The story follows Mathilde Loisel, a young woman who is unhappy with her modest life. When her husband receives an invitation to a party, Mathilde borrows a diamond necklace from her wealthy friend Madame Forestier to wear. However, Mathilde loses the necklace at the party. She and her husband work for 10 years to replace it without telling Madame Forestier. They finally pay off the debt, and one day Mathilde runs into Madame Forestier, who reveals the original necklace was only worth 500 francs and was fake diamonds.
The Necklace is a short story, written by Guy de Maupassant. Here we go, a brief analysis of The Necklace, made by my lecturer, Ms. Henny Herawati S.Pd., M.Hum. :)
"May Day Eve" is a short story written by Filipino National Artist Nick Joaquin. Written after World War II, it became one of Joaquin's “signature stories” that became a classic in Philippine literature in English. Together with Joaquin's other stories like The Mass of St. Sylvester, Doña Jeronima and Candido’s Apocalypse, May Day Eve utilized the theme of "magic realism" long before the genre was made a trend in Latin American novels. Published in 1947, it is a story originally intended for adult readers, but has later become a required and important reading material for Filipino students.
The Necklace is a short story, written by Guy de Maupassant. Here we go, a brief analysis of The Necklace, made by my lecturer, Ms. Henny Herawati S.Pd., M.Hum. :)
"May Day Eve" is a short story written by Filipino National Artist Nick Joaquin. Written after World War II, it became one of Joaquin's “signature stories” that became a classic in Philippine literature in English. Together with Joaquin's other stories like The Mass of St. Sylvester, Doña Jeronima and Candido’s Apocalypse, May Day Eve utilized the theme of "magic realism" long before the genre was made a trend in Latin American novels. Published in 1947, it is a story originally intended for adult readers, but has later become a required and important reading material for Filipino students.
This is my lesson plan #2 during my internship at Andres Bonifacio College in the course subject of Creative Nonfiction. I hope this will help you in making your own lesson plan, future teachers!
This is my lesson plan #2 during my internship at Andres Bonifacio College in the course subject of Creative Nonfiction. I hope this will help you in making your own lesson plan, future teachers!
The Necklace Essay
The Necklace Essay
Essay on The Necklace
The Necklace Essay
Essay on The Necklace
Analysis of "The Necklace" Essay
The Necklace
The Necklace Reflection
The Necklace Essay
The Necklace Essay
The Necklace
My Necklace Essay
Loisels The Necklace
Audiobook: Learning Radio Podcasts
https://open.spotify.com/episode/1kjwH1zhKoKIy2kzTVp91a?si=qwqUGuqjQd2rch-3ZqDyZw
The main character, Matilde Loisel, Matilde is unhappy with her life, due to her social and financial status. She believes that she is in the wrong place and wishes for more. She fantasizes the world of wealthy people and her longing for high society life haunts her all the time. Unlike his wife, Monsieur Loisel doesn’t daydream.
The night at the ball turns out to be the best night of her life. Even though that night turns her life upside down for the next ten years, she believes she is in the right place. Yet, she only looks like those people without being one of them.
After losing the necklace, she decides to withhold the information about the loss from its owner. This lie then becomes the main reason for her problems. Matilde who tried so hard to appear wealthy and respected lost her good looks completely when reality hit her. By the end of the story, she meets Madame Forestier, who had lent her the necklace. From the conversation, she learns that the diamonds were fake.
Assalamu'alaikum Warrahmatullah Wabarakatuh.
Hello everyone, welcome to my slide share profil.
This is material for students' of first year based on curriculum 2013.
I hope it will worth and used in a good way.
Thankyou.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. Guy de Maupassant (1850-1893), French author. He was born at the Château de
Miromesniel, Dieppe on August 5, 1850. In 1869 Maupassant started to study
law in Paris, but soon, at the age of 20, he volunteered to serve in the army during
the Franco-Prussian War. Between the years 1872 and 1880 Maupassant was a civil
servant, first at the ministry of maritime affairs, then at the ministry of education.
During the 1880s Maupassant created some 300 short stories, six novels, three
travel books, and volume of verse. Maupassant had suffered from his 20s from
syphilis. On January 2, in 1892, Maupassant tried to commit suicide by cutting his
throat and was committed to the celebrated private asylum of Dr. Esprit Blanche at
Passy, in Paris, where he died on July 6, 1893.
AUTHOR
3. SUMMARY
She was a pretty and charming girl born in family of employees. She was unhappy named
Mathilde. Mathilde married with a clerk the Department of Education. Loisel presents his wife with
an invitation to the Ministry of Education's formal party, which he expects Mathilde will be excited
about because then she can dress up and mingle with high society. But the fact is Mathilde
immediately upset because she doesn't have a dress that is nice enough to wear to this party.
Mathilde sad and made Loisel buying a new dress for her.
Mathilde asks for 400 francs. This money actually is Loisel saved up to buy a gun and
treat himself to a little shooting, the next summer, on the plain of Nanterre, with some friends who
used to shoot larks there on Sundays. But later Loisel agrees to give the money to his wife. The party
is coming soon, Mathilde also decided to borrow a jewelry from Mme. Forester. She discovered, in a
box of black satin, a superb necklace of diamonds.
4. SUMMARY
The party goes well for Mathilde, who is the belle of the ball. When the night comes to an
end and the couple returns home, Mathilde is saddened by the humble state of her life compared to
the fairy-tale party she was just at. But this emotion quickly turns into panic as she realizes she lost
the diamond necklace Mme. Forestier.
They search for the necklace but can’t find it, and decide to replace it without telling Mme.
Forester that Mathilde lost the original one. They find a similar looking necklace, and they take out
loans.
Next 10 years, Loisel working on 3 jobs and Mathilde does heavy housework until their de
bts are paid off. Then, one Sunday, as she was taking a turn in the Champs Elysées, as a recreation aft
er the labors of the week, she perceived suddenly a woman walking with a child. It was Mme. Forester,
still young, still beautiful, still seductive.
5. SUMMARY
Mathilde and Mme. Forestier run into each other on the street. At first, Mme
Forestier doesn’t recognize Mathilde, and then is shocked when she realizes it
is her. Mathilde told the truth that she lost the necklace. Mme Forestier confus
ed, how can you lost my necklace ? Since you brought it back to me ? Math
ilde said that she replaced it with fake one and worked for 10 years to afford t
he replacement. Mme Forestier smiled with proud and naive joy, and she said
“Oh, my poor Mathilde. But mine were fake. At most they were worth five
hundred francs!”
6. ELEMENT-ELEMENT OF NOVEL
1. Setting
a. Place
- A Country : French
- A City Or Town : Paris
- Indoor : In The Ministry’s Place, Department Of Education, In Mathilde Friend’s
House
- Outdoor : In The Party.
b. Time
- Time Period : In The Past
- The Period In History : In The French’s Era
- The Weather : Dry
- The Season Of The Year : Summer
- The Hour Of The Day : Night, Morning
7. ELEMENT-ELEMENT OF NOVEL
c. Social Environment
- In Particular Society : French
- The Particular Social Class : Middle Class
- Particular Social Condition : Urban
- Physical Environment : In The Party
9. ELEMENT-ELEMENT OF NOVEL
3. Characterization
-Mathilde Loisel - Mathilde Loisel wants to be a glamour girl. She's obsessed
with glamour - with fancy, beautiful, expensive things, and the life that
accompanies them. Unfortunately for her, she wasn't born into a family with the
money to make her dream possible.
-Monsieur Loisel - Mathilde’s husband. Monsieur Loisel is content with the
sma ll pleasures of his life but does his best to appease Mathilde’s demands and
assuage her complaints. He loves Mathilde so much.
-Madame Forestier - Mathilde’s wealthy friend. Madame Forestier treats
Mathilde kindly
10. ELEMENT-ELEMENT OF NOVEL
4. Plot
-Exposition : Mathilde Loisel is “pretty and charming” but feels she has been
born into a family of unfavorable economic status. She was married off to a
lowly clerk in the Ministry of Education, who can afford to provide her only wit
h a modest though not uncomfortable lifestyle ….
-Rising Action / Complication : His husband came with an invitation to the
party.
-Climax / Crisis : When the necklace is gone ….
-Falling Action : They work together to buy new necklace and then replace it…
-Resolution : The first necklace was fake ….
11. ELEMENT-ELEMENT OF NOVEL
5. Conflict
- Internal : between Mathilde and her husband ….
- External : between Mathilde and Madame Forestier ….
6. Point of View
Third person is narrator. Is not a character in the story (she, he they) or you. The
writer tell about Mathilde.
12. ELEMENT-ELEMENT OF NOVEL
7. Theme
Suffering : If you think about it, it's about nonstop suffering, caused by the cruelty
of life and chance. At the opening, we meet Mathilde, the classic dissatisfied house
wife, who spends her days weeping about how boring and shabby her life is. Mathil
de 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.
15. CONCLUSION
From the story, we can learn about moral value. We must be careful in doing
something and should be able to maintain the mandate that they give us as well
as good. For example : Madam Forester lend Mathilde the necklace so she has
to keep the necklace well.