Analysis And Objectives Of Tourism Holdings Pty Ltd.

ANALYSIS AND OBJECTIVES Tourism Holdings Pty Ltd Business Unit: Resonline GUY GRIGG (S3551270) CIO OF TOURISM HOLDINGS 2 Situation Analysis Tourism Holdings is an umbrella company which contains 3 main business Units. 1. Bookeasy – an online software solution for Visitor Centres in Australia and New Zealand. 2. Resonline – a channel management solution which connects accommodation operators to Online Travel Agent websites (Evans 2013). 3. Impartmedia – a website development company for Tourism operators and consolidators. This report will focus on the Resonline Business Unit. 2.1 The Market 2.1.1 Needs Resonline supplies software solutions to its customers to help them target international and domestic travellers to purchase†¦show more content†¦Data from (Australia 2013b) 2.1.2.3 Combined Combining the research above, the market value as at 2013 is worth $32.35 billion dollars per year, and of particular interest is the rented house/apartment/flat or unit market, which contributes $9.7973 billion dollars to the Australian economy. 2.1.3 Trends As revealed by (reference 2), 62% of Australian accommodation provides instant confirmation on traveller bookings, the remaining 38% are confirmed on request (reference 1). The Trend in the industry is moving away from On Request confirmations, and moving towards instantly confirmed accommodation (Puvaneswary 2015) which better serves the consumers need for instant gratification (Evans 2013). A report collected from Bookeasy’s booking history received from over 41,000 tourism operators since January 2010 clearly confirms this trend in the Australian accommodation sector. (Get this published on a Bookeasy public blog?) Another strong indicator of this trend is that HomeAway, the Largest OTA in the vacation rental business is rapidly converting its customers from On Request to â€Å"online bookable† (Schaal 2015) and went on to say that it is so important to them that if their customers don’t upgrade their listing to online bookable then they â€Å"may not be on our site someday† (Schaal 2015). 2.1.4 Segmentation The target accommodation market segments which Channel Managers service are†¦ 1. Large Hotel Chains 2. Large Holiday Rental managers 3. Large Hotels 4. Small Hotels 5.Show MoreRelatedVirgin Blue Annual Report47891 Words   |  192 Pagesus and any of these carriers. 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The Twilight Saga 3 Eclipse Chapter 21. TRAILS Free Essays

string(36) " her lips trembling at the corners\." I HATED TO WASTE ANY PART OF THE NIGHT IN SLEEP, but that was inevitable. The sun was bright outside the window-wall when I woke, with small clouds scuttling too quickly across the sky. The wind rocked the treetops till the whole forest looked as if it was going to shake apart. We will write a custom essay sample on The Twilight Saga 3: Eclipse Chapter 21. TRAILS or any similar topic only for you Order Now He left me alone to get dressed, and I appreciated the chance to think. Somehow, my plan for last night had gone horribly awry, and I needed come to grips with the consequences. Though I’d given back the hand- me-down ring as soon as I could do it without hurting his feelings, my left hand felt heavier, like it was still in place, just invisible. This shouldn’t bother me, I reasoned. It was no big thing – a road trip to Vegas. I would go one better than old jeans – I would wear old sweats. The ceremony certainly couldn’t take very long; no more than fifteen minutes at the most, right? So I could handle that. And then, when it was over, he’d have to fulfill his side of the bargain. I would concentrate on that, and forget the rest. He said I didn’t have to tell anyone, and I was planning to hold him to that. Of course, it was very stupid of me not to think of Alice. The Cullens got home around noon. There was a new, businesslike feel to the atmosphere around them, and it pulled me back into the enormity of what was coming. Alice seemed to be in an unusually bad mood. I chalked it up to her frustration with feeling normal, because her first words to Edward were a complaint about working with the wolves. â€Å"I think† – she made a face as she used the uncertain word – â€Å"that you’re going to want to pack for cold weather, Edward. I can’t see where you are exactly, because you’re taking off with that dog this afternoon. But the storm that’s coming seems particularly bad in that general area.† Edward nodded. â€Å"It’s going to snow on the mountains,† she warned him. â€Å"Ew, snow,† I muttered to myself. It was June, for crying out loud. â€Å"Wear a jacket,† Alice told me. Her voice was unfriendly, and that surprised me. I tried to read her face, but she turned away. I looked at Edward, and he was smiling; whatever was bugging Alice amused him. Edward had more than enough camping gear to choose from – props in the human charade; the Cullens were good customers at the Newton’s store. He grabbed a down sleeping bag, a small tent, and several packets of dehydrated food – grinning when I made a face at them – and stuffed them all in a backpack. Alice wandered into the garage while we were there, watching Edward’s preparations without a word. He ignored her. When he was done packing, Edward handed me his phone. â€Å"Why don’t you call Jacob and tell him we’ll be ready for him in an hour or so. He knows where to meet us.† Jacob wasn’t home, but Billy promised to call around until he could find an available werewolf to pass the news to. â€Å"Don’t you worry about Charlie, Bella,† Billy said. â€Å"I’ve got my part of this under control.† â€Å"Yeah, I know Charlie’ll be fine.† I didn’t feel so confident about his son’s safety, but I didn’t add that. â€Å"I wish I could be with the rest of them tomorrow.† Billy chuckled regretfully. â€Å"Being an old man is a hardship, Bella.† The urge to fight must be a defining characteristic of the Y chromosome. They were all the same. â€Å"Have fun with Charlie.† â€Å"Good luck, Bella,† he answered. â€Å"And . . . pass that along to the, er, Cullens for me.† â€Å"I will,† I promised, surprised by the gesture. As I gave the phone back to Edward, I saw that he and Alice were having some kind of silent discussion. She was staring at him, pleading in her eyes. He was frowning back, unhappy with whatever she wanted. â€Å"Billy said to tell you ‘good luck.'† â€Å"That was generous of him,† Edward said, breaking away from her. â€Å"Bella, could I please speak to you alone?† Alice asked swiftly. â€Å"You’re about to make my life harder than it needs to be, Alice,† Edward warned her through his teeth. â€Å"I’d really rather you didn’t.† â€Å"This isn’t about you, Edward,† she shot back. He laughed. Something about her response was funny to him. â€Å"It’s not,† Alice insisted. â€Å"This is a female thing.† He frowned. â€Å"Let her talk to me,† I told him. I was curious. â€Å"You asked for it,† he muttered. He laughed again – half angry, half amused – and strode out of the garage. I turned to Alice, worried now, but she didn’t look at me. Her bad mood hadn’t passed yet. She went to sit on the hood of her Porsche, her face dejected. I followed, and leaned against the bumper beside her. â€Å"Bella?† Alice asked in a sad voice, shifting over and curling up against my side. Her voice sounded so miserable that I wrapped my arms around her shoulders in comfort. â€Å"What’s wrong, Alice?† â€Å"Don’t you love me?† she asked in that same sad tone. â€Å"Of course I do. You know that.† â€Å"Then why do I see you sneaking off to Vegas to get married without inviting me?† â€Å"Oh,† I muttered, my cheeks turning pink. I could see that I had seriously hurt her feelings, and I hurried to defend myself. â€Å"You know how I hate to make a big deal out of things. It was Edward’s idea, anyway.† â€Å"I don’t care whose idea it was. How could you do this to me? I expect that kind of thing from Edward, but not from you. I love you like you were my own sister.† â€Å"To me, Alice, you are my sister.† â€Å"Words!† she growled. â€Å"Fine, you can come. There won’t be much to see.† She was still grimacing. â€Å"What?† I demanded. â€Å"How much do you love me, Bella?† â€Å"Why?† She stared at me with pleading eyes, her long black eyebrows slanting up in the middle and pulling together, her lips trembling at the corners. You read "The Twilight Saga 3: Eclipse Chapter 21. TRAILS" in category "Essay examples" It was a heart-breaking expression. â€Å"Please, please, please,† she whispered. â€Å"Please, Bella, please – if you really love me . . . Please let me do your wedding.† â€Å"Aw, Alice!† I groaned, pulling away and standing up. â€Å"No! Don’t do this to me.† â€Å"If you really, truly love me, Bella.† I folded my arms across my chest. â€Å"That is so unfair. And Edward kind of already used that one on me.† â€Å"I’ll bet Edward would like it better if you did this traditionally, though he’d never tell you that. And Esme – think what it would mean to her!† I groaned. â€Å"I’d rather face the newborns alone.† â€Å"I’ll owe you for a decade.† â€Å"You’d owe me for a century!† Her eyes glowed. â€Å"Is that a yes?† â€Å"No! I don’t want to do this!† â€Å"You won’t have to do anything but walk a few yards and then repeat after the minister.† â€Å"Ugh! Ugh, ugh!† â€Å"Please?† She started bouncing in place. â€Å"Please, please, please, please, please?† â€Å"I’ll never, never ever forgive you for this, Alice.† â€Å"Yay!† she squealed, clapping her hands together. â€Å"That’s not a yes!† â€Å"But it will be,† she sang. â€Å"Edward!† I yelled, stalking out of the garage. â€Å"I know you’re listening. Get over here.† Alice was right behind me, still clapping. â€Å"Thanks so much, Alice,† Edward said acidly, coming from behind me. I turned to let him have it, but his expression was so worried and upset that I couldn’t speak my complaints. I threw my arms around him instead, hiding my face, just in case the angry moisture in my eyes made it look like I was crying. â€Å"Vegas,† Edward promised in my ear. â€Å"Not a chance,† Alice gloated. â€Å"Bella would never do that to me. You know, Edward, as a brother, you are sometimes a disappointment.† â€Å"Don’t be mean,† I grumbled at her. â€Å"He’s trying to make me happy, unlike you.† â€Å"I’m trying to make you happy, too, Bella. It’s just that I know better what will make you happy . . . in the long run. You’ll thank me for this. Maybe not for fifty years, but definitely someday.† â€Å"I never thought I’d see the day where I’d be willing to take a bet against you, Alice, but it has arrived.† She laughed her silvery laugh. â€Å"So, are you going to show me the ring?† I grimaced in horror as she grabbed my left hand and then dropped it just as quickly. â€Å"Huh. I saw him put it on you. . . . Did I miss something?† she asked. She concentrated for half a second, furrowing her brow, before she answered her own questions. â€Å"No. Wedding’s still on.† â€Å"Bella has issues with jewelry,† Edward explained. â€Å"What’s one more diamond? Well, I guess the ring has lots of diamonds, but my point is that he’s already got one on -â€Å" â€Å"Enough, Alice!† Edward cut her off suddenly. The way he glared at her . . . he looked like a vampire again. â€Å"We’re in a hurry.† â€Å"I don’t understand. What’s that about diamonds?† I asked. â€Å"We’ll talk about it later,† Alice said. â€Å"Edward is right – you’d better get going. You’ve got to set a trap and make camp before the storm comes.† She frowned, and her expression was anxious, almost nervous. â€Å"Don’t forget your coat, Bella. It seems . . . unseasonably cold.† â€Å"I’ve already got it,† Edward assured her. â€Å"Have a nice night,† she told us in farewell. It was twice as far to the clearing as usual; Edward took a long detour, making sure my scent would be nowhere near the trail Jacob would hide later. He carried me in his arms, the bulky backpack in my usual spot. He stopped at the farthest end of the clearing and set me on my feet. â€Å"All right. Just walk north for a ways, touching as much as you can. Alice gave me a clear picture of their path, and it won’t take long for us to intersect it.† â€Å"North?† He smiled and pointed out the right direction. I wandered into the woods, leaving the clear yellow light of the strangely sunny day in the clearing behind me. Maybe Alice’s blurred sight would be wrong about the snow. I hoped so. The sky was mostly clear, though the wind whipped furiously through the open spaces. In the trees it was calmer, but much too cold for June – even in a long-sleeved shirt with a thick sweater over the top, there were goose bumps on my arms. I walked slowly, trailingmy fingers over anything close enough: the rough tree bark, the wet ferns, the moss- covered rocks. Edward stayed with me, walking a parallel line about twenty yards away. â€Å"Am I doing this right?† I called. â€Å"Perfectly.† I had an idea. â€Å"Will this help?† I asked as I ran my fingers through my hair and caught a few loose strands. I draped them over the ferns. â€Å"Yes, that does make the trail stronger. But you don’t need to pull your hair out, Bella. It will be fine.† â€Å"I’ve got a few extras I can spare.† It was gloomy under the trees, and I wished I could walk closer to Edward and hold his hand. I wedged another hair into a broken branch that cut through my path. â€Å"You don’t need to let Alice have her way, you know,† Edward said. â€Å"Don’t worry about it, Edward. I’m not going to leave you at the altar, regardless.† I had a sinking feeling that Alice was going to get her way, mostly because she was totally unscrupulous when there was something she wanted, and also because I was a sucker for guilt trips. â€Å"That’s not what I’m worried about. I want this to be what you want it to be.† I repressed a sigh. It would hurt his feelings if I told the truth – that it didn’t really matter, because it was all just varying degrees of awful anyway. â€Å"Well, even if she does get her way, we can keep it small. Just us. Emmett can get a clerical license off the Internet.† I giggled. â€Å"That does sound better.† It wouldn’t feel very official if Emmett read the vows, which was a plus. But I’d have a hard time keeping a straight face. â€Å"See,† he said with a smile. â€Å"There’s always a compromise.† It took a while for me to reach the spot where the newborn army would be certain to cross my trail, but Edward never got impatient with my pace. He had to lead a bit more on the way back, to keep me on the same path. It all looked alike to me. We were almost to the clearing when I fell. I could see the wide opening ahead, and that’s probably why I got too eager and forgot to watch my feet. I caught myself before my head bashed into the nearest tree, but a small branch snapped off under my left hand and gouged into my palm. â€Å"Ouch! Oh, fabulous,† I muttered. â€Å"Are you all right?† â€Å"I’m fine. Stay where you are. I’m bleeding. It will stop in a minute.† He ignored me. He was right there before I could finish. â€Å"I’ve got a first aid kit,† he said, pulling off the backpack. â€Å"I had a feeling I might need it.† â€Å"It’s not bad. I can take care of it – you don’t have to make yourself uncomfortable.† â€Å"I’m not uncomfortable,† he said calmly. â€Å"Here – let me clean it.† â€Å"Wait a second, I just got another idea.† Without looking at the blood and breathing through my mouth, just in case my stomach might react, I pressed my hand against a rock within my reach. â€Å"What are you doing?† â€Å"Jasper will love this,† I muttered to myself. I started for the clearing again, pressing my palm against everything in my path. â€Å"I’ll bet this really gets them going.† Edward sighed. â€Å"Hold your breath,† I told him. â€Å"I’m fine. I just think you’re going overboard.† â€Å"This is all I get to do. I want to do a good job.† We broke through the last of the trees as I spoke. I let my injured hand graze across the ferns. â€Å"Well, you have,† Edward assured me. â€Å"The newborns will be frantic, and Jasper will be very impressed with your dedication. Now let me treat your hand – you’ve gotten the cut dirty.† â€Å"Let me do it, please.† He took my hand and smiled as he examined it. â€Å"This doesn’t bother me anymore.† I watched him carefully as he cleaned the gash, looking for some sign of distress. He continued to breathe evenly in and out, the same small smile on his lips. â€Å"Why not?† I finally asked as he smoothed a bandage across my palm. He shrugged. â€Å"I got over it.† â€Å"You . . . got over it? When? How?† I tried to remember the last time he’d held his breath around me. All I could think of was my wretched birthday party last September. Edward pursed his lips, seeming to search for the words. â€Å"I lived through an entire twenty-four hours thinking that you were dead, Bella. That changed the way I look at a lot of things.† â€Å"Did it change the way I smell to you?† â€Å"Not at all. But . . . having experienced the way it feels to think I’ve lost you . . . my reactions have changed. My entire being shies away from any course that could inspire that kind of pain again.† I didn’t know what to say to that. He smiled at my expression. â€Å"I guess that you could call it a very educational experience.† The wind tore through the clearing then, lashing my hair around my face and making me shiver. â€Å"All right,† he said, reaching into his pack again. â€Å"You’ve done your part.† He pulled out my heavy winter jacket and held it out for me to slide my arms in. â€Å"Now it’s out of our hands. Let’s go camping!† I laughed at the mock enthusiasm in his voice. He took my bandaged hand – the other was in worse shape, still in the brace – and started toward the other side of the clearing. â€Å"Where are we meeting Jacob?† I asked. â€Å"Right here.† He gestured to the trees in front of us just as Jacob stepped warily from their shadows. It shouldn’t have surprised me to see him human. I wasn’t sure why I’d been looking for the big red- brown wolf. Jacob seemed bigger again – no doubt a product of my expectations; I must have unconsciously been hoping to see the smaller Jacob from my memory, the easygoing friend who hadn’t made everything so difficult. He had his arms folded across his bare chest, a jacket clutched in one fist. His face was expressionless as he watched us. Edward’s lips pulled down at the corners. â€Å"There had to have been a better way to do this.† â€Å"Too late now,† I muttered glumly. He sighed. â€Å"Hey, Jake,† I greeted him when we got closer. â€Å"Hi, Bella.† â€Å"Hello, Jacob,† Edward said. Jacob ignored the pleasantry, all business. â€Å"Where do I take her?† Edward pulled a map from a side pocket on the pack and offered it to him. Jacob unfolded it. â€Å"We’re here now,† Edward said, reaching over to touch the right spot. Jacob recoiled from his hand automatically, and then steadied himself. Edward pretended not to notice. â€Å"And you’re taking her up here,† Edward continued, tracing a serpentine pattern around the elevation lines on the paper. â€Å"Roughly nine miles.† Jacob nodded once. â€Å"When you’re about a mile away, you should cross my path. That will lead you in. Do you need the map?† â€Å"No, thanks. I know this area pretty well. I think I know where I’m going.† Jacob seemed to have to work harder than Edward to keep the tone polite. â€Å"I’ll take a longer route,† Edward said. â€Å"And I’ll see you in a few hours.† Edward stared at me unhappily. He didn’t like this part of the plan. â€Å"See you,† I murmured. Edward faded into the trees, heading in the opposite direction. As soon as he was gone, Jacob turned cheerful. â€Å"What’s up, Bella?† he asked with a big grin. I rolled my eyes. â€Å"Same old, same old.† â€Å"Yeah,† he agreed. â€Å"Bunch of vampires trying to kill you. The usual.† â€Å"The usual.† â€Å"Well,† he said as he shrugged into his jacket to free his arms. â€Å"Let’s get going.† Making a face, I took a small step closer to him. He bent down and swept his arm behind my knees, knocking them out from under me. His other arm caught me before my head hit the ground. â€Å"Jerk,† I muttered. Jacob chuckled, already running through the trees. He kept a steady pace, a brisk jog that a fit human could keep up with . . . across a level plane . . . if they weren’t burdened with a hundred-plus pounds as he was. â€Å"You don’t have to run. You’ll get tired.† â€Å"Running doesn’t make me tired,† he said. His breathing was even – like the fixed tempo of a marathoner. â€Å"Besides, it will be colder soon. I hope he gets the camp set up before we get there.† I tapped my finger against the thick padding of his parka. â€Å"I thought you didn’t get cold now.† â€Å"I don’t. I brought this for you, just in case you weren’t prepared.† He looked at my jacket, almost as if he were disappointed that I was. â€Å"I don’t like the way the weather feels. It’s making me edgy. Notice how we haven’t seen any animals?† â€Å"Um, not really.† â€Å"I guess you wouldn’t. Your senses are too dull.† I let that pass. â€Å"Alice was worried about the storm, too.† â€Å"It takes a lot to silence the forest this way. You picked a hell of a night for a camping trip.† â€Å"It wasn’t entirely my idea.† The pathless way he took began to climb more and more steeply, but it didn’t slow him down. He leapt easily from rock to rock, not seeming to need his hands at all. His perfect balance reminded me of a mountain goat. â€Å"What’s with the addition to your bracelet?† he asked. I looked down, and realized that the crystal heart was facing up on my wrist. I shrugged guiltily. â€Å"Another graduation present.† He snorted. â€Å"A rock. Figures.† A rock? I was suddenly reminded of Alice’s unfinished sentence outside the garage. I stared at the bright white crystal and tried to remember what Alice had been saying before . . . about diamonds. Could she have been trying to say he’s already got one on you? As in, I was already wearing one diamond from Edward? No, that was impossible. The heart would have to be five carats or something crazy like that! Edward wouldn’t – â€Å"So it’s been a while since you came down to La Push,† Jacob said, interrupting my disturbing conjectures. â€Å"I’ve been busy,† I told him. â€Å"And . . . I probably wouldn’t have visited, anyway.† He grimaced. â€Å"I thought you were supposed to be the forgiving one, and I was the grudge-holder.† I shrugged. â€Å"Been thinking about that last time a lot, have you?† â€Å"Nope.† He laughed. â€Å"Either you’re lying, or you are the stubbornest person alive.† â€Å"I don’t know about the second part, but I’m not lying.† I didn’t like having this conversation under the present conditions – with his too-warm arms wrapped tightly around me and nothing at all I could do about it. His face was closer than I wanted it to be. I wished I could take a step back. â€Å"A smart person looks at all sides of a decision.† â€Å"I have,† I retorted. â€Å"If you haven’t thought at all about our . . . er, conversation the last time you came over, then that’s not true.† â€Å"That conversation isn’t relevant to my decision.† â€Å"Some people will go to any lengths to delude themselves.† â€Å"I’ve noticed that werewolves in particular are prone to that mistake – do you think it’s a genetic thing?† â€Å"Does that mean that he’s a better kisser that I am?† Jacob asked, suddenly glum. â€Å"I really couldn’t say, Jake. Edward is the only person I’ve ever kissed.† â€Å"Besides me.† â€Å"But I don’t count that as a kiss, Jacob. I think of it more as an assault.† â€Å"Ouch! That’s cold.† I shrugged. I wasn’t going to take it back. â€Å"I did apologize about that,† he reminded me. â€Å"And I forgave you . . . mostly. It doesn’t change the way I remember it.† He muttered something unintelligible. It was quiet then for a while; there was just the sound of his measured breathing and the wind roaring high above us in the treetops. A cliff face rose sheer beside us, bare, rough gray stone. We followed the base as it curved upward out of the forest. â€Å"I still think it’s pretty irresponsible,† Jacob suddenly said. â€Å"Whatever you’re talking about, you’re wrong.† â€Å"Think about it, Bella. According to you, you’ve kissed just one person – who isn’t even really a person – in your whole life, and you’re calling it quits? How do you know that’s what you want? Shouldn’t you play the field a little?† I kept my voice cool. â€Å"I know exactly what I want.† â€Å"Then it couldn’t hurt to double check. Maybe you should try kissing someone else – just for comparison’s sake . . . since what happened the other day doesn’t count. You could kiss me, for example. I don’t mind if you want to use me to experiment.† He pulled me tighter against his chest, so that my face was closer to his. He was smiling at his joke, but I wasn’t taking any chances. â€Å"Don’t mess with me, Jake. I swear I won’t stop him if he wants to break your jaw.† The panicky edge to my voice made him smile wider. â€Å"If you ask me to kiss you, he won’t have any reason to get upset. He said that was fine.† â€Å"Don’t hold your breath, Jake – no, wait, I changed my mind. Go right ahead. Just hold your breath until I ask you to kiss me.† â€Å"You’re in a bad mood today.† â€Å"I wonder why?† â€Å"Sometimes I think you like me better as a wolf.† â€Å"Sometimes I do. It probably has something to do with the way you can’t talk.† He pursed his broad lips thoughtfully. â€Å"No, I don’t think that’s it. I think it’s easier for you to be near me when I’m not human, because you don’t have to pretend that you’re not attracted to me.† My mouth fell open with a little popping sound. I snapped it shut at once, grinding my teeth together. He heard that. His lips pulled tightly across his face in a triumphant smile. I took a slow breath before I spoke. â€Å"No. I’m pretty sure it’s because you can’t talk.† He sighed. â€Å"Do you ever get tired of lying to yourself? You have to know how aware you are of me. Physically, I mean.† â€Å"How could anyone not be aware of you physically, Jacob?† I demanded. â€Å"You’re an enormous monster who refuses to respect anyone else’s personal space.† â€Å"I make you nervous. But only when I’m human. When I’m a wolf, you’re more comfortable around me.† â€Å"Nervousness and irritation are not the same thing.† He stared at me for a minute, slowing to a walk, the amusement draining from his face. His eyes narrowed, turned black in the shadow of his brows. His breathing, so regular as he ran, started to accelerate. Slowly, he leaned his face closer to mine. I stared him down, knowing exactly what he was trying to do. â€Å"It’s your face,† I reminded him. He laughed loudly and started jogging again. â€Å"I don’t really want to fight with your vampire tonight – I mean, any other night, sure. But we both have a job to do tomorrow, and I wouldn’t want to leave the Cullens one short.† The sudden, unexpected swell of shame distorted my expression. â€Å"I know, I know,† he responded, not understanding. â€Å"You think he could take me.† I couldn’t speak. I was leaving them one short. What if someone got hurt because I was so weak? But what if I was brave and Edward . . . I couldn’t even think it. â€Å"What’s the matter with you, Bella?† The joking bravado vanished from his face, revealing my Jacob underneath, like pulling a mask away. â€Å"If something I said upset you, you know I was only kidding. I didn’t mean anything – hey, are you okay? Don’t cry, Bella,† he pled. I tried to pull myself together. â€Å"I’m not going to cry.† â€Å"What did I say?† â€Å"It’s nothing you said. It’s just, well, it’s me. I did something . . . bad.† He stared at me, his eyes wide with confusion. â€Å"Edward isn’t going to fight tomorrow,† I whispered the explanation. â€Å"I’m making him stay with me. I am a huge coward.† He frowned. â€Å"You think this isn’t going to work? That they’ll find you here? Do you know something I don’t know?† â€Å"No, no. I’m not afraid of that. I just . . . I can’t let him go. If he didn’t come back . . .† I shuddered, closing my eyes to escape the thought. Jacob was quiet. I kept whispering, my eyes shut. â€Å"If anyone gets hurt, it will always be my fault. And even if no one does . . . I was horrible. I had to be, to convince him to stay with me. He won’t hold it against me, but I’ll always know what I’m capable of.† I felt just a tiny bit better, getting this off my chest. Even if I could only confess it to Jacob. He snorted. My eyes opened slowly, and I was sad to see that the hard mask was back. â€Å"I can’t believe he let you talk him out of going. I wouldn’t miss this for anything.† I sighed. â€Å"I know.† â€Å"That doesn’t mean anything, though.† He was suddenly backtracking. â€Å"That doesn’t mean that he loves you more than I do.† â€Å"But you wouldn’t stay with me, even if I begged.† He pursed his lips for a moment, and I wondered if he would try to deny it. We both knew the truth. â€Å"That’s only because I know you better,† he said at last. â€Å"Everything’s going to go without a hitch. Even if you’d asked and I’d said no, you wouldn’t be mad at me afterwards.† â€Å"If everything does go without a hitch, you’re probably right. I wouldn’t be mad. But the whole time you’re gone, I’ll be sick with worry, Jake. Crazy with it.† â€Å"Why?† he asked gruffly. â€Å"Why does it matter to you if something happens to me?† â€Å"Don’t say that. You know how much you mean to me. I’m sorry it’s not in the way you want, but that’s just how it is. You’re my best friend. At least, you used to be. And still sometimes are . . . when you let your guard down.† He smiled the old smile that I loved. â€Å"I’m always that,† he promised. â€Å"Even when I don’t . . . behave as well as I should. Underneath, I’m always in here.† â€Å"I know. Why else would I put up with all of your crap?† He laughed with me, and then his eyes were sad. â€Å"When are you finally going to figure out that you’re in love with me, too?† â€Å"Leave it to you to ruin the moment.† â€Å"I’m not saying you don’t love him. I’m not stupid. But it’s possible to love more than one person at a time, Bella. I’ve seen it in action.† â€Å"I’m not some freaky werewolf, Jacob.† He wrinkled his nose, and I was about to apologize for that last jab, but he changed the subject. â€Å"We’re not far now, I can smell him.† I sighed in relief. He misinterpreted my meaning. â€Å"I’d happily slow down, Bella, but you’re going to want to be under shelter before that hits.† We both looked up at the sky. A solid wall of purple-black cloud was racing in from the west, blackening the forest beneath it as it came. â€Å"Wow,† I muttered. â€Å"You’d better hurry, Jake. You’ll want to get home before it gets here.† â€Å"I’m not going home.† I glared at him, exasperated. â€Å"You’re not camping with us.† â€Å"Not technically – as in, sharing your tent or anything. I prefer the storm to the smell. But I’m sure your bloodsucker will want to keep in touch with the pack for coordination purposes, and so I will graciously provide that service.† â€Å"I thought that was Seth’s job.† â€Å"He’ll take over tomorrow, during the fight.† The reminder silenced me for a second. I stared at him, worry springing up again with sudden fierceness. â€Å"I don’t suppose there’s any way you’d just stay since you’re already here?† I suggested. â€Å"If I did beg? Or trade back the lifetime of servitude or something?† â€Å"Tempting, but no. Then again, the begging might be interesting to see. You can give it a go if you like.† â€Å"There’s really nothing, nothing at all I can say?† â€Å"Nope. Not unless you can promise me a better fight. Anyway, Sam’s calling the shots, not me.† That reminded me. â€Å"Edward told me something the other day . . . about you.† He bristled. â€Å"It’s probably a lie.† â€Å"Oh, really? You aren’t second in command of the pack, then?† He blinked, his face going blank with surprise. â€Å"Oh. That.† â€Å"How come you never told me that?† â€Å"Why would I? It’s no big thing.† â€Å"I don’t know. Why not? It’s interesting. So, how does that work? How did Sam end up as the Alpha, and you as the . . . the Beta?† Jacob chuckled at my invented term. â€Å"Sam was the first, the oldest. It made sense for him to take charge.† I frowned. â€Å"But shouldn’t Jared or Paul be second, then? They were the next to change.† â€Å"Well . . . it’s hard to explain,† Jacob said evasively. â€Å"Try.† He sighed. â€Å"It’s more about the lineage, you know? Sort of old-fashioned. Why should it matter who your grandpa was, right?† I remembered something Jacob had told me a long time ago, before either of us had known anything about werewolves. â€Å"Didn’t you say that Ephraim Black was the last chief the Quileutes had?† â€Å"Yeah, that’s right. Because he was the Alpha. Did you know that, technically, Sam’s the chief of the whole tribe now?† He laughed. â€Å"Crazy traditions.† I thought about that for a second, trying to make all the pieces fit. â€Å"But you also said that people listened to your dad more than anyone else on the council, because he was Ephraim’s grandson?† â€Å"What about it?† â€Å"Well, if it’s about the lineage . . . shouldn’t you be the chief, then?† Jacob didn’t answer me. He stared into the darkening forest, as if he suddenly needed to concentrate on where he was going. â€Å"Jake?† â€Å"No. That’s Sam’s job.† He kept his eyes on our pathless course. â€Å"Why? His great-granddad was Levi Uley, right? Was Levi an Alpha, too?† â€Å"There’s only one Alpha,† he answered automatically. â€Å"So what was Levi?† â€Å"Sort of a Beta, I guess.† He snorted at my term. â€Å"Like me.† â€Å"That doesn’t make sense.† â€Å"It doesn’t matter.† â€Å"I just want to understand.† Jacob finally met my confused gaze, and then sighed. â€Å"Yeah. I was supposed to be the Alpha.† My eyebrows pulled together. â€Å"Sam didn’t want to step down?† â€Å"Hardly. I didn’t want to step up.† â€Å"Why not?† He frowned, uncomfortable with my questions. Well, it was his turn to feel uncomfortable. â€Å"I didn’t want any of it, Bella. I didn’t want anything to change. I didn’t want to be some legendary chief. I didn’t want to be part of a pack of werewolves, let alone their leader. I wouldn’t take it when Sam offered.† I thought about this for a long moment. Jacob didn’t interrupt. He stared into the forest again. â€Å"But I thought you were happier. That you were okay with this,† I finally whispered. Jacob smiled down at me reassuringly. â€Å"Yeah. It’s really not so bad. Exciting sometimes, like with this thing tomorrow. But at first it sort of felt like being drafted into a war you didn’t know existed. There was no choice, you know? And it was so final.† He shrugged. â€Å"Anyway, I guess I’m glad now. It has to be done, and could I trust someone else to get it right? It’s better to make sure myself.† I stared at him, feeling an unexpected kind of awe for my friend. He was more of a grown-up than I’d ever given him credit for. Like with Billy the other night at the bonfire, there was a majesty here that I’d never suspected. â€Å"Chief Jacob,† I whispered, smiling at the way the words sounded together. He rolled his eyes. Just then, the wind shook more fiercely through the trees around us, and it felt like it was blowing straight off a glacier. The sharp sound of wood cracking echoed off the mountain. Though the light was vanishing as the grisly cloud covered the sky, I could still see the little white specks that fluttered past us. Jacob stepped up the pace, keeping his eyes on the ground now as he flat out sprinted. I curled more willingly against his chest, recoiling from the unwelcome snow. It was only minutes later that he dashed around to the lee side of the stony peak and we could see the little tent nestled up against the sheltering face. More flurries were falling around us, but the wind was too fierce to let them settle anywhere. â€Å"Bella!† Edward called out in acute relief. We’d caught him in the middle of pacing back and forth across the little open space. He flashed to my side, sort of blurring as he moved so swiftly. Jacob cringed, and then set me on my feet. Edward ignored his reaction and caught me in a tight hug. â€Å"Thank you,† Edward said over my head. His tone was unmistakably sincere. â€Å"That was quicker than I expected, and I truly appreciate it.† I twisted to see Jacob’s response. Jacob merely shrugged, all the friendliness wiped clean from his face. â€Å"Get her inside. This is going to be bad – my hair’s standing up on my scalp. Is that tent secure?† â€Å"I all but welded it to the rock.† â€Å"Good.† Jacob looked up at the sky – now black with the storm, sprinkled with the swirling bits of snow. His nostrils flared. â€Å"I’m going to change,† he said. â€Å"I want to know what’s going on back home.† He hung his jacket on a low, stubby branch, and walked into the murky forest without a backward glance. How to cite The Twilight Saga 3: Eclipse Chapter 21. TRAILS, Essay examples

Red Badge Of Courage (772 words) Essay Example For Students

Red Badge Of Courage (772 words) Essay Red Badge of CourageThe Red Badge of Courage by Stephen Crane traces the effects of war on a Union soldier, Henry Fleming, from his dreams of soldiering, to his actual enlistment, and through several battles of the Civil War. Henry Fleming was not happy with his boring life on the farm. He wanted to become a hero in war and have girls loving him for his glorious achievements in battle. He knew his mother would not like to see him go to war, but it was his decision to make. He dreamed of the exiting battles of war and the thrill of fighting glorious battles. He didnt want to stay on the farm with nothing to do, so he made the final decision to enlist. After enlisting he finds himself just sitting around with nothing to do. He manages to make friends with two other soldiers, John wilson and Jim Conklin. Wilson was as exited about going to war as Henry, while Jim was confident about the success of the new regiment. Henry started to realize after a few days of marching, that their regiment was just wandering aimlessly, going in circles, like a vast blue demonstration. They kept marching on without purpose, direction, or fighting. Through time Henry started to think about the battles in a different way, a more close and experienced way, he started to become afraid that he might run from battle when duty calls. He felt like a servent doing whatever his superiors told him. When the regement finally discovers a battle taking place, Jim gives Henry a little packet in a yellow envelope, telling Henry thatthis will be his first and last battle. The regiment managed to hold off the rebels for the first charge, but then the rebels came back like machines of steel with re-enforcements, driving the regement back. One man started to flee, then another, and another still. Henry was scared, confused, and in a trance as he saw his forces depleating. He finally got up and started running like a proverbial chicken, who has lost the direction of safety. After running away, Henry started rationalizing his behavior after running from the enemy. At first he fells he was a stupidcoward for running, then he feels he was just saving himself for later. he felt nature didnt want him to die, eventhough his side islosing. He believes he was intelligent for running and hopes he will die in battle just for spite. The same time Henry met Jim, he also met a tattered man. In the next charge, Henry and the tattered man see Jim die a slow, and painful death. After Jims death, and a little talking, Henry,though not realizing it, leaves the tattered man alone on the battle field, hurting inside, and dangerous to himself. In the charge ahead, Henry starts asking the soldiers why they are running. He grabbed a comrad by the arm and asked the man why- why- not letting go of the mans arm, so the man hit Henry over the head with the butt of his rifle, giving Henry his first Red Badge of Courage. Dazed, Henry stumbles around the battle field struggling to stay on his feet, until a cheery man comes around and helps Henry to get back to his regement. At his regiment he confronts wilson and has his wound on his head attended to. After a short rest he again gets back into battle. After the regiment lost that battle, the generals had the regiment marching again. Henry felt the generals were a lot oflunkheads for making them retreat instead of confronting the enemy. .u65e06a354a826851ab94420a8863a10d , .u65e06a354a826851ab94420a8863a10d .postImageUrl , .u65e06a354a826851ab94420a8863a10d .centered-text-area { min-height: 80px; position: relative; } .u65e06a354a826851ab94420a8863a10d , .u65e06a354a826851ab94420a8863a10d:hover , .u65e06a354a826851ab94420a8863a10d:visited , .u65e06a354a826851ab94420a8863a10d:active { border:0!important; } .u65e06a354a826851ab94420a8863a10d .clearfix:after { content: ""; display: table; clear: both; } .u65e06a354a826851ab94420a8863a10d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u65e06a354a826851ab94420a8863a10d:active , .u65e06a354a826851ab94420a8863a10d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u65e06a354a826851ab94420a8863a10d .centered-text-area { width: 100%; position: relative ; } .u65e06a354a826851ab94420a8863a10d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u65e06a354a826851ab94420a8863a10d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u65e06a354a826851ab94420a8863a10d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u65e06a354a826851ab94420a8863a10d:hover .ctaButton { background-color: #34495E!important; } .u65e06a354a826851ab94420a8863a10d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u65e06a354a826851ab94420a8863a10d .u65e06a354a826851ab94420a8863a10d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u65e06a354a826851ab94420a8863a10d:after { content: ""; display: block; clear: both; } READ: I Went To The Rochester Philharmonic Orchestra Concert At Eastman Thea EssayHenry begins to feel that, he and Wilson, are going to die, but goes to battle anyway. In battle, Henry began to fume with rage and exhaustion. He had a wild hate for the relentless foe. He was not going to be badgered of his life, like a kitten chased by boys. He felt that he and his companions were being taunted and derided from sincere convictions that they were poor and puny. In yet another battle, when Henry and Wilson get a chance to carry their flag, they fight over who will retain the flag. Wilson got the regement flag, though later in battle Henry manages to obtain the rebel flag. And from there, runs to the front of the line with the Liutenant, leading the way. In battle he fought like a Major General, though he did regret leaving the tattered man alone on the battle field, he hasgrown-up, and is not afraid of dying anymore.

Jazz Essays (1058 words) - English-language Films,

Jazz Jazz has been an influence in many artist's work, from painting to other forms of music. Jazz is an American music form that was developed from African-American work songs. The white man began to imitate them in the 1920's and the music form caught on and became very popular. Two artists that were influenced by jazz were Jean-Michel Basquiat and Stuart Davis. The influence is quite evident in many of their works, such as Horn Players, by Basquiat, and Swing Landscape, by Davis. Stuart Davis was born in Philadelphia in 1894. He grew up in an artistic environment, his father was art director of a Philadelphia newspaper, who had employed Luks, Glackens, and other members of the Eight. He studied with Robert Henri from 1910 to 1913, made covers and drawings for the social realist periodical The Masses, which was associated with the Ash-can School, and exhibited watercolors in the Armory Show, which made an overwhelming impact on him. After a visit to Paris in 1928 he introduced a new note into U.S. cubism, basing himself on its synthetic rather than its analytical phase. Using natural forms, particularly forms suggesting the characteristic environment of American life, he rearranged them into flat poster-like patterns with precise outlines and sharply contrasting colors. He later went on to pure abstract patterns, into which he often introduced lettering, suggestions of advertisements, and posters. The zest and dynamism of such works as Swing Landscape reflect his interest in jazz, which Davis considered to be the counterpart to abstract art. Davis is often considered to be the outstanding American artist to work in a cubism idiom. He made witty and original use of it and created a distinctive American style, for however abstract his works became he always claimed that every image he used had its source in observed reality. Davis once said I paint what I see in America, in other words I paint the American scene. Stuart Davis' works of the late 1930's celebrate the urban and technological environment and are quite complex and frequently recall Legers's brightly coloured geometric forms. Early works depict saloons and ragtime musicians. Titles and images of his works in the 30's reflect syncopation and unusual rhythm of jazz, particularly swing . Jean-Michel Basquiat was born in 1960, four years before Stuart Davis' death. At an early age Basquiat showed an interest and love for drawing. His mother often took him to The Brooklyn Museum, The Museum of Modern Art, and The Metropolitan Museum of Art. At the age of seven he and a friend of his wrote and illustrated a children's book. Basquiat was inspired by Alfred Hitchcock films, cars, comic books, and Alfred E. Newman from Mad Magazine. By the time he was seven he was an avid reader of French, Spanish, and English texts. In his teenage years Basquiat ran away from home often. He did not like obedience. By 1978 he was in with the in crowd. The filmmakers and artists of New York. He enjoyed doing graffiti work using the name SAMO ( same old *censored* ). Basquiat's career was divided into three broad phases. From 1980 to 1982 he used painterly gestures, mostly skeletal figures that signal his obsession with mortality. He also used figures that represent street existence, such as policeman, buildings, and graffiti. From 1982 to 1985 he was using more phrases and words in his paintings. They reveal a strong interest in his black and hispanic identity and his identification with historical and contemporary black figures and events. The last phase was from 1986 until his death in 1988. His work displays a new type of figurative depiction, using different symbols, sources, and content. He was seeking a new territory in his work. When Basquiat's Horn Players and Davis' Swing Landscape are displayed side by side it is quite obvious that they were done by two different artist. In Swing Landscape it is not obvious that this piece was inspired by jazz, as where in Horn Players the influence of jazz is evident. These painters have two completely different styles but are inspired by the same types of things. They are inspired by society and music. They both appreciate the art value of music, especially jazz. Stuart Davis' Swing Landscape is quite colorful and vibrant. The colors give a feeling of jazz with the use of blues and cool colors. The use of the warm colors shows the unpredictability of jazz. There are many forms of geometric shapes used in this painting. The shapes used in this painting again show

Economics of India essays

Economics of India essays 50 Years of Independence ; 5000 Years of History The Republic of India possesses tremendous contrasts and enormous ethnic, linguistic and cultural diversity. Since independence in 1947, the Indian civilization has expanded in every facet - from its increasing population to its to its intertwining cultural and social systems. There are over 1600 languages, nearly 400 of them are spoken by more than 200, 000 people. Ethnically, the country is comprised of mostly of Indo-Aryans and Dravidians while Hindus are the majority in the religious groups. The distinguishing characteristic of India is that is unofficially uses the caste system to differentiate between socio-economic classes and to prevent a fusion of various groups. Like the US , India is a democratic republic with a federal form of government. Geographically, India lies east of Pakistan, west of Bangladesh, south of China, and north of the island-country of Sri Lanka. India's population is the world's second largest continues to grow at a rate faster than that of China, threatening to overtake it in the next century. Over thousands of years of its history, India has been invaded from the Iranian plateau, Central Asia, and the West. "The Indian people have absorbed and changed these influences to produce remarkable racial and cultural synthesis" ( US Dept. of State, 1997, p 3) .They have had a continuous civilization since 2500 BC., when the inhabitants of the Indus River Valley developed an urban culture based on commerce and agricultural trade. Around 2000 BC, Aryan speaking tribes migrated from the northwest into the subcontinent. As they settled, they adapted to the previous Dravidian cultures. In the fourth and fifth centuries AD, northern India was unified under the Gupta Dynasty. During this period, know as India's "Golden Age", Hindu culture and political administration reached new heights. Islam spread over the continent o...

Unlock your ideas and write that document

Unlock your ideas and write that document The best way to unlock the information in your head So, you’ve got something you need to write. It might be a report you’ve had to do mountains of research on, until the facts and ideas are crowded and jostling against each other in your head. Or maybe it’s a document for which you have all the necessary facts in your mind already. Either way, now you need a way to get all that knowledge out of your head and onto the paper before you can go any further. But what’s the best way to do this? How can you easily unlock all the information you need? Enter, the mind map. Now, you may have tried using mind maps in the past and felt they didnt really work for you. But dont dismiss them just yet. In this video, Rob reveals how you can use them in different way: to tap into all the knowledge you already have (and realise the gaps in what you know that youll have to fill). Watch the video to see us demonstrate how to quickly put this simple but powerful tool to work, and hear Rob explain: the limitations of lists for planning a document, and a better way [0:27] why even using the better technique is not ideal [2:01] the tool you need to use instead of any kind of list [2:16] the important approach you need to take in setting up your mind map (and what you must avoid doing) [2:51] how you can use mind maps as part of your research process and to get past blocks [05:43]. This post is taken from a lesson in our online-training programme Emphasis 360, which improves your writing in practical, bite-sized weekly lessons. You can find out more about Emphasis 360 and preview more lessons for free here. Image credit: retrorocket / Shutterstock

FMLA and Its Impacts on Organization Term Paper

FMLA and Its Impacts on Organization - Term Paper Example The law does give the employee time off but the time given is not paid by his or her organization. The passing of the law has since covered the time which uses to be given to pregnant mothers before. Conversely, some employers have not been happy with the law since they see that they are losing some part of the working force in the company. Employers conclude that the law collides with other unforeseen happenings to employees which might need time off when they are sick. They have also realized that the law is not in line with working schedule of the firm, in addition the firm has had to increase the financial status of their companies so as to train or recruit the best human resource to deal with issues of FMLA (Bovee, 2001). Paid Sick Leave and its Impact on the Organization Paid sick leave is the compensation to an employee by an organization when they take time off to be with their family when either he or she is sick or one of the family members is sick. Paid sick leave is not p assed as a law like the FMLA, it has gained value since consideration by organization because it seen to be related to the economic growth of the country (Earle and Heymann, 2006). In addition, it is also a pillar to the human rights of an employee since the organization values the health of an employee. ... Impacts on the economy could be due to the health condition of the worker which could contribute to a smaller number of forces working in a firm or sick working force. For example, the workers in the USA had to work when they were sick, which made their health condition and the health of others worse due to a combination of the work force who were sick and the ones who were not sick; this increased the spread of the H1N1 virus among employees. The impact on the economy was that sick workers contributed to low productivity (Watkins, 2011). The impact of using the Family and Medical Leave (FMLA) The law has positive impacts on the organization if employers are informed early. The organization will have time to plan well on how it will do with the small number or without the number of some employees who have taken the FMLA leave. The advance notice has also seen to help the firms know the number of the employees who are to go for FMLA hence will give them time to balance the financial s tatus of the company due to the low productivity they would have to incur when the workers go for leave. The issues of the workers not giving enough information about the conditions would be solved. This is because, an individual who has to apply for FMLA has to present all the information to the firm about the need for FMLA leave, for example, the time of needed and the reason for taking leave, from there the organization will consider the case (Silverman, 2010). The impact of advance Notice of FMLA leave According to Hayes & Ninemeier (2009) the FMLA leave regulations binds the employer to give information to the employees 30 days before leave is granted and the workers are also warranted to give information about the day they would like

Motivation for Turkish entry to the European Union Essay

Motivation for Turkish entry to the European Union - Essay Example As a result of that the tensions of the Cold War between America and Soviet Union were visible in Europe until the cold war ends during the latter parts of twentieth century. Soon after the ending of cold war, European and American countries started thinking about cooperation rather than conflicts. As a result of that, ideologies like globalization has entered the horizon. The ending of cold war helped Eastern Europe to reduce its gap with Western Europe. The unification of two Germanys gave momentum to this process. The call for regional integration or a unified Europe or European Union started to become a hotly debated topic after the unification of the two Germanys. â€Å"The term â€Å"regional integration† means combining parts into a whole, according to the Oxford Advanced Learners Dictionary† (Dosenrode, 2010, p.4). Moreover, the theories of Federalism and Functionalism, put forward by prominent scholars gave momentum to the integration process of Europe. It shou ld be noted that Europe was functioning not as a whole, but as parts until the unification of the Germanys. The efforts for European integration were started immediately after WWII. ... Turkey is one country which is trying hard to become a permanent member in EU. Turkey is a Eurasian country of strategic importance because of its geographic location in between Asia and Europe. Its boundaries are located in two continents: Europe and Asia. That is why EU members are considering Turkey as a semi-European country. â€Å"Turkey  has not yet become a member of the  EU. Nevertheless,  Turkey's candidacy to join the  EU  is still one of the most considerable and controversial topics within the European political arena† (Kunnecke, 2013, p.527) Turkey has started its effort to acquire membership in the European Economic Community from 1987 onwards. Turkey is currently an associate member of the Western European Union. Moreover, they signed an agreement with the EU in 1995 and are officially recognized as a candidate for full membership now. Negotiations for accepting Turkey as full member of EU were started in 2005 and it is still going on. According to Aud as (2013, p.183) â€Å"Turkey  has been part of an ongoing process of integration with its European Union (EU) neighbours for year, and yet the debate for inclusion continues† According to Cendrowicz (2009), Turkey’s membership bid has become a major controversy of the ongoing enlargement of the European Union. He has pointed out that French President Nicolas Sarkozy and German Chancellor Angela Merkel are against the introduction of Turkey into EU because of the public opinion against Turkey in Europe. Moreover, the current Eurozone crisis is another factor which weakens Turkey’s stakes for a membership in EU. Even though, Turkey is a secular democratic state, the influence of Islamic religion on political

To Veil of Not To Veil Essay Example for Free

To Veil of Not To Veil Essay Those of people that are brought up in typical western culture believe that Muslim women who wear the job symbolize the continued oppression of women in the Middle East. In â€Å"To Veil or Not To Veil† Jen’nan Ghazal and John P. Bartkowski perform a case study of different forms of identity among Muslim women in Austin Texas. This experiment delves into Muslim culture and tries to analyze both sides of the argument a primarily factual essay. The article carefully analyses both sides of the issue in an attempt to better understand what the head coverings mean for these women, and how their gender roles compare as muslim women. It appears that some people of the west fail to do before making assumptions about Middle Eastern oppression of women, many stop to ask a Muslim woman what she thinks about wearing a veil. In their case study Ghazel and Bartkowski talked to twelve veiled women and twelve unveiled women in Austin, Texas and asked them questions surrounding the controversy of the hijab. Islamic women’s motivations for veiling seem to vary dramatically. The range can be broad as expressing their strongly held conviction, to critique western culture, for strictly religious purposes, and to be viewed not just as women, but as intellectual equals. Some of verses in the Qur’an and Hadiths (Islam’s holy texts) say that women must wear to hijab to not tempt men and that to be a good Muslim woman she must conceal her body. This belief makes women overall much more modest and submissive. The Islamic religion according to the article is very much a patriarchal religious institution and some of the bureaucratic men in the society are said to see the veil as a way to keep women subservient in their society. This appears to be the central reason why unveiled women do not wear a hijab. They believe that because the head covering wasn’t originally created by Islam they shouldn’t have to wear it to achieve spiritual welfare or be considered of higher religious caliber. They believe the hijab is an oppressive tool to leave the male social hierarchy as it is now. By not wearing the hijab it appears that the majority of women feel empowered verses those woman who do where a veil. But it is important to note that there exceptions to the rule, the article talked about a girl who wore the hijab to be taken seriously by society and move up the social hierarchy. This article primarily uses an empirical methodology. The arguments are portrayed through the research and case study that the two authors conducted in Austin, Texas. Both arguments are covered thoroughly and some quantitative data is used. As I read the article I found it surprising that the two authors only conducted this study on twenty four women, twenty four Americanized women no less. An American Muslim woman verses a Middle Eastern Muslim woman can have very different views on the issue simply because the societies are so different, it is possible that the culture of the United States is encouraging this challenging think by these twenty four women. I also found it a little shocking that the article failed to address the factor fear plays in Middle Eastern Muslim women to wear the hijab. The majority of the Middle East is based on an ideology called Timocracy which is a society based on honor. When women in some countries do not wear the veil they are in affect disrespecting Islam and the nation according to some more radical Muslims. Because of this many women are punished by being beaten for something as little as a veil slipping in public. It is clear that a hijab does not have just one singular meaning. The veil may be a piece of the Islamic religion, but it is how women view and own the veil that determines what gender arises for the issue. While the some of the cultures may be forced on women, like Iran it takes independent and free thinking women to determine the culture now and how it will evolve.

Abortion: A Woman Has the Right to Choose Essay -- Argumentative Essay,

As a man, I often struggle with the thought of being able to tell a woman what she can or can not do with her body. While I may not be fond of her hairstyle, make-up, or the revealing nature of her outfit, I understand it is her body and her decision to do with it as she would see fitting. However, while I let a women express her personal freedoms to choose, there are those that view the exact opposite. The United States was founded upon the principles that everyone is guaranteed the â€Å"certain unalienable rights†¦ of life, liberty, and the pursuit of happiness† according to the Declaration of Independence (1776). Consequently, by establishing laws that hinder a woman’s innate ability to select how she can and will live her life, we impede her opportunity to be a recipient of the rights that many men and women risk their lives for. Parenting is regarded as one of the most arduous jobs in the world. There is no instruction manual on how to educate, nurture, or r ear children, as each child is different from the next. Furthermore, it is a job in which you will always be on duty, there are no vacation or sick days, and you never get paid. Not only do women endure the child rearing part, often times alone, they must also provide and maintain a steady and financial home since they are responsible for a life that can not yet function viably as an adult. Lamentably, it is due to the demands of raising children that some women choose, since they feel they are not ready, to not become a mother. Although abortion is seen as the termination of a young life, it is ultimately the choice of the woman, not the government or the opinion of society to decide whether or not a woman can choose abortion as an alternative to pregnancy. An abortion is t... ...he feudal lifestyle where women were the homemakers and men were financial providers for the families. Women are now more independent and finically able to care for themselves and their families should they choose to have one. However, it is all dependant upon their choice, which is how it should be. Works Cited Anderson, K. (2001). Wartime Women: Sex Roles, Family Relations, and the Status of Women During World War II. Berkley Books, New York. Benson, L.D. (2000). The Wife of Bath‘s Tale. Retrieved from Harvard University: www.courses.fas.harvard.edu/~chaucer/. Honey, M. (1983). â€Å"The Working-Class Woman and Recruitment Propaganda during World War II: Class Differences in the Portrayal of War Work† Journal of Women in Culture and Society, 8 (4). 672-687. University of Chicago Press: Chicago. Retrieved from http://www.jstor.org/stable/3173689

The History Of The Systemic Approach Education Essay

In fact, survive with computing machines in the schoolroom, it is a spot like populating with an elephant, it is nerve-racking, it is cumbrous, it is upseting. What do you make with an elephant. We try to chasten the otherwise tame. This is engineering, efforts to incorporate them into learning pattern. But how? Changing wonts and behaviour. But alteration is complicated, it requires be aftering, must be checked and it is non easy to pull off an elephant, nor the usage of computing machine equipment. A A A About 25 old ages ago that we are working to incorporate â€Å" new † engineerings in different states. At different rates, depending on altering the joys, successes and failures in sequence – some losing forbearance, argue that it is an ageless – and yet†¦ Each cringle of the coiling brings us innovative farther in front. The school exchange and usage of progressively engineerings and digital resources to consolidate these alterations. Change, innovate, integrate, absorb engineering â€Å" new † â€Å" The engineering in the school will be † new â€Å" if teaching method that employs is new. ‘ A A A One manner to alter their instruction patterns is to incorporate digital engineerings in their instruction patterns. But it must be remembered that this alteration does non introduce. For there to be invention, ICT integrating should advance the development of one or more of the undermentioned rules: A A A A increased contact teachers-students or distance ; A A A A promote high outlooks vis-a-vis pupils A A A A support larning reactive, proactive and synergistic ; A A A A facilitate effectual and immediate feedback ; A A A A better and increase the clip of survey and reading ; A A A A promote diverse endowment ; A A A A enhance cooperation among pupils. A A A If the usage of ICT is non contributing to the development of one or the other of these rules, so there is alteration, but there is no pedagogical invention. But how and with what tools can we heighten the educational development of these rules? The â€Å" public presentations † of new engineerings in schools are non connected to the power or edification of machines†¦ can non assist believing that it is easier to fault the machines need educational†¦ Finally, everything is at that place, new engineerings in schools will be â€Å" new † if the teaching method that employs is â€Å" new † or instead renewed. ‘ A A A Is that correct? Are at that place baronial utilizations of engineering in instruction live togethering with enfeebling or unworthy intents? This is improbable. It is instead a inquiry of development, integration measure. We must larn to utilize simple engineerings before embarking into complicated utilizations. A A A To introduce through engineering, we must foremost be concerned pupils and so take attention of tools. This is the foundation of a humanistic, interdisciplinary and â€Å" anthropocentric † and a systemic attack to invention in instruction and basic reengineering the school utilizing engineering. A A A Too frequently, the execution of information engineering is under the mark of improvisation. We believed, and still believe one of the â€Å" innovators † , the diffusion of an invention in instruction is by osmosis and contagious disease nearby. This vision of â€Å" Utopian † procedure returns as follows: a instructor sets up an advanced undertaking utilizing ICT in the schoolroom. Spontaneously, co-workers, intrigued by both invention and covetous of such a success, eager to transform their teaching method, innovate and take part in this educational success. Just direct them the know-how. The shriveling expands and shortly the whole school is â€Å" tainted † by the new engineerings, each wishing to have an elephant in its category! A A A Unfortunately, invention is non spread in this manner in the field of instruction. It agree, this scheme has non vicarious delivered the expected consequences. Few thousand early adoptive parents have non wholly spread in their schools. Colleagues in the â€Å" innovator † did non spontaneously coveted innovate or chambarder their teaching method, or rearrange their classs. They did non instantly agreed that the success of an invention undertaking was due to the engineering, even if it was really present in the undertaking. In this vision of â€Å" spontaneousness † of the diffusion of invention, we must oppose systematic and systemic attack. A A A The systemic attack is divided into four phases. First measure, the system is in equilibrium functional school. Each histrion ( manager, instructors, pupils, professionals, director, support staff ) takes his function and the system is runing usually. It accomplishes its mission decently and wholly? If so, there is no demand to interrupt, the chambarder. Otherwise, the school does non let pupils to develop adequately its function in society. The school system is so critiqued and challenged. It is clip to alter it. Second measure, given the insufficiencies of the school riotous inventions are introduced doing daze moving ridges and instability. Third phase, the school system responds to this instability in two ways: a ) rejection of freshness to maintain the same old balance unstable and unsatisfactory B ) if the first maneuver did non work so the school system efforts to incorporate new, but minimising its effectivity and impact†¦ It is riotous and instructors seeking to incorporate engineering but altering nil in their instruction. Teachers try once more with these new tools the same as before but more frequently and more rapidly. Fourth measure, if the tactical integrating harmonic rejection or non fonctionnees so the system tries to absorb new engineering and animate a new systemic functional balance. Then there is reclamation of learning patterns. These four stairss are carried out consecutive and the procedure can be accelerated or stopped at any clip. This is why it is so of import when presenting technological inventions in instruction planning in continuance, to persist and to maximise the disruptive and destabilizing. Until a new equilibrium is non reached systemic one can state that an establishment is in the procedure of integrating but non assimilation. If the advanced release system force per unit area on the freshness consequence may regress and everything can be once more. A A A Furthermore, it is of import non to pout and success when instructors say the engineering used in their pattern non yet to the full renewed you must cognize the clip encouraged to go on doing the coveted alterations. Thus the â€Å" innovators † , backed up by the governments, can distribute the freshness and â€Å" contaminated † the whole community. 3. The â€Å" formula † for a successful execution â€Å" Let us all engineerings, but Lashkar-e-Taiba ‘s slave ordinal number ‘ A A A Already in 1987, the â€Å" innovators † of the integrating of engineering in learning had discovered the â€Å" formula † for a successful execution. [ 5 ] Here it is: 3.1. Ingredients A A A A Strong political will which beef up local directors in their attempts and back up â€Å" firm † instructors. A A A A Significant fiscal resources and provided yearly for several old ages, conditions for long-run planning. A A A A Many computing machines, efficient, dependable, accessible, networked and connected to the Internet for teleco and learning communities. A A A A Powerful applications, stable, dedicated, easy to utilize, user friendly and supply entree to content and quality digital resources seamlessly incorporate subjects. A A A A Information and support in good measure and at a changeless flow and steady. A A A A A systemic integrating consequence of a happy complicity between the spouses in instruction ( instructors, principals, counsellors, engineering directors ) . A A A A Time for instructors, clip for contemplation, for preparation, for planning of larning state of affairss and rating ( SAE ) authentic, contextualized and described in conformity with the preparation plan. 3.2 Preparation A A A Each of these ingredients should be available in good measure and assorted in proportions that meet regional liberty and the sensitiveness of local histrions ( schools ) . For illustration, the Commission scolaire de la Seigneurie-des-Mille-Iles lists five phases of ICT integrating in instruction: entry, acceptance, version, appropriation and innovation. The innovation is the phase where the instructor imagine new utilizations for enriching the preparation plan [ 10 ] . Depending on the phase identified resource demands, preparation and support may change. This is the first component to see when planning integrated and contextualised by a systemic attack. A A A Regarding pupils, without desiring to give the urban fable sing the genetically programmed acquisition who would be born â€Å" between a mouse and a keyboard † , we must acknowledge that many are non expected the chance to step into the schoolroom, or connected Television chance to collaborate. A A A If readying and ingredients are non sufficient quality and measure, mayonnaise may non acquire as stressed this illustrated â€Å" Barriers to ICT for instructor. tekki â€Å" . 3.3 Tips and Tricks A A A This â€Å" recipe † known in 1987 and repeated in 1997 [ 13 ] , should be reissued in 2007 for everyone to retrieve that the universe of engineering has non appeared today and will non vanish with him. Sing its airing in instruction, there is a universe of distinction. A A A However, nowhere resources will non be sufficient to fulfill the impatient. Two digressive forces hinder this forced March towards ICT everyplace for everything and for all, at least in industrialised society. First, the human and fiscal resources are scarce and must be shared among multiple precedences. More money to engage instructors or purchase equipment? A A A There is so the opposition to alter. Throughout the West, school systems are shaken – interviewed – and this uncertainness before school decision makers and instructors do non desire to be confused disrupted rushed. The instructor of the present clip is a tired adult male band – and this schematisation of his public presentation ( Figure 2 below ) begins its resiliency and helps to deter. 4. The effectivity of digital engineerings for learning â€Å" It takes a small town to raise a kid†¦ with a computer. ‘ A A A For the school adapts to alterations in engineering and integrates computing machine and Internet, you need a vision-based acquisition ecology of the school is based on the construct of computerized acquisition environment, what, besides known as digital work environment ( DWE ) , practical campus or practical office work [ 16 ] . Specifying the school as a acquisition environment, it is refocusing on acquisition and, therefore, more efficient usage of its resources. This is when they are placed in rich acquisition environments, including effectual cognitive tools, these are existent or practical environments that kids every bit good as grownups, learn and develop intellectually and socially. A A A Christian Barrette, an analyst at the Association for Research in college ( CRA ) , has compiled a batch of research on the effectivity of new engineerings for learning and larning. [ 17 ] Barrette concludes that ICTs are effectual when they are portion of a structured educational finely diversified acquisition activities and pedagogical attacks. In other words, the course of study offers larning of cognition, thoughts, constructs, and accomplishments development ( cognition, know-how, accomplishments ) and the instructor must cognize how to utilize ICT sagely to accomplish all these ends. A A A Confirming the research of Professor Marcel Lebrun Louvain-La-Neuve [ 18 ] proposes to consolidate Barrette pedagogical attacks into three categories-behavioral attacks empiricist, positivist, humanist and cognitive-constructivist which it associates the technological point of position the applications and attacks reactive, proactive and synergistic. Should prefer the constructivist attack when utilizing ICT at school? Not needfully run into Barrette. We need to diversify pedagogical attacks, learning methods and digital tools. And the research worker noted that â€Å" Among these attacks, the emerging of societal constructivism in pedagogical discourse, but small in pattern. It has been said about it, it could be good served by these engineerings that facilitated communicating and exchange in the transmutation of information into cognition meaningful. â€Å" The empirical grounds, drawn from the research reviewed, indicate that it is possible that ICTs are besides centered a ttacks to knowledge transportation ( behaviourism reactive manner ) or witting control of cognitive accomplishments ( proactive manner and cognitivism reflexive ) . A A A The reappraisal of undertakings and technological devices for larning ( larning state of affairss or learning scenarios and computing machine system ) really shows that these devices fall into three households: A A A A devices bring oning larning public presentation ( behaviourism, reagent ) ; A A A A bespeaking devices metacognition ( cognitivism, proactive – reflexive ) ; A A A A devices back uping collaborative acquisition ( constructivism, synergistic – ego ) . A A A Lesson effectual digest of assorted surveies reviewed by Barrette is hence as follows have proved effectual preparation devices ( attack, method, activity, larning state of affairs, digital tools ) : A A A A bring oning larning public presentation ( expressed ) and utilizing adaptative tools and differentiated exercisings repeated as gymnastic apparatuss, tutorials, educational games, lifes, chiefly used in the schoolroom or computing machine lab A A A A seeking metacognition and utilizing tools such as tutorials, dynamic geometry, demos, simulators, scheduling, robotics, drawings, portfolios in single activities that extend beyond the schoolroom or research lab ; A A A A back uping collaborative acquisition with tools such as practical preparation environments, wikis, web logs, electronic mails, forums, preparation platforms, which support active communities of exchange and cooperation particularly outside of the schoolroom or computing machine lab. A A A Figure 3 summarizes these three pedagogical attacks and this for each definition of acquisition, the scholar, the instructor ‘s function, the position of cognition, learning methods and illustrations of digital tools preferred. You will besides happen the didactic rules that promote educational invention and educational success. Empiricism Behaviorism Rationalism Cognitivism Humanitarianism Constructivism Definition of larning alteration in discernible behaviours. Change in ways of thought and work outing jobs. Cognitive struggles. Change in ways of thought, in co-creation activities. Motivate. Definition of larning Learning reactive hearing, watching, reacts and attempts once more. Active acquisition, information processor, treat the information, automatic procedure, high outlook Interactive Learning, cognition builder which initiates a undertaking and self-regulating, reflective, high outlook Role of the instructor sender of information and cognition. It presents, describes, schematically, programs and cheques. Manager of acquisition, usher, leads, directs, advocate says, is sing jobs, regulates redress. Guide, Zanzibar copal, aid, cause, inquiries, organizes, provides, suggests redresss and allowed to move, suggests ego Status of cognition / skills nonsubjective external world that the pupil must get, assimilate and reproduce. External world that the pupil must incorporate its mental forms and reuse. Reflexivity. Objective external world but perceived and reconstructed competency = know how to move by mobilising Teaching methods Teaching group, explicit, E3, repeated pattern, immediate feedback, survey clip, frequent contacts. Individualized direction, differentiated strategic attack deductive – inductive survey clip, frequent contacts. Vicarious larning strategic, differentiated by undertakings inductive-deductive, less frequent contact, promotes cooperation. Digital tools preferred Gymnastic apparatuss, tutorials, games, ICT competency, life, web portfolio, trial hidden words quiz Net and others. Simulations, simulation, robotic, jobs, You ‘re the hero, programming, Create a Web page, DAO, experience, portfolio, geometry, practical research lab, SAE, Scoop, webquests..

Aboriginal Culture

The Indigenous aboriginal people are one of a kind they mostly reside in Australia both the mainland and the Island Tasmania. The Aboriginals were indigenous to the continent and has resided there since the late sass's. There are over 400 different tribes wealth the Aboriginal culture and they all have deferent dialects, and languages. Communication amongst the Aboriginal people is much different they use terms such as full blood or half caste meaning not of the same biological parents.Mainly they use terms within their specific tribe so that outsiders are not able to butt in on personal business. Terms like â€Å"Aborigine†, and â€Å"Aborigines† are of offense and are terms used in connection to harsh times of enslavement. It is disrespectful to mention a deceased person's name for up to two weeks after death following their cultural guidelines. Time orientation is not of great importance in Aboriginal culture as it is in Western civilization.The Aboriginal people use the position of the sun and he closeness of the season to tell time weather. Personal space is not of great importance either. Men usually address men and then are either invited or ask to address the woman. Social roles are very Important as the Aboriginals lead by elders, Elders lead the community and If Ill the entire village will participate In caring for the elder whether personal related or not. When entering a room it is respectful to address the elder first and then males and lastly females.Religion is based upon little God's. The Aboriginals believe that everything in life is made from the earth such as serpents used to create pathways for the people. Health beliefs are looked upon as any ill person is sick by sin. Their belief is that a person who has a disease is being punished by a God for some kind of sin committed. Health practices are preferred to be done holistically. Due to the fact that they believe everything is from the earth they also believe that the cure shal l come from the earth.Health Issues such as cardiovascular diseases, mental health, diabetes, cancers, and Injuries are mall health concerns within their culture. The dietary preferences for the Aboriginals are not of Importance because they are very poor and almost all foods come from the grubs and bushes. Foods like berries, fish. Nuts, and wild game are main course meals. Both the mainland and the island Tasmania. The Aboriginals were indigenous to the tribes within the Aboriginal culture and they all have different dialects, and address the woman.Social roles are very important as the Aboriginals lead by elders, Elders lead the community and if ill the entire village will participate in caring the earth they also believe that the cure shall come from the earth. Health issues such as cardiovascular diseases, mental health, diabetes, cancers, and injuries are main health concerns within their culture. The dietary preferences for the Aboriginals are not of importance because they a re very poor and almost all foods come from the grubs and bushes.

Only Connect Essays

Only Connect Essays Only Connect Paper Only Connect Paper Essay Topic: Literature The epigraph Only Connect that Forster has given to Howards End is certainly an appropriate one, as the impact of these two words is significant throughout the novel. Forster manages impressively not only to intertwine the lives of the characters, but also integrate the separate divisions of the social spectrum into the world of the novel. Throughout the novel a number of significant connections occur between the various characters. In the portrait of Margaret and Helen Schlegel and in the optimistic ending to the novel, Forster points readers towards a future of harmonious connection between the different elements in the world of the novel. This essay, however will argue that in fact the conflict that is presented in Howards End, outweighs the connections. The protagonist in Howards End who connects with a number of characters is Margaret Schlegel. Margaret is the chief representative of the Schlegel family, which signifies the idealistic, intellectual and cultural aspects of the English upper middle classes. For example, Margaret becomes acquainted with Mrs. Wilcox, a gentle, selfless, loving and strangely omniscient character. In contrast to Margaret, Mrs. Wilcox is clearly not intellectual. Margaret throws a luncheon for the ethereal, selfless Mrs. Wilcox. However, it is clear that Mrs. Wilcox feel uncomfortable amongst the guests. For example, it is made evident that her tastes were simple and her knowledge of culture slight. There was no common topic between Mrs. Wilcox and the guests. Unlike Margaret, Mrs. Wilcox is not interested in Art, Music, Journalism and Literature. Instead, Mrs. Wilcoxs life revolves around her husband and sons. Although Mrs. Wilcox is not a cultured lady, as is Margaret, and despite the failure of the luncheon, they still seem to share spiritual qualities which allow them to connect. This surprising friendship is Forsters attempt to bring the two main families of the novel into a union. He also wishes to bring together the two symbolic ideas that they represent. Mrs. Wilcox is a very different creature from her husband and children, replacing their materialistic hard-headedness with a kind of selfless, loving sensitivity to those around her. The readers recognize that Mrs. Wilcox tends to have an intuitive knowledge of the people around her. Mrs. Wilcox calls this an instinct which may be wrong. As their relationship develops, Mrs. Wilcox attempts to leave her home, Howards End, to Margaret. Although Mrs. Wilcox and Margaret are from different families with contrasting beliefs, they are clearly able to converse well with each other. For example, in Chapter 8 the two characters speak about superstitions. It is apparent that Margaret and Mrs. Wilcox do share some similarities. For instance, Mrs. Wilcox tells her companion about the wych-elm tree in Hertfordshire Margaret tells Mrs. Wilcox that she loves folklore and all festering superstitions. There are obvious parallels between these characters, and this adds to the idea of a future of harmony. Even after the death of Mrs. Wilcox, it seems that her presence still remains within Margaret. A striking incident in which Margaret reveals Mrs. Wilcoxs existence is during her first visit to Howards End. Margaret sees an old woman who was descending, with figure erect and with a face impassive. This woman, Mrs. Avery, mistakes Margaret for being Mrs. Wilcox. Mrs. Avery stated that Margaret had Mrs. Wilcoxs way of walking. Some readers might find this way of expressing the spiritual connection rather unconvincing. For instance, the incident at Howards End, can be thought to be too supernatural sounding. However, Foster is knowingly and wittily asking the reader to stretch their sympathetic connection with Margaret to the extent that they can feel with her, the presence of Mrs. Wilcox. Forster is seducing the reader into accepting something which is irrational and something that would be rejected by commonsense. In Mrs. Wilcox, there is an acceptance of a Margaret-like mentality as opposed to a Henry-like mentality. This supernatural aura is also presented in Chapter 18. Mrs. Wilcox strayed in and out, ever welcome ghost; surveying the scene, thought Margaret, without one hint of bitterness. This suggests that Mrs. Wilcox approved of Margaret and Henry being together. It portrays the spiritual connection between Margaret and Mrs. Wilcox. The most explicit expression of the theme of only connect occurs at the beginning of chapter 22. This is an essential chapter, as it allows the readers to grasp the concept of only connect: Margaret greeted her lord with peculiar tenderness on the morrow. Mature as he was, she might yet be able to help him to the building of the rainbow bridge that should connect the prose in us with passion. Without it we are meaningless fragments, half monks, half beasts, unconnected arches that have never joined into a man. In this chapter, Margarets task in helping Mr. Wilcox to achieve internal harmony is defined: Only Connect! That was that whole of her sermon. Only connect the prose and the passion, and both will be exalted and human love will be seen at its highest. Live in fragments no longer. Only connect, and the beast and monk, robbed of the isolation that is life to either, will die (chapter 22). Margaret has an overall venture throughout the novel to unify the unseen with the seen, and therefore create balance. Yet the greatest challenge to this project comes in the form of her eventual husband, Henry Wilcox. After the death of Mrs. Wilcox, Margaret grows very fond of her husband Henry Wilcox. She wishes to change the male mannerism in his character, of panic and emptiness. Margarets attempt to change Henry can be said to be a noble, heroic aim. Margaret starts to do this when she cultivates Henry. While Margaret never forgot anyone for whom she had once cared; she connected and she hoped that some day Henry might do the same. The well-known critic, FR Leavis rather objects to the plausibility of Margaret and Henrys relationship. I disagree: Forster does attempt to trace the development of Margaret and Henrys courtship. Forster suggests the plausibility of their relationship through the narration about Margarets father. It can be said that Margaret is aware that her fathers characteristics are reflected in Henry. For example, the fact that her father is able to change countries and ideals, relates to Mr. Wilcoxs spontaneous and impulsive qualities. This attracts her enormously to Henry. She admires Henrys male strength and soldier- like quality. It also seems appropriate that Margaret and Henry are both middle-aged, single people. Margaret also sympathises with the fact that Henry is needy without a wife. Her intentions to connect with Henry and make him connect are thus not so poorly motivated as Leavis thinks. However, although we might well sympathise with Margarets aims, it is unlikely that readers of Howards End will feel that Margaret will succeed in changing Henry. Henrys character contrasts enormously with Margarets. He is described as being obtuse, materialistic and money-orientated. The way in which Henry deals with Leonard Bast is definitely contrary to the way in which Margaret deals with him. Henrys association with Leonard conflicts enormously with Margarets beliefs. Henry deals casually with Leonard Bast and does not show any sympathy for him when his employment situation becomes disastrous. It is obvious that Henry does not see a personal connection with Leonard Bast. Henry even forgets who Leonard Bast is, contrary to Margarets aim. Margaret later tries to show Henry that he must forgive Leonard and Helen for their sexual encounter. According to Henry it is wrong to have pre-marital sex. However, he has had extra-marital sex with Jackie Bast, and so if Margaret is willing to forgive him, then surely Margaret feels he should be equally willing to forgive Leonard and Helen. She is suggesting that Henry only utilises one area of his emotions and thought, as he is too arrogant and self-protective to forgive. Henry prefers not to connect, so then he does not have to face the consequences and the reality of his actions. It is a case of ignorance being bliss. While he needed the support from Margaret when he had been exposed, he is unwilling to succour another, and so Margaret is attempting to sever his isolation and halt his detachment from reality. Margaret tells her partner; You shall see the connection if it kills you, Henry! A man who ruins a woman for his pleasure, and casts her off to ruin other men These men are you. You cant recognise them, because you cannot connect. Some readers think that what happens at the end of the novel is that through connecting with Henry, Margaret succeeds in undermining Henrys defences. However, it is rather the indirect influence of Margarets connection of Henry and Charles to the Basts that really brings about Henrys change. Henry eventually must face the discovery that his son, Charles, has caused the death of Leonard Bast, and Charles must serve time in prison. Henry is a broken man, but Margaret undertakes his care. Henry undergoes a breakdown and finally recognises that his values were at fault. His obtuseness and ignorance converts into humbleness and awareness. Henry eventually is reconciled to Helen. She and her illegitimate child join Margaret and Henry at Howards End, where peace and stability are enjoyed. It is here when these connections and reconciliation are imposed to provide a source of hope for harmony in the future. In this ending Forster is clearly trying to portray the possibility of a unified Edwardian England. Forster has earlier prepared for the climactic scene of harmony and connection by his scene of reconciliation between Margaret and Helen, the past sanctifying the present. Foster thus illustrates the restoration of the family unit, and here too attempts to convey an impression of inner-harmony and connection between the characters. The situation of the living circumstances at the end of the novel can be said to present harmony. A harmony is achieved at Howards End, as it is inhabited by Margaret, Henry, Helen and the Bast love child. The Bast child can represent a new connected class, a mixture of bourgeoisie and bohemian upper class. It is the characters aptitude to forgive, and so embrace the other that allows them to connect. This is suggested in the relationships between Margaret and Mrs. Wilcox and Margaret and Helen. However this is a mannerism not possessed by Henry until the end of the novel. This explains the reasons for his narrow-minded treatment of Leonard Bast. Not only do various connections or relationships in Howards End predict a future of harmony, but Forster attempts to convey this impression through the ambience of the novel. The continuity in national life appears clearly in the description of the Dorset Coast at the end of chapter 19. The vision of England as a ship of souls, with all the brave worlds fleet accompanying her towards eternity, is a passage which certainly embodies the ideals of harmony and continuity, untarnished by provinciality or jingoism. Forsters use of tone and visionary language positively creates an atmosphere of peace and harmony. A number of ideas in the book are shaped under a Romantic belief that internal order can occur through love, thus attempting to represent the notion of a reconciliation of opposites, through Romantic tendencies. For example, the Romantic idea of the healing and comforting powers of nature is conveyed through Leonards walk. In chapter fourteen, Leonard tells the Schlegel sisters of his connection with nature. The conversation between Leonard and the sisters is clearly enlightening. The characters are all involved in a situation which interests them. The sisters encourage the conversation with phrases such as Yes, go on. Their curiosity is evident when Margaret asks Yes, but the wood. This ere wood. How did you get out of it? However, the love connection between Margaret and Henry, is not truly believable. For example, nowhere in the book is true love really moulded, but instead love based upon the desire to improve and to belong. This is portrayed through their marriage, which seems to occur out of convenience. It is in fact the conflict between the characters which seem more realistic, thus Margaret and Helen separate through conflicts between the families. Henry Wilcox is disgusted when discovering that Helen has fallen pregnant. He does not wish to have a fallen girl staying at Howards End and he does not deny this to Margaret. Henry informs his son, Charles of the situation. In Chapter 39 Charles immediately consults Tibby Schlegel, Helens younger brother. Tibby admits that it was Leonard Bast who would be the father of Helens baby. The Wilcoxes anger leads to the death of Leonard Bast. This incident indubitably predicts a future of conflict The ending of the novel, Forsters attempt to redeem the possibility of connection, is in fact unbelievable and implausible. The final situation in Howards End presents an unrealistic harmony. Forster has made an ending that is too rushed and too optimistic. Readers will question whether it is truly possible for Helen to live beside Mr. Wilcox. It is because of the Wilcox family that Helens lover is now dead. Her baby will have to be raised as a bastard, because there will be no chance of them getting married. It is unrealistic that Helen would forgive the Wilcox family for allowing what happened to Leonard Bast. Leonard will not be able to be a representative of the Bast family. It is likely that Helen will always hold some sort of abhorrence for the Wilcoxes because of her lovers death. It is almost impossible to see that the Bast child will live contentedly beside the Wilcox family, knowing that they are the reason that he is a bastard. The readers also see no sign of Jacky Bast at the end of the novel. Surely it is not credible that Forster has not included this important figure in the end of his novel? The impression of an incurable gender conflict between Henry and the Schlegel sisters is emphasised all the more in the other characters. In fact, Forster portrays almost all the male characters in his novel negatively. The men are possessive and chauvinistic characters made of panic and emptiness as suggested by Margarets sister Helen. Chapter 25 contains a scene in which the clear conflict between men and women is portrayed. Margaret is determined to go back to the place where the car she was travelling in was thought to have hit a dog. Margaret exclaims Do please stop! I want to go back, please. However, Charles took no notice. The other characters told Margaret that The men are there, The men will see to it. This reaction emphasizes how it was commonly thought that the men should take care of all important business and that the women should merely submit to them and do what they are told. After the demanding way that Charles and Mr. Wilcox act toward the women, the narration includes Ladies sheltering behind men, men sheltering behind servants-the whole systems wrong, and she must challenge it. On page 214, Charles speaks of the incident that occurred. He states Miss. Schlegel had lost her mind, as any woman might. The male dominating character underlines his stereotypical view of women as he speaks of them as being over dramatic and foolish. Despite Forsters optimistic ending, scenes like this strongly suggest that the gender differences in the early twentieth century, are likely to cause a future of conflict and disagreement. Forsters vivid and emphatic presentation of the differences within the families, very much goes against the possibility of harmony. He places a large emphasis on the difficulty in connecting due to the families different backgrounds. For example, the pragmatic Wilcox family are materialistic and very much money-orientated. They represent the solid English work ethic and conventional social morality. They are involved greatly in the business environment. On the other hand, the idealistic Schlegel family are more spiritual and cultured. The upper class family appreciate Edwardian culture such as the Arts and literature and music. The Basts, headed by a lower-middle class insurance clerk are impoverished. Leonard Bast desperately hopes that books will save him from social and economic desolation. Their differences in interests present a huge and eventually immovable obstacle in connecting with each other. Moreover, Forster does not deal with people across the whole social spectrum in his novel. If only connect is going to be associated with England, then it is unfair to make a prediction of the future of England upon reading Howards End. Forster does not look upon the whole of England. He avoids looking at people of great wealth such as aristocrats and upper class, and although he includes Leonard Bast, he does not look at the vast numbers of the working class people at all. When reading Howards End, readers are aware of the conflicts and connections between the families. Through many relationships within the novel, people are able to connect and share interests. They are also able to share ideas and beliefs with one another. However, apart from these, too many disagreements occur. These broad fault-lines between groups of people are very evident in the novel, and Forster does little to persuade us they can be healed. They are crystallised in the situation between Henry and Margaret. It is clear that Henry is afraid of emotion. His motto is concentrate, while Margarets is only connect. This difference in attitudes creates an irreconcilable tension in the novel. They are very different people who represent extremely different ideas. The difference between concentrating and only connecting is the difference between Margaret and Henry; it is the difference between the Schlegels and the Wilcoxes, and the primary conflict in Howards End. Through this argument, it can be concluded that the sense of conflict outweighs the attempt to present the Schlegels, Wilcoxes and Basts as connected. Forster is very much similar to the way that Margaret thinks. Forster tends to be biased towards Margarets ideas and beliefs. It can be said that Forster and Margaret share the same aphorism; Only Connect. Although Margaret encourages connection, the hope for harmony seems doubtful. The attempted connections prove unsuccessful. Most significantly, the connection between Leonard Bast and the Schlegels, finally results in his death and Forsters contrived and sketchy harmonious conclusion cannot rescue the argument. Rather what is stressed is the divided nature of Edwardian England and a future of conflict. Bibliography utm.edu/~lalexand/brnovel/forster.html musicandmeaning.com/forster/