The Necklace, is not one of these people. Mathilde felt that she was attractive and that fate must have made a mistake in birthing her into a family that could not provide a suitable dowry for a proper marriage. This situation left her with no choice but to marry Mr. Loisel, a minor clerk. Although many would think that Mathilde would have come to accept her lot in life, she never did; as time passed she dreamed more about the things she lacked, became more discontent with the things that she did have, and she even became manipulative and inconsiderate towards her husband. We will write a custom essay on The Necklace specifically for you for only $16.38 $13.9/page Order now As a child Mathilde lived a simple life with her family of clerks and copyists, and as a wife she lived a simple life with her husband, thus Mathildes excuse for her insatiable craving for expensive and luxurious things was destiny. She was one of those pretty and charming women, born, as if by error of destiny, into a family of clerks and copyists (paragraph 1). Mathilde dreamed about large, silent anterooms, decorated with oriental tapestries and lighted by high bronze floor lamps, elegant valets in short culottes dozing in armchairs under forced-air heaters. She dreamed about large drawing rooms draped in expensive silks, with fine end tables on which where placed knickknacks of inestimable value, and she dreamed of dainty private rooms designed for tete-a-tetes (paragraph 3). A glamorous house was not all that Mathilde dreamed about, she dreamed of expensive banquets with shining place settings, and wall hangings portraying ancient heroes and exotic birds in an enchanted forest. She imagined a gourmet prepared main course carried on the most beautiful dishes, and whispered gallantries which she would hear with a smile as she dined on the pink meat of a trout or the wing of a quail (paragraph 4). When Mathilde was not busy daydreaming about the things that were lacking in her life, she was busy complaining about the things that she did possess. Mathilde never once considered that she was fortunate because she owned furniture, she considered herself unfortunate because the furnishings that she did own were cheap. According to Mathilde She suffered constantly, feeling herself destined for all delicacies and luxuries. She suffered because of her grim apartment with its drab walls, threadbare furniture, and ugly curtains (paragraph 3). At the dinner table Mathilde complains because dinner is a simple dish and not some fancy elaborate meal of trout or quail, instead its boiled beef, a simple dish that her husband loves as you can tell by his statement when he opened the kettle Ah good old boiled beef! I dont know anything better (paragraph 4). Even though Mathilde thinks that shes a pretty person, she doesnt feel pretty because according to her She had no decent dresses, no jewel, nothing. And she loved nothing but these, she believed herself born only for these. She burned with the desire to be please, to be envied, and to be attractive and sought after (paragraph 5). Mathilde is a very shallow person that judges a persons importance and self-worth by their outward appearance. As the years dragged on Mathildes discontent with her lot in life lead her to become manipulative and inconsiderate, and of course the person who took the full brunt of this was her husband, Mr. Loisel. Mathildes manipulative behavior is portrayed when she used her wiles on Loisel by making him think that her theater dress wasnt appropriate for the dinner, thus tricking him into giving her the money that he had saved for his shotgun to buy a new dress. .u9965677783e4108f2901f7fca1fa4d93 , .u9965677783e4108f2901f7fca1fa4d93 .postImageUrl , .u9965677783e4108f2901f7fca1fa4d93 .centered-text-area { min-height: 80px; position: relative; } .u9965677783e4108f2901f7fca1fa4d93 , .u9965677783e4108f2901f7fca1fa4d93:hover , .u9965677783e4108f2901f7fca1fa4d93:visited , .u9965677783e4108f2901f7fca1fa4d93:active { border:0!important; } .u9965677783e4108f2901f7fca1fa4d93 .clearfix:after { content: ""; display: table; clear: both; } .u9965677783e4108f2901f7fca1fa4d93 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9965677783e4108f2901f7fca1fa4d93:active , .u9965677783e4108f2901f7fca1fa4d93:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9965677783e4108f2901f7fca1fa4d93 .centered-text-area { width: 100%; position: relative ; } .u9965677783e4108f2901f7fca1fa4d93 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9965677783e4108f2901f7fca1fa4d93 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9965677783e4108f2901f7fca1fa4d93 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9965677783e4108f2901f7fca1fa4d93:hover .ctaButton { background-color: #34495E!important; } .u9965677783e4108f2901f7fca1fa4d93 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9965677783e4108f2901f7fca1fa4d93 .u9965677783e4108f2901f7fca1fa4d93-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9965677783e4108f2901f7fca1fa4d93:after { content: ""; display: block; clear: both; } READ: Animal Cruelty Essay She knew exactly how much to ask for, as we can tell when she said I dont know exactly, but it seems to me that I could get buy on four hundred francs (paragraph 25). Mathilde behaves quite inconsiderately against Mr. Loisel, especially as the story climaxes and comes close to an end. The first example of her inconsiderate behavior occurs . The Necklace Essay Example For Students The Necklace Essay The Necklace Essay In Guy De Maupassants story The Necklace, the main character Mathilde is portrayed to be a very unhappy, manipulative and selfish person. I chose this character to be worthy of studying; because her actions can be compared to the way things are done in society today. Throughout the story, Mathilde is shown to be a very sad character. Her character is written in a way that compares her happiness to materialistic objects. She had no decent dresses, no jewels, nothing. We will write a custom essay on The Necklace specifically for you for only $16.38 $13.9/page Order now And she loved nothing but these; she believed herself born only for these. She burned with the desire to please, to be envied, to be attractive and sought after. (Page 6, Paragraph 5) It is as if she gave up before she was born. The object, that in her mind would cause her happiness, would be to be attractive and to be envied by all. It was the little things in her surroundings that tormented her each day. She was ashamed of who she was, which made her very unhappy with her life in general. She suffered because of her grim apartment with its drab walls, threadbare furniture, ugly curtains. All such things, which most other women in her situation would not even noticed, tortured her and filled her with despair. (Page 5, Intro Paragraph) These words show that things in her surroundings, that others may take for granted, make her very unhappy. Mathildes manipulation is apparent in the way that she treats her husband when he confronts her about the party. Her husband thought that she would be happy to have the opportunity to go out to an event. She responded to him by saying that she had nothing to wear. Nothing, except I have nothing to wear and therefore cant go to the party. Give your invitation to someone else at the office whose wife will have nicer clothes than mine. (Page 7, Paragraph 20) This shows that she is trying to make him feel bad for her and manipulate him into buying her new clothes. He then volunteers to pay for a new dress and without delay she was calculating the price in her head. I dont know exactly, but it seems to me that I could get by on four hundred francs. The price just so happened to be the exact amount set a side for a summer hunting trip he had planned to go on without her. In a way it was as if she was putting him on the spot by saying it was either the hunting trip or she. Only if he chose the hunting trip it appears to me that she would have been outraged. Mathildes selfishness is shown to be a major downfall in her character throughout the story. Her selfishness in her one true friendship is the true light of her character. She felt so bad about her self that she would befriend the only true friend that she had. She had a rich friend, a comrade from convent days, whom she did not want to see anymore because she suffered so much when she returned home. This portrays that Mathilde is selfish, and having difficulty dealing with a friend that has all the things in life that she deems she herself wants. Then as her husband presents her with an invitation, she states that she has nothing to wear and that she has no jewelry. He says to her ;why not go ask your old friend. ; She immediately jumped up and thought it was a good idea. This shows that when it came time for something she wanted, she wasnt as depressed as before. After not seeing her friend for a long time, she goes and visits her to borrow some jewelry for the party. .u8b71289b3c60c01c2b33db4c6d6c2393 , .u8b71289b3c60c01c2b33db4c6d6c2393 .postImageUrl , .u8b71289b3c60c01c2b33db4c6d6c2393 .centered-text-area { min-height: 80px; position: relative; } .u8b71289b3c60c01c2b33db4c6d6c2393 , .u8b71289b3c60c01c2b33db4c6d6c2393:hover , .u8b71289b3c60c01c2b33db4c6d6c2393:visited , .u8b71289b3c60c01c2b33db4c6d6c2393:active { border:0!important; } .u8b71289b3c60c01c2b33db4c6d6c2393 .clearfix:after { content: ""; display: table; clear: both; } .u8b71289b3c60c01c2b33db4c6d6c2393 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u8b71289b3c60c01c2b33db4c6d6c2393:active , .u8b71289b3c60c01c2b33db4c6d6c2393:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8b71289b3c60c01c2b33db4c6d6c2393 .centered-text-area { width: 100%; position: relative ; } .u8b71289b3c60c01c2b33db4c6d6c2393 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8b71289b3c60c01c2b33db4c6d6c2393 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8b71289b3c60c01c2b33db4c6d6c2393 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u8b71289b3c60c01c2b33db4c6d6c2393:hover .ctaButton { background-color: #34495E!important; } .u8b71289b3c60c01c2b33db4c6d6c2393 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u8b71289b3c60c01c2b33db4c6d6c2393 .u8b71289b3c60c01c2b33db4c6d6c2393-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8b71289b3c60c01c2b33db4c6d6c2393:after { content: ""; display: block; clear: both; } READ: The Movie ' Concussion ' Directed By Peter Landesmans Essay She then looks through her friends jewelry and still was unsatisfied. Do you have anything else? (Page 8, Paragraph 45) This idea shows that even though she felt she had nothing, she was still unhappy with making a selection even though it was something that was not hers. After not seeing her friend for years, still all she could think about was jewelry. Then when she received the gem that she wanted, she scampered away . The Necklace Essay Example For Students The Necklace Essay The Necklace Essay The story The Star, which was written in 1970s, is trying to say that we need to understand the truth of our fate rather than put on blinders and quit refusing everything else that we dont want to see. In the story The Necklace written by Guy De Maupassant the woman worked herself to the bone for ten years trying to pay off the debt used to pay for the necklace she lost at the ball. The woman in this story is a poor pretty woman who thought she deserved a better life than one that she already had. The main character in this story is a woman named Louis, the daughter of simple working class man. Both stories include a sub theme of a hope for a better life, in which all men were created equal and all the ugly injustices in the world would cease to exist. We will write a custom essay on The Necklace specifically for you for only $16.38 $13.9/page Order now But the cold hard fact is that we humans have this innate sense of optimism, which blocks our thinking for reality, because without it we would have no reason for living. In the case of the woman in the story The necklace the object being the necklace which she eventually loses and tries to replace. Instead of hiding the truth and facing the music, which was harder, to take than when she lied. The old adage which says, What a tangled web weave when we first start to deceive. We humans cant handle the truth. We think we know what is the truth. What that really is just bullshit. Its arrogance-playing tricks on our minds making us think we are in control of our lives. If we really were in control of our lives then why cant we control every little aspect of it that gives discomfort? Because we cant, because we dont know how, and eventually the truth will show that is we dont what the truth really is. Using the slippery slope logic one can conclude that the two stories are more similar than they are different but because the assignment at hand requires for me to compare and contrast in an illustrative manner then I guess I should start. In the story the Star the setting is on a rocket ship with astronauts and the setting in the necklace is old France in the late 1970s. The Star is a science fiction story while the necklace is an illustrative story. In the necklace the story is told from the third people point of view compared to the Stars point of view is in the first person. The necklace discusses the social classes distinction in detail while in the star is describes the Astrology in detail. The person who wrote the necklace was French was illustrative the author of the star was clearly American. The main focus of the story is based on the importance of having money while the star is about the survival of the fittest. The similarities in both stories include that both deal with theme of hope. One is more graphic in the account of survival as portrayed in the star but the details in how the girl had to work hard in how each detail in her work day was shown through words was illustrative. Both deal with the issue of false pretense that living a certain life would bring true happiness, which in both case should that it didnt. The dismal setting Star is in contrast with the grandeur at which the Necklace is played out. The false hope that we control our own destiny is both misinterpreted by everyone. That is why these two stories, which are about two different subjects, seem to have the same effect on a person, which is depression. . the necklace Essay Example For Students the necklace Essay Shirley Jacksons insights and observations about man and society are reflected in her famous short story The Lottery. Many of her readers have found this story shocking and disturbing. Jackson reveals two general attitudes in this story: first, the shocking reality of humans tendency to select a scapegoat and second, society as a victim of tradition and ritual. Throughout history we have witnessed and participated in many events, where, in time of turmoil and hardship, society has a tendency to seize upon a scapegoat as means of resolution. The people of the village had been taught to believe that in order for their crop to be abundant for the year, some individual had to be sacrificed. We will write a custom essay on the necklace specifically for you for only $16.38 $13.9/page Order now Lottery in June, corn be heavy soon, said Old Man Warner. The irony here is that villagers are aware that this act is inhumane but none want to stand and voice their opinion, for fear of going against societys standards and being outcast or being stoned. Its not the way it used to be, Old Man Warner said clearly. People aint the way they used to be. Fear that if they go against society they might be chosen as the lottery winner or there might be a truth, after all, that it would disrupt their corn season. Some places have already quit lotteries, Mrs. Adams said. Nothing but trouble in that, Old Man Warner said stoutly. Pack of young fools. In stoning Tessie, the villagers treat her as a scapegoat onto which they can project and repress their own temptations to rebel. The only person who shows their rebellious attitude is Tessie. She does not appear to take the ritual seriously, as she comes rushing to the square because she clean forgot what day it was. The villagers are aware of her rebellious attitude and they are weary that she may be a possible cause for their crops not to be plentiful. It isnt fair, it isnt right, Mrs. Hutchinson screamed, and then they were upon her. We can understand how traditions are easily lost through the handing down of information, beliefs, and customs by word of mouth or by example from one generation to another. It is how traditions that lose their meaning due to human forgetfulness can cause dreadful consequences to occur. Although the villagers had forgotten the ritual and lost the original box, they still remembered to use stones. Do people just pick and choose which part of a tradition they want to keep? We tend to remember the actions and the objects necessary to proceed with a ritual, but we always seem to forget the purpose or the reason behind it. Are we correct in still continuing the tradition even though, there is a victim involved? It seems we, as part of a society, are scared of being ridiculed if we change or end a tradition because everyone around us will still behave in the manner they were taught. The people had done it so many times that they only half listened to the directions, shows that the meaning and purpose behind the ritual had been lost and they were just acting it out through repetition. The villagers, who remember some bits of history about those forgotten aspects of the ritual, arent even definite about the accuracy of their beliefs. Some believe that the official of the lottery should stand a certain way when he sang the chant, others believe that he should walk among the people. No one exactly remembers the how and why of the tradition, most have become completely desensitized to the murderous rituals. .u95038c4ee499a5eeebfece91ba627fee , .u95038c4ee499a5eeebfece91ba627fee .postImageUrl , .u95038c4ee499a5eeebfece91ba627fee .centered-text-area { min-height: 80px; position: relative; } .u95038c4ee499a5eeebfece91ba627fee , .u95038c4ee499a5eeebfece91ba627fee:hover , .u95038c4ee499a5eeebfece91ba627fee:visited , .u95038c4ee499a5eeebfece91ba627fee:active { border:0!important; } .u95038c4ee499a5eeebfece91ba627fee .clearfix:after { content: ""; display: table; clear: both; } .u95038c4ee499a5eeebfece91ba627fee { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u95038c4ee499a5eeebfece91ba627fee:active , .u95038c4ee499a5eeebfece91ba627fee:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u95038c4ee499a5eeebfece91ba627fee .centered-text-area { width: 100%; position: relative ; } .u95038c4ee499a5eeebfece91ba627fee .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u95038c4ee499a5eeebfece91ba627fee .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u95038c4ee499a5eeebfece91ba627fee .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u95038c4ee499a5eeebfece91ba627fee:hover .ctaButton { background-color: #34495E!important; } .u95038c4ee499a5eeebfece91ba627fee .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u95038c4ee499a5eeebfece91ba627fee .u95038c4ee499a5eeebfece91ba627fee-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u95038c4ee499a5eeebfece91ba627fee:after { content: ""; display: block; clear: both; } READ: Cask Of Amontillado By Poe Essay Because the adults have forgotten the traditions history, the children know even less and they are desensitized to murder, thinking its just another fun holiday like Christmas. Jackson expressed clearly how violence that occurs around us or that we cause is pointless and has no purpose. Yet this violence and evil grows from a seed within our hearts and minds waiting to free itself in times of panic and turmoil. We need to learn to find solutions to our problems instead of putting the blame on others as means of a remedy. When there are no other corrupt and sinful human beings to kill, society will turn on itself. .

Three Reading Models and a Balanced Approach

Three Reading Models and a Balanced Approach Introduction This paper is aimed at examining three approaches to reading, namely, skills model, socio-cultural model, and psycholinguistic model. These methods are often used by modern educators. In particular, it is necessary to discuss the main premises of these frameworks and explain the main differences between them.Advertising We will write a custom case study sample on Three Reading Models and a Balanced Approach specifically for you for only $16.05 $11/page Learn More Apart from that, this essay should demonstrate how they can be used for the development of a balanced approach to teaching literacy. These are the main issues that should be examined in this essay. On the whole, it is possible to say that a single model is not sufficient for explaining the process of reading and teaching literacy skills. More likely, educators should combine these frameworks in order to create a balanced approach that can better meet the diverse needs of students and co ntribute to their long-term development. Skills model of reading In many cases, teachers can take bottom-up approaches to reading. According to this perspective, this process consists of the following hierarchically-organized stages. First, one should speak about identification of letters with specific phonemes (Harris 2006, p. 6). Secondly, a reader identifies the connections between phonemes and word representations. Finally, a person assigns meanings to words and forms associations among them (Harris 2006, p. 6). These ideas have been used for the development of teaching methods. For example, it is possible to speak about the skills model of reading. From this perspective, a student should acquire and develop a set of specific skills which are necessary for reading (Heller, 2004, p. 4). For example, one can speak about the recognition of meaningful units such as morphemes or words (Westwood, 2001). Secondly, learners need to focus on such skills as finding letter-to-sound corresp ondence or comprehension of the ideas expressed by the author (Westwood, 2001). Moreover, the task of a teacher is to develop exercises that prompt learners to use each of the reading skills (Westwood, 2001, p. 42; Heller, 2004, p. 4). Some elements of this model are widely used by educators, especially at the time when they need to teach phonic awareness or word recognition.Advertising Looking for case study on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More One can say that this model is of great use to educators, especially at the primary stages of education (Heller, 2004, p. 4). However, this approach has often been criticized because it does not take into account the reader’s background knowledge and its impact on literacy development. Moreover, this method is not sufficient for explaining the differences in individual interpretations of the same text. Furthermore, this model can lead to the situation when stu dents focus only drilling exercises without being able to interpret the text or reflect upon its major ideas (Heller, 2004, p. 4). Therefore, they can become averse to reading in the long term. Top-down approaches Psycholinguistic model Additionally, one can speak about top-down approaches. They imply that a reader makes hypotheses on the basis of brief text samples. Furthermore, these hypotheses are based on his/her knowledge of grammar or vocabulary (Kucer, 2009). Moreover, according to this perspective, effective reading involves such cognitive processes as memorizing or contextual understanding of words and phrases. Overall, this approach can be exemplified with the help of the psycholinguistic model which can also be adopted by teachers. It is premised on the assumption that students tend to make and test predictions while reading (Hill, 2006, p. 142). For example, they can make guesses about the meaning of words, short phrases, sentences, as well as the entire text (Birch, 200 6, p. 7). The main issue is that they may not necessarily read every sentence, world, or letter. As a rule, they rely on their background knowledge while making conjectures about the content of the text (Taylor 2008, p. 30). It should be kept in mind that this model is often used by teachers working with ESL students who may not know the meaning of every word or phrase (Taylor 2008, p. 30). Thus, they have to make assumptions about the possible meaning of lexical or syntactic units (Williams, 2003). In this case, a teacher should pay close attention to students’ background knowledge because in this way, one can anticipate the difficulties that learners can face. It is necessary to compare psycholinguistic and skills model. The supporters of psycholinguistic model such Kenneth Goodman recognize the necessity for well-developed reading skills (Goodman, 1973, p. 263). However, there are important distinctions that should not be disregarded. For instance, according to skills mode l, reading is a sequential process.Advertising We will write a custom case study sample on Three Reading Models and a Balanced Approach specifically for you for only $16.05 $11/page Learn More In turn, a learner can fully recognize a word only when he/she can recognizes each of its letters. Similarly, the meaning of the world is derived only at the time when one can see its syntactic relations with other lexemes within a sentence. In turn, the advocates of psycholinguistic model challenge this assumption. For example, they argue that readers tend to make a hypothesis about the meaning of a text without reading each of the sentences (Taylor 2008, p. 30). If students believe that their predictions are not correct, they have to read some parts of the text once again. Overall, these models can effectively supplement one another. Socio-cultural model Furthermore, it is important to examine the socio-cultural model of reading which is also of great values to mode rn educators. This method has been advocated by such scholars as Allan Luke and Peter Freebody (1997) who advocate the idea of multiple literacies. According to this approach, while interpreting the meaning of a text, learners rely on their background knowledge, worldviews, attitudes, beliefs, and so forth (Konza, 2006, p. 50). To a great extent, their understanding can be affected by socio-cultural context or identity of a student (Hammerberg, 2004). This is one of the main premises that are incorporated in this model. Therefore, teachers should be aware about socio-cultural differences that shape the development of literacy. This task is of great importance to Australian society which is very diverse in terms culture. Apart from that, readers first attempt to understand the purpose of the text, because this knowledge can help them evaluate the main idea that the writer wants to express. Moreover, they tend to reflect on the context in which a certain text can be written. For examp le, readers should bear in mind that the texts written for digital media can differ from those ones which are intended for printed press (Collins, 2003, p. 174). Overall, socio-cultural model emphasizes the importance of context. According to this model, there are multiple literacies (Collins, 2003, p. 174).Advertising Looking for case study on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More For example, a reader should know how written language is used by the representatives of various cultural groups. This knowledge can enable a student to understand the major ideas of a text (Collins, 2003, p. 174). Secondly, he/she should be aware of how technologies changed written communication. It is possible to discuss the similarities of this method with skills and psycholinguistic model. Similar to psycholinguistic model, socio-cultural method is based on the importance of background knowledge. The main peculiarity of this model is that it does not focus only on linguistic competence of the reader. Much attention should be paid to reader’s understanding of culture and society. Thus, one can say that the socio-cultural approach incorporates an extended notion of background knowledge. This is the main aspect that distinguishes this approach from psycholinguistic model. Apart from that, this method recognizes such a notion as decoding skills. The use of theories for the de velopment of the balanced approach The models, which have been discussed in the previous section, can supplement one another, and they can be used for developing a balanced approach to reading. In this context, the term balanced approach is used to describe a method that incorporates the development of separate skills and ability to understand the meaning of a text (Westwood, 2001, p. 47). Yet, the balanced approach is not a mere combination of top-down and bottom-up techniques. Educators should remember that teaching should be child-centered (Westwood, 2001, p. 48). This is the main principle that should be considered. This method incorporates various theoretical frameworks and models (Brooks, Fisher, Lewis, 2004, p. 220). It implies that educators should attach more importance to the observations that they make in the classroom (Cohen Cowen, 2007, p. 37). In this way, teachers can better evaluate the strengths and weaknesses of different theories. These are the main principles t hat underlie the balanced approach (Winch et al., 2012). To a great extent, the balanced approach established in Austria reflects these models. For example, according to these requirements, teachers should focus on the development of phonics and decoding skills (NSW Department of School Education 1997, p. 12). Such a strategy is widely used in primary schools. This requirement is a reflection of skills model which is necessary for the development of many reading exercises. Apart from that, students are taught various strategies that can help them to understand the meaning of the text (NSW Department of School Education 1997, p. 244). They should be able to make predictions about the arguments expressed by the author. This requirement originates from psycholinguistic model. This approach is also beneficial for the needs for ESL students. Furthermore, the balanced approach incorporates the idea of multiple literacies (Maltais, 2008). In other words, readers should learn more about cul tural or social knowledge that is essential for interpreting written communication. Additionally, learners are encouraged to use their background knowledge about the topic (NSW Department of School Education 1997, p. 12). They should understand the peculiarities of written communication in digital or print media (Amant, 2007). To a great extent, this requirement originates from socio-cultural model which became popular several decades ago. Furthermore, much emphasis is placed on such a notion as intertextuality (Baker, 2004). This term implies that the meaning of a word, phrase, or sentence may not be understood if a person is not familiar with the relations between different texts. This argument is particularly relevant if one speaks about the use of quotations (Baker, 2004). On the whole, the balanced approach incorporates the elements of different models. Conclusion Overall, this discussion shows that one cannot develop a universal model that can fully explain every aspect of the reading process. The attempts to find this approach are more likely to be futile. Furthermore, teaching literacy cannot be based on a single theory. Instead, one can argue that there are different theories which can effectively supplement one another. This argument is particularly relevant to socio-cultural model, skills model, and psycholinguistic model. They can be used for developing various cognitive processes that are related to reading. Additionally, they are necessary for the life-long learning of a person. These are the main points that can be made. Reference List Amant, K. (2007). Linguistic and cultural online communication issues in the global  age. New York, NY: Information Science Reference. Baker, M. (2004). Routledge Encyclopedia of Translation Studies. New York, NY: Routledge. Birch, B. (2006). English L2 Reading: Getting to the Bottom. New York, NY: Psychology Press. Brooks, G., Fisher, R., Lewis, M. (2004). Raising Standards in Literacy. New York, NY: Routledge. Cohen, V., Cowen, J. (2007). Literacy for Children in an Information Age:  Teaching Reading, Writing, and Thinking: Teaching Reading, Writing, and Thinking. New York, NY: Cengage Learning. Collins, J. (2003). Literacy and Literacies: Texts, Power, and Identity. Cambridge, England: Cambridge University Press. Goodman, K. (1973). The Psycholinguistic Nature of the Reading Process. Detroit, MI: Wayne State University Press. Hammerberg, D. (2004). Comprehension instruction for socioculturally diverse  classrooms: A review of what we know. The Reading Teacher, 57(7), 648-658. Harris, P. (2006). Reading in the primary school years. Melbourne, Australia: Cengage Learning Australia. Heller, M. (1999). Reading-Writing Connections: From Theory to Practice. New York, NY: Psychology Press. Hill, S. (2006). Developing early literacy: assessment and teaching. New York, NY: Eleanor Curtain Publishing. Konza, D. (2006). Teaching Children with Reading Difficulties. Melbourne, Australia: Cengag e Learning Australia. Kucer, S. (2009). Dimensions of Literacy: A Conceptual Base for Teaching Reading  and Writing in School Settings. New York, NY: Routledge. Luke, A., Freebody, P. (1997). Constructing Critical Literacies: Teaching and  Learning Textual Practice. New York, NY: Allen Unwin. Maltais, C. (2008). Perspectives on Multiple Literacies: International Conversations. New York, NY: Detselig Enterprises. NSW Department of School Education. (1997). Teaching Reading:  A K-6 Framework. Web. Taylor, M. (2008). Orthographic and Phonological Awareness Among L1 Arabic ESL  Learners: A Quasi-experimental Study. New York: ProQuest. Westwood, P. (2001). Reading and Learning Difficulties: Approaches to teaching  and assessment. Camberwell, Victoria: The Australian Council for Educational Research Ltd. Williams, J. (2003). Preparing To Teach Writing: Research, Theory, and Practice. New York, NY: Routledge. Winch, G., Johnston, R., March, P., Ljungdahl, L., Holliday, M. (201 2). Literacy:  reading, writing and childrens literature. South Melbourne, Vic.: Oxford University Press.

KM at GlaxoSmithKline and McKinsey & Co Essay Example | Topics and Well Written Essays - 2750 words

KM at GlaxoSmithKline and McKinsey & Co - Essay Example GSK by end-2005 was the world's third largest pharmaceutical company in terms of market capitalisation (85.5 billion) and is in the top tier of global industry competitors in turnover (21.7 billion), operating profits (6.9 billion), employees (over 100,000), products in development (149), and profitability (12 of 30 major products each had sales over 500 million) (GSK, 2006). GSK resulted from the 2000 merger between two English global healthcare businesses - Glaxo Wellcome plc and SmithKline Beecham plc -, and has its headquarters in London, two operational headquarters in the U.S., principal research and development (R&D) labs in the U.S., Japan, Italy, Spain, and Belgium, manufacturing plants in 37, operations in 119, and sales offices in 130 countries (GSK, 2006). Business competition and survival in the industry is characterised by getting the right number of products to the right markets at an affordable price and at the right time (Stiglitz, 2002, p. 224). Companies need to achieve efficiencies at all stages of each product's life cycle: from establishing the target strategy (which sickness to address and compounds to test), to testing and licensing (getting government approval takes years), commercialisation (where and how to sell, at what price, and which distribution network to use), and supply chain management (manufacturing and getting drugs to the patients who need them). Stiff competition from generics, rising product development costs, growing R&D failure rates, and increasing legal threats push GSK to develop drugs faster, safer, and more profitably. This is where KM initiatives are important. With over 100,000 employees - many among them top scientists that gave us retroviral drugs for HIV, vaccines for deadly hepatitis, medications for ulcers and erectile dysfunction, and Horlicks for nutrition - GSK is a repository of immense knowledge that can be shared efficiently and effectively. McKinsey & Company: An Overview McKinsey & Company is a privately held U.S.-based management consulting established in 1926 as an accounting and engineering analysis firm. The legendary Marvin Bower, Managing Director from 1950 to 1967, led its growth and development into a global power by transforming a small technical-oriented company into one of the most knowledge-based firms within the global management consulting industry (Edersheim, 2004). McK, with 2004 annual revenues of $3.5 billion and 11,500 staff working in 80 offices in 40 countries is highly profitable, has a strong brand image, and spends at least 10 percent of its annual revenues on managing and sharing knowledge. In comparison with other giants like IBM and Accenture, McK is the 8th largest in annual revenues (MCI, 2004). McK has been consistently recognised for developing knowledge workers through senior management leadership,