Kate Chopins The Story of an Hour :: Kate Chopin The Story of an Hour

Kate Chopin's The Story of an Hour   Ã‚  Ã‚  Ã‚  Ã‚  Kate Chopin was a Victorian writer; whose writing manifests her life experiences. She was not happy with the principles of the time, because women had fewer rights, and they were not considered equal to men. Afraid of segregation from society, people lived in a hypocritical world full of lies; moreover, Kate Chopin was not afraid of segregation, and used her writing as a weapon against oppression of the soul. Marriage was an oppressor to Chopin, she had been a victim of this institution. Being a victim of marriage, Chopin's "Story of an Hour," is an expression of her believe that, marriage is an institution that oppresses, represses, and is a source of discontent among human beings.   Ã‚  Ã‚  Ã‚  Ã‚  Mrs. Mallard loved her husband.   Ã‚  Ã‚  Ã‚  Ã‚  She wept at once This was her first response to the news of his death. She would not had grieved over someone she did not love. Even in the heat of her passion she thinks about her lost love. She knew that she would weep again when she saw the kind, tender hands folded in death; the face that had never looked safe with love upon her, fixed and gray and dead. Her love may not have been the greatest love of all time, but it was still love.   Ã‚  Ã‚  Ã‚  Ã‚  Marriage was not kind to Mrs. Mallard, her life was dull and not worth living, her face showed the years of repression. If she did love this man, why was marriage so harmful to her? Marriage was a prison for her There would be no powerful will bending her in that blind persistence with which men and women believe they have a right to impose a private will upon a fellow creature. Marriage oppressed her, she needed freedom, freedom to grow and do what she wanted to do, and marriage took that away from here. Chopin didn't believe that one person should take away another's freedom.

Computer Technology and the Physically Challenged :: Exploratory Essays Research Papers

Computer Technology and the Physically Challenged Computer technology has positively affected the physically challenged. Computer technology brings new techniques for the blind, deaf, and people with movement disabilities. New programs are making it easier for the disabled. Some schools and states are helping the disabled by setting up computer labs and computer recycling programs. Computer technology has really helped the blind and the deaf. It has brought Braille keys to a regular keyboard. The blind can print out their documents as a Braille copy or a regular copy. If a blind person does not know Braille, then they can use speech synthesizers. Speech synthesizers can speak the words on the screen aloud. A 62-year-old professor uses a portable speech synthesizer. Computer technology has helped make life easier for the deaf because they can read the computer screen easier than before. A center called Adaptive Technology Resource Centre (ATRC) is making it easier for the disabled to access information technology. The new ATRC program, at the University of Toronto, designed to access information. Another program, called MathML, was intended to put math on the web. ATRC worked with MathML to make it accessible to people. The ATRC has also added haptics, the sense of touch and audio, to interactive programs. In an article I read, one example given was a periodic table that showed the relative elements and weight. Another example given was of a pendulum model that showed the properties of a pendulum. ATRC is also exploring the use of captioning and video description. People can look up a word they do not know using one of these methods. ATRC, along with three other companies, has come up with the smart card system. The smart card sets up the computer to the individuals’ preference. Another program that was set up to help disabled people is called Equal Access to Software and Information (EASI). EASI is like ATRC; it provides access to information and guidance to the physically challenged. Through a National Science Foundation (NSF) grant, EASI had developed several projects. At the Georgia Institute of Technology, they are trying to make science labs more accessible to students with disabilities. They also take an interest in distant learning by having two online workshops to assist in understanding the Internet and computers. Other schools are starting to help the disabled; whether it is by setting up a new computer lab or recycling used computers.

Ethnography :: Anthropology Culture Reflexivity Papers

Ethnography Personal experience and reflexivity should be used within anthropology as a tool to reflect on the culture that is being studied and not a refocusing of attention on the self. Works such as Dorinne Kondo’s â€Å"Dissolution and Reconstitution of Self,† use the idea of reflexivity as a mirror in which to view the culture being studied in a different manner. This use of reflexivity allows for the focus to stay on the culture being studied. A move away from this is the new branch of humanistic anthropology represented in this essay by Renato Rosaldo’s â€Å"Grief and a Headhunter’s Rage† and Ruth Behar’s â€Å"Anthropology that Breaks Your Heart† allows anthropologists to use reflexivity as a way to explore universal human feelings. For me, this is not the study of anthropology as much as self-reflexive psychology. The focus shifts from culture to self. The anthropologists completely understands the feelings of the people he/she is studying. I think that it is rather ambitious to state that emotion is univeral, and I do not think that it is the job of anthropologists to do so. The reflexive voice is a necessary aspect of ethnographic writing, but the anthropologist must be careful not to shift focus from concentrating on culture to concentrating on herself. Dorinne Kondo does an excellent job in her essay â€Å"Dissolution and Reconstitution of Self†in using the reflexive voice as a way in which to describe culture and break down the observer/Other dichotomy by giving agency and power to her informants. Not only does the anthropologist interpret the people, but the people give their interpretation of the anthropologist. She states: I emphasize here the collusion between all parties involved, for it is important to recognize the ways in which informmants are also actors and agents, and that the negotiation of reality that takes place in the doing of ethnography involves complex and shifting relations of power in which the ethnographrapher acts and is also acted upon. (Kondo 75) Kondo acknowledges the affect that the Japanese have on her character and by so doing she acknowledges their power. Instead of standing in the place of supreme authority, the anthropologist, by using reflexivity, can give the authority to her informants. Not only was she reflexively examining her positioning and the affect it would have on her informants, but she also looks at the affect that her informants have on her while still centering her discussion on the culture being studied.

Himalaya Summary

HIMALAYA: Introduction: Himalaya Herbal is originated from India and has been around since 1930. Himalaya clams that it is the only manufacturer of consumer goods that provide a wide range of solution based on herbal ingredients. It has its presence in Malaysia since 2004. Ms Sue Ong a Malaysian with 22 years of experience in beauty and cosmetic industry was instrumental in bringing in Himalaya. The entry and the progress of the brand was quite visible as the brand was already seen in the leading pharmacy market nationwide.Himalaya offered a quite range of around 200 products under three main categories 1) pharmaceutical 2) personal care 3) animal care and all of these products were based on the ancient Himalayan practice of Ayurveda that were well known worldwide. Herbs include crude plant materials such as leaves, flowers, fruits, seeds, stems and woods etc. It was estimated that one third of Americas use herbal products with herbal medicine. The Himalaya Drug Company has taken sup port from the Ayurveda expertise with modern medical research methodology.Malaysia had over 2000 plant species that possessed medical value. Out of 20000 herbal plants in Malaysia, 2000 has been identified to be beneficent for better health care. The advantages of the herbal products are being highlighted over time by Government as well as private parties. According to Safeena ‘The COO and founder of Herbal Asia’ the industry will leverage on Government initiatives like a National Biodiversity Policy to create a brand which will be recognized internationally. We want to educate people about the herbal superiority and quality.Market & sales in Malaysia: Marcel Gan the young and energetic COO talked about his dream of Himalaya â€Å"I want at least one product of Himalaya product in every household. † As per Shahida Musa, The Deputy Director, operations of the federal agricultural marketing (FAMA), the local herbal industry recorded sales around RM10 billion in 200 8 and was likely to grow by 8 to 15 percent annually based on the increasing acceptance of natural medicine. About 17. 1 % of Malaysian used herbals to treat their health problems while 29. % of them consumed herbal for their health maintenance. Ravi Prasad, President and COO of the Himalaya Drug Company, commented â€Å" This is a significant achievement for Himalaya as it provides us a platform to reach out to our customers and communicate with them the scientifically backed herbal formulations†. Over the last 5 years annual demand was recorded at RM4. 5 billion with a growth of 8% annually. For further promotion of the herbal products the Government has provided number of support programs for herbal entrepreneurs.Hundreds of the players have entered the herbal business after good support from the Government. As the herbal products are known as without side effects the demand for herbal products has shown a considerable growth over the conventional drugs. One of the establi shed local successful herbs entrepreneurs was Perusahaan Orang Kampong Sdn. Bhd. The business was established in 1975 and was operated as a small business. Key issues: * The main issue involved by building the brand image of the Himalaya for the Ayurveda product concepts. Initially the product benefits were not supported by scientific proofs and evidences as most of the production was going on previous results of the herbs. Due to the lack of scientific data the customer was not fully satisfied. * Locally made herbal products seriously lacked in advertising and promotion. * Most of the herbs entrepreneurs were small traders operating with limited resources, thus experiencing low productivity and efficiency in their daily activities. * Lack of capital and skilled human resources were common disadvantages faced by small traders. The volume of production was at times as low as it couldn’t meet the demand. For the purpose of expanding market, it went to the reliable value chain t hrough the new technology. Key Strengths: * Research and Development: Himalayas used scientific research in natural herbal remedies to provide scientifically proved products. In March 2001, they were awarded with â€Å"Good manufacturing practice† certified by the Licensing Authority of the Indian System of Medicine and in January 2004, they were awarded certification from Quality Management Systems certified by NQA. Effectiveness: Himalaya’s product goes under a period of 7 to 10 years of primary research and clinical trials before it went to market. * Natural and Safe: Himalaya provides mostly all the body and health products that promised goodness of natural ingredients with no side effects. * Wide range of products: Himalaya provides a wide range of products which consists of healthcare, body care, oral care, hair care and skin care.

United States went into its first Asian war in the Philippines

In 1899 the United States went into its first Asian war in the Philippines. From then on there were others against Japan, North Korea and china. The war was waged against Spain and in it, Spain was forced to give up the colony.The explanation was provided by president McKinley as having been motivated by a desire to provide education to the locals. The mission also involved the civilization and Christianization of the Filipinos as fellow brothers and sisters in Christ.This was a lie. The real reason for the acquisition was the rise of imperialist sentiment among the ruling elite. This was inspired by a need to include the United States among the club of world’s great powers.The challenge that arose after the war was that the Philippine independence leaders expected to acquire their independence. America on its part was in a way seeking to replace Spain’s position.This would lead to a war against the Filipinos whom they had supported. America had thus officially entered the league of imperialists.There was at the same time the rise of anti-imperialism advocates in the United States. These got credence from the accounts of soldiers who were fighting abroad through letters written back home.These narrated the horrible activities that the soldiers were involved in for instance massacres. The Americans’ conduct ended up looking worse than the Spaniards had.The American people started changing their minds about the war. By the end of the war in 1901 America could be counted as an imperial power in Asia. It is at this time that the open door policy was declared.As from this point on, the US started getting more involved in world affairs. There was the contribution of troops to china to fight nationalists over there.From this point the us began sending its navy abroad so as to assert its position as a new power. It was also from this point that the government began involving itself in promotion of American investment abroad. Foreign trade also bega n being promoted in ways never seen before. Overseas investment and foreign trade were also promoted.Upon the assassination of President McKinley in 1901, there was the rise of Theodore Roosevelt, a committed imperialist. He favored a big army and navy. He also always dwelt on citizen duties to the state rather than human rights. Roosevelt was a daring and zealous in the pursuit of American interest. There was the belief that the United States had the role of saving the world.In the late 1920’s the government had a challenge. In addition to     The president also had to deal with a number of important foreign policy issues. There were revolutions in South America. The economic situation created serious problems in America's relations with Europe. And Japan launched a campaign of aggression in northeastern China.Hoover failed in his efforts to solve America's economic troubles. But as we will see in our program today, he did succeed with some of his foreign policies. He an d most other Americans, however, would fail to understand the long-term importance of the forces gaining control in Germany and Japan.VOICE TWO:Herbert Hoover's foreign policies were marked by his desire to make friends and avoid war.Like most Americans, the new president had been shocked by World War One. Hoover had seen the results of that terrible war with his own eyes. He led the international effort to feed the many European civilian victims of the fighting. And the new president was a member of the Quaker religious group that traditionally opposes armed conflict.Hoover shared the wish of most Americans that the world would never again fight a major war. He felt the bloody bodies at Verdun, the Marne, and the other battlefields of World War One showed that conflict should be settled by peaceful negotiations.VOICE ONE:Hoover worked toward this goal even before he entered the White House.Following his election, he had several months free before becoming president. Hoover used thi s period to travel to Latin America for ten weeks. He wanted to show Latin American nations that they could trust the United States to honor their rights as independent nations.

Linguistics and their realationship to Teaching Essay

The Relationship Between Linguistics and Language Teaching. Fiona Le Maitre Thongsook College May 2013 Abstract This paper is an attempt to analyze the relationship between linguistics and language teaching. Linguistics is a science and teaching while technical is also an art yet they are closely related to each other in the case of language teaching. The foreign language teachers need to include ‘selection’, ‘grading’ and ‘presentation’ as their main steps. Linguistics plays an important role in the whole process of teaching by helping to facilitate a teacher’s understanding of the workings and systems of the language they teach. Applied Linguistics is really about the melding of these 2 actions. The Relationship between Linguistics and Language Teaching. Linguistics is defined as the scientific study of language. Linguistics is then divided into several branches which study different accepts of its use. Descriptive linguistics, historical and comparative linguistics, which it is based on methodology. Synchronic and Diachronic linguistics, which it is based on the aspect of changes over time. Phonetics, phonology, morphology, syntax and semantics, which is based on a language as a system. Sociolinguistics this is related to or combined with the disciplines of linguistics and sociology. Its interest is in the relationship between language and society. It works to explains why people Use different speech in different social contexts. It’s area of study is the social functions of language to convey social meaning. The social relationships in a community, and the way people signal aspects of their social identity through their language (Jenet Holmes, 2001). Sociolinguistics also is concerned with the interaction of language and settings. (Carol M. Eastman, 1975; 113). The other expert defines it as the study that is concerned with investigating the relationship between language and society with the goal of a better  understanding of the structure of language and of how languages function in communication ( Ronald Wardhaugh, 1986 : 12) Psycholinguistics relates to the combined disciplines of psychology and linguistics. Psychology is defined as the systematic study of human experience and behavior or as the science that studies the behavior of men and other animals. Knight and Hilgert in Abu Ahmadi,(1992). It covers language development. (Lim Kiat Boey). The other definition of psycholinguistics is that it is the study of human language-to-language comprehension, language production, and language acquisition (E.M.Hatch) The research done on the relationship between linguistic theory and language teaching can be traced back to the late 19th century. Its relationship has been discussed and debated for many years and researched extensively. Since this time different research proposed by different scholars has been disputable and found to be largely inconclusive. In the 1960s it was decided that there needed to be a reassessment. The conclusion that was formed went in two two main directions of thought with differing points of view. One viewpoint was that linguistics is not as relevant as it was first thought to be, and its importance was overrated. Such linguists as Lamendella (1969) and Johnson (1967) expressed their disagreement to regard linguistics as the basis of a strategy of learning. Lamendella (1969) thought that it was a mistake to look to transformational grammar or any other theory of linguistic description to provide the theoretical basis for second language pedagogy. What is needed in the field of language teaching are not applied linguists but rather applied psychologists. The other point of view was to recognize that the general contribution of linguistics was important. This came though with a proviso that teaching language was not to be bound to only follow one theory alone. The idea being that different linguistic theories can offer different perspectives on language, and they can all be treated as equivalent resources useful for teaching. Levenson (1979 ) once said, ‘no one school of linguistic analysis has a monopoly of truth in the description of the phenomena of speech†¦traditional school grammar, TG grammar, †¦all these and more can be  shown to have their own particular relevance to the language teaching situation. By1960 the United States, reached its peak of the influence of structural linguistics upon language Teaching. Structural linguistics stressed the importance of language as a system and investigates the place that linguistic units such as sounds, words and sentences have within this system. This then associated with behaviorism provided the principal theoretical basis of the audio lingual theory. This then influenced language teaching materials, techniques and the teachers educations. Behaviorism led to theories, which explained how an external event, causes a change in the behavior, without any kind of mental interaction. It also stressed the importance of repetition and practice in learning a second language, this I think is a vital factor in learning a foreign language. If we look at the audio-lingual method, it emphasizes: (1) The teaching of speaking and listening before reading and writing; (2) The use of dialogues and drills; (3) The avoidance of the use of the mother tongue in the classroom. Audio-lingual method regards speaking and listening as the basic skills, this is in line with today’s English teaching situation. The Mentalist Approach In the 1960s Chomsky formulated the mentalist approach. The hypothesis was considered that human behavior is much more complex than animal behavior. Chomsky, felt that we are born with a Language Acquisition Device (LAD), which enables a child to make a hypotheses about the structures of a language in general, and also the structure of the language being learned more importantly. By the end of the sixties’, there were new developments in teaching language starting to occur. The TG theory had a big impact resulting in a change in teaching methods. It was opposed to the empiricist theory, that is, teaching audio linguistics, linguistically structuralism and psychologically behaviorism. TG theory. 1 It stresses mental activity. 2 It postulates that all human beings have an innate ability to learn a language. 3 That it is an inborn instinctual ability and not practice that made human beings obtain the rules of a language and understand and can produce countless numbers of sentences. The Natural Method was successfully used in various language schools in the USA and Europe in the late 19th and the early 20th century. In the post-World War I decades, the direct method was adopted into English language teaching (ELT) this laid a solid intellectual and practical foundation for developing ELT as an autonomous profession. Some linguists, like Diller (1970), openly declared his preference for the cognitive position; while others, like Chastain (1976) and Rivers (1981:25-27) held that the two theories were complementary and served different types of learners or teachers or represented different phases of the language learning process. Applied Linguists brought about the situational approach and the notional/functional method. It is based on a broader framework for the description of language use called communicative competence proposed by Hymes, This brought about the communicative approach to language teaching came into being. In 1970s, a group of scholars including Oller (1970) and Widdowson (1978), were linguists but at also closely in touch with teaching practice. They gave language teaching and language pedagogy the linguistic direction they regarded as necessary. Since they were in touch with language teaching practice and linguistic so had a two-way view of the problem, they placed emphasis on real language and its communication and use. To take Oller’s interest in pragmatics as an example. Oller (1970:507) claimed that pragmatics has implications for language teaching; it defines the goal of teaching a language as prompting the students not merely to manipulate meaningless sound sequences, but to send and receive messages in the language. The students in China start English when they are in primary school. In the past, more attention was paid to the grammar, the result was very disappointing: Now the emphases is on speaking and listening. The audio-lingual method is now used in the classroom. In China, more people need to learn English in order to have the ability to communicate with foreigners. In this case, speaking and listening is much more important than being able to read and write. They are not expected to have a high level of English and their aim is simple, they need to communicate with a foreigner so they can understand their words and express themselves well. This is based on simple daily conversation. A market sale and business or being able to work in the tourism industries. Basic conversation and understanding can be very helpful in everyday conversation exchanges. The Audio-lingual method stressed the repetition and it theorizes that a language is learnt through the formation of habits. To speak English fluently, without constant practice, is impossible. So in our English teaching, we must help our students speak and listen well. Expressing ourselves properly is not always an easy thing, especially if it’s an emotionally charged topic. Even an English major may sometimes find it problematic to express exactly what they mean so it is understood by the other person in a way that is understood by all. When I go to Cambodia I find the generally that the population though not taught English in school has good English conversation capacity. They may not read or write but I feel if they had the opportunity to learn now they have grasped the basic language that they would with more ease. There is a need for them to talk and sell to foreigners so they have had a need and incentive to learn and the fact that their using it every day also helps. Though there are of course talented students I find in Thailand the communication level is not good as a lot of emphases is but on reading, writing and grammar, that many times, is not really understood or comprehended. Thai students learn form primary but they do not always have a reason to speak out of the classroom. One lesson a week in speaking and 3 of grammar I find makes the students scared to use the language. I teach with Thailand teachers and due to a some general pronunciation problems the students are confused about the sounds of the words and how to string them  together. Confidence helps a lot just talking even if it is wrong. I always attempt to inspire confidence as I feel it is very important for speech. In my opinion, linguistics and language teaching relationship is a dual one. There are some theories of linguistics that can be applied to language teaching, i.e. linguistics guides in development of language teaching theory. On the other hand, a language teaching theory expresses or implies answers to questions about the nature of language. It is necessary for a language teacher has some knowledge about, the systems of languages. A teacher should understand how the language works and expresses meaning and the structures that are used in the language being taught. A teacher needs to know how to make the phonic sounds and the mechanics to produce these sounds. This helps with pronunciation problems that students will encounter. By studying linguistics a teacher will have a deeper insight into the nature of language and the language the student speaks as they’re first language. If we agree that the use of a language is a matter of habits and practice, then a teacher needs to implant the habit of using it for communication until it becomes second nature. Conclusion Linguistic theory is continually developing and teaching theories are constantly changing as is the language itself. This alone demands a permanent study of languages and the relationships between linguistic theory and language teaching methods. There are many techniques and theories but no one concept or technique can take in the Different needs student may have and the differing ways people learn. This is a science in its self. There can be many differences in understanding between the L1 and L2 language from different cultural understandings and different sounds that may be new to the learner. There are many ways a culture will express its self along with idiosyncrasies and local knowledge of the everyday life in the culture. They say when you understand humor you start to know a language. If one could take every student as an individual and teach them the best way they  learnt one would be assured of good results. Knowing the basic individual attributes the child had can enable to teacher to create classes designed for their individual needs. This is a luxury that tutors can give their students but in the classroom one dose not have so much control. A practical framework designed to suit the most students and the context that is the most appropriate. The Relationship of Linguistic Materials for the Second Language Teacher. Because of political, economic and also technical changes, English has become widely taught as an official business language worldwide, also as a second language to immigrants in English-speaking countries to gain entry and work, and as a foreign language in many non-English-speaking countries. This is also largely due to the computer so there is a universal language for coding and business. There are many theories on different ways to teach and different scholarly thoughts on the best process. I feel that this depends on the type of English you are teaching. Since there are many different needs a student may have. In China the emphases is on communication with foreigners on a daily basis like selling them something in a market or doing business. In other countries such as Thailand the emphases is put on Grammar and writing and reading and only a small part into communication. So while there are still many theories on the best way to teach I feel in my knowledge so far that it is best to learn as many ways as possible and how they work in the different environments. Applied Linguistics is really about the melding of these two actions but not the scope of this essay. One of the most fantastic Linguistic help I think the corpus is one of the best ways to get relevant vocabulary for your students. This is helpful for Syllabus and curriculum planning and for all areas of language teaching. References Chastain, K. (1976). Developing Second-Language Skills: Theory to Practice. Chicago: Rand McNally. Diller, K.C. (1970). ‘Linguistic theories of language acquisition’ in Hester 1970:1-32. Johnson, M. (1967). Definitions and models in curriculum theory. Educational Theory, 17:127-40. Lamendella, J.T. (1969). On the irrelevance of transformational grammar to second language pedagogy. Language Learning, 19:255-70. Levenson, E.A. (1979). Second language lexical acquisition: issues and problems. Interlanguage Studies Bulletin, 4:147-60. Oller, J.W. (1970). Transformational theory and pragmatics. Modern Language Journal, 54:504-507. Rivers, W.M. (1981). Teaching Foreign-Language Skills. Second edition. Chicago and London: University of Chicago Press. Widdowson, H.G.. (1978). Teaching Language as Communication. Oxford: Oxford University Press. .†Ã¢â‚¬ ¨Zeki Hamawand, Z. Morphology in English: Word formation in cognitive grammar. continuum. Publishing. ( Zeki Hamawand, Z. (2011).

Informative Outline About Coco Chanel

Informative Presentation Outline Fundamentals of Oral Communication Topic: Coco Chanel General Purpose: To Inform Specific Purpose: By the end of my speech the audience will know better about Coco Chanel. Thesis: Coco Chanel brought the world of high fashion to the masses. Introduction I. Does anyone know what this logo is? A. I am assuming most of women in this room know what this is. B. This is Chanel logo, one of the most famous fashion brand in the world. C. A lot of women know Chanel and they are fascinated of Chanel products, but how many people know about Coco Chanel, the first designer of Chanel?II. Today, I am going to inform my audience about who Coco Chanel was, and her famous fashion product lines. III. Thesis statement: Coco Chanel brought the world of high fashion to the masses. Transition: Now, let’s begin with who Coco Chanel was. Body I. Who is Coco Chanel? A. She is a successful woman who overcame being an orphan. 1. Coco was born out of wedlock in the French town of Saumur in the Loire Valley on 19 August 1883 ( De La Haye, 2005). a. Coco was sent to an orphanage with her two sisters when her mom died of asthma at her age twelve, and her father left his children. b.In 1900, at her age seventeenth, she left the orphanage and attended the local convent school in Moulins (South of France) (De La Haye, 2005). c. Having been taught to sew by her aunts, her sister and she found work as dressmakers, assisting Monsieur Henri Desboutin of the House of Grampayre( De La Haye, 2005) 2. By 1903, Chanel moved to Paris and had become the mistress of a well-to-do young military officer, Etinenne Balsan (J. Baughman (Ed. ), 2001). a. She started designing hats for her friends. b. Around 1910 Balsan and her lover Capel helped Chanel set up a millinery shop at 21 rue Cambon in Paris (J.Baughman (Ed. ), 2001). c. Her Simple, elegant hats charmed the society women to whom Balsan and Capel introduced her, and by 1915 she was able to open additional shops in the resort towns of Deauville and Biarritz, France (J. Baughman (Ed. ), 2001). d. In that year she also moved into couture, designing dresses, skirts, and sweaters in jersey, a fabric not previously used in the French fashion houses (J. Baughman (Ed. ), 2001). B. She was the first woman to start a cosmetics line and the first to have a perfume named after her (Brownell, 2009). C. Coco Chanel’s real name is Gabrielle Chanel. . After she left the orphanage, she sang during evening concerts at a fashionable cafe called La Rotonde. 2. According to a quotation from a book â€Å"A Woman of Her Own† by Axel Madsen, â€Å"The only cabaret songs she knew besides â€Å"Qui qu’a vu Coco? † was â€Å"Ko ko ri ko† (Madsen, 26). 3. She earned her nickname ‘Coco’ from the songs that she sang at the cafe. Transition: Now that I’ve talked about who Coco Chanel was, now I will discuss her famous fashion product lines. II. What are her famous fa shion product lines? A. Chanel No. 5 is one of the most prestigious scents in the world (J.Baughman (Ed. ), 2001) 1. According to â€Å"The Secret of Chanel No. 5†, Chanel No. 5 is sold in nearly every country 2. One bottle is sold every 30 seconds (The Secret of Chanel No. 5). 3. More than 100 million dollars is made each year of this perfume (The Secret of Chanel No. 5). B. Coco Chanel’s â€Å"The Little Black dress† is thought to be element to the world of women’s fashion. 1. Almost a century after its real birthday in 1925, the Little Black Dress (LBD) is still the standard cocktail-party uniform for women the world over (Brownell, 2009). 2.According to Encyclopedia of clothing and fashion, American Vogue described the little black dress as â€Å"The Chanel ‘Ford’-the frock that all the world will wear† (De La Haye, 2005). Conclusion I. Today I discussed who Coco Chanel was, and her famous product lines. II. Coco Chanel brought the world of high fashion to the masses. III. Remember even though Coco Chanel was orphan she overcame and became one of successful women in the world, so do not give up on following your dream like Coco Chanel! References Brownell, G. (2009). Coco Puffs. Newsweek,  154(5), 58-59 Chanel, gabrielle ‘coco'.In (2001). J. Baughman (Ed. ),American Decades  (Vol. 3). Gale. Retrieved from http://go. galegroup. com. resources. kirkwood. edu/ps/retrieve. do? sgHitCountType=None&sort=RELEVANCE&inPS=true&prodId=GVRL&userGroupName=kirkwood_main&tabID=T003&searchId=R1&resultListType=RESULT_LIST&contentSegment=&searchType=BasicSearchForm ¤tPosition=3&contentSet=GALE|CX3468300801&&docId=GALE|CX3468300801&docType=GALE De La Haye, A. (2005). Chanel, gabrielle (coco). In S. Valerie (Ed. ),  Encyclopedia of Clothing and Fashion  (Vol. 1, pp. 49-254). Charles Scribner's Sons. Retrieved from http://go. galegroup. com. resources. kirkwood. edu/ps/retrieve. do? sgHitCountType=None;sort=RELEVA NCE;inPS=true;prodId=GVRL;userGroupName=kirkwood_main;tabID=T003;searchId=R1;resultListType=RESULT_LIST;contentSegment=;searchType=BasicSearchForm ¤tPosition=1;contentSet=GALE|CX3427500122;;docId=GALE|CX3427500122;docType=GALE Madsen, A. (1990). Chanel: A woman of her own. New York: H. Holt. The Secret of Chanel No. 5. (n. d. ). Hudson City School District. Retrieved from http://www. udson. edu/custom_users/mmtech/18011/18011/Chanel_No. 5. html Coco Chanel: My Hero. Retrieved March 6, 2013, from http://www. lovetwenty. com/2012/01/coco-chanel-my-hero/ Chanel Video Podcast. Retrieved March 6, 2013, from http://www. channels. com/episodes/show/13038194/CHANEL-Paris-Shanghai-12#/ajax/feeds/show/598/CHANEL-FASHION Famous French People, Coco Chanel. Retrieved March 6, 2013, from http://www. euroclubschools. org/page45. htm Chanel No. 5. Retrieved March 6, 2013, from http://www. chanel. com/en_US/fragrance-beauty/Fragrance-N%C2%B05-N%C2%B05-8818