Article Review Essay Example for Free

Article Review Essay Conducting their study as the transitional funding attached to the peace process in Northern Ireland is reaching its end, the authors examine the role of aid in conflict resolution particularly with regards to intangible outcomes such as identity formation. The idea behind this funding is that it reduces economic disparities between the conflicting groups and that the economic growth started by this funding will continue into the future. These funds come from the International Fund for Ireland (IFI), which addressed unemployment and poverty in Republican / Loyalist communities; the Peace I funds, which promoted social inclusion, cross-community contact, and economic development; and the Peace II funds (ended in 2006), which had similar goals to Peace I but targeted local, grassroots (nongovernmental) organizations. The authors also consider the role of external agencies as they intervene in ethnopolitical conflict and the importance of community development in the peace process. The authors are careful to note that economic aid is not a magic cure for conflict as this aid, if improperly administered, can at times heighten underlying conflicts. Indeed, in Northern Ireland, the approach has had mixed results. In designing their study, the authors took both a qualitative and quantitative approach. For the qualitative portion, the authors interviewed 98 community leaders, civil servants, and development officers from Belfast, Londonderry/Derry, and the Border region (Northern Ireland). These interviews consisted of semi-structured questions, including those attached to the Cantril Self-Anchoring Striving Scale: â€Å"What are your best wishes and hopes for your personal future? What are your worst fears and worries about your personal future? What are your best wishes and hopes for the future of your country? What are your worst fears and worries about the future of your country? † (page 166). The quantitative data was drawn from the summer 2006 Northern Ireland Public Opining Survey. The sample consisted of 1,023 adults representative of Northern Ireland’s adult population. The study as a whole was designed to look at the respondents hopes and fears about Northern Ireland’s future. Through the inclusion of qualitative data, the authors hoped to demarginalize voices that are often not heard in the official discourses of the peace process. This study yielded numerous tantalizing findings. First, the authors found that more Nationalists than Unionists imagine a future where conflicting groups are able to perceive a sense of shared community. Second, the authors found differences based on gender: more females than males saw the opportunity for building new relationships amongst communities in the future. Third, the authors found two common fears / concerns that extend across religions, genders, and ages: the fear that violence in changing the social fabric of Northern Ireland and the belief that politicians are disingenuous and not interested in serving the needs of their constituency. Fourth, the authors found that more Nationalists than Unionists saw the modernization of the economy and the political structure as means by which to support the peace process. Finally, the authors found that younger adults were more concerned about the potential failure of the peace process and the economy than older adults The authors consider numerous theories about identity formation. In designing their study, they took into consideration geographic differences in identity formation: i. e. Londonderry/Derry vs. Belfast and urban vs. rural locations. They also consider how the Irish view immigration and the infiltration of outside values. In general, this article is not convincing. Its primary strength is the detailed background to the conflicts in Northern Ireland, with a focus on the economic causes and effects of this conflict. This strength does not mitigate the effects of the article’s numerous weaknesses. First, the authors do not explicitly state their hypothesis. While exploratory studies such as this one can potentially reveal valuable information, the authors nowhere state the reasons behind the study. When questions such as identity formation are being explored, the readers need to know the authors’ relationship to the issue. For example, are the authors somehow involved in this ethnopolitical conflict? Or, are they looking at it from the perspective of an outsider? If they are outsiders, does their perspective have a bearing on how the respondents answer their questions? Second, the authors explicitly state that they wish to demarginalize those voices that are not typically heard in the official peace process discourse. However, in selecting the respondents for the qualitative portion of the study, the authors chose community leaders, civil servants, and development officers. It would seem that these are precisely the voices that are heard in the official discourse. Readers are left to wonder why the authors did not include a more representative sample of the population of Northern Ireland for this portion of the study. Third, this does not seem to be a study that was designed specifically to answer certain questions. As noted, the authors nowhere state a hypothesis. For the reader, it appears that the quantitative and qualitative data seems to have been mixed together ad hoc. In other words, the study does not seem to be designed to fit a specific question. Rather, the authors appear to have attempted to answer questions based on the information they had at hand. Fourth, as the basis for this study was largely to examine economic role of the peace process, it seems like a gross oversight that the authors did not provide data on their respondents’ demographics. In the discussion section, the authors indicate that they collected background demographic information (political party, religious views, age, gender, socioeconomic status) on the respondents, but this information was not included in the results section and does not appear to have been considered in any significant way. Finally, the analysis of the qualitative data seems a bit lacking. It would perhaps have been stronger to indentify the common themes and subthemes of the responses, rather than using the responses as illustrative examples. Because of these specific weakness as well as the authors’ failure to mention the limitations of their study and to provide specific recommendations for how their results can be used to generate future studies and/or to impact the peace process, this article is not convincing.

Biological Membranes Essay Example for Free

Biological Membranes Essay Internal membranes for organelles Bilayer Permeability †¢ Low permeability to charged and polar substances †¢ Water is an exception: small size, lack of charge, and its high concentration †¢ Shedding solvation shells for ions is very unlikelyCommon Features of Biological Membranes Sheet-like structure TWO-molecule thick (60-100A) Lipids, Proteins, and carbohydrates Lipids form the barrier. Proteins mediate distinct functions. Non-covalent assemblies (self-assembly, protein-lipid interaction) Asymmetric (always) Fluid structures: 2-dimensional solution of oriented lipids and proteins Electrically polarized (inside negative ~-60mV) Spontaneously forming in water Protein/lipid ratio = 1/4 – 4/1 Carbohydrate moieties are always outside the cell Protein/Lipid ratio †¢ Pure lipid: insulation (neuronal cells) †¢ Other membranes: on average 50% †¢ Energy transduction membranes (75%) Internal membranes of mitocondria and Each atom i at position ri, is treated as a point with a mass mi and a fixed charge qi. What is the Force Field? In molecular dynamics a molecule is described as a series of charged points (atoms) linked by springs (bonds). To describe the time evolution of bond lengths, bond angles and torsions, also the non-bonding van der Waals and elecrostatic interactions between atoms, one uses a force field. The force field is a collection of equations and associated constants designed to reproduce molecular geometry and selected properties of tested structures. Energy Terms Described in the CHARMm Force Field

Aided System for Visually Impaired using Intel Galileo Gen-2

Aided System for Visually Impaired using Intel Galileo Gen-2 Aided System for Visually Impaired People in Bus Transport using Intel Galileo Gen-2: Technical Note K. Bommarajua, A. Manikandanb and S. Ramalingamc Dept. of Electronics and Communication Engg., Government College of Engg., Trichy, India ABSTRACT: Visually impaired people have difficulty in travelling and accessing information about public transportation systems. Several systems have been developed for helping visually impaired people to use the city bus. Most systems provide dual-way communication and require costly and complex equipments. The purpose of this study is to reduce the difficulties faced by visually impaired people while boarding in city buses, using an interactive wireless communication system. The system comprised a user module and a bus module to provide a direct one-to-one connection to reduce the difficulties due to many-to-many communication. When the user triggers the switch, the user module immediately sends out the information. If the bus module receives the matched signal, it buzzes and the warning LED flashes to notify the bus driver that someone is waiting to board on the bus. The interactive wireless communication aid system is a valid and low-cost device for assisting visually impaired people to use city buses. KEYwords:  Wireless communication; Visual impairment; Public transportation Citation: K. Bommaraju, A. Manikandan and S. Ramalingam. 2017. Aided System for Visually Impaired People in Bus Transport using Intel Galileo Gen-2: Technical Note, Int. J. Vehicle Structures Systems, 9(1), 219-223. doi:10.4273/ijvss.9.1.06 Introduction The use of public transport is vital to the productivity and independence of visually impaired people. Supporting visually impaired people to use the public transport can increase their chances of education and employment and reduces the financial burden on their families. In most physical environments, the visually impaired people have difficulty in accessing information about bus stops, terminals, vehicles, schedules, maps, and directories, which prevent them from using the public transport effectively. Knowing the location of the bus stop and the time when the bus arrives are the difficulties faced by the visually impaired people. Some position navigation systems have been developed to solve the problem of locating bus stops. Advanced public transportation services (APTS), including bus dynamic information display method with the Global Positioning System (GPS) technology, have been developed by many countries. APTS [1] helps with the bus-stop voice reporting systems to provide more information for visually impaired people about the arrival of the bus which they want to board. Some APTS combined special handling devices were designed to provide dynamic information for visually impaired people. In Taiwan, the Taipei city government utilized an experimental system named broadcasting bus, that announces the bus number upon arriving at the bus terminal, to serve the visually impaired in 2002. The APTS named e-bus system started to be deployed in Taipei city since 2005 [3]. Using these technologies the number and the waiting time of the buses were shown on the light-emitting diode (LED) screen at the smart bus stops using GPRS facility. Only 20 percent of bus stops are planned to build. A survey of 400 passengers in 1998 revealed that the smart bus stops are not sufficient when equipped only with the voice reporting system because the voice information confused when many buses approached the sam e terminal at the same time which was a disadvantage of using many-to-many communication. The APTS with bus-stop voice reporting system and handheld devices might not provide a solution to this important issue. A survey showed that it would be very helpful if somebody could alert bus drivers about their boarding on buses. Various systems have been developed for visually impaired to communicate with bus drivers. Mehra et al. developed a user-triggered bus identification system in 2010. The user could select a particular bus and send signals by user module, and then a small LED starts flickering in the drivers control panel. The system offered only one-way communication. Bischof et al.developed a wireless local area network (WLAN) communication system named NAVCOM. The authors proposed that blind people need a feedback to make sure whether the bus drivers get the original message. Another bus identification system designed by El Alamy et al. involves a bus station controller to identify users and send signals to buses with radio frequency. This system will say the information of the bus number when there is a 2-meter distance between the bus and the bus station. In Taipei, bus drivers are forced to leave the bus stop as soon as possible because most time several buses arrive at the same bus stop simultaneously. Visually impaired people are often ignored at bus stops if no one informs bus drivers about waiting passengers [2]. The aim of the present study is to reduce the difficulties faced by visually impaired people while taking buses with interactive wireless communication design. The interactive feedback system allow visually impaired people and bus drivers to receive the transmitted signals from each other and improve the success rate of boarding correct buses [4]. Project moto The moto of our project is to help the visually impaired people to transport easily and also we added some extra features through which the deaf could also be benefited in bus transport. So our project is like a knife which is sharp at both the ends and is going to help the people in two ways. Adults also can know which bus is going to arrive at that moment. So all the people in the society can use this system. We are very interested in doing such a project for our society. There are two modules user module and bus module. The user module will be handled by the user or it can also be placed as common in the bus stop also, so that all the people can use it and then if it is handled by single user alone then he or she can only use it. The bus module is fixed in the place where the driver can notice it. Hardware design For the development of our project, we use two modules. One at the bus driver-bus module One at the passenger-user module Here we are using both transmitter and receiver at both the module. The process, here is that the passenger waiting at the bus stop should switch on the passenger module, it sends out the signal, that signal is received at the receiver of the bus module. Then automatically the alarm sound will be produced and then the LCD will display that there is a passenger is waiting at the nearby bus stop, and then an LED will be glowing there. There are many components that are used for this process. Two types of ICs are used one is coding IC and the other is decoding IC. Fig. 1: Intel Galileo Gen-2 Here the signal is transmitted and received using RF transmitting and receiving modules. For various indicating purpose we use different types of LCD such as warning LED to glow while the buzzer buzzes and the power LED to indicate the status of the module whether it is in ON or OFF state. The main component of our project is Intel Galileo Gen-2 board which is used in Adruinio programming platform as shown in Fig. 1. The speciality of this board is that it can be used as a PC after installing an OS through SD card. It also has some special features that it can be connected to LAN and access internet, it has 20 digital pins which can be used as input/output and 6PWM output pins. We can also connect USB cable to it to transfer programming to it. It works with a power supply of 7-15V DC input. The coding IC HT12E is a 18 pin IC as shown in Fig. 2 mostly used for Radio Applications. The main purpose of this IC is to convert parallel input to serial output. It has 8 address pins and 4 dat a pins, used as an encoder. It has an active low enable pin and works on the voltage level of 2.4-12V. Fig. 2: Encoding IC Fig. 3: Decoding IC Fig. 4: System framework of the user module and the bus module In Fig. 3, the decoding IC HT12D is also a 18 pin IC and converts the serial input to parallel output. Which does the opposite process on the coding IC. Operates at the voltage level same as coding IC. The block diagram shows the components connection of both user and bus module. System development In a real environment, the interaction between visually impaired people and bus drivers are many-to-many relationship rather than a one-to-one. For technological simplicity, in our system we used a one-to-one interactive communication system. The collision of communication data over the one-to-one interactive wireless communication leads to the poor stability and low accuracy of wireless communication. The signal communicates through two distinct frequency bands: 434MHz and 315MHz. The interactive wireless communication system has two modules: a user module for the visually impaired (Fig. 4), and a bus module (Fig. 5) for bus drivers. The hardware was developed according to the interactive design. The user module consists of a wireless transmission module (434MHz), a wireless receiving module (315MHz). The bus module consists of a wireless transmission module (315MHz), a wireless receiving module (434MHz). When the user module sends out a signal, it is transmitted through the 434MHz band to the bus module, which then sends reply through the 315MHz band to the user module. In this way by using different frequencies for transmitting and receiving signals, the problem of wireless data collision between users is avoided. Outcome measure A basic requirement of this system is the wireless communication distance. If the wireless communication distances were shorter than buses stopping distances, conversely, if the wireless communication distance was too long, it was possible that the bus driver would have received the information from a waiting user too early. To avoid such situations, the maximum transmission distance of this system must be less than 100 meters. The outputs are displayed in an LCD which are taken snapshot for both transmitter in Fig. 5 and receiver in Fig. 6. 5.1. Transmitter: Fig.5(a) : Transmitter Initial Stage Fig.5(b) : Transmitter After Request Fig.5 (c): Transmitter After press Key pad 5.2. Receiver Fig.6(a):   Receiver Request of the blind person in the bus module Fig.6(b):   Receiver- Indication of the blind person Conclusions Thus this system improves the confidence of the visually impaired to take city buses and travel to their desired destination. This system is flexible to any climatic conditions. Thus by using our project visually impaired people can use the public transport facilities in an efficient manner. References: A. Montarzino, B. Robertson, P. Aspinall, A. Ambrecht, C. Findlay, J. Hine and B. Dhillon. 2007. The impact of mobility and public transport on the independence of visually impaired people, Vis. Impair. Res., 9, 67-82. https://doi.org/10.1080/13882350701673266. E. Neuville, M. Izaute and L. Trassoudaine. 2009. A way finding pilot study: The use of the intelligent public vehicle by people with visual impairment, Br. J. Vis. Impair., 27, 65-74. https://doi.org/10.1177/0264619à ¢Ã¢â€š ¬Ã…’608097747. Survey on Difficulties in Daily Living of above 6 Year-Old Physically and Mentally Disabled, Report on Physically and Mentally Disabled Citizens Living Demand Survey, 2000, Taiwan Ministry of the Interior, Taipei, Taiwan, 329. W.R. Wiener, P. Ponchillia, E. Joffee, J.R. Kuskin and J. Brown. 2000. The effectiveness of external bus speaker systems for persons who are visually impaired, J. Vis. Impair. Blind., 94, 421-433. T.P. Hatlen and L.A. Myers, Advocating in behalf of blind and visually impaired bus travellers, Access to Mass Transit for Blind and Visually Impaired Travelers American Foundation for the Blind, 87-91. Hsiao-Lan Wang , Ya-Ping Chen , Chi-Lun Rau   and Chung-Huang Yu. An Interactive Wireless Communication System for Visually Impaired People Using City Bus Transport. Int. J. Environ. Res. Public Health 2014, 11(5), 4560-4571; doi:10.3390/ijerph110504560.

The Importance of Nutrition and Sleeping Habits In The Classroom Essay

The Importance of Nutrition and Sleeping Habits In The Classroom Having good nutrition and sleeping habits is very important for education. It is important for children and adolescents to perform well in the classroom so that they get the most out of their education. Having poor sleeping habits or poor eating habits can have many harmful effects on a child’s classroom performance. If children have good eating habits as well as good sleeping habits they will perform better and be able to live up to their potential. Good nutrition is very important for children in all areas of their life but it is a key factor in how they perform in the classroom. One study showed that â€Å"taller more healthy children have higher levels of verbal development† and healthier children have â€Å"positively associated performance on reading, spelling, and arithmetic tests† (conceptual). Classroom tests are a very good indicator of how a child performs in school. The study shows that children with good nutrition have done better than children with health problems or who are under-nourished. Another study correlates with the first in showing that â€Å"children who had more adequate diets scored higher on the cognitive battery than those with less adequate intake† ( ). Good nutrition helps cognitive function which is defined as â€Å"the ability to learn categories, to process and structure information, and to learn and react to social and environmental cues. Cognitive function also includes the ability to ask appropriate questions and provide appropriate answers with in a given environment and to identify and solve relevant problems† (Cline). Cognitive function is important for good performance in the classroom because if a child cannot convey t... ...nd teachers would be able to get more accomplished with their students during the day. Studies show that there is a direct correlation between good sleeping habits in children and increased learning ability. Children who get adequate sleep have better cognitive function, are more inclined to concentrate better, and formulate questions better for things they do not understand. Good nutrition and good sleeping habits are important to good classroom performance. They both can greatly improve learning ability and cognitive function having a positive affect on children’s education. When children have poor sleeping habits and poor nutrition their learning ability is less and classroom performance is lower. Both factors are very important for children’s education and good habits should be developed early ensure that they will do well throughout school and in life.

Family A Tough Bond To Break :: essays research papers fc

Family: A tough Bond to Break Many wise pholosophers say that only 7 stories exist in the world as we know it. The struggle of good versus evil, finding true love, and the rise and fall of important people have been written about since the discovery of pen and paper. One theme that stands out in Homer’s epic, The Odyssey, is the desperation to keep a family together. Odysseus, Telemacus, and Penelope all suffer hardships trying to keep the tight bond their family has, as close as possible.   Ã‚  Ã‚  Ã‚  Ã‚  Odysseus is determined he will return to his wife and newborn son after the war of Troy was won. Many trials and tribulations are presented to Odysseus on his journey home. Polyphemus, the Cyclops, tries to detain the hero from returning to his home of Ithaca. Poseidon’s son failed and ended up being blinded (Milch p. 29). Odysseus was also tempted by Calypso. The nymph-goddess offered to make him immortal if he would just stay with her on the island for ever. Odysseus refused and started his epic journey to Ithaca once again. Odysseus is told to visit Teiresias in Hades to find a way to make it back to Penelope and Telemacus. He must venture to the land of the dead (Rieu p 160). The only important thing in Odysseus’ life is returning to his family in Ithaca.   Ã‚  Ã‚  Ã‚  Ã‚  Having the same feelings his father possesses, Telemacus’ only desires are to keep his mother from marrying one of the many suitors and acquiring knowledge of his father. He must do this because he knows that if his father is dead, he must return to Ithica to fight the suitors alone (and eventually be killed). His other choice is to stay away from Ithica all together and lose the respect of his people and do harm to his fathers name. To do this, Telemacus sets out on a journey of his own. He first decides to visit his fathers friend, Nestor, first (Rieu, p. 30-44). Nestor tells of his fathers great deeds. After leaving Nestors palace, Telemacus visits Menelaus. He is visiting these great men to find out about his father. Since Telemacus was only an infant when his father set out to fight at Troy, he really does not remember him. By hearing stories about the great acts his father committed, he feels that he knows him better. This brings new feelings about is father.

Irresponsibile Biff in Arthur Millers Death of a Salesman :: Death Salesman essays

Irresponsibile Biff in Arthur Miller's Death of a Salesman      Ã‚  Ã‚  Ã‚  Ã‚   Have you ever felt as if you do not know what to do with your life? Everyone does sometimes, but certain people are like that their whole life. These people are irresponsible and depend on others to survive.   In "Death of a Salesman", Biff is one of these people.   He is irresponsible because he depends on Happy, depends on Willy, and does not know what to do for a living.      Ã‚  Ã‚  Ã‚   Biff looks up on Happy as an example of good life.   It seems to him that Happy's life is stable and successful. Even though this is not true, Biff lets it bother him. He wants Happy to get him a job in New York so they could work together.   This shows some of his dependency and irresponsibility.   Biff does not seem as if he could live on his own successfully.   This disappoints both Happy and Willy. But this is not the only problem Biff has.      Ã‚  Ã‚  Ã‚   Biff also depends on Willy to get him through life.   Willy's low morals cause Biff to think it's all right to concentrate on football when he was in high school.   Biff does not think he has to work in school. When he flunks math, he does not know what to do and once again turns to Willy.   Now Biff cannot go to college and since he has been concentrating on football, he has little or no skills at anything else.   He depends on Willy's support to help him. But since Willy's expectations of Biff are not met, Biff does not receive the help he needs and moves off on his own.   This leaves Biff to find a goal in life and reach it.      Ã‚  Ã‚  Ã‚  Ã‚   Finally, Biff does not know what to do for a living.   He is constantly moving around, unsure of what to do next.   This may be because of his uncertainty of a future. Biff has never held a steady job.   Because of this, he has never held a steady home. This shows a lot of irresponsibility.   Until he knows what he wants to do, Biff cannot settle down and become an adult.   This inconsistency in employment makes Biff irresponsible.

Schiaparelli vs Chanel

In Judith Thurman’s article for The New Yorker, â€Å"Mother of Invention in Fashion† she tells of the life and fashion influence of designer Elsa Schiaparelli. The name may not be familiar to fashion outsiders but the Italian designer emerged around the same time period as the better-known Coco Chanel. While Chanel is most known for her simple cut clothing and classic designs, Schiaparelli is known for her courageous use of eclectic patterns and colorful zippers.In a world of fashion where firsts are a rarity, Schiaparelli is recognized for innovations such as the overall, the power suit, colored hosiery and the wedge, a shoe that has yet to go out of style just to name a few. She had the boldness to design scarf dresses in bright fuchsia and mix and match sportswear in an array of knits. She was there for society during a time of adventure and outspokenness and through her daring designs she gave women an outlet to express themselves.During World War II Schiaparelli p ut designing on the backburner due to the political situation and instead used her popular influence to help raise funds for various French relief charities. She refused to design clothes at such a time of suffering and terror and through this act she showed her solidarity and strong ethics. Her rival, Gabrielle â€Å"Coco† Chanel was shacked up with a Nazi officer at the fancy Ritz while women were wearing her black designs to funerals for the many that were dying throughout the country.As the war came to an end Chanel came back strong with her original designs as simple and as black as ever just what society needed-mindless outfits. This society who was once willing to work and try to stand out, now just wanted to blend into the sorrowful world that the war had turned life into, they didn’t want to think at all. In the time of pre World War II, society was willing to go out of their way for fashion, to strive to stand out and be bold, to try and to work for it. Schap arelli was a â€Å"poet of couture† as Thurman calls her, â€Å"she designed clothes for an emboldened and unbeholden New Woman†.(Thurman, 1) Postwar the world was in a conservative state, the demand for fuchsia and graphic knitwear was not high, and â€Å"her work was out of tune with the tastes of a conservative postwar public†. (Thurman, 3) The innovative work of Schaparelli was recognized and at a time useful to the general public but its uniqueness was not good enough to stay in society’s minds and unlike Chanel, it did not become a household name. Women no longer wanted to be outspoken, they instead wanted their clothing to speak for them.The little black dress practically invented by Chanel did just that-it spoke for itself. Throughout decades Chanel has created a following strong enough that in a sense it is its own category of style and has kept its affluent name throughout depressions and economic plights. The highest forms of royalty, the great est icons and even the First Ladies of America clad themselves in the classic tweed of Chanel. The mindlessness of being able to rely on the classic cut, the clean lines and the dependent mix of grays and blacks are what makes Chanel a â€Å"go-to† for recognized and upper class women.Chanel represents the adaptation of fashion, postwar women did not want to try, they did not want to â€Å"think too hard† or work for fashion. Chanel doesn’t want you to work at all, her clothing is meant to be worn and say enough for you, one of her classics, the little black dress symbolizes a woman putting on a dress that speaks for itself, it screams classy and timeless. Thurman writes, in reference to monumental breakthroughs such as â€Å"monotheism, penicillin, the little black dress, â€Å"history tends to remember those who have one big idea.† (1) Chanel had big ideas, even if they were adapted from what was already invented, and those ideas were timeless. When on e is wearing Chanel that is what is seen, it is not the women in Chanel that stands out but the Chanel on the woman. The little black dress which is casually referred to by today’s designers as the â€Å"LBD† has become such a staple that rarely will a woman’s closet be lacking at least one. A little black dress is hardly as exciting and conversational as a hot pink pantsuit or as daring as sportswear with animal shaped buttons, but its black simplicity is mindless.It was exactly how society wanted its women to behave at the end of the 1940’s; the little black dress spoke for them because nobody wanted them to speak for themselves. A woman standing in the corner at a dinner party wearing Chanel does not need to be attended to, the fact that she is donning Chanel says just enough. She is wealthy, she is taken care of and anything she feels the need to say is being said by her Chanel outfit. One of the best known images of the little black dress is in Blake Edward’s film adaptation of Truman Capote’s Breakfast at Tiffany’s.Audrey Hepburn plays the naive yet eccentric character of Holly Golightly and her look has become legendary. Her hair pulled tightly into a bun and a never ending strand of pearls wrapped around her neck all of which accessorize her classic little black dress and a long stemmed cigarette that she has, without fail, permanently in hand. Hepburn, frequently clad in Chanel, prances around the city as if it is her playground, nonchalantly yet tragically running with a different gentleman every evening.It would seem that she enjoys their company but she refers to them as â€Å"rats† during her daily rants to her new companion and neighbor. This character remains unnamed in the book but through the film we learn that his name is Paul, although Holly finds him uncannily familiar to his brother and insists on calling him Fred. Holly Golightly’s behavior is eccentric and sometimes unprompte d and in both the film and the novel the audience and readers are able to grasp this unpredictable aspect of her personality.Edwards and Capote’s depiction of Holly is incredibly different in their respective portrayals of this wild character. Although the storylines differ each of their portrayals successfully convey Holly as the entertaining woman that she is. Capote’s version makes readers push themselves and question Holly as a character is she a phony? Is her behavior really past her? Does Holly not see what is going on? Readers are delving deep and thinking hard to understand the Holly Golightly in the text. We are looking deep into her character and trying to see her for who she is, to understand this seemingly complex woman.But then there is something about the Holly Golightly that Blake Edwards has created, a facade that appears in part due to her memorable ensemble. The movie’s Holly Golightly is easier for the audience to understand and empathize with . There is no thinking involved, just a beautiful face and a simple little black dress. The Chanel-clad Holly allows us to look at her without really looking into her, we are satisfied with what we see and our judgment is left at that. The Chanel little black dress is speaking for Holly and it is giving off an impression that leaves the audience excusing her for her petty actions.One of the most notable differences between the movie and the book is the ending that Paramount pictures completely changed from how Truman Capote first wrote it. Holly’s main eccentricity is that she is constantly traveling, never being able to settle in one place that she finds herself comfortable in. â€Å"I don't want to own anything until I find a place where me and things go together. I'm not sure where that is†¦Ã¢â‚¬ (Capote,) At the end of the novel Holly remains her true nomadic and the last readers hear of her is through a postcard sent from Brazil to the narrator, like expected she has not settled down.Then there is the film version of Holly, a character who we choose to take for what she is, whatever that may be. In the film the narrator Paul/Fred, is able to convince Holly to stay in New York, as he departs from a taxicab ride with her the audience thinks this is the last time they will ever see each other and the narrator, a man who is clearly head over heels for Holly, gives her a peace of his mind, and a glimpse into his broken heart: â€Å"You know what's wrong with you, Miss Whoever-You-Are?You're chicken; you've got no guts. You're afraid to stick out your chin and say, â€Å"Okay, life's a fact, people do fall in love, people do belong to each other, because that's the only chance anybody's got for real happiness. You call yourself a free spirit, a wild thing, and you're terrified somebody's going to stick you in a cage. Well, baby, you're already in that cage. You built it yourself†¦it's wherever you go. Because no matter where you run, you ju st end up running into yourself.†(Breakfast at Tiffany’s) Then to reader’s surprise but to audiences content Holly returns the narrator’s gestures! The Holly in the book would have never settled for love and given in to one man Holly was a traveler never settling for one man or one address. The Holly in the movie has just been put in her place and audiences expect this of her and they accept it. Of course the lady in Chanel will fall in love in this fairytale-like rainy scene.For a Schiaparelli wearing character we expect more, we don’t expect her to take such confrontation and to be told where she stands in the world, but the Chanel wearing woman will be swept off her feet and won over by her neighborly suitor. How is it that courtesy is given to the Holly Golightly in the film but yet the novel’s version of Holly would never be excused like this? Society, being the funny unpredictable way it is has the ability to turn its head at certain ev ents or times.In Thurman’s article we see that Schiaparelli and Chanel started off on equal ground but it is only one designer that is still around today: â€Å"Coco Chanel and Elsa Schiaparelli launched their fashion houses in the first decades of the last century like two rockets with equal payloads of ambition. Chanel settled into the lower and brighter-more visible-orbit, which the gravity of convention begins to erode. Schiaparelli exerts her influence like a distant celestial body on women and designers who may see hot pink when they free-associate her name, but who otherwise have no precise image of her work.†(Thurman, 1) For such originality, Schiaparelli was merely lost in the times and is only a memory with no precise image attached to her name. Was she who we should have remembered? While Schiaparelli was working for a good cause during the war and using her resources to raise money for French charities, Chanel was holed up decadently with a Nazi officer liv ing a lifestyle totally oblivious to the world’s events. Yet society turns its head and excuses Chanel’s actions just as quickly as they forget Schiaparelli’s heroic ones.Schiaparelli might not have been lost in the times had she made it simpler on us, had she tended to society’s needs. We give Chanel the courtesy that we give Edward’s version of Holly Golightly and we give Schiaparelli no courtesy at all. Edward’s Holly Golightly makes it easy to fall for her quirky little expressions and disregard towards the real world, the fairytale ending we are left with is simple and does not leave the audience wondering and digging deeper and for that we love the simplicity and mindlessness of the film’s Holly Golightly.It is the Holly Golightly in the film adaptation of Breakfast at Tiffany’s that has become illustrious throughout the years; her timelessness has stuck around like Chanel’s while the original novella’s fame has fizzled out like Schiaparelli’s. Like Chanel, the film version of Holly Golightly is one that the audience does not have to work to understand. Readers are sick of working to understand Truman Capote’s original Breakfast at Tiffany’s like women were sick of working to understand Schiaparelli.Sometimes it is the easy and the mindless that society not only wants but needs, and they are willing to throw all originality out the window for it. Works Cited Breakfast at Tiffany’s. Dir. Blake Edwards. Paramount Pictures, 1961. DVD. Capote, Truman. Breakfast At Tiffany’s. New York: Vintage Books, 1993. Thurman, Judith. â€Å"Mother of Invention in Fashion. † The New Yorker 27 Oct. 2003: 1-3. Print.