Roles of Female Characters in The Necklace and Life in...

Examine the roles of the female characters in society in ‘The Necklace’ and ‘Life in the Country’ There are three things that make up the society; the time, place and people. In each society each of these points differs from other societies. The stories ‘The Necklace’ and ‘Life in the Country’ by Guy de Maupassant were set in a time in which poverty was very common in most places even though each society had a different view as to what poverty is. This essay is examining the roles of the female characters in ‘The Necklace’ and ‘Life in the Country’ by Guy de Maupassant. Guy de Maupassant came from a wealthy background and lived in France, Normandy. His parents were divorced so he spent the early years of his life mostly with his†¦show more content†¦If she had not gone through that, then she would have never changed, and change is very important. The necklace was fake, although very beautiful, in a way it describes Mathilde, on the outside she was ravishing and beautiful, but in the inside she was completely fake. This story shows how things such as discontentment, envy, and pride could destroy a life. In the story, Madam Loisel is a very envious woman who dreamt of a life she could not have. She was very beautiful and charming but, like the necklace she is a fake. The day her dream came to life, and she as well as her husband were invited to a dinner ball she became distraught and insisted she would not come as she had nothing to wear. This made her husband give her four hundred francs, for a new dress yet she was still not content and was once again distraught at the prospect of having little jewellery to wear. This greed inside her caused her life to destroy around her, but it is good as if this would not have happened she would not have changed for the better. In ‘Life in the country’ the main theme is also greed and Madam Tuvache as well as Vallin saw how dangerous it could be. Madam Tuvache in the end lost her son and Madam Vallin the little respect she had amongst the people not to mention their friendship. Although both stories are about poverty, the poverty described in each story is completely different.Show MoreRelatedAnalysis Of Joseph Conrad s Heart Of Darkness And The Quiet American1581 Words   |  7 PagesEveryone is born under different circumstances, different experiences, and develop different positions. Although gender allows our existence to flourish, females were and are still discriminated against. Similar to those people who experienced the dismantle of their culture and people, imperialism seeks people who are different. They observe the differences of language, culture, and even physical appearances. In Heart of Darkness and The Quiet American, the treatment of women and victims of imperialismRead More E uripides was accused by his contempories of being a woman hater. Why1711 Words   |  7 Pagesyou think the accusation was? In your answer you should consider not only how Euripides portrays his female characters, but also the sentiments expressed in the plays and the contempory view of women. Answer ------ Euripides definitely had an opinion on woman that was not shared by many other play writes. Whether it is hatred or not, women play a major role in a Euripian play. Their role in society of that time was a great contrast to that of the men. Compared to today, women were milesRead MoreGender Roles and Marriage Essay1997 Words   |  8 PagesThe representation of gender roles and marriage has always been a controversial issue. However, much can be learned about unhappy marriages when examining the roles of both females and males within the marriage. The examination of gender roles and marriage are seen through the following short stories The Story of an Hour, The Necklace, and Country Lovers, along with scholarly articles based on gender role and marriage. Evaluation of these literary works shows quite clearly that social and economicRead MoreEssay about Biography and Work of Guy de Maupassant4591 Words   |  19 Pagesthe second half of the decade. â€Å"His short fiction has been compared to that of Ivan Turgenev, Anton Chekhov, Edgar Allan Poe, and Henry James.† (Encyclopedia Britanica 1012) Maupassant took as his primary goal the realistic portrayal of everyday life. He wrote about what he knew best, and that is as a peasant of his native home of Normandy, the war of 1870, the lives of government employees and Parisian high society, and his own fears and hallucinations. â€Å"His short stories were seen as masterpiecesRead MoreNineteenth Century Gender Roles Exposed in The Necklace and The Story of an Hour2020 Words   |  9 Pages The representation of The Necklace and The story of an hour represents gender roles as defined by the nineteenth century society guidelines . The The Story of an Hour was set in the late nineteenth century in the home of Louise Mallard.(Kate Chopin).It was written on April 19, 1894,by Kate Chopin. The theme Many also focus on women revolt against conformity, often against gender conformity or against social norms that limit omens possibilities in life. (Emmert, Scott ) The storyRead MoreItalian Film and Neorealism2472 Words   |  10 Pagesof partisan hopes for social justice in the post war italian state.† (Marcus, xiv) Even before the war, Italy had been under the dictatorship of Benito Mussolini and his corrupt form of government, Fascism, which caused oppression throughout the country. Neorealistic films allowed filmmakers to use common styles and techniques to finally reveal the world filled with anguish and misery that Mussolini had created. These films allowed the rebirth of Italy with the new ideals of freedom and social orderRead MoreThe Status Of A Woman Essay1846 Words   |  8 PagesSouth Indian or specifically Malayalam Cinema. The first question the arises in my mind while watching any Malayalam movie is why does the nationally and internationally acclaimed Malayalam Cinema fail to represent women’s experiences, Why are The Female leads just subjected to basic chores, or as an object of desire? Me being a Woman fin d it very disturbing to see woman being labelled in the same umbrella. Indian cinema has always been under the line of fire for its potrayal of women as objectsRead MoreThe Things They Carried By Tim O Brien1981 Words   |  8 Pagesis in some ways not only personalizing each man but is also exploring each man’s character with symbolism to real life ideas and feelings to the readers. Symbols are objects, characters, figures, or colors used to represent abstract ideas or concepts. Throughout the book, The Things They Carried, Tim O’Brien uses a lot of symbolism with his character and ideas. For example in the book, O’Brien states that a character named Kiowa carries a Bible. By doing this, O’Brien suggesting that Kiowa is a religiousRead MoreThe Status Of A Woman Essay1935 Words   |  8 PagesMalayalam Cinema. The first question the arises in my mind while watching any Malayalam movie is why does the nationally and internationally acclaimed Malayalam or for that matter any South Indian Cinema fail to represent women’s experiences, Why are The Female leads just subjected to basic chores, or as an object of desire? Me being a Woman find it very disturbing to see woman being labelled in the same umbrella. Indian cinema has always been under the line of fire for its potrayal of women as objectsRead MoreThe Roles of Women in Medieval Scandinavia Essay4028 Words   |  17 Pagesof infanticide - particularly female infanticide, women’s role in creation of the realm’s currency, and even the pagan religion that so many cite as evidence of a male-centric war society gives us evidence of the many women who were able to attain both societal and familial power in Scandinavia. Female infanticide was a common practice throughout the medieval world and while on one hand this is evidence of misogyny, on the other hand it is empowering to those females who do manage to make it to adulthood

Summit Of Greatness Free Essays

It was December 2, 1804, with over 400 musicians and singers performing. The world famous cathederal, Notre Dame, was filled. All eyes were set upon Napoleon Bonaparte. We will write a custom essay sample on Summit Of Greatness or any similar topic only for you Order Now This Corsican native slowly ascended the steps to the alter alone, siezing the crown with his own hands. He held it aloft and brought it to rest on his head. Napoleon Bonaparte was crowned Emperor of France that day. Napoleon was an everday guy. He was a 5? 2? lieutenant who was later ranked a general. He married Josephine DeVorne. At first, Napoleon wasn’t very liked amongst certain parts of Europe. Mothers would say to their kids at night to make them sleep a little nightmare raising lullaby†¦ † Baby baby, naughty baby, hush you scwaling thing i say, hush your scwaling or it may be Bonepart that pass this way. † Napoleon was nothing more then an average Corsican man with a cleaver mind. Working was a passion for Napoleon. In 1805, Napoleon planned to cross the English channel. Much like most other conquerors in Eurpope’s land Napoleon had one goal in mind, to conquer all of Europe. As he crossed the channel to invade Great Britain, with 2,000 ships, and 200,000 soldiers, he soon met victory. With that in mind, Russia and Austria wouldn’t allow Napoleon to roam with triumph. Soon after the Grand Army was put to the test against the French. The Russian army was known as the strongest and most feared around. Russia and Austria’s plan to win was by outnumbering Napoleon 2:1. France was looking pretty weak and had no chance of defeating the Russian’s and Austrian’s. But Napoleon saw the flaw in this. The Austrians and Russians were planning to meet half way. Their armies were scattered. So, Napoleon figured if if he was to beat the one army before the two armies linked up,then his men would’ve still stood a chance. Napoleon did just so. He took General Mac (Austria’s general) by surprised and conquered them leaving them forced surrendor. 27,000 men surrendered. Mac lost almost half his army. † I didn’t intend to fight any but England, until your master provoked me† said Napoleon. Nothing stood now between Napoleon and Vienna. In 8 days, Napoleon destroyed Austria’s army by marching, (200,000 marching men, marched 500 miles in 40 days-defeated Austria’s army). On November first Napoleon lead his army into Vienna, the capitol of Austria. The emperor was the first to fleed. Leaving behind his palace and gardens free for the enemy. Bonaparte triumphed alongthe streets. Many then stopped worshipping Napoleon, such as Ludwig Beethoven. On October 21, British admiral Nelson destroyed Napoleon’s army, and took along his own life. Napoleon no longer had the Grand army. French stopped challangeing the British army. It was December of 1805, when Napoleon was faced with an even greater challenge. He was now 1,000 miles from Paris, and was in the center of Europe. With enemies from all angles, Europes land was a great trap to Napoleon’s men. With the knowledge that the Russian’s has once again united with the Austrian’s in November, this time with 90,000 allies put together against France’s 75,000 men, Napoleon had one of two choices. He could’ve either gone back or to move along foward. Bonaparte would’ve NEVER moved back. So, now Napoleon was to face Alexander I, the emperor of Russia. Alexander I(28 years of age) was very jealous of Napoleon. He believed that it was his destiny to triumph over Napoleon. The war against the Russian’s seemed impossible. But leave it up to Napoleon, he was a thinker. He had a plan to encourage the enemy to think he was scared. He wanted to lead the enemy to the battle field of Australit, by making them think Napoleon was weaker then he really was. Once again, Napoleon succeeded. The Russian’s came to battle by hitting Napoleon on the right (the weaker end) first. Bonaparte wanted them to do exactly that. The Russian’s fed right into his plan! Napoleon had a secret for the Russian’s. He had previously set up 2 divisons within 70 miles in 2 days to attack the Russian’s. The attack caught the enemy by surprise and yet gave Napoleon another victory. Napoleon was sort of an artist he planned each battle as if the next move would perfect the whole piece of art, the end of the battle. Napoleon being the whole hearted Corsican man he was. He never let the power get to his head. Over a duration of time Bonaparte’s name was being spread all throughtout Europe. He still managed to write letter’s to his wife and he even elected each of his siblings to an office. His brother Joseph to be the king of Naples, Jerome the king of West Falia, Louis the king of Holand. His sister Caroline to be a Queen, pauline a princess, and Alicia a Dutchess. Trough all the battles and victory Napoleon gained much popularity in no time. Yet, he remained a mother’s boy. He loved his mother and made her Madame Mayor. Josephine and Napoleon were made for eachother. Though, both of them had their own quirrels. Josephine hated all the mistresses Napoleon had. Napoleon hated the habits that Josephine had with spending money. Josephine knew that one day no matter how strong her love was for Napoleon, he would’ve had to divorce her. The day came on November 30, 1809. How to cite Summit Of Greatness, Essay examples

Lamentation of Christ Renaissance Art †MyAssignmenthelp.com

Question: Discuss about the Lamentation of Christ Renaissance Art. Answer: Lamentation of Christ dates back around 1460 to 1463. It is an oil on panel painting on a very common subject of that time which is lamentation of Christ. The painter, Rogier van der Weyden is a Netherlandish artist. The painting is of rectangular shape where one can see the picture of Christ after crucifixion. The corpse of Christ is being buried and Mary can be seen weeping in the painting. John the Evangelist in bright red clothes, is seen to be holding the hands of Christ. The corpse of Christ is supported by many people such as Nicodemus. Joseph of Arimathea is dressed in rich and well decorated clothes, worn by important people at that time. He is gazing towards the spectators. Many art critics have referred this picture of Nicodemus to be the self portrait of the painter (Paldam, 2017). In the low foreground, one can find the kneeling figure of Mary Magdalene who seems to be mourning. The painting is set in a natural setting where there is no hint of the place where Christ had been crucified. The painting bears the older renaissance painters influence, which is mostly notable in the hard sculpted surfaces, the figures realistic facial features as well as vivid primary colours, such as red, white and blue. The composition of this painting is somehow similar to that of Pieta by Angelico. Despite the fact that here the artist has used deeper colours than that used in Pieta. The seen depicted in this painting is more complex as well as crowded. There are less geometrically ordered lines which have made the painting more painful. The expression of the faces of all the figures denote anguish due to the subject of the painting. Rogier van der Weyden has used oil painting that had allowed him to use contrast between the deeper colours with brighter pigments to achieve more vivid light. The attention given in the detailing of the expression and the clothing as well as posture of the figures, clearly points out its origin and style of early painting school of Netherlands. The artist van der Weyden has been greatly influenced by the renaissance art where the painter used various bright colours to carry the weight of their subjects. Most of their subjects revolved round the life and works of Jesus Christ (Carman, 2016). These art works used to be exhibited in the churches and courthouses however, this particular painting is a fiasco. The brilliant colours used by these painters had several symbols. Each of the shade had different symbols that connected the subject with the perceivers. The rich red colour used to symbolise the power and authority which John the Evangelist used to enjoy (Noonan, Scillia Leslie, 2017). The white was the symbol of innocence and Christ is the icon of innocence and purity. Mary Magdalene wore white to depict her existence in holy family. The blue symbolised mother Mary whose clothes are seen to have dark blue colour, tend to be black denoting the lamentation due to the death of Christ. The dark brown that the artist had used in the background denotes the crucifix, death and darkness (Pearson, 2015). Therefore, it can be concluded that this painting is a great depiction of renaissance art as this has the common subject taken up by the painters of that time and expresses actual emotion of lamenting. The painting has successfully denoted the agony and lamenting of the figures including their helplessness. References: Carman, C. H. (2016).Leon Battista Alberti and Nicholas Cusanus: Towards an Epistemology of Vision for Italian Renaissance Art and Culture. Routledge. Noonan, A., Scillia, D., Leslie, C. (2017). Interpreting Northern Renaissance Art and Fashion through 21st Century Mediums. Paldam, C. (Ed.). (2017)." Art, Technology and Nature": Renaissance to Postmodernity. Routledge. Pearson, A. (2015). David S. Areford, The Art of Empathy: The Mother of Sorrows in Northern Renaissance Art and Devotion. London, UK, and Jacksonville, FL: GILES for the Cummer Museum of Art Gardens, 2013. Paper. Pp. 64; 50 color and many black-and-white figures. $17.95. ISBN: 978-1-907804-26-7.

Symbolism and Realism in Madame Bovary by Gustave Flaubert

Nineteenth century gave rise to realistic and symbolic movements that were still closely intertwined with visions creating more ambiguity and ambivalence. Based primarily on the true story, Flaubert’s Madame Bovary was often considered as an example of a romantic novel because of the protagonist delusion outlooks on life, relations and attitudes to people. However, the novel is also seen as the realistic representation because the author resorts to representing romantic delusions that prevent the main heroine from living in a severe reality.Advertising We will write a custom essay sample on Symbolism and Realism in Madame Bovary by Gustave Flaubert specifically for you for only $16.05 $11/page Learn More In this regard, romanticism is heavily attacked by verisimilitude and disappointment that were experienced by Emma Bovary in her attempts to build an imaginary world full of passion, emotion, and beauty (Flaubert 1033). The author focuses on chara cter development to disclose the ambivalence of the plot and provides realistic details becoming symbolic in light of romantic recession. The character development in the story is presented through Emma’s realization of the imperfection of the world. She lives in a false reality that prevails in her imagination disclosed through cultural modes of visions. The heroine is incapable of distinguishing between the fantasy and reality, between past and present; she also has a false imagination about man. Therefore, the author makes use of realism to make Emma realize that the world is not a romantic fable; it is overwhelmed with problems and routines (Thornton 982). Viewing the novel as a confrontation between romanticism and realism, the novel, on the other hand, provides romantic and illusionary world created by Emma Bovary to detach herself from reality. On the other hand, realism still dominates in the novel because all dreams and utmost expectations are shattered in the end. T he world surrounding the heroine is realistic because reason takes control of emotion. In this respect, Emma’s particular visions dictated by her cultural background prevents her from accepting the real life. Despite the fact that the novel is recognized as a realistic literary work, Flaubert’s quest of distortions and illusions lead to the idea that the work itself is a protest against the dullness of the existence. Such an apposition generates more deliberations on the nature of the novel’s ideas and insights (Doering 80). Flaubert’s deep contempt for reality does not allow him to be detached and indifferent enough for expressing aesthetic distance. The writer’s vacillation between pretentious objectivity and passionate subjectivity prevents him from disclosing his full affiliation to the realistic tendencies of the nineteenth century (Doering 80). Hence, the heroine is more obsessed with her romantic adventures; her aspiration to go beyond the e stablished reality is impossible because the frames within she lives do not allow her to turn her imaginary world into the truth. While reflecting on the essence of Flaubert’s ideas, Doering states that â€Å"the romantic proclamation of the individual’s right to happiness proved illusory because for him happiness itself proved to be an illusion† (79). This melancholy later turned into pessimism and realization of moral solitude, as the writer is aware that real life has no meaning. Despite mentioned instances of romanticism, the novel still proclaims that this movement was gradually suppressed by realistic waves.Advertising Looking for essay on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More In the novel, the writer also oversees a significant literary dimension through the display of realistic details. Despite the fact that Flaubert the master of realism, he still refers to reality as to a point o f departure for creator. While striving to render the beauty of the ideal world, the writer also makes use of realistic details to initiate the reader into metaphoric and romantic dimensions of the concealed world created by Madame Bovary. Her false visions are explicitly represented through realistic precision providing a ground for symbolism that forms the core essence of the novel (Black 177). Hence, the main heroine’s hidden world is full of passion, emotion; it is too ideal for reality, but it makes Emma be protected from the boredom and existentialistic tendencies of the nineteenth century’s society. At the same time, the ideal she creates does not fill in her life with sense because she is a constant and desperate search of the unknown, of something that does not actually exist. In conclusion, it can be stated that, although the author has introduced notes of romanticism in the novel, the core of work is still focused on the rise of realistic tendencies that sup press any displays of passion, emotion, and beauty. The proclamation of reason is still accompanied by the author’s rigid confrontation to reality that does not provide people with right to be happy and independent in making decisions. More importantly, the established ambivalence makes the novel even more realistic and compelling as it contribute to better understanding why the era of romanticism was suppressed. Making use of metaphorical dimensions and resorting to the description of realistic details, Flaubert creates a harmonic tandem where romantic spirits serve to render the symbolism of the novel plot as well as the author’s disappointment with the advent of the realism. Works Cited Black, L. C. â€Å"Madame Bovary†: The Artist and the Ideal. College Literature. 12.2 (1985), pp. 176-183 Doering, Bernard. Madame Bovary and Flaubert’s Romanticism. College Literature. 8.1 (1981): pp. 1-11.Advertising We will write a custom essay sample on Symboli sm and Realism in Madame Bovary by Gustave Flaubert specifically for you for only $16.05 $11/page Learn More Flaubert, Gustave. Madame Bovary. In The Norton Anthology: Western Literature Volume 2. Ed. Sara Lawall. US: W W Norton. Thornton, Lawrence. The Fairest of Them All: Modes of Vision in Madame Bovary. Modern Language Association. 93.5 (1978): 982-991. This essay on Symbolism and Realism in Madame Bovary by Gustave Flaubert was written and submitted by user Mustafa H. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

How to Easily Make Stage Glass or Fake Glass From Sugar

How to Easily Make Stage Glass or Fake Glass From Sugar These instructions will result in either clear or amber glass, depending on the cooking time used. You can use the fake glass as stage glass by pouring it flat into panes or into molds to make breakable shapes. The sugar wont splinter into shards when broken like real glass would. Its not too difficult to make and takes only about 30 minutes to complete. Materials to Make Sugar Glass 1 cup (250 mL) sugarFlat baking sheetButter or baking paperCandy thermometer Directions Butter or line a baking sheet with bakers (silicon) paper. Place the sheet in the refrigerator to chill.Pour the sugar into a small pan on a stove over low heat.Stir continuously until the sugar melts (takes a while). If you have a candy thermometer, remove from heat at the hard crack stage (clear glass).If the sugar is heated just past the hard crack stage it will turn amber (colored translucent glass).Poor the melted sugar onto the cooled pan. Allow it to cool.The glass may be used as candy windows or for lots of other neat purposes. Useful Tips Boiling water will dissolve the sugar and speed clean-up.The glass can be colored using food coloring. Add the coloring after the candy has finished cooking and has cooled slightly.Please use adult supervision for this one! Molten sugar can cause serious burns.

How to Write a Homeschool Progress Report

How to Write a Homeschool Progress Report For many homeschool families, tasks for wrapping up the school year include writing an annual progress report or compiling a portfolio. The job doesn’t have to be stressful or overwhelming. In fact, it’s often a delightful opportunity to reflect on the complete school year. Why Write a Homeschool Progress Report? A progress report may seem unnecessary for homeschooled students. After all, isnt the point of a progress report to let parents know how their children are doing in school? Its true that, as a homeschooling parent, you dont need a report from your childs teacher to know how he is advancing academically. However, for some reasons you might want to complete an annual assessment of your students progress. Meeting state laws.  The homeschooling laws for many states require that parents write an annual progress report or compile a portfolio for each student. Some parents must submit the report or portfolio to a governing body or an educational liaison while others are only required to keep such documents on file. Assessment of progress.  Writing a progress report also provides a means for objectively assessing how much your students have learned, experienced, and accomplished over the course of the school year. Comparing these reports year after year can reveal your child’s strengths and weaknesses and help you chart their overall academic development. Feedback for the nonteaching parent.  Progress reports can provide an interesting snapshot of your homeschool year for the non-teaching parent. Sometimes the teaching parent, who is with the kids every day, doesn’t realize all the moments that the nonteaching parent misses. Feedback for your students.  A homeschool progress report  can provide valuable feedback for your students, helping them identify areas that need improvement and recognize patterns of strength. Consider having your students complete a self-evaluation to include with the report you write. Providing a keepsake.  Finally, detailed homeschool progress reports become cherished keepsakes over the course of your childs school years. Writing a report for your first-grader may seem an unnecessary  chore, but you’ll read it with fondness when she’s about to graduate high school. What to Include in a Homeschool Progress Report If youve never written a progress report, you may be unsure what you need to include. Your states homeschool laws may dictate the components to some degree. Beyond that, a progress report can be as concise or as detailed as youd like to make it. Basic details.  A homeschool progress report should include basic, factual information about your student, regardless of whether you are required to  submit it  to anyone. You will likely enjoy looking back over these reports as your student  gets older, so be sure to include details such as age and grade level, along with a photo. Resource list. Include a resource list for your school year. This  list may include the titles and authors of your homeschool curriculum, websites visited, and online classes. You may also want to add a course description for the classes your student completed. List the titles of books your children read as well as family read-alouds.  Include outside classes such as co-op, driver’s education,  or music. List any nationally standardized tests your students completed along with their scores. Activities.  List  your student’s  extracurricular activities, such as sports, clubs, or scouting. Note any awards or recognition received. Log volunteer hours, community service, and part-time jobs held. List any field trips taken. Work samples.  You may wish to include work samples such as essays, projects, and artwork. Include photos of hands-on projects that your students complete. You can include completed tests, but dont use those exclusively. Tests dont show the full spectrum of your students education. Even though you and your student may want to forget the areas of struggle, keeping samples that capture them can help you see progress in the coming years. Grades and attendance.  If your state requires a certain number of school days or hours, include that in your report. If you give formal grades, even satisfactory or needs improvement, add those to your progress report. Using a Scope and Sequence to Write a Progress Report One method of writing a progress report is to use the scope and sequence of your homeschool materials to help you outline the skills and concepts your child has started or mastered. A scope and sequence is a list of all the concepts, skills, and topics that the curriculum covers and the order in which they are  introduced. You can find this list in most homeschool curricula. If yours doesnt include it, check the table of contents’ main subheadings for ideas on what to include in your childs progress report. This simple, somewhat clinical method is a quick and easy option for meeting state laws. First,  list each subject you covered in your homeschool during the year. Some examples include: MathHistory/social studiesScienceLanguage artsReadingArtDramaPhysical education Then, under each heading, note the benchmarks your student achieved, along with those that are in progress and those to which he was introduced. For example, under math, you might list accomplishments such as: Skip counting by 2s, 5’s, and 10’sCounting and writing to 100Ordinal numbersAddition and subtractionEstimationGraphing You may want to include a code after each, such as A (achieved), IP (in progress), and I (introduced). In addition to your homeschool curriculum’s scope and sequence, a typical course of study reference may help you to consider all the concepts your student has covered over the year and help you identify those she may need to work on next year. Writing a Narrative Homeschool Progress Report A narrative progress report is another option- a bit more personal and composed in a more conversational style. These can be written as a  journal entry snapshot, indicating what your children have learned each year. With a narrative progress report, you as the homeschool teacher  can highlight a student’s progress, include observations about areas of strength and weakness, and record details about your child’s developmental progress. You can also add notes about any  academic struggles you’ve observed and areas  on which you’d like to focus on in the upcoming year. Whichever method you choose, writing a progress report doesn’t have to be tedious. It’s an opportunity to reflect on all that you and your homeschooled students have accomplished during the year and begin to focus on the promise of the upcoming year.

Hededge funds Essay Example | Topics and Well Written Essays - 1750 words

Hededge funds - Essay Example Summary of Data The data used for this exercise consists of monthly returns and Assets under Management (AUM) over a period of ten years (September 1999 – August 2009) for over 28 hedge funds. The information on these sample hedge funds was obtained from the EurekaHedge database which stores information on over 21,000 hedge funds. The sample hedge funds follow one of the following strategies typical of financial institutions operating in this domain: Long/Short Equities CTA/Managed Futures Multi-Strategy Arbitrage The table below details results of the results from the Monte Carlo and the Historical simulation methods using the sample data. Historical Monte Carlo             prob Not Losing prob Number of run > 50% Not losing Not Losing prob Number of run > 50% Drift SD Mean    98.90% 9814 13.05% 1,354 98.95% 9865 13.10% 1319 0.45% 1.59% 0.46% Arbitrage 86.56% 8600 53.01% 5,363 86.02% 8532 53.20% 5371 0.76% 5.63% 0.92% CTA/Managed Futures 87.53% 8729 58.98% 5,944 85. 10% 8434 56.77% 5779 0.86% 6.65% 1.08% Multi-Strategy 86.98% 8611 55.45% 5,595 87.10% 8661 52.53% 5331 0.74% 5.19% 0.88% Long/Short Equities The above results show that the mean monthly returns (lowest to highest) for each fund class are 0.46% (Arbitrage), 0.88% (Long-Short Equities), 0.92% (CTA-Managed Futures) and 1.08% (Multi-Strategy). The dispersion (Standard Deviation - SD) of returns among these fund classes follows the same order suggesting that Arbitrage funds have the lowest mean and the lowest SD while Multi-Strategy funds exhibit the highest mean and highest SD. Summary of Approaches used The analysis uses both the Monte Carlo and the Historical simulation methods for answering the key questions listed previously. The Monte Carlo Simulation method depends on the formulation of an appropriate model that can suitably explain and analyze the monthly returns used as input for this analysis. To model the behaviour of these monthly returns, the concept of geometric Brownian Mo tion (BM) was specified (Rubinstein, 2008). The BM used in this context is a Markov Process which simply means that the monthly returns follow a random walk and exhibit behaviour consistent with the weak form of the EMH (Efficient Market Hypothesis) (Robert, 2004). This implies that the Monte Carlo method in this case utilizes the fact that movements in monthly returns are conditionally independent from such movements during previous periods. Under the Monte Carlo Method, a number of iterations for each test case was conducted to analyze the deterministic model configured using a sequence of random numbers generated as inputs. This simulation technique is especially useful when modelling non-linear, uncertain and complex parameters (Hammersley, 2005). On an average, the current simulations utilize between 5500 and 9000 iterations under any given test case. The Historical Simulation method, also known as back simulation, is part of the Value at Risk (VaR) approach which also utilizes a large number of iterations like the Monte Carlo method. As the name suggests, the Historical method depends on past information on monthly returns (unlike the Monte Carlo method that depends on random input) and simulates useful results through the construction of a CDF (Cumulative Distribution Function) of these monthly returns over time) (Dowd, 2009). Key Findings Monte Carlo Method On the question of the chances of